Classroom management

Is define as the administration or direction of activities with special reference to such problem as discipline, democratic techniques, use and cares of supplies, and references materials, physical features of the classroom, general house keeping, and the social relationships of the pupils.

Approaches to classroom management

1. Assertive approach 2. Business academic approach

3. Behavior modification approach 4. Group managerial approach 5. Group guidance approach 6. Acceptance approach 7. Success approach

ASSERTIVE APPROACH
-- Teacher specify rules of behavior and consequences for disobeying them and to communicate these rules and consequences clearly.
Suggest that teacher: 1. Clearly identified expectations 2. Take positions I like that I hate that 3. Use firm voice 4. Used eye contact, gestures and touch supplement verbal messages. 5. Say no without guilt feeling 6. Give and receive complements 7. Place demand on student and enforced them. 8. Indicate consequences of behavior and why specific action is necessary. 9. Set limits on student 10. Be calm and consistent 11. Follow regularly 12. Dont give up on rules enforced 13. Gain confidence and skills in work in chronic behavior.

BUSINESS ACADEMIC APPROACH

Emphasizes the organization and management of students as they engage in academic work. Three major categories a. Establishment and communication of work assignment b. Standards and procedures, monitoring of student work c. Feedback of students

THE BEHAVIOR MODIFACATION APPROACH

Spend little time on the personal history of students or on searching for the reasons for a particular problem Basic principles:

a. Behavior is shaped by its own consequences

b. Behavior is strengthened by systematic reinforcement c. Behavior is strengthened by immediate reinforces. d. student respond better to positive reinforces that they do on punishment e. constant reinforcement.

Models are effective in modifying behavior to the degree that they capture attention, hold attention and are imitated.

GROUP MANAGERIAL APPROACH

IT is more important to respond immediately to group student behavior that may be inappropriate or undesirable in order to prevent problems than having to deal with them after they emerge.

RIPPLE EFFECT - if a student misbehave and the teacher stops the misbehavior immediately, it remains an isolated incident and class does not develop a problem.

MAJOR CATEGORIES OF TEACHER BEHAVIOR

1. DESIST techniques - Teacher action to stop misbehavior 2.MOVEMENT MANAGEMENT -management of behavior in the transitions, from task to task within and between lessons

1. WIT-IT-NESS -ability to react on a target in a timely fashion. ONE HAS EYE ON THE BACK OF THE HEAD

1. SMOOTNESS -even and clam flow of activities, no interruption.

2. OVERLAPPING BEHAVIOR -TEACHERS ABILITY TO HANDLE MORE THAN ONE MATTER AT THE SAME TIME. E.g one student is reciting another is commenting.

2. JERKING - Disorderly flow of activities, procedures are not clear to students.

HOW MVEMENT IS IMPEDED ? 1. over dwelling- giving explanation beyond necessary 2. fragmentation- giving too much details, breaking things down into many parts or repeating activities

GROUP GUIDANCE APPROACH

Base on the changing the SURFACE BAHAVIOR OF STUDENT ON A GROUP BASIS. Discipline and classroom control are facilitated through group atmosphere and enhance group rapport

ACCEPTANCE APPROACH

Maintains that every individual needs to feel acceptance and belongingness. Student will strive to behave appropriately because they want to be accepted and to belong to the group

SUCCESS APPROACH
DEALS with general psychological and social conditions instead of dealing with appropriate behavior and the consequences of such behavior. Teachers job is to help students make good choices.
Teachers need to change whatever negative behavior exist and improve conditions so they lead to student success. This implies that teacher must show care and are positive and persistent .

Student problem types-teacher describes

1. 2. 3. 4. 5. 6. 7. 8.

Failure Syndrome usually says, I cant do it. Perfectionist anxious of making mistakes Under Achiever student do minimum to get by. Low Achiever student have difficulty even they willing to work, problem is low potential. Hostile Aggressive they are not easily control, they damage property Passive Aggressive express opposition to teachers but indirectly. Defiant student resist authority and carry on a power struggle with teacher. Hyperactive show excessive and constant movement even when sitting.

PREVENTIVE MEASURES
A. B. C.

Planned ignoring Signal interference-use signal to disapprove Proximity controlinteresting to him

Moderate preventive measures

a.

Establishing classroom activities

b.
c. d. e. f. g. h. i. j. k.

Rules and procedures

Academic work and activities Routines Enacting processes Hidden curriculum Monitoring Maintaining group lessons Seat works Transitions engage time cueing

D. Interest boosting-show you are

E.
F.

Humor- humor defuse tense

Hurdle lessons- those who misunderstand lesson, try to provide academic assistance rescheduled

G. Restructuring the program- class

H. Routine lack of self control

need routine.