Victorian Department of Education and Early Childhood Development

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Victorian Department of Education and Early
Childhood Development

• CLASSROOM MANAGEMENT
• EDUCATION of BOYS
• Session 2

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Classroom Management

• Session 2 Part 1

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Review of Session 1

• Our context
• Victoria International School of Sharjah
• Your context
• Language in the classroom
• A model of classroom management
• Learning A student-centred approach
• Rules and procedures
• Personal Learning Task

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Personalised Learning Task

• Choose a strategy you have learnt about in this
  session

Try this strategy in your classroom. Document
the circumstances in which you used this strategy
e.g. during a writing task, time of day, the
management issue etc. Reflect on the impact of
your chosen strategy on your classroom.
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Session 2

• Discipline and consequences
• Teacher-student relationships
• Teacher readiness
• Personal Learning Task

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Discipline and consequences

• When developing a set of rules and procedures
  teachers should also develop a set of
  consequences and rewards related to maintaining a
  disciplined classroom.

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Disciple and consequences Group self reflection
activity

• Reflecting on your current beliefs and practices
  
• 1. What are some of the ways in which you deal
  with disruptive behaviours?
• 2. What direct consequences do you use for
  disruptive student behaviour?
• 3. What kinds of rewards have you used? And in
  what circumstances?
• 4. What are some of the techniques you have used
  to reward positive group behaviour and
  provide consequences for negative behaviour?
• 5. Describe some ways in which you have involved
  (or could involve) parents in preventing or
  dealing with inappropriate behaviour of
  their child

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Disciple and consequences Teacher reaction

• Teacher reaction includes the verbal and physical
  reactions (non-verbal) that indicate to students
  that a behaviour is appropriate or inappropriate

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Disciple and consequences Teacher reaction

• Reactions that address inappropriate behaviour
• Short verbal cues or questions e.g. Whats going
  on?
• The pregnant pause
• Moving to the front of the room and stopping
  instruction
• Eye-contact
• Subtle gestures e.g. finger to the lips
• Heading students off e.g. What kind of a day are
  you going to have today?

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Disciple and consequences Teacher reaction

• Reactions that reinforce appropriate behaviour
• Short verbal affirmations e.g. Thank you, thats
  great, good job
• Smiles, winks and other signals
• Catching students being good

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Disciple and consequences Tangible rewards

• You need to have strategies that can be used to
  provide students with concrete symbols or tokens
  for appropriate behaviour (or withhold for
  inappropriate behaviour)

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Disciple and consequences Tangible rewards

• E.g. Primary/Preparatory level
• Points
• The Light Chart
• Thursday fun club
• Class posters

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Disciple and consequences Tangible rewards

• E.g. Preparatory/Secondary level
• Verbal praise
• Certificates
• Reward field trips

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Disciple and consequences Group role play
activity

• 1. Several students in your class are very noisy
  individuals who are not quiet often. What
  disciplinary approaches might you tend to use
  with these students?
• 2. A student in your class admits that he was
  mad one day and ruined several books with a
  black permanent marker. How might you deal
  with this situation?
• 3. The student in your class dont seem to think
  much of tangible rewards like stickers. What
  are some other concrete symbols you might
  use to acknowledge productive/good behaviour?
• 4. Over the past couple of weeks you have had to
  send Abdul to the a time out area because
  of his disruptive behaviour. However the
  behaviour continues. What are some other ways
  that you might deal with this situation?
• 5. When of your students threw a rock and struck
  another student. How might you deal with
  this situation?

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Teacher-Student relationships

• The relationship between teacher and student is
  the critical starting place for good classroom
  management. If the teacher has a good
  relationship with students, all other aspects of
  classroom management will run more smoothly.

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Teacher-student relationshipsDemonstrating
personal interest in students

• Discovering and incorporating students
  personal interest into the learning
• Student interest surveys
• Teacher-student conferences
• Informal conversations with the students
• Taking notice of the kinds of activities students
  participate in outside of school.

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Teacher-student relationshipsDemonstrating
personal interest in students

• Student interest surveys
• Refer to Handout 5

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Teacher-student relationshipsDemonstrating
personal interest in students

• Noticing individual accomplishments and
  important events in students lives
• Use part of each parent/teacher meeting to ask
  about and listen for critical details
• Communicate with other teachers to gain knowledge
  about the student
• Read school newsletters, newspapers and bulletins
  etc to gain insights into your students
• Compliment student on important achievements in
  and out side of school

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Teacher-student relationshipsInteracting with
students as individuals

• Interacting with students as individuals is
  important if you want to demonstrate that you are
  personally interested in them
• Meet students at the door as they come into the
  class and interact individually withy each
• Find time to talk informally with students
• Make a positive phone call home with the student
  present
• Take photos of students for a room display
• Single out a couple of students each day and talk
  with them
• Greet students by name outside of the school

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Teacher-student relationshipsBehaving equitably
and responding affirmatively to questions

• Ensuring that classroom interactions are
  equitable and positive is more likely to lead to
  a positive learning environment.

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Teacher-student relationships Behaving equitably
and responding affirmatively to questions

• Physical gestures and movements
• Eye contact - scanning the room
• Moving around the room
• Looking and listening

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Teacher-student relationships Behaving equitably
and responding affirmatively to questions

• Positive interaction strategies
• Acknowledge ideas and comments and who offers
  them
• Encourage everyones participation
• Provide appropriate wait time

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Teacher-student relationships Behaving equitably
and responding affirmatively to questions

• Affirmative reactions to incorrect responses
• Avoid telling students that they should have
  known the answer
• Acknowledge a response
• Dont allow negative comments from other students

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Teacher-student relationships Behaving equitably
and responding affirmatively to questions

• Affirmative reactions to incorrect responses
  continued
• State the question that the incorrect response
  answered
• Encourage collaboration
• Restate the question

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Teacher-student relationships Behaving equitably
and responding affirmatively to questions

• Affirmative reactions to incorrect responses
  continued
• Give hints and cues
• Let students opt out
• Provide the answer and ask for elaboration
• Acknowledge the students participation

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Teacher-student relationshipsBeing aware of the
needs of different types of students

• Ensuring that you take into account the wide
  range of backgrounds, social and personal issues
  of your students.

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