مجاهد محمد
19/09/2007, 08:10 PM
السلام عليكم ورحمة الله وبركاته
كل عام وأنتم بخير
Guidelines for Good Classroom Management Practice
In order to teach, you must have control over your classroom. This does not mean you should act like a dictator. If you try to teach without establishing control, then the quality of teaching will suffer.
There are many different practices that are used for good classroom management. As with all classroom management practices, adapt what you like to your classroom, taking account the age and personality of the class as a group, and of you as a teacher.
Maintaining good order in classrooms is one of the most difficult tasks facing young inexperienced teachers. The task has become more difficult over the past few decades as young people's attitudes to people in authority have changed dramatically. Some of the changes have led to greater self-confidence in students. Others - such as the acceptance of violence to achieve ends, attitudes to substance abuse and an increasing lack of respect for authority - have made classroom management and life in school generally more difficult, and more demanding, on those who are charged with maintaining a positive learning environment.
Many disruptive behaviors in the classroom can be alleviated before they become serious discipline problems. Such behaviors can be reduced by the teacher's ability to employ effective organizational practices. Such practices are at the heart of the teaching process and are essential to establishing and maintaining classroom control.
The following set of organizational practices should help to establish effective control of the classroom by the teacher:
1. Get off to a good start.
The first "honeymoon" encounter between the teacher and the students is when they formulate their impressions of the teacher. Students sit quietly, raise their hands to respond and are generally well behaved. The teacher is easily misled into thinking that this is an ideal class and may relax their vigilance. Students within a week will begin to test the waters to see what they can "get away with". It is during this period that the effective teacher will establish the expected ground-rules for classroom behavior.
2. Learning School Policies.
Prior to meeting the class for the first time, the teacher should become familiar with school policies concerning acceptable student behavior and disciplinary procedures. The teacher should definitely know what the school expects from both student and teacher in regard to discipline.
3. Establishing Rules.
Establish a set of classroom rules to guide the behavior of students at once. Discuss the rationale of these rules with the students to ensure they understand and see the need for each rule. Keep the list of rules short. The rules most often involve paying attention, respect for others, excessive noise, securing materials and completion of homework assignments.
4. Overplaning Lessons.
"Overplan" the lessons for the first week or two. It is important for the teacher to impress on the students from the outset that he or she is organized and confident of their ability to get through the syllabus.
5. Learning Names.
Devise a seating arrangement whereby students' names are quickly learned. Calling a student by his or her name early in the year gives the student an increased sense of well being. It also gives a teacher greater control of situations. "JOHN, stop talking and finish your work" is more effective than "Let us stop talking and finish our work".
6. Be Firm and Consistent.
A teacher can be firm yet still be supportive and friendly with students. A firm teacher can provide an environment where the students feel safe and secure. Many teachers report that it is easier to begin the year in a firm manner and relax later, than to begin in a lax manner and then try to become firm.
7. Act, not react.
It is important to act, not react. Give students choices--for example: 1. You may leave the room and go to (a pre-selected place--maybe another teacher can provide a time out corner if you don't have a time out room). 2. You may stay here and make changes in your personal choices. 3. You may stay in the room, but change your seat to an area where you agree there will be fewer problems.---When you give students choices, they have power--power to make a good choice and continue receiving instruction.
8. Do not discipline in anger.
If you discipline in anger, your judgment can be in error. Learn to be calm in the face of problems. It will be a healthier approach for you, and your students will learn from your problem solving abilities. Don't take your students' remarks personally - students at this age may hate a teacher one day and love him/her then next. It is a sign of their age, not their overall opinion of the teacher.
9. Consequences & offense.
In order to have discipline there will be consequences for bad decisions. This does not mean that consequences must be harsh to accomplish its job. Harsh consequences do not accomplish much except for breeding hatred. Consequences should fit the offense. Often the natural consequence is the best.
10. Rspect.
In order to have true respect, you must give it. This does not mean that you accept undesirable comments in the classroom nor does it mean that you can run a classroom without some consequences.
* Clarification:
If teachers copy the discipline style of another, it may not fit them or their classroom. Classroom control, like teaching, requires personalization - what works best for your is what you should do.
Could you give us your experience?
كل عام وأنتم بخير
Guidelines for Good Classroom Management Practice
In order to teach, you must have control over your classroom. This does not mean you should act like a dictator. If you try to teach without establishing control, then the quality of teaching will suffer.
There are many different practices that are used for good classroom management. As with all classroom management practices, adapt what you like to your classroom, taking account the age and personality of the class as a group, and of you as a teacher.
Maintaining good order in classrooms is one of the most difficult tasks facing young inexperienced teachers. The task has become more difficult over the past few decades as young people's attitudes to people in authority have changed dramatically. Some of the changes have led to greater self-confidence in students. Others - such as the acceptance of violence to achieve ends, attitudes to substance abuse and an increasing lack of respect for authority - have made classroom management and life in school generally more difficult, and more demanding, on those who are charged with maintaining a positive learning environment.
Many disruptive behaviors in the classroom can be alleviated before they become serious discipline problems. Such behaviors can be reduced by the teacher's ability to employ effective organizational practices. Such practices are at the heart of the teaching process and are essential to establishing and maintaining classroom control.
The following set of organizational practices should help to establish effective control of the classroom by the teacher:
1. Get off to a good start.
The first "honeymoon" encounter between the teacher and the students is when they formulate their impressions of the teacher. Students sit quietly, raise their hands to respond and are generally well behaved. The teacher is easily misled into thinking that this is an ideal class and may relax their vigilance. Students within a week will begin to test the waters to see what they can "get away with". It is during this period that the effective teacher will establish the expected ground-rules for classroom behavior.
2. Learning School Policies.
Prior to meeting the class for the first time, the teacher should become familiar with school policies concerning acceptable student behavior and disciplinary procedures. The teacher should definitely know what the school expects from both student and teacher in regard to discipline.
3. Establishing Rules.
Establish a set of classroom rules to guide the behavior of students at once. Discuss the rationale of these rules with the students to ensure they understand and see the need for each rule. Keep the list of rules short. The rules most often involve paying attention, respect for others, excessive noise, securing materials and completion of homework assignments.
4. Overplaning Lessons.
"Overplan" the lessons for the first week or two. It is important for the teacher to impress on the students from the outset that he or she is organized and confident of their ability to get through the syllabus.
5. Learning Names.
Devise a seating arrangement whereby students' names are quickly learned. Calling a student by his or her name early in the year gives the student an increased sense of well being. It also gives a teacher greater control of situations. "JOHN, stop talking and finish your work" is more effective than "Let us stop talking and finish our work".
6. Be Firm and Consistent.
A teacher can be firm yet still be supportive and friendly with students. A firm teacher can provide an environment where the students feel safe and secure. Many teachers report that it is easier to begin the year in a firm manner and relax later, than to begin in a lax manner and then try to become firm.
7. Act, not react.
It is important to act, not react. Give students choices--for example: 1. You may leave the room and go to (a pre-selected place--maybe another teacher can provide a time out corner if you don't have a time out room). 2. You may stay here and make changes in your personal choices. 3. You may stay in the room, but change your seat to an area where you agree there will be fewer problems.---When you give students choices, they have power--power to make a good choice and continue receiving instruction.
8. Do not discipline in anger.
If you discipline in anger, your judgment can be in error. Learn to be calm in the face of problems. It will be a healthier approach for you, and your students will learn from your problem solving abilities. Don't take your students' remarks personally - students at this age may hate a teacher one day and love him/her then next. It is a sign of their age, not their overall opinion of the teacher.
9. Consequences & offense.
In order to have discipline there will be consequences for bad decisions. This does not mean that consequences must be harsh to accomplish its job. Harsh consequences do not accomplish much except for breeding hatred. Consequences should fit the offense. Often the natural consequence is the best.
10. Rspect.
In order to have true respect, you must give it. This does not mean that you accept undesirable comments in the classroom nor does it mean that you can run a classroom without some consequences.
* Clarification:
If teachers copy the discipline style of another, it may not fit them or their classroom. Classroom control, like teaching, requires personalization - what works best for your is what you should do.
Could you give us your experience?