Classroom Management: A Millennial's need
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Educators need to understand how classroom and interaction be managed in terms of the current need and development.
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Classroom Management: A Millennial's need
- 1. Classroom Management/ Instructional Stragtegy Faclitator: Edi Ramawijaya Putra, S.Pd, M. Pd (Mobile: 0818870511) (Delivered in Cita Hati School Surabaya, 24th July 2015)
- 3. TODAY’S TEACHER- what need to update? • Thematic approach: “Expert in Numerous Subjects” • Rules and Regulations: “Expert in Adminstrative Matter” • Gadget and ICT Era: “Digital Immigrant” • Learner’s Uniqueness: “Expert in Behavior Analyst” • Output Creator: “Be a guardian angel!”
- 4. An old-now quote “The children of today love luxury. They have bad manners, contempt for authority, they show disrespect to adults, and love to talk rather than work or exercise. They contradict their parents, chatter in front of company, gobble up food at the table, and intimidate their teachers.” Socrates attributed to Plato 470 BC–399 BC
- 5. Let’s get some brainstorming! • What definition can you offer for well- organized classroom?
- 6. In fact, some days teachers frequently face this situation
- 7. How do teacher encounter the problem?
- 8. 8 Classroom management is… …all of the things that a teacher does to organize students, space, time and materials so that instruction in content and student learning can take place. -First Days of School, Wong
- 9. Classroom managment strategy: make your instructional acesssible
- 10. Top 8 classroom managment strategies Set out and tell your students your classroom’s great vision Establish a supportive learning environment Be fair, teach every student Incentive good behavior Overplan, plenty of activities Have a diclipinary plan Focus on relationship and take care of confrontation After all, be patient! 10
- 11. Set out your classroom great vision • Build a learning concensus that always inherent with whole process of teaching and learning. • Let the students know to make the vision come true, their participation is obligator • In this case, you treat students as part of successful learning environment
- 12. Establish a supportive learning environment “A good classroom seating arrangement is the cheapest form of classroom management” (Fred Jones)
- 13. PHYSICAL SPACE • Arrange the physical space in a way that promotes positive student/teacher interactions and reduces the possibility of disruptions • Pay attention to temperature, lighting, aromas, and noise (Jensen, 2005)
- 14. Classroom Layout Affects Learning Students facing an instructional area haveStudents facing an instructional area have easier access to it; those with their backs toeasier access to it; those with their backs to instruction can avoid participation.instruction can avoid participation. The arrangement of the classroom shouldThe arrangement of the classroom should allow teachers access to interact with everyallow teachers access to interact with every student.student.
- 15. Possible ArrangementsPossible Arrangements Evertson, & Poole, 2006Evertson, & Poole, 2006
- 16. Dunbar (2004) suggested for classroom layout: • Students should be able to clearly see chalk board, screens, and teacher. • Students should be seated facing the front of the room and away from the windows. • Classroom arrangements should be flexible to accommodate a variety of teaching activities.
- 17. Be fair, teach every student • Teacher always out of number to vis ad vis • Students will always monitor their teacher as a model, even when teacher don’t notice it.
- 18. Effective Instructional Practices • Have an engaging style of presentation. • Actively involve students in lessons and provide opportunities to respond. • Have clear objectives and evaluate progress. • Ensure high rates of students success through differentiated instruction. • Provide students with immediate performance feedback.
- 19. Incentive good behavior • Show that the accomplishment of goodness mean for something • Postivie reinforcement, must be tangible
- 20. 2020 INCENTIVESINCENTIVES • Short-termShort-term – Classroom dollarsClassroom dollars • Front of lunch lineFront of lunch line • Choose storyChoose story • Electronic LunchElectronic Lunch • Student of the dayStudent of the day • Eat lunch with youEat lunch with you – Caught being goodCaught being good • Students nominateStudents nominate fellow studentsfellow students • Long-termLong-term – Fall fun dayFall fun day • PizzaPizza • SkatingSkating
- 21. Kinds of incentive • No homework for today • Game for refreshing • Cup cake • Ice cream • Cash? • ?
- 22. Overplan-Beginning, Transition & Ending Routines • Opening, transition and dismissal routines that are welcoming, calm, efficient, and purposeful demonstrate to students that you care about every minute of class time
- 23. ““Critical InstructionalCritical Instructional”” Practices for FirstPractices for First Five Minutes of the DayFive Minutes of the Day One day I said, “One day I said, “BellaBella, why are you, why are you always late to class?"always late to class?" BellaBella said, "Because, nothing happenssaid, "Because, nothing happens during the first five minutes in thisduring the first five minutes in this class!"class!"
- 24. 24 Three Steps to Teach Procedures… 1. EXPLAIN. State, explain, model, and demonstrate the procedure. 2. REHEARSE. Practice the procedure under your supervision. 3. REINFORCE. Reteach, rehearse, practice, and reinforce the classroom procedure until it becomes a student habit or routine.
- 25. Have a diciplinary plan • Clearly state what Dos and Don’ts for your own classroom • Assign consequences to breaking the rules. • Keep the rules posted, consider having rules recited daily for first two weeks then periodically..
- 26. Rules for Rules Keep the number to a minimum (approx. 5). Keep the wording simple. Have rules represent you basic expectations Keep the wording positive, if possible. Make your rules specific. Make your rules describe behavior that is observable.
- 27. 27 Consequences VS Punishment • The best consequences are reasonable and logical • A reasonable consequence is one that follows logically from the behavior rather than one that is arbitrarily imposed • The best logical consequences teach the students to choose between acceptable and unacceptable actions.
- 28. 28 Discipline vs. Punishment • D strives to replace an unwanted behavior with a desirable behavior but P takes away a behavior by force, but replaces it with nothing. • D allows child to rebuild self-esteem but P damages fragile self-esteem* • D positive behavioral change is expected but P the worst is expected, and the worst is often received
- 29. Focus on relationship and take care of confrontation • Students enjoy learning when teach by friendly teacher • Remember, teacher can be counselor, motivator, educator, mentor etc
- 31. How to do so? • The teacher handles inappropriate behavior in a firm, fair, consistent, and caring manner • The teacher’s interactions with students are positive and reinforce the importance of student success
- 32. MotivationMotivation The greatest behavior management toolThe greatest behavior management tool is engaging instruction & positiveis engaging instruction & positive feedback that is obtainablefeedback that is obtainable by the student.by the student. And… Teacher Relationships Matter!And… Teacher Relationships Matter!
- 33. After all, be patient!
- 34. Final Thoughts
- 35. Thanks for attention
Hinweis der Redaktion
- Tell the fire drill story. No matter what grade level you teach, all procedures must be rehearsed.
- To motivate is defined as “to provide an incentive, to move to action, to drive forward>” In this module , I’ll describe six task that are designed to enhance your efforts to implement effective motivational procedures with your students ( to move them to do their best academically, and to encourage them to exhibit responsible and successful behavior) I believe that the procedures presented can help you maintain the motivation of students who already follow the rules and do their best on assignments, increase the motivation of student who do nothing or only enough to get by, and generate the motivation to behave responsibly to students who tend to misbehave. Lets talk about several important concepts about motivation: The first concept to understand is when a Behavior is engaged in repeatedly, it demonstrates a level of motivation to engage in that behavior If a behavior does not occur, it demonstrates a lack of motivation to engage in that behavior. For example: a person may repeatedly complain about his job an even say that he is unmotivated to go to work—but if he goes to work regularly, he show that he is, in fact, motivated to got to work. Likewise, a person may say she is motivated to paint as a hobby, but if she never gets out her paints and brushes, she is not, in fact motivated to paint. …their behavior indicates motivation to do otherwise. This importance of this concepts for teachers is its implication that the student who repeatedly misbehaviors, is more motivated to misbehave than to behave responsibly and that the student who does nothing is more motivated to do nothing that to work a completing assignments. This means you the teacher will need to increase the student’s motivation to behave responsibly and complete assignments A second important concept about motivation is that most people are motivated to engage in a particular behavior by a complex mix of intrinsic and extrinsic factors. Thus, a person who I intrinsically motivated to read, reads because he likes to learn new things, enjoys a good story, etc. Extrinsic motivation is when someone engages in a behavior due to pleasant consequences occurring during and/or after the behavior that are not related to the essential nature of the behavior. For example: a college student will attend and write papers for class he doesn’t like to earn a certain grade or diploma. Some people believe that the only valid kind of motivation is intrinsic motivation and that teachers should not give students praise and rewards (extrinsic motivators) of any kind….well, for most behaviors motivation is usually a mix of intrinsic and extrinsic factors. What this all means for you the teacher is that when you have students who are unmotivated to work or behave responsibly, you need to try to enhance both their intrinsic (make a science lesson more interesting) and extrinsic (provide age-appropriate positive feedback) motivation!!!! A third major concepts about motivation has to do with the relationship between one’s intrinsic motivation to engage in a task and one’ proficiency at the task. For example: a skilled woodworker is more likely to find spending time in a workshop more intrinsically reinforcing than the person who has never learned to use Tasks. The skilled musician is more likely to find daily practice intrinsically reinforcing than the person who has only played for three weeks. An individual who has experienced success at learning many different new skills in the past, is more likely to be motivated to try to learn something new in the future than someone who has experienced repeated failure The main implication here is that in the early stages of learning something new or when learning something difficult, some students are not likely to be intrinsically motivated to engage in the behaviors necessary to learn the skill