Ppt presentation discipline

Classroom Management

Overview

Impact of lack of classroom management on teachers

Student misbehaviourTeacher misbehaviourClassroom managementConclusion

‘If the students do not perceive a teacher to be credible, for example, they will likely listen and learn less from that teacher’

(McCroskey, Holdridge, & Toomb, 1974)

• One out of four teachers admits to losing up to 30% of the lesson

Correcting misbehaviour!

Why are we concerned about classroom management?

• Burn-out:

Up to 30% of teachers affected

Reasons:

• Relations (Teacher-student)

• Lack of motivation/interest

• Discipline problems

• Lack of cooperation

Categories

Characteristics

Patterns

Causes

REVENGE POWER ATTENTION

INADEQUACY

*Damages Property

*Fights or Bullies*Argues*Does things own way

Social dominance

*Leadership styles in teachers*Ignorance of the rules*Displacement & Conflicting rules

Endogenous/Exogenous

*Refuses to follow rules*Criticizes

*Control other students

*Tries to take over class

Social dominance

*Leadership styles in teachers*Ignorance of the rules*Displacement & Conflicting rulesEndogenous/Exogenous

*Speaks out without permission*Gets up without permission*Class clown

*Makes noises to entertain

Inconsequential behavior & Social isolation

*Leadership styles in Teachers*Ignorance of the rules

Endogenous/Exogenous

*Emotional

*Will not participate*Blames others for failure*Threatens to drop out

Antipathy to school

*Leadership styles in teachers*Displacement & Conflicting rules*Anxiety, fear

Endogenous/Exogenous

Teacher TypesTeacher Types

CategoriesCategories HOSTILEHOSTILE Non-ENTITYNon-ENTITY ASSERTIVEASSERTIVE

AkaAkaOffensiveOffensive

DespoticDespotic

IndolentIndolent

IncompetentIncompetent

Non-AssertiveNon-Assertive‘‘Ideal’Ideal’

Characteristics

Maintaining OrderNegative, stereotypical view of studentsStudents as adversariesHumiliates, embarrasses or insults studentsCondescendingUses favouritismSarcasticArbitrary, unreasonableLeads to student anger and resentment

Disregard for studentsProvides confusing instructionsInconsistent, forgetfulPassive, IneffectualOver-permissive, non-interventionistDoes not motivate or rewardLeads to student restlessness and distraction

CredibilityRespectful and fairProvides positive instruction and feedbackReacts quickly and with confidenceProvides clear classroom rulesGives firm, clear directionsConsistentRewards good behaviour

‘A well-managed classroom is a task-oriented and predictable environment’ K. Wong and T.Wong, 2004: 88

Teacher area

Student area

Rules Agenda and

warm up activities

AnticipationExpectationsRulesProceduresMinor misbehaviour

Conclusions

• Sheer amount of resources

• Different uses of terminology

• No model/theory works on its own

• Depends on teacher, group, students course and school

Conclusions• Serious discipline problems: exception in most schools

• Ability to control difficult moments in classroom

Matter • Time • Experience

• Effort • Patience

Thank you for your attention