Date post: | 11-Jan-2015 |
Category: |
Education |
Upload: | mohamed-nasir |
View: | 187 times |
Download: | 2 times |
gg
School-Based School-Based Professional Development IProfessional Development I
31 January 2013Thursday07:45 am
Irushadhiyya School
Classroom Management Classroom Management That WorksThat Works
Rules, Routines and ProceduresReinforcing Positive Behaviour
ConsequencesCreating a Responsive Managing system
©Mohamed NasirJunaina Ismail
Classroom Management Classroom Management That WorksThat Works
Objectives:
The participants will
▀ identify the importance of teaching of rules, procedure and routines to students by reviewing literature and exchanging views of colleagues.
▀ find out strategies to reinforce positively students’ learning and appropriate behaviour by discussing among colleagues and reviewing of literature.
▀ list down consequences for violating rules and procedures by discussing among colleagues and reviewing of literature.
Perhaps the most obvious aspect of effective classroom management is classroom rules and procedures. Rules and Procedures convey the message that
““I’m here to teach andI’m here to teach and you are here to learn”.you are here to learn”.
Literature Synthesis
Let us see what does Islam say about good manners?
Literature Synthesis
Just as a child should be taught rituals and acts of worship, he should also be taught GOOD HABITS and ETIQUETTES until they become second nature to him.
-Prophet Muhammadh (SAW)
Literature Synthesis
The believers who have the most perfect faith are those who have the best manners.
Literature Synthesis
The believers who have the most perfect faith are those who have the best manners.
Literature Synthesis
Do teachers need to teach RULES, ROUTINES AND PROCEDURES?
Literature Synthesis
Yes. When
& How?
Literature Synthesis
Situationally &Systematically
3-5 minutes everyday
Rules should be taught
TeacherTeacher MODELING MODELING
Rules should be taught
Examples & Non examples
Literature Synthesis
Teacher CLARIFIES
Rules should be taught
Acceptable & non-acceptable behaviour
Literature Synthesis
Teacher CONSISTANCYTeacher CONSISTANCY
Rules should be taught
Inconsist enforcement – major source of teacher /pupil conflict
Literature Synthesis
Teacher MONITORING
Rules should be taught
Students’ rule-abiding behaviour and intervene repeated violations
Literature Synthesis
Teacher RULE ENFORCINGTeacher RULE ENFORCING
Rules should be taught
Should be specificDelivered within 3 feet of the childEstablish eye contact
Literature Synthesis
Teacher RULE ENFORCING
Rules should be taught
Use Precision RequestsPrecision Requests
Literature Synthesis
Rules should be taughtPrecision requests Precision requests : Use : Use student’s namestudent’s name
Precise description of required Precise description of required behaviourbehaviour
Polite and unemotional tone.Polite and unemotional tone.
wait time of 5 secondswait time of 5 seconds
Literature Synthesis
Example: Example:
““Stop please- it is Stop please- it is disrespectable to pull down art disrespectable to pull down art work displayed on the wall.” …work displayed on the wall.” …
“ “Be responsible by keeping Be responsible by keeping your hands and feet to your hands and feet to yourself. Do it now, please!” yourself. Do it now, please!”
Literature Synthesis
Positive or Coercive Positive or Coercive Classroom Discipline?Classroom Discipline?
Teachers need to build a classroom environment where positive interactions are the norm and punitive consequences are minimized
Coercive or punitive environments promote antisocial behaviour
Comparison
Punitive Positive
Rapidly stop behaviour Slowly stop behaviour
Provide immediate relief (reinforcement) to the teacher
Provide no immediate relief to the teacher
Teach students and peers what not to do
Teach students and peers what to do
Decrease positive attitude towards school and school work
Increase positive attitudes towards school and school work
Group WorkIdentify any three Routines which are
unstructured and weaker in Irushadhiyya School.
Activity I. Recommend the procedures to redress those weaker areas of our school.
Activity II. Suggest consequences that can be Activity II. Suggest consequences that can be effectively applied effectively applied if and when students break class if and when students break class rules.rules.
Creating a Responsive Creating a Responsive Management SystemManagement System
Create a management Create a management system that is responsive system that is responsive to student needs.to student needs.
Proactive NOT Proactive NOT ReactiveReactive
Creating a Responsive Creating a Responsive Management SystemManagement System
Create a management Create a management system that is responsive system that is responsive to student needs.to student needs.
Proactive NOT Proactive NOT ReactiveReactive
Creating a Responsive Creating a Responsive Management SystemManagement System
Create a management system that is Create a management system that is responsive to student needs.responsive to student needs.
Key elements:Key elements:
Behavioural expectations should be Behavioural expectations should be clearly defined, taught, and clearly defined, taught, and acknowledged (Sugai et al, 2000).acknowledged (Sugai et al, 2000).
This can be acomplished through This can be acomplished through □ □ teaching classroom rulesteaching classroom rules□ □ encourage positive behaviourencourage positive behaviour□ □ increase academic and increase academic and
behavioural successbehavioural success□ □ decrease the likelihood of decrease the likelihood of
failurefailure
Creating a Responsive Creating a Responsive Management SystemManagement System
Definitely, Definitely, misbehaviourmisbehaviour will occur! will occur!
Therefore: Teachers should be Therefore: Teachers should be PROACTIVE!PROACTIVE!
Have a Have a set of responses set of responses to certain to certain behaviours! (Simonsen et al,2008).behaviours! (Simonsen et al,2008).
Creating a Responsive Creating a Responsive Management SystemManagement System
Prescribed and responsive approach to misbehaviour creates a more positive learning environment and decreases the need for reprimands.
Creating a Responsive Creating a Responsive Management SystemManagement System
PREVENTION, PREVENTION, PREVENTION
PREVENTION, PREVENTION, PREVENTION
Preventing misbehaviour should be the primary goal of all teachers.
Creating a Responsive Creating a Responsive Management SystemManagement System
Let us discuss some of the well-established strategies to predetermine the responses of the misbehaviours.
Creating a Responsive Management SystemCreating a Responsive Management System
The following six strategies are often under utilised but they are very much responsive to have a responsive management system. Use these strategies and so that they become a positive habit of you.
Proximity ControlOpportunities to RespondRule ReminderEye ContactPraising Appropriate BehaviourTemporary Escape
GROUP WORKGROUP WORK
In groups of six, please work on the six strategies to create a Responsive Classroom Management System. Each group works on one strategy.