13a_class_mgt_POST - Classroom Management By Mary Ndande...

Info iconThis preview shows page 1. Sign up to view the full content.

View Full Document Right Arrow Icon
This is the end of the preview. Sign up to access the rest of the document.

Unformatted text preview: Classroom Management By Mary Ndande QuickTimeV and a decompressor are needed to see this picture. Advanced Organizer Classroom dimensions Physical Procedural/ Psychosocial Behavioral Instructional/ Organizational Video discussions Evaluation Definition Classroom management is the creation of an effective, supportive and, instructional learning environment. To achieve this, one needs to consider....... Classroom Dimensions Physical Procedural Psychosocial Behavioral Instructional Organizational Physical/ Procedural Dimension Classroom arrangements Accessibility Specialized equipment o Classroom rules o Classroom procedures Psychosocial Dimension Student factors Influence of majority & minority culture Presenting problem Peer factors Teacher factors Video: "Sit Down!" How might this situation affect the student/ teacher relationship and the learning atmosphere? How could the teacher have prevented and handled the situation differently? Psychosocial QuickTime and a Sorenson Video 3 decompressor are needed to see this picture. Behavioral Dimension Goals of Misbehavior Attention-seeking Power-seeking Revenge-seeking Avoidance-of-failure Behavioral Dimension Teacher Goals on Behavior: Increasing desirable behaviors Reducing undesirable behaviors Generalization and maintenance Developing self-management Increasing Desirable Behaviors Positive reinforcement Grandma law Reward approximations Use different delivery systems The wandering social reinforcer Lottery/raffle tickets Reducing Undesirable Behaviors Logical consequences Extinction Benign techniques Congruent communication Avoid communication roadblocks Communication Roadblocks "Sit down and stop asking absurd questions." "Life isn't supposed to be fair." Life isn't supposed to be fair." "I know what you are feeling. I know what you are feeling. You don't have to tell me." You don't have to tell me." "I'm sure you'll forget the I'm sure you'll forget the entire incident by tomorrow." "What exactly are you afraid What exactly are you afraid of?" Video: "Who moved my cheese" What behavioral techniques does the teacher use in this situation? How could the teacher have prevented the undesirable behavior? How would you apply the Grandma law in this situation ? Behavioral QuickTimeand a Sorenson Video 3 decompressor are needed to see this picture. Instructional Dimension Establish moral authority Prepare adequately Build on prior knowledge Scaffold Use different learning styles Engage students Video: Learning Chemistry "We get to do this every single day... May be I wasn't wanting to learn because we learn this every single day!" What do you notice about the teacher's instruction? What could the teacher have done upfront to prevent students getting bored with her lesson? Instructional QuickTimeG a and Sorenson Video 3 decompressor are needed to see this picture. Organizational Dimension "The efficient management of one's professional and personal time can pay off in making day-today demands less overwhelming" Smith et al. 2005 Summary Provide rules and consequences Implement immediate consequence Select appropriate consequences Use proactive discipline measures Employ reduction techniques Prepare, prepare, prepare Engage students in learning QuickTimeZ and a decompressor are needed to see this picture. Evaluation Thanks! ...
View Full Document

This note was uploaded on 06/08/2008 for the course ALD 322 taught by Professor Patton during the Spring '08 term at University of Texas at Austin.

Ask a homework question - tutors are online