Teach English in Xiangshuihe Zhen - Linfen Shi

Classroom management is a collection of techniques that teachers use to encourage effective learning by minimizing distractions and disruptions. Classroom management can often be a neglected part of a teacher’s training. Even if classroom management is covered in a teacher-training course, new teachers may not be prepared to deal with all the real-life challenges of the classroom. A teacher can have great lesson plans and materials. However, if a teacher cannot manage her/his class, effective learning will not happen. So, what are the essential elements of good classroom management? UNIVERSAL RULES • Follow directions the first time they are given. • Raise your hand and wait for permission to speak. • Stay in your seat unless you have permission to do otherwise. • Keep hands, feet, and objects to yourself. • No cursing or teasing. • Ask for permission before going out of class The above points can go a long way to reduce some classroom disruptions. However, we need other strategies and fast techniques to manage common disturbances in the classroom. I call these techniques “attention getters” ATTENTION GETTERS • Whisper – Instead of raising your voice to command attention of a noisy room, drop your voice to a whisper, giving instructions quietly. • Lights out – Quickly turn the lights off and then on again; prepared to speak the in the moment of surprise silence. • Rhythmic clap sequence- this can be a fun “game”. Choose a couple students to be creating rhythmic sequences once the class is under control. • Walking close to or standing close to the main disruptor (proximity). • Blow the whistle/ring the bell. • Read a newspaper article, an excerpt from a book, a poem, a favorite short story. We can also use redirecting phrases to encourage or lure students to happily participate in classroom activities REDIRECTING PHRASES “Thank you for…” “I appreciate that ______ did…” “I understand …” “I can tell that you …” “It is obvious that…” “However,” “Nevertheless…” Student repeats question or expectation ANNOYING CLASSROOM DISTRACTIONS How can a teacher prevent irritating classroom behaviors? • Use simple verbal reprimands when the misbehavior occurs. Make sure that they are to the point, moderate in tone, and private (e.g., “Stop talking and work on your math problems, please”) • Intervene as soon as possible in order to prevent the misbehavior from occurring (e.g., say “Harry, may I help you with your assignment?” when the student begins to show signs of frustration). • Use facial expressions to convey to the student that the misbehavior was not totally overlooked. Circulate around the room frequently, to avert potential behavior problems. • Give praise to the entire class as frequently as possible (e.g., “Thank you for working so quietly,” or “I’m delighted to see you all working so well today.) ANTAGONISM WITH AUTHORITY What can be done to help students improve their interaction with authority figures? • Talk to the student in private to ascertain the reason for his/her misbehavior. • Encourage students to strive for greater self-control in as many situations as possible. • Contact parents and/or administrators when there is no other way of resolving the conflict situation. (Long-term subs) • Refer the student to appropriate staff members (e.g., Team Leader, if the student frequently displays uncontrollable verbal hostility). Keep anecdotal records to support your concerns. ARGUMENTATIVE STUDENT How can the teacher deal with a child who becomes argumentative upon confrontation? • Do not confront the student in a group situation. (Use a private conference) • Do not use an accusatory tone upon approaching the student. • Allow your emotions to cool before approaching the student. • Give the child an opportunity to speak his/her piece. • If you made an error, admit it! BEHAVIOR PROBLEMS What steps can be followed to resolve a child’s constant misbehavior? • Be sure the child understands that it is not he/she who is unacceptable, but rather the behavior. • If the misbehavior occurs again, follow through with the previously planned disciplinary action. • Throughout the process, keep the principal as well as the Team Leader, informed of the progress or lack progress. • If the child continues to misbehave and you feel that you have utilized all of your options and resources, send the child to the principal’s office. BOASTFUL, ATTENTION-SEEKING STUDENT What can be done for a student who is constantly disrupting the class in order to gain the teacher’s attention? • Give the student a position of responsibility in the classroom and encourage him/her to gain the teacher’s attention? • Provide recognition and positive attention when attention whenever possible. • Arrange parent conference to discuss any factors that may be contributing to the student’s problem in school (e.g., sibling rivalry). • Private conversation with student or refer to Team Leader. CALLING OUT IN CLASS – RESPONSE #1 What do you do with a student who calls out answers or comments during class? • With children in the middle grades and older, divide the class into two groups and make a game out of questions and answers. Each team scores a point for each correct answer. If a team member calls out an answer out of turn, that team loses a set amount of points. • Praise the student who does not call out, but waits to be called on. • Ignore the calling out. Do not acknowledge having heard it. • Examine the reason for the calling out. Is it for attention? Do you tend to overlook calling on this student? Is the calling out a result of an inability to sit still? Does this child have a learning disability? React to these symptoms appropriately. CLASS CLOWN How can you deal effectively with a “class clown”? • Let the student know in private how you feel about his/her unacceptable behavior, and explain what is expected of him/her. Try to form a trusting relationship with this student. Listen to his/her feelings and expectations. • Explain to the student that the solution to his/her problem is his/her responsibility as well as you. However, if the “class clown” behavior continues and it affects the level of learning for the rest of the class, then the responsibility for the solution will lie with him/her and the administration. • As for the assistance of a counselor to investigate various possible reasons for the child’s need to be the “class clown.” HYPERACTIVITY – SHIFT IN ATTENTION What can be done for students who frequently shift their attention and/or interests in class? • Provide your students with firm but fair classrooms rules. Make sure you consistently adhere to the consequences of breaking rules. • Use social reinforcers frequently and as soon as possible (e.g. physical nearness or contact, a smile or frown, etc.) • Prepare a variety of short lessons to maximize student attention and participation (e.g., manipulation exercises of 15 to 20 minutes in duration). • Regularly incorporate “relaxation” techniques into the daily classroom routine. Use them whenever the student is need of them. • Use a timer to keep track of appropriate behavior and expectations. Consequence Management Brainstorm Student Behavior Logical Consequence Illogical Consequence Chews gum Disposes of gum; writes paragraph on how to prevent further occurrences Teacher sends student to office Does not bring textbook Does without it for the class Teacher supplies textbook Turns in a sloppy paper Teacher refuses the paper Walks in noisily Walks in again Makes noise in class Teacher calls the student to answer question Calls the student to stand up and sit down about 5 times Comes late to class Teaching is not just about knowing content and methodology. It’s about finding ways to connect with students and helping them to grow and develop curiosity and a love for learning. Skilled teachers develop ways to do this in order to create the best classroom environment possible. Of course, classroom norms vary from culture to culture and context to context, so all teachers must consider how to put these elements into practice in ways that work for them and their students.