Transcript CLASSROOM MANAGEMENT

CLASSROOM MANAGEMENT
DR KEVIN LAWS
FACULTY OF EDUCATION AND SOCIAL
WORK
THE UNIVERSITY OF SYDNEY
WHAT IS CLASSROOM MANAGEMENT?
• Dealing with student behavior problems?
• Discipline?
CLASSROOM MANAGEMENT
Theories
• Choice theory (Glasser)
• Reinforcement theory (Skinner)
• Social discipline model (Dreifers)
Strategies
• Proactive
• Reactive
CLASSROOM MANAGEMENT AND
ORGANISATION
• Teachers form instructional groups that fit
students’ academic and affective needs
• Teachers make efficient use of learning
time
• Teachers establish smooth, effective
classroom routines
• Teachers set clear standards for
classroom behavior and apply them fairly
and consistently
WHAT ASSUMPTIONS DO YOU MAKE
ABOUT BEING HUMAN?
• Humans are social beings and one of their
basic motivations is to belong
• All behavior has a purpose
• Humans are decision-making organisms
• Humans only perceive reality and this
perception may be mistaken or biased
TEACHERS ARE HUMAN BEINGS
STUDENTS ARE HUMAN BEINGS
GENERAL PRINCIPLES CONCERNING
CLASSROOM MANAGEMENT
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Participation in decision making
Delegation of authority
Open communication
Concern for people
A COMPOSITE PERSPECTIVE ON
TEACHING
The three s’s
• Students
• Subject
• Setting
The students:
• To what student generation do these students
belong?
• To what student culture do these students
belong?
• How do they view their education?
• What kinds and degrees of intelligence do they
display?
• What motivates them?
• How does their economic, social class, ethnicity
and gender impact upon their learning?
The subject:
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What knowledge is most worth knowing?
How do I define and describe my subject?
What do I hope to teach through my subject?
What decisions do I need to make about the
learning outcomes that are most desired?
• What decisions do I need to make about scope,
depth and breadth, centrality and balance,
flexibility and choice?
The setting:
• What are the physical arrangements of
classroom space and how may they be altered
to accommodate the teaching I want to do?
• How will people be arranges in the classroom
and how will this influence communication?
• What are the social roles to be played out by the
teacher and the students?
• How do the characteristics of the setting
enhance or limit what I hope to achieve through
my teaching?
THE CONCEPT OF THE TEACHER AS
THE CLASSROOM MANAGER
Teacher Roles
• Planning
• Organising
• Communicating
• Motivating
• Controlling
PLANNING PRINCIPLES
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Staff involvement
Flexibility
Stability
Continuity
Simplicity
Review
ORGANISING PRINCIPLES
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Enhancing teamwork
Recognising differences
Effective use of time
Understanding the school and classroom
mission
COMMUNICATION PRINCIPLES
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Openness and trust
Feelings and emotions
Involvement and participation
Using multiple modes and channels of
communication
MOTIVATING PRINCIPLES
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Warmth and enthusiasm
Provision of a consistent model
Awareness of human needs
Maintenance of equity
CONTROLLING PRINCIPLES
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Controls should be clear and acceptable
Controls should encourage participation
Overcontrol should be avoided
Controls should be economical
Controls should be flexible
Controls should be operational
GOOD TEACHING + GOOD MANAGEMENT
• Overlap
• Are interdependent
Good classroom management is
concerned with creating a situation in
which students’ learning (through
subjects) can effectively occur