CLASSROOM MANAGEMENT, CLASSROOM INTERACTION AND TIME MANAGEMENT

Objectives
To expose readers to related components of classroom management To provide information of the component mentioned To give an idea of situation or problems that can occur during teaching pertaining to classroom management To stimulate student involvement in the classroom To make a variety interaction in classroom To make effective communication in classroom To manage the time in classroom

Overview
Class management in general, would be the components that demand a lecturers attention in creating conducive learning environment. However, four main components stand out. They are lecturers roles and expectations, reinforcement or encouragement, classroom climate and rules and limits (discipline). Each component is discussed with the aim to look into the qualities, techniques and ways to enhance meaningful teaching as well as the learning in classrooms. On that account, several situations and problems are provided to exemplify the real scenario of classroom management.

Class interaction is about students having an active discussion during class. Interactions occur both between students with no lecturer present, and with the lecturer who probes student thinking among the whole group. There are many ways on how to communicate with students, especially in the classroom. Time management is the thread running through almost all aspects of teaching organizing the day, organizing the classroom, deciding how long and how often to teach

various subjects, recording student progress, or keeping time-consuming behavior problems to a minimum.

Content
1. Classroom Management 1.1 Effective Lecturers - Roles and Personal Attributes 1.1.1. Motivating Personality 1.1.2. Orientation Towards Success 1.1.3. Professional Demeanor 1.2 Reinforcement and Encouragement in the Classroom 1.3 Effective Classroom Climate 1.3.1 1.4.1 1.4.2 1.4.3 1.4.4 1.4.5 1.4.6 The Social Environment Establishing Rules And Procedures Managing Behaviour in the Inclusive Classroom How to prevent Problems in Classroom Techniques for Dealing with Behavioural Problems Suggestion for Handling Problem Bahaviour Example of Specific Behavioural Problems 1.4 Discipline in Classroom

2. Classroom Interaction 2.1. Create a Conducive Communicative Environment 2.2. Asking Effective Questions 2.3. The Cycle of Feedback 3. Time Management 3.1. In Class Techniques

Classroom Management
Effective Lecturers: Roles and Personal Attributes
The role of the classroom teacher is critical. The teacher is, after all, the point of contact between the educational program or innovation on the pupil operates through the pupil's teachers. Thus maximizing teacher effectiveness is a major goal of education (Medley, 1986: p. 4) In the light of the above quotation, expectations and roles can also contribute in creating a conducive learning environment. Lecturers have to know how to use approaches to reach and to teach their students. This is because lecturers expectations for individuals and a class as a whole are affected and influenced by the kinds of interactions and relationship lecturers establish with students as well as with what the students learn. According to Arends (1994), lecturers' expectations can create a cyclical pattern of behaviors on the part of lecturers and students (p. 149). In other words, it can be seen that lecturers need to be aware of what is possible with respect to attitudes and expectations and act accordingly. As mentioned, lecturers roles become prominent agents in determining the learning and teaching process that take place in the classrooms. This is transparent from the types of activities and materials selected for students. In simpler terms, lecturers personalities, attitudes and teaching styles reflect lecturers roles in the classrooms as well as their expectations towards their students. Chitravelu et. al. (1996) describes several important roles of lecturers in classrooms. She claims that lecturers are guides in learning, motivator, organiser, assessor, evaluator and others (p. 10). But Robiah Sidin in her book Classroom Management (p. 8 12) states that there are two major roles of a lecturer the task roles and the social roles.

TYPES OF ROLE 1. Task roles -

DESCRIPTION Focused towards realizing the philosophy and goals and objectives of the school as an educational institution. Two major roles in classroom : a. to impart knowledge and skills by a variety means to the learners b. to create the conditions under which learning can take place Other roles: a. a guide learning difficulties and personal problems b. a resource person students can seek answers and provide further explanation c. a judge to determine progress and grades

2. Social roles

Revolves around how the public values a lecturer Involves responsibilities towards parents and community

Likewise, lecturers will also have to realize that their students come from various background. They have to consider their students preferred learning styles in order to inculcate positive attitudes and motivation to learn English. However, it has been one of the major challenges faced by lecturers in managing their language classrooms when they are not able to sort out their expectations in accordance to their students. The miscommunication that exists in between resulted in misbehavior in class and other discipline related problems. Furthermore, some lecturers might not be able to fulfill all the stated roles of a lecturer as it all depends on the lecturers beliefs, values and goals. The lecturers themselves are responsible to strive to earn respect from their students. In short, a student will tend to fulfill the positive expectations of a lecturer whom he respects (Cohen and Manion, 1993). Therefore, knowledge and information on how to become an effective lecturer is crucial to achieve the stated benchmark.

As proven through out many researches, effective lecturers are those who helped their students to learn more that other lecturers with similar students. One common finding reveals that classrooms behaviors of effective lecturers are determined by some common attributes and abilities, in which is intended to increase students' learning and satisfaction with teaching and to enhance students' self-concept. Hence, personal attributes become the primary concern of the studies. These attributes, verbal and nonverbal behavior, are difficult to change because they are so much a part of one's personality. Yet, most of the attributes can be modified through awareness. To support, effective lecturers' personal attributes can be organized around three broad characteristics: motivating personality orientation toward success professional demeanor

According to Cruickshank, D. R. et al. (1995), the specific attributes that are related to each of the above. They are discussed in the following sections.

Motivating Personality
Enthusiasm An enthusiastic lecturer has the following qualities. They are Appear confident and friendly Establish and convey the relevance of the subject to their students Use broad, animated gestures to emphasize or reinforce points Are creative and varied in their instructional approach Are engaged and dramatic when they teach Maintain eye contact with all students Use varied pitch, volume, inflection, and pauses to make vocal delivery more interesting Are patient Are insistent that students successfully complete tasks

Are aware of and quickly deal with off-task behavior Maintain a quick lesson pace Have a sense of humor; they can laugh at themselves Use movement to maintain interest and attention

Warmth and Humor Sense of humor and warmth can make learning more fun. Thus, a lecturer can try out the steps below. Greet students by name at the door. Comment on their personal achievements outside your classroom, their appearance, or other aspects of their personal lives. Smile frequently. Be yourself. Convey your personality, likes, dislikes, even opinions. Use under threatening physical proximity to students. Moving closer to students can be used to convey a sense of trust and openness. Encourage students to approach you and to be open with you. Keep most in-class interactions on academic topics, but express interest and willingness to talk with students about nonacademic concerns outside of class. Draw out students' opinions, feelings and ideas and actively incorporate these into your instruction. Provide remediation and time for all students to master the material and to be successful. While conveying genuine interest, concern, and acceptance of all students, avoid becoming "one of the students' by lowering expectations or joining them socially. This especially true for new lecturers who may be very close in age to their students. Credibility A credible lecturer is a lecturer that has gained his or her students' trust. The level of trust given by students varies according to their age. The more mature the students are, the more subjective the trust is perceived. Therefore, in order to promote trust and credibility, three elements must be studied. They are

Credentials

These are necessary to exemplify a lecturer's knowledge of the subject because they can have impact in motivating students' perception and to further motivate them to succeed. Content of the messages

A credible lecturer is often looked at as being able to present and to relate topics that are related to the students' needs as well as interests. Behaviors

A lecturer must be open, honest and equitable in his or her actions in teaching. He or she should also be able to handle students' comments or criticisms. Similarly, demonstrating interest and concern can also be influential in earning students' trust and credibility.

Orientation Toward Success

High Expectations for Success An encouraging and a supportive lecturer must not only have respect and genuine belief in his or her students' abilities, but also recognition for the students' effort and potential. By using encouragement and support, a lecturer is able to relay to the students of his or her expectations on their success. The list below explains a lecturer's behaviors that convey high expectations of students and themselves. Clearly informs students of the lesson objectives Provides extended, organized, well-paced explanations Makes clear the relation of content to students' interests Sets reasonable standards and modifies them regularly Plans for and provides remediation when necessary Maintains consistent discipline and task direction Solicits and incorporates input from students in their instruction Frequently smiles, nods and maintains eye contact Calls upon all students frequently and equitably to respond

Uses wait time to allow students to consider before responding Helps students modify incorrect or inadequate responses Uses criticism infrequently Provides extensive, frequent and specific feedback Seldom interrupts students while they are working

Encouraging and Supportive It is strongly believed that a lecturer's expectations are very closely related to encouragement and support. The following points illustrate how a lecturer may go about demonstrating encouragement and support of his or her students. Focus on using positive comments about students' abilities rather than negative comments about their performance. Be aware of and note improvement, not just perfection. Help students learn to work through their own problems and evaluate their own work. Be optimistic, positive and cheerful. Demonstrate good, active listening when students are speaking (focus your attention on the students, nod, etc.) Provide several alternatives routes to task completion and allow students some degree of choice. Professional Demeanor Businesslike A businesslike lecturer functions to make learning, the business of the classroom, efficient, successful and effective. In other words, a lecturer is in charged to ensure that the learning process in a classroom is meaningful. He or she must be goal-oriented, serious, deliberate and organized. Thus, certain emphases are essential to establish the businesslike quality in a lecturer. Some considerations that can be highlighted are Establish clear academic goals and objectives Communicate the goals and objectives to students Plan lessons directed at helping students reach the objectives

Seek input from students about the reasonableness of goals Emphasize activities and time devoted to academics Treat the subject seriously and respectfully Maintain a professional image Involve all students in the instructional activities Organize the room and equipment to minimize disruptions Use aides or volunteers to provide additional academic attention for students

Adaptable / Flexible Since teaching can be unpredictable despite of all the preparations, a lecturer must therefore be always prepared to adapt to his or her current circumstance. Appropriate and quick responses are important to make sure that the learning process takes place accordingly. Several tips that can be useful to help to enhance flexibility and adaptability in a classroom are as follows Clearly define goals, objectives or intentions and make them known to students. When planning instruction, consider students' characteristics, attributes, preferences and interests. Plan instruction which is interesting to the students and is directed toward the intended learning outcomes. While implementing the planned instruction, systematically and continually monitor students' verbal and nonverbal behavior to determine the appropriateness of your instruction (Examples: puzzled or frustrated looks, inability to answer questions or to complete tasks and students' questions or comments that indicate a lack of understanding). When necessary, implement an alternative, and again monitor its effectiveness as noted above. Knowledgeable As being defined of the word "knowledgeable" in relation to the teaching context, a knowledgeable lecturer is perceived to have -

knowledge of his or her subject This is crucial as to a lecturer needs to be know his or her subject well. This is proven true in many researches for knowledge of subject matter is very helpful in a lecturer's teaching.

knowledge of pedagogy Knowledge of pedagogy requires a lecturer to be equipped of the information necessary to teach. Hence, knowledge of teaching (teaching techniques, methodologies, learning processes, etc) is a fundamental that can contribute to a lecturer's teaching.

knowledge of his or her students

As students are the target group in a teaching process, a lecturer must put in effort to get to know his or her students' background. This knowledge is useful as it allows the lecturer to select and implement instruction that can best address students' potentials. (Taken and adapted from Cruickshank, D. R. et al. (1995). McGraw-Hill: United States of America) The Act of Teaching.

Reinforcement and Encouragement in Classroom

Reinforcement or encouragement also plays an important part in managing the classroom. Extrinsic rewards are considered as an essential part of reinforcement in encouraging learning. According to the reinforcement theory, learning occurs and teaching succeeds when desired behavior has been adequately rewarded (Hamachek, 1995: p. 251). Thus, reinforcement (like praises and approval) can help teachers in controlling and monitoring the teaching process in the classroom. Reinforcement can be categorized into two main components. Positive

reinforcement basically deals with the most potent method for encouraging learning, but also more learning that is resistant to forgetfulness (Glasser, 1990; Klein, 1987) whereas, negative reinforcement refers to learning that is less permanent, but tends to lead to more negative association related to the setting in which the learning occurred (as cited in Hamachek, 1995: p. 247). From both types of reinforcement, it is obvious that positive

reinforcement is more preferred as compared to the other as it can provoke students sense of good feelings of themselves and their work. Consequently, students are also able to work confidently and comfortably in an environment that they enjoy. To add, the positive reinforcement can be in various form. Among them are:

TYPES OF REINFORCERS 1. Verbal -

EXAMPLES written praise, encouragement, learning names, (*might only be applicable /

congratulating someone - touches, pats, hugs

2. Physical

appropriate in certain communities), giving a thumbs-up sign, holding a door, extending a hand - smiles, winks, warm looks, head nods, giving wait time - being allowed to play games or to listen to records - points, chips, stars, "smiley face" stickers cookies, fruits, sugarless soft drinks (offering refreshments), etc.

3. Non-verbal 4. Activity 5. Token 6. Consumable

(Adapted from: Purkey and Novak, 1984, Hamachek, 1995 and Borich, 1996) Furthermore, Cohen and Manion (1993) write, the concepts of extrinsic and intrinsic rewards can aid to motivation and to classroom management and control (p. 229). Besides, lecturers are mainly responsible to maintain students interest through stimulations, challenges and inspirations. One way is through motivation. Though there are no fixed formulae to motivate students, there are general strategies compiled by researches in the area for lecturers practice. These guidelines are Capitalize on students existing needs Make students active participants in learning Ask students to analyze what makes their classes more or less motivating

Similarly, lecturers further need to look into their instructional behaviors that can motivate their students. A few hints that are useful to ponder include

To hold high but realistic expectations for your students To help students set achievable goals for themselves To tell students what they need to do to succeed in your course To strengthen students self-motivation To avoid creating intense competition among students To be enthusiastic about your subject To further explain, the following lists several verbal comments that are frequently

found in classroom. They are illustrative and serve as a checklist for lecturers who are already practicing the inviting praises and who are trying to have them better. Some phrases of motivators that can be tried out in class are as follows:

Motivator

Use phrases such as Avoid phrases such as You've got it / Good work / That's a dumb answer / Good try / That was quick. / You're being lazy again / I Thats even better / I like can see you never study /

Using

praise

and that idea / I am impressed

You can never pay attention, can you? / I know that youre not that stupid / That is dead wrong / You cant be that dumb

encouragement

The Providing explanations doing

reason this

this

is

so Today you will learn this or

important is / because /

We are else / Complete this be trouble / So what?

assignment exercise; otherwise there'll

Providing explanations

The

reason

this

is

so Today you will learn this or

important is /

We are else / Complete this

doing

this

assignment exercise; otherwise there'll be trouble / So what?

because /

Should you need help, I'll be If you have to ask for help, here / Ask if you need help / you must not have studied / Don't be afraid to ask a Please don't ask a dumb Offering to help question if you're having question / Raise you hand trouble / May I help you? / I only if you're stuck on a think you can do it difficult problem / Sit down and shut up That's not the answer I That's not the kind of answer expected, but I can see your we can accept around here / point / That's not how I see Please use ideas that fit in Accepting diversity it, but I can understand how with what I say in class / others might see it Because I said so, thats why / Thats a childish viewpoint / Thats stupid All homework completed Five points off for missing means five extra points / If homework / If you don't Emphasizing reinforcement and reward you have a B average, you have a B average, you must get to choose any topic for choose your term paper topic your term paper. from restricted list of difficult topics. / never make it (Taken and adapted from Purkey and Novak, 1984 and Borich, 1996) On the other hand, it can also be considered that one major drawback that can derived form this classroom management component is the notion of overemphasized reinforcement. Teachers are challenged with the view that not every positive reinforcement works for all students. Teachers must be able to realize that human responses are unpredictable and in such, vary according to each individual. Through various studies Youll differently.

conducted, researchers argue that extrinsic rewards that are give frequently and routinely can lose their effectiveness (Thomas, 1980; Bates, 1979; Lepper and Chabay, 1985 as cited in Hamachek, 1995: p. 257). Moreover, different styles of learning among students too can influence the selection of teaching approaches, especially in providing a conducive learning environment for students.

Effective Classroom Climate

The Social Environment Can vary from authoritarian (lecturer is the primary provider of information, opinions and instruction, to laizzez faire (students become the primary providers of information, opinion and instruction. Between these extremes lies the middle ground in which you and students share responsibilities (students are given freedom of choice and judgment under your direction). Three types of classroom climate:
Authority Vested in Student None Authority Vested in Teacher To organize the instructional present the stimulus material, and evaluate correctness of responses.

Social Climate
Competitive

Definition Students compete for right answers among themselves or with a standard established by the teacher. The teacher is the sole judge of the appropriatenes s of a response. Students engage in dialogue that is

Example Activity Drill and practice

Cooperative

Small and large group discussion

To present opinions, to provide ideas,

To stimulate the discussion, arbitrate

monitored by the teacher. The teacher systematically intervenes in the discussion to sharpen ideas and move the discussion to a Individualistic higher level. Students complete assignments monitored by the teacher. Students are encouraged to complete the assignment with the answers they think are best. Emphasis is on getting through and testing one's self. Independent seatwork

and to speak and discuss freely and spontaneously.

differences, organize summarize student contributions and

To complete the assignment with the best possible responses.

To assign the work and see that orderly progress is made toward its completion

In addition to encouraging the proper climate for a given instructional activity, you must decide to which segments of the class each climate applies. Targets for three types of classroom climates:
Competitive Students compete with other students by having Cooperative Students are allowed to call out hints or clued when a Individualistic The entire class recites answers in unison

Full Class

the correct answer when Groups its their turn. Subgroups compete against each other as opposing teams.

student is having difficulty finding the right answer. Subgroups work on different but related aspects of a topic combining their results into a final report to the class. Each subgroup completes its own assigned topic, which is independent of the topics assigned the other subgroups, no shared report is given to the class. Individuals complete seat work on their own without direct teacher involvement.

Individual

Individuals compete with each other by having to respond to the same question. The quickest most accurate response "wins".

Pairs of individuals cooperate by exchanging papers, sharing responses, or correcting each other's errors.

Classroom climate is the atmosphere or mood in which interactions between you and your students take place. Your classroom climate is created by the manner and degree you exercise authority, show warmth and support, encourage competitiveness or cooperation, and allow for independent judgment and choice. One fundamental aspect of an effective classroom climate is the social environment -the interaction patterns you promote in the classroom. Discipline in the Classroom
Establishing Rules and Procedures
A healthy classroom environment cannot be created if students do not respect lecturers or lecturers do not respect students. Lecturer is the leader of the classroom and is responsible

for the welfare of the entire class. Though lecturers should involve students in setting class rules and take student needs or input into account when organizing the classroom. Lecturers who have not established their authority in the classroom are likely to spend too much time dealing with behavior problems or yelling at students to be instructionally effective. Furthermore, the clearer the structure and routine procedures in the classroom, the more freedom the lecturers can allow students. Examples of classroom rules related to academic work:
Rules Related to Academic Work Materials required for class Homework completion Makeup work Incomplete work Missed quizzes and examinations Determining grades Violation of rules Absences Notebook completion Obtaining help Sharing work with others Use of learning center Communication during group work Neatness Lab safety

Rules that need to be communicated first day Rules that can be communicated later

Issues which must take into consideration in applying the rule areas:
Rule Area Responding, Speaking Out Makeup Work Must hands be raised? Are other forms of acknowledgement acceptable (e.g. head nod)? What will happen if a student speaks when others are speaking? What will you do about shouting or using a loud voice? Will makeup work be allowed? Will there be penalties for not completing it? Issues

 Determining Grades Violation of Due Dates

Will it be graded? Whose responsibility is it to know the work is missing? What percentage will quizzes and tests contribute to the total grade? What percentage will class participation count? When will notification be given of failing performance? How much will coursework count? What happen when repeated violations occur? Where can a student learn the due dates of absent? What penalties are there for copying another person's assignment? Will makeup work be required when a due date is missed?

General Suggestions for Creating Classroom Rules: Make the rules consistent with the classroom climate you wish to promote. Do you want your classroom climate to emphasize independent judgement Examples:

and risk taking, or do you want it to emphasize teacher-initiated exchanges, formal classroom rules, and teacher solicited responses? Don't establish rules that you can't enforce. A rule that says: "No talking," or "No getting out of your seat," may be

Examples: group work.

difficult to enforce when you continually encourages spontaneity, problem solving and

Specify only necessary rules. Enhance work engagement and minimize disruption Promote safety and security Prevent disturbance to others or other classroom activities Promote acceptable standards of courtesy and interpersonal relations

Four reasons to have rules:

State your rules at a general enough level to include a range of specific behaviors.

Examples:

"Respect other people's property" covers a variety of problems, such as

stealing, borrowing without permission, etc. "Follow the lecturer requests immediately" allow you to put an end to a variety of off-task and disruptive behaviors. However, minor deviations in a rule may not be worth your effort to respond when It would provide an untimely interruption to your lesson or It is only momentary and not likely to recur.

Managing Behavior in the Inclusive Classroom

Implementation

Key Management Principles

Establishing a Positive Learning Climate Implement Preventive Planning Efficiently Schedule And Manage Time Deliver Appropriate Instruction Establish a climate that encourages learning and focuses on meeting all students' individual needs. Careful planning can eliminate a great deal of misbehavior and increase learning. If the teacher does not use time carefully, students and teachers waste valuable time and energy in a disorganized instructional program. Match the instructional methods to the students' stage of learning, diverse learning and behavior styles, and consider their cultural backgrounds as well. Appropriate use of methods, materials, and positive grading tactics will create an environment that fosters Use materials and equipment effectively Develop Effective Discipline Plans student success. Carefully select and adapt instructional materials, technology, and activities to meet individual student needs. A discipline plan that clearly defines teacher expectations and consistently applies consequences supports task-oriented behavior Earn Joy and Satisfaction from Teaching and discourages disruptive behavior. Effective management of instruction and self can help teachers derive great satisfaction from teaching.

How to Prevent Problems in Classroom

Show your students that you are with it. Lecturers who prove to their students that they know what is going on in a lecture room usually have fewer behavior problems than those who appear to be unaware of incipient disruptions. Strive to maintain smoothness and momentum in class activities. Some lecturers caused problems for themselves by constantly interrupting activities without thinking about what they were doing. They seem unaware of the rhythm of student behavior -- student inattention and restlessness, but instead moved ahead in an almost mechanical way. Others flip-flopped from one activity to another and a few delivered lectures individual, instead of group. To counteract such tendencies, lecturers might carry out a movement analysis of own teaching from time to time. Maintain a smooth flow of activities might reduce discipline problems. Try to keep the whole class involved even when you are dealing with individual students. Some well-meaning lecturers had fallen into a pattern of calling on students in a predictable order and in such a way that the rest of the class served as a passive audience. "Audience" is almost certain to become bored and may be tempted to engage in trouble making activities just to keep occupied. You are more likely to maintain interest and limit mischief caused by boredom of you use techniques such as following: Ask a question, and after pausing a few seconds to let everyone think about it, pick out someone to answer it. With subsequent questions, call on students in an unpredictable order so that no one knows when she will be asked to recite.

If you single out one student to go to the board to do a problem, ask all other students to do the same problem at their desk. When dealing with lengthy or complex material, call on several students in quick succession, and ask each to handle one section.

Be aware of the ripple effect. When criticizing student behavior, be clear and firm, focus on behavior rather than on personalities, and try to avoid angry outbursts.

Techniques for Dealing with Behavior Problems

Influence Techniques Planned ignoring Some lecturers might be able to extinguish inappropriate attention-seeking behaviors by merely ignoring students. Such behaviors include finger snapping, body movements, book dropping, hand waving and whistling. If you plan to use this technique, make sure the student is aware that he is engaging in the behavior and that the behavior does not interfere with the efforts of other students.

Signals

In some cases, a subtle signal can put an end to budding misbehavior. If successful, will stimulate the student to control himself. However, this technique should not be used too often and that it is effective only in the early stages of misbehavior. Examples: Clear your throat Stop what you are saying in mid-sentence and stare Shake your head (to indicate no)

Say, Someone is making it hard for the rest of us to concentrate

Proximity and touch control Place yourself close to the misbehaving student. Use supportive reactions to help students develop self-control.

Example: Walk over and stand near the student Interest boosting Convey interest in the misbehaver.

Example: Question such as Daniel, are you paying attention? Dont you agree, Daniel? Go over and examine some work the student is doing. Humor Is an excellent, all-around influence technique, especially in tense situations. It should be good-humored humor gentle and benign rather than derisive. Avoid irony and sarcasm. Helping over hurdles Some misbehavior undoubtedly occurs because students do not understand what they are to do or lack the ability to carry out an assignment Try to make sure your students know what they are supposed to do. Arrange for students to have some thing to do at appropriate levels of difficulty. Have a variety of activities available.

Program restructuring Teaching is an art because lessons do not always proceed as planned and must occasionally be changed in midstream The essence of this technique is to recognize when a lesson or activity is going poorly and to try something else.

Example: Well, class, I can see that many of you are bored with this discussion of the pros and cons of congressional term limits. Lets turn it into a class debate instead, with the winning team getting bonus points toward its final grade.

Antiseptic bouncing Sometimes restlessness, uncontrollable giggling will carry a student away. If you feel that this is non-malicious behavior and due simply to lack of self-control, ask the student to leave the room.

Direct appeals When appropriate, point out the connection between conduct and its consequences. This technique is most effective if done concisely and infrequently. Example: If everyone would stop talking, wed be able to get this finished and go out to recess.

Criticism and encouragement On those occasions when it is necessary to criticize a particular student, do so in private if possible. When public criticism is the only possibility, do your best to avoid ridiculing or humiliating the student. Public humiliation may cause the child to resent you or hate to attend the lectures, to counterattack, or to withdraw. Because of the ripple effect, it may also have a negative impact on innocent students. One way to minimize the negative after effects of criticism is to tack on some encouragement in the form of suggestion as how the backsliding can be replaced by more positive behavior.

Defining limits In learning about rules and regulations, students go through a process of testing the limits, especially with new teachers and new situations. When someone tests the rules, show that they are genuine and that there are limits.

Post situational follow-up A post situational discussion held in private if an individual is involved, or with the whole class if it was a group wide situation. When confronted by a student, it is usually better to arrange for a private conference or appeal to an outside authority than to engage in a showdown in front of the class. Examples: In a private conference: "John, I'm sorry I had to ask you to leave the room, but you were getting kind of carried away." "Well, everybody, things got a bit wild during those group work sessions. I want you to enjoy yourselves, but we practically had a riot going, didn't we? And that's why I had to ask you to stop."

Marginal use of interpretation Analysis of behavior can sometimes be made while it is occurring rather than afterward. The purpose here is to help students become aware of potential trouble and make efforts to control it. Examples: To a restless and cranky pre lunch class, you might say, "I know that you're getting hungry and that you're restless and tired, but let's give it all we've got for ten minutes more. I'll give you the last five minutes for some free time.

I- Message Tell how you feel about an unacceptable situation

Example: I get angry when I see bread thrown around. This room needs cleaning. Guilty students who are told why a lecturer is angry will realize the lecturer is a real person, and this realization will cause them to strive to mend their ways.

Problem Ownership Determine who owns a problem before deciding on course of action. If a student's misbehavior (such a disrupting the smooth flow of instruction with inappropriate comments of joking remarks) results in the teacher feeling annoyed, frustrated, or angry or not being able to complete a planned lesson, the teacher owns the problem and must respond by doing something to stop the disruptive behavior.

But if a student express anger or disappointment about some classroom incident (getting a low grade on an exam), that student owns the problem. The preferred way to deal with a student who owns a problem --- active listening. The listener is active in the sense that interest is shown and the talker is encouraged to continue expressing feeling. The listener does not actively participate by interpreting, explaining, or directing. The listener does respond, however, by recognizing and acknowledging what the student says.

For teacher-owned problems -- I- messages are appropriate. Instead of ordering, threatening, moralizing, using logic, offering solutions, or commenting on personal characteristics, teacher should explain why they are upset.

No- lose Method Come to mutual agreement about a solution to a problem. Six steps for coming up with no-lose solutions: 1. 2. 3. 4. 5. 6. Example: Define the problem. Generate possible solutions. Evaluate the solutions. Decide which solution is best. Determine how to implement the solution. Assess how well the solution solved the problem.

A student who is disruptive during a work and engage in a dialogue something like this: You: Student: You: You're making such a ruckus over here by talking loudly that I can't hear the group I'm working with. I think this exercise is stupid. I already know how to do these problems. I rather work on my Physics' project. Well, suppose we try this. You do one page of problems. If you get them all correct, we'll both know you can do them, and you should be free to work on your Physics' project. Suppose you do a page and then ask me to check it. Then we can take it from there. How does that sound?

Suggestions for Handling Problem Behavior

Have a variety of influence techniques planned in advance You may save yourself a great deal of trouble, embarrassment, and strain if you plan ahead. Problems of control frequently erupt unexpectedly, and they often demand equally sudden solutions. Initial attempts at control that are ineffective tend to reinforce misbehavior, and you will find yourself trapped in a vicious circle. Being familiar with several of the techniques mentioned in the preceding section will prepare you for the inevitable difficulties that arise. However, if you find yourself forced to use prepared techniques too often, some selfanalysis is called for. How can you prevent so many problems form developing? Frequent trouble is an indication that you need to work harder at motivating g your class. Be prompt, consistent, and reasonable No attempt to control behavior will be affective if it is remote from the act that provokes it.

Dont postpone dealing with misbehaving students or make vague threats to be put into effect sometime in the future. By that time, most students will have forgotten what they did wrong.

Retribution that is too immediate, that is applied when a student is still extremely upset, may also be effective, at such times it is often better to wait a bit. Being consistent about classroom control can save la lot of time, energy and misery. Strictness one day and leniency the next, or toughness on one student and gentleness with another, invite all students to test you every day just to see whether this is a good day or bad day or whether they can get away with something more frequently than others do.

Establishing and enforcing class rules are an excellent way to encourage yourself to be consistent.

Avoid threats If at all possible, avoid a showdown in front of the class. Frequently, you will not be able to make good on the threat, and you will lose face. Its far safer and better for everyone to settle extreme differences in private. When two people are upset and angry with each other, they look silly at best and completely ridiculous at worst. You lose a great deal more than a student does when this performance takes place in front of the class. In fact, a student may actually gain prestige by provoking you successfully.

Whenever you have to deal harshly with a student, make an effort to reestablish rapport If you mist use a drastic form of retribution, make a point of having a confidential conference with your antagonist as soon as possible. Otherwise, she/he is likely to remain an antagonist for the rest of the year.

Its too much to expect chastised students to come to you of their own volition and apologize. You should set the conference and then explain that the punishment has cleared the air as far as you are concerned.

When you have control, ease up some. It is extremely difficult, to establish a controlled atmosphere after allowing chaos. Dont make the mistake of thinking you will be able to start out without any control and suddenly take charge. It is far better to adopt the authoritative approach of starting our on the structured side and then easing up a bit after you have established control.

Examples of Specific Behavior Problems

Behaviors Correction Match academic tasks with student skills Determine whether the curriculum should be modified to match the students knowledge and skills. When task are too difficult, check to see that the student has the prerequisite skills to complete the assignment. Identify rewards Emphasize practical learning Cooperative learning try various forms of cooperative learning. Consider placing the student in a small group to work on an academic task that requires cooperative effort Cheating Students copy from others or use crib notes (Cheat notes) Students take credit for from all participants. Analyze why cheating occurs Establish rules about cheating make it clear to all that cheating is not permitted. Make the consequences for cheating clear.

Detection

Unmotivated to Learn

Students achievement level is low relative to their capability

Student turn in incomplete or sloppy work They may not understand or attend to assignments

someone elses work or deliberately break the rules.

Private talk talk with the student about your suspicions. State only what you saw, remain calm. Try to convey the notion that you think the student is an honest person who has made a mistake.

Situational changes if you suspect several students are cheating, remove as many temptations as possible ( e.g. separate desks during a test, and move around the room monitoring performance.

Inattention Distracted , unfocused, impulsive and generally inattentive Daydream, fidget or forget Hyperactive very talkative

Redo assignment Redo large assignment Private talk to solicit info that will help to understand the problem Use prompts. 2 Tapping on the whiteboard and saying, Everyone look at this, 2 When giving instruction, insert such phases as, And the next step is really important, Listen carefully to what Im going to say next 2 Change the tone and volume of your voice to emphasize key concepts. 2 Insert little humor in the lesson, and praise students for noticing your subtle plays on words. 2 In written directions, make important letters, words, or instructions stand out by using highlighters, colored marker, large or bold print, and son on.

Use the students name 2 Directly focus students attention to tasks by using their names. 2 Examples: Mike, do you understand? Bill, can you explain the instructions to Diane? John, listen carefully because you will be asked to explain this Sue, who is absent. 2 The use of students names helps focus

attention and may also make lessons more meaningful. Active lessons 2 Actively involve students by presenting participatory activities and make the concepts memorable.

Low Self-Esteem

Students may make selfdepreciating remarks, set unrealistically high goals, lack confidence, verbalize in low tones or avoid eye contact

Private talk try to determine specific areas in which students feel inadequate and suggest ways in which they can gain success in these areas.

Academic success students are not likely to feel good about themselves if they are doing poorly in school. The basic task is to arrange thins so that they will have many academic successes.

Students may appear unaware of their talents, have deficient skills, or compensate by showing off, boasting, or criticizing others.

Identify talents Establishing friendships help students make new friends. Cooperative learning ask student to join another student in carrying out an assignment. Such cooperative efforts can have good effects on a students self-image.

Peer tutoring ask the student to tutor others.

Classroom Interaction
There will be times when no student can answer a teacher's question, but often students do not answer even if they understand the question, know the answer, and are able to produce the answer. Furthermore, students can often be very reluctant to give feedback or ask the teacher a question in front of the class. If there were any questions, they readily asked the student sitting next to them. Below are ways to maintain interaction with students.

Welcome the ideas of students. Let them know directly that an ideal discussion section is about discussion of ideas and perspectives among students.

Give all ideas and points of view reasonable consideration without rushing to judgment. Sometimes a student may be factually wrong about a topic and it is OK to point out their error. However, when discussing more subjective topics try to give all ideas and all students equal time and consideration.

Maintain the focus of the class on discussion of ideas rather than the judgment of people. Some topics can evoke powerful emotions. Try not to let the discussion of ideas degrade into the judgment of people.

Create a Conducive Communicative Environment

There are a number of different specific methods for generating a safe and comfortable environment for students to communicate with their lecturers: Get to know the students and have them get to know you.

The discussion should really be an interaction among the students instead of all the individual students talking to you, or to each other through you. Getting students to know each other will stimulate their interaction with each other. Here are some suggestions on how to build familiarity among students: Call on students by name Have them refer to each other by name Play some sort of name game or ice-breaker on the first day Have the students address each other instead of just you Ask students to react to other students' comments

Break the students into smaller groups.

A popular method of making students feel comfortable about sharing ideas is to break them down into small groups (about 3-4 people) and have them discuss the topic of the day. Group work is a great way to get students to know each other and to get them talking (people who are nervous about speaking up in front of 25 people may feel comfortable with just 3.) Let them talk it over for about 10 - 15 minutes and then reconvene the group. You could have one member of each group report their ideas, or make a list on the board of

what the groups come up with. Group work has two major advantages. One was already listed; student may feel more comfortable talking with three people rather than 25. The other is that when the ideas are reported to the class as a whole the ideas are somewhat separated from the individuals that offered them. Thus students can find comfort in a degree of anonymity. What if you disagree with your students? There are some cases when students might be factually incorrect, but what if they hold an opinion that is different from yours? How do you deal with this situation? Do you make your bias clear or pretend to be neutral? How can you show them how to respectfully disagree with each other? Explicitly tell the students that they are safe voicing their opinions. Consider writing student responses on the board to validate them and organize them Create group activities Show your own vulnerability. Don't pretend you know everything. If you admit you don't know something the students will be less intimidated. Respond with more than just "good" and "okay". Describe specifically what you thought was good. How do you deal with students who don't participate? Should you call on them by name? Hopefully if you get to know the students well, and everybody feels comfortable and interested, you won't have too many of these. But if you do: Have students write down answers to your questions. Then you can ask them what they wrote without putting them on the spot to generate an answer. - Ask the student a question that has no wrong answers

How do you deal with students who monopolize the discussion?

1. Ask for other people to contribute 2. Talk to the student specifically

Make the course material relevant to students' everyday lives. Discuss how to make the material relevant to the students. If a discussion is too abstracted students might lose interest. Find ways to remind them that what they are studying is important, practical, or real. Give credit for bringing newspaper/magazine articles to office hours Show the students your own interest in the topic. Muster up some energy without being falsely enthusiastic. Especially if you are teaching on a topic that is your field of interest, you should be able to convey why you have devoted your life to its study. Talk about why you find the material interesting. Ask the students to relate the material to something in their own lives.

Asking Effective Question

Asking questions in the appropriate way is key to leading a good discussion. Here are a few ideas. Be aware of the difference between questions that have one right answer and questions that have many. If you are tying to generate discussion among students asking for the "right" answer is probably the wrong thing to do. Instead, formulate questions that are open ended - that is questions that either have no clear right or wrong answer or that might have multiple right answers. On the other hand, if you are trying to get students to exercise their factual knowledge of a subject, it might be appropriate to ask "right/wrong" questions or those sort of questions that have a single answerer. Aim your questions at varying levels: knowledge, comprehension, application, analysis, synthesis, etc.

Wait at least 10 seconds for responses. It seems like a long time, but it usually takes this long to formulate a response. Research has shown that most teachers answer their own questions to quickly.

Ask open-ended questions Ask follow-up questions Prepare some questions beforehand

The Cycle of Feedback

Improving classroom interaction involves continually assessing your teaching, students learning, and your relationship with the students. The students have a relationship with you, with each other, and with the material. It's important to get feedback about all three of these relationships. Feedback happens on many timescales. How did this go today? How is the quarter going? Try a written mid-quarter evaluation. For example: Ask which exercise was most helpful? Which was least? Use office hours to talk informally about how things are going

Have your teaching observed or videotaped. Make sure students understand your assignments. Ask if there is anything else that they need to handle the assignment.

Make your teaching transparent. Ask the students if they understand why we are doing this assignment. Lecturers initiate a verbal interaction, typically by asking a question. A student or

students will give a response and the lecturer will evaluate that response (e.g say it is correct ) before initiating another interaction. In the past, Lecturers questions have been largely rhetorical; they knew the answers and were using the questions to test students` knowledge of facts or sometimes as attentions-getting or disciplinary devices. As teachers adopt the philosophy of reform and attempt to create communities of learners in which they

play a legitimate role, they will tend to ask questions that are actually questions to them; that is, broader questions for which discussion and exploration are necessary. When lecturer the asked a question, he was usually greeted with poker-faced stares, as before. But when he moved closer, looked specifically at a student, or pair of students, and repeated the question, the students usually tried to answer. In general, the instructor was paying much more attention to the students, moving closer to them, and looking at specific students and trying to make a better connection with them. The students did interact with the teacher by nodding, some did answer the instructor's questions, and two, on their own initiation, even asked questions before the class.