Chapter 12Classroom Management.ppt

1、Chapter 12 Classroom Management,Viewing recommendations for Windows: Use the Arial TrueType font and set your screen area to at least 800 by 600 pixels with Colors set to Hi Color (16 bit). Viewing recommendations for Macintosh: Use the Arial TrueType font and set your monitor resolution to at least

2、 800 by 600 pixels with Color Depth set to thousands of colors.,Copyright Houghton Mifflin Company,122,Overview,Authoritarian, permissive, and authoritative approaches to classroom management Preventing problems: Techniques of classroom management Techniques for dealing with behavior problems Violen

3、ce in American schools,Copyright Houghton Mifflin Company,123,Classroom management styles,Authoritarian Student compliance is main goal Make heavy use of rewards and punishments Permissive Rely heavily on students liking and respecting them Authoritative Goal is for students to regulate their own be

4、havior Set rules but adjust as students show their ability to regulate their own behavior,Copyright Houghton Mifflin Company,124,Preventing problems: Effective classroom management,Show your students you are “with it” Learn to cope with overlapping situations Strive to maintain smoothness and moment

5、um in classroom activities Keep the whole class involved, even when working with individual students Introduce variety and be enthusiastic Be aware of the ripple effect Be clear and firm when disciplining, and avoid angry outbursts (Kounin, 1970),Copyright Houghton Mifflin Company,125,Characteristic

6、s of well-managed classrooms,Students know what they are expected to do and generally experience the feeling that they are successful doing it Students are kept busy engaging in teacher-led instructional activities There is little wasted time, confusion, or disruption A no-nonsense, work-oriented to

7、ne prevails, but at the same time there is a relaxed and pleasant atmosphere (Brophy, 1979; Good, 1982),Copyright Houghton Mifflin Company,126,Keys to management success,Effective teachers Demonstrate they have thought about classroom procedures prior to the first day of class Post and/or announce a

8、 short list of basic classroom rules and penalties Engage in whole-group activities under teacher direction the first few weeks of school Maintain control by using Kounins techniques Give clear directions, hold students accountable for completing assignments, and give frequent feedback (Evertson, Em

9、mer, Clements, & Worsham, 2000),Copyright Houghton Mifflin Company,127,Managing middle, junior high, and high school classrooms,For an optimal environment The arrangement of the seating, materials, and equipment is consistent with the kind of instructional activities the teacher favors High traffic

10、areas are kept free of congestion The teacher can easily see all students Frequently used teaching materials and student supplies are readily available Students can easily see instructional presentations and displays (Emmer, Evertson, Clements, & Worsham, 2000),Copyright Houghton Mifflin Company,128

11、,Technology tools for classroom management,Centralized information systems Computerized files with student information Integrated learning systems Individualized instruction for students New classroom roles for teachers Managers of complex social interactions Scaffolding individual student learning,

12、Copyright Houghton Mifflin Company,129,Techniques for dealing with behavior problems,Influence techniques I-messages Problem ownership and active listening No-lose method,Copyright Houghton Mifflin Company,1210,Influence techniques,Planned ignoring Signals Proximity and touch control Interest boosti

13、ng (giving student extra attention) Humor Helping over hurdles (lack of understanding) Program restructuring (changing activities) (Redl Walker & Shea, 1999),Copyright Houghton Mifflin Company,1211,Influence techniques,Antiseptic bouncing (time-out) Physical restraint Direct appeals (conduct and its

14、 consequence) Criticism and encouragement (private) Defining limits Postsituational follow-up (discussion afterward) Marginal use of interpretation (Redl Walker & Shea, 1999),Copyright Houghton Mifflin Company,1212,I-messages,Talking to the situation, not the personality or the character Explaining

15、how one feels (e.g. “I get angry when I see bread thrown around.”),Copyright Houghton Mifflin Company,1213,Problem ownership and active listening,Problem ownership Determining the problem behavior and who it is affecting Active listening Listener shows interest; talker is encouraged to express his/h

16、er feelings; listener does not actively participate but does respond by acknowledging what the talker has said,Copyright Houghton Mifflin Company,1214,No-lose method,Six-step procedure for solving conflicts Define the problem Generate possible solutions Evaluate the solutions Decide which solution i

17、s best Determine how to implement the solution Assess how well the solution solved the problem (Gordon, 1974),Copyright Houghton Mifflin Company,1215,Analyzing reasons for violence,Biological factors Testosterone (male sex hormone) has been linked to aggression Gender-related cultural influences Ass

18、ertive and aggressive behavior in males is more accepted Academic skills and performance Males tend to receive lower grades than females and thus are more likely to experience feelings of frustration at school,Copyright Houghton Mifflin Company,1216,Analyzing reasons for violence,Interpersonal cogni

19、tive problem-solving skills Students who lack the social skills to get along well with others are more likely to have emotional blowups when frustrated Psychosocial factors Students who experience difficulty with identity formation may misbehave to release tension School environment Large, impersona

20、l schools that do not meet the needs of their students may promote misbehavior in students,Copyright Houghton Mifflin Company,1217,Reducing school violence,Classroom tactics Increasing student academic achievement Programs to reduce violence and improve discipline Just Community Resolving Conflict C

21、reatively Program (RCCP) Conflict resolution programs,Copyright Houghton Mifflin Company,1218,Using technology to keep students in school,Carrollton City School System Self-paced instructional modules, graphics art laboratory, TV studio, computer-aided design laboratory, increased computer networking, desktop videoconferencing, televisions, video cassette recorders, and overhead projectors Hueneme School District Computerized robotics, computer-aided manufacturing, desktop publishing, aeronautics and pneumatic technology Virtual High Schools,End of Chapter 12 Classroom Management,