Classroom Management Techniques
Are you looking for techniques for managing challenging classroom behavior? CPI’s Nonviolent Crisis Intervention® training program and resources provide classroom management strategies and verbal intervention strategies that allow teachers and staff to handle disruptive student behavior. CPI can tailor classroom management programs based on your school’s needs.
Student behaviors like shouting out, not paying attention, task avoidance, disrespect, refusal, and engaging in power struggles take your focus away from teaching and students’ focus away from learning. In order to create and maintain a productive classroom setting and bring the focus back to teaching and learning, use these classroom management strategies to decrease disruption and increase compliance.
Understand Your Students.
Get to know each student as an individual. Build relationships with them based on trust and understanding. Be sure to let your compassion for each student reflect through your nonverbal behavior and your paraverbal communication.
Be Patient.
Keep in mind that you have a choice about how you respond to disruptive student behavior. Choose not to take the behavior personally, and use positive self-talk. For example, instead of thinking, “I can’t take this disrespect anymore,” think, “I’ve seen this before. Why am I letting it get to me today?”
Set Limits.
Be sure to post your classroom’s rules prominently. Keep to a few rules and make sure that they’re clear, simple, and positive. For example, instead of stating, “NO FOOD OR DRINKS ALLOWED,” state, “Please leave food and drinks in the cafeteria.”
Keep to the Schedule You Set.
Following your own rules is key to modeling timeliness and productivity. The more organized you are, the more opportunity there is to focus on teaching and learning. This will help your students respect schedules and work within designated time frames.
Be Aware of the Causes of Behavior.
Being mindful of Precipitating Factors and early warning signs helps you focus on prevention. One way to avert difficult behavior is to seat disruptive students strategically. For example, if a student tends to be loud, inattentive, or noncompliant, seat her away from others who might tempt her to challenge you or engage in a power struggle with you.
Walk Around.
When a student is inattentive, rowdy, or challenging, it distracts others. As you’re teaching, move toward the student while continuing to talk to the class as a whole. Most students will not continue being disruptive if you stand near them as you’re teaching. You can also try making friendly eye contact with the student.
Be consistent in your practice of these classroom management techniques. When students know what to expect from you, and what you expect from them, they’re more likely to be productive learners. Put these effective classroom management tips to use to manage disruptive behavior with confidence.
http://www.crisisprevention.com/Resources/Knowledge-Base/Classroom-Management-Techniques
Are you looking for techniques for managing challenging classroom behavior? CPI’s Nonviolent Crisis Intervention® training program and resources provide classroom management strategies and verbal intervention strategies that allow teachers and staff to handle disruptive student behavior. CPI can tailor classroom management programs based on your school’s needs.
Student behaviors like shouting out, not paying attention, task avoidance, disrespect, refusal, and engaging in power struggles take your focus away from teaching and students’ focus away from learning. In order to create and maintain a productive classroom setting and bring the focus back to teaching and learning, use these classroom management strategies to decrease disruption and increase compliance.
Understand Your Students.
Get to know each student as an individual. Build relationships with them based on trust and understanding. Be sure to let your compassion for each student reflect through your nonverbal behavior and your paraverbal communication.
Be Patient.
Keep in mind that you have a choice about how you respond to disruptive student behavior. Choose not to take the behavior personally, and use positive self-talk. For example, instead of thinking, “I can’t take this disrespect anymore,” think, “I’ve seen this before. Why am I letting it get to me today?”
Set Limits.
Be sure to post your classroom’s rules prominently. Keep to a few rules and make sure that they’re clear, simple, and positive. For example, instead of stating, “NO FOOD OR DRINKS ALLOWED,” state, “Please leave food and drinks in the cafeteria.”
Keep to the Schedule You Set.
Following your own rules is key to modeling timeliness and productivity. The more organized you are, the more opportunity there is to focus on teaching and learning. This will help your students respect schedules and work within designated time frames.
Be Aware of the Causes of Behavior.
Being mindful of Precipitating Factors and early warning signs helps you focus on prevention. One way to avert difficult behavior is to seat disruptive students strategically. For example, if a student tends to be loud, inattentive, or noncompliant, seat her away from others who might tempt her to challenge you or engage in a power struggle with you.
Walk Around.
When a student is inattentive, rowdy, or challenging, it distracts others. As you’re teaching, move toward the student while continuing to talk to the class as a whole. Most students will not continue being disruptive if you stand near them as you’re teaching. You can also try making friendly eye contact with the student.
Be consistent in your practice of these classroom management techniques. When students know what to expect from you, and what you expect from them, they’re more likely to be productive learners. Put these effective classroom management tips to use to manage disruptive behavior with confidence.
http://www.crisisprevention.com/Resources/Knowledge-Base/Classroom-Management-Techniques
Curriculum vs syllabus.
Both a curriculum and syllabus are typically important factors at any school, but the difference between them is not usually clear to everyone. A curriculum is typically a guideline set out for educators that prescribes what they need to teach their students. It tends to outline the subjects that need to be taught, as well as methods for ensuring that each student has indeed learned the necessary materials. On the other hand, a syllabus is a more descriptive list of the concepts that will be taught in a particular class. One of the major differences between a curriculum and syllabus is that the latter is often handed out on the first day of class, while the former is usually not seen by students unless by request.
The curriculum is usually developed by the school district, or college administration so that teachers are aware of what they are expected to teach throughout the year. It typically breaks down what needs to be taught, as well as ideas on how it should be presented to the students. In addition, the curriculum usually lets teachers know how to measure the effectiveness of their teachings, often through standardized testing. It can be used as a guideline for teachers, as many depend on it to develop their coursework.
By contrast, a syllabus is typically created by each individual teacher, so it focuses on a particular class. It usually offers an overview of the goals of the course so that students know what is expected of them by the end of the term. One of the most useful aspects of a syllabus is that it frequently gives students an idea of the course schedule, listing the dates and descriptions of assignments and tests. This allows them to plan accordingly, ensuring that vacations do not coincide with test days, or the start of new concepts. Of course, students should be aware that both the curriculum and syllabus can usually be altered throughout the year if necessary, so talking to the teacher before planning vacations may be a good idea.
One of the most notable distinctions between the usual curriculum and syllabus is that most teachers make the latter widely available to students. In fact, many teachers hand out the syllabus on the first day of class, especially in college, where students are expected to take a particular interest in their education. On the other hand, the curriculum is not usually distributed among students unless it is specifically asked for. In classes that are taught in multiple sections by different teachers, the curriculum will be the same for all, but the syllabus may vary somewhat from one teacher to another.
www.wisegeek.com
.
Both a curriculum and syllabus are typically important factors at any school, but the difference between them is not usually clear to everyone. A curriculum is typically a guideline set out for educators that prescribes what they need to teach their students. It tends to outline the subjects that need to be taught, as well as methods for ensuring that each student has indeed learned the necessary materials. On the other hand, a syllabus is a more descriptive list of the concepts that will be taught in a particular class. One of the major differences between a curriculum and syllabus is that the latter is often handed out on the first day of class, while the former is usually not seen by students unless by request.
The curriculum is usually developed by the school district, or college administration so that teachers are aware of what they are expected to teach throughout the year. It typically breaks down what needs to be taught, as well as ideas on how it should be presented to the students. In addition, the curriculum usually lets teachers know how to measure the effectiveness of their teachings, often through standardized testing. It can be used as a guideline for teachers, as many depend on it to develop their coursework.
By contrast, a syllabus is typically created by each individual teacher, so it focuses on a particular class. It usually offers an overview of the goals of the course so that students know what is expected of them by the end of the term. One of the most useful aspects of a syllabus is that it frequently gives students an idea of the course schedule, listing the dates and descriptions of assignments and tests. This allows them to plan accordingly, ensuring that vacations do not coincide with test days, or the start of new concepts. Of course, students should be aware that both the curriculum and syllabus can usually be altered throughout the year if necessary, so talking to the teacher before planning vacations may be a good idea.
One of the most notable distinctions between the usual curriculum and syllabus is that most teachers make the latter widely available to students. In fact, many teachers hand out the syllabus on the first day of class, especially in college, where students are expected to take a particular interest in their education. On the other hand, the curriculum is not usually distributed among students unless it is specifically asked for. In classes that are taught in multiple sections by different teachers, the curriculum will be the same for all, but the syllabus may vary somewhat from one teacher to another.
www.wisegeek.com
.
Widget is loading comments...
TEACHING ADOLESCENTS EFFECTIVELY
It cannot be overstated how important teachers are in the lives of adolescents. Teachers spend more time with a child than their own parents do. It is has been stated in other areas of this site that adolescence is a difficult time in development and a time of withdrawal from reliance on the social network as well as a notable withdrawal from responsibilities. Students this age will usually lack motivation, at least to some extent, and will be confused about their place in the world. So, what can instructors do to make sure that high school students are developing and learning? Additionally, how can we help students transition through adolescence and succeed academically? Taking what I have learned from research on adolescent psychosocial development, the following strategies affect students positively.
Teaching Adolescents Strategies
Be Supportive!
It cannot be overstated how important teachers are in the lives of adolescents. Teachers spend more time with a child than their own parents do. It is has been stated in other areas of this site that adolescence is a difficult time in development and a time of withdrawal from reliance on the social network as well as a notable withdrawal from responsibilities. Students this age will usually lack motivation, at least to some extent, and will be confused about their place in the world. So, what can instructors do to make sure that high school students are developing and learning? Additionally, how can we help students transition through adolescence and succeed academically? Taking what I have learned from research on adolescent psychosocial development, the following strategies affect students positively.
Teaching Adolescents Strategies
Be Supportive!
- Engage students in planning for their own future
- Encourage parental involvement in student learning and find ways for them to be included in the student’s support system
- Offer assistance to students who need help (such as structuring time management for students who lack these skills)
- Be a positive influence to students, they will respond in a positive way!
- Praise good behavior and academic improvement
- Be an advocate for students in any appropriate way that they may need
- Involve parents and family members in a student’s education so that they have support at home
- Reach out to students in need. If you suspect they are having problems at home, allow them to open up about it.
- Implement peer review/tutoring systems in your classroom
- Research has shown that a a stable network or peers can improve how a student perceives school.
- Get all students involved in class discussions
- Create activities that require students to rely on each other to succeed (such as group projects, webquests)
- Give ample opportunity for and require respectful communication between peers
- Teach students about cultural diversity and tolerance
- Encourage and promote extra-curricular activities like clubs and teams
- Engage students to help design the classroom environment is a way that makes them comfortable
- Let students have a chance to decorate the classroom walls
- Allow students to have a hand in creating the class rules, so everyone is comfortable with them
- Be patient with students so that they feel valued and respected and feel safe enough to share ideas
- Demand that students be respectful of one another and if someone isn’t, handle it immediately.
- Accommodate students who need supplemental help or have assistive needs
- Ask students about their time outside of class
- Learn every student’s name and use it often!
- Provide opportunities for students to talk about themselves
- Create plans with each student for their learning goals for the year and refer to them regularly when students meet a goal
- Be involved in your community and show support for student-led organizations
- Vary instructional methods so to reach all students
- Do not make lectures the main focus of all class periods
- Work in fun activities to keep students from getting bored
- Use technology when possible and appropriate
- Be aware of what is happening in your classroom. Monitor, monitor, monitor!
- Plan effectively and make sure transitions in your instruction are smooth
- Relate new information to popular culture when possible
- Expect students to live up to their potential
- Make sure students understand before moving on to new concepts
- Apply reasonable and consistent disciplinary policies that are agreed on by parents and students and enforce them fairly
- Communicate clear expectations for behavior
- Be flexible with instructional strategies to personalize instruction when needed
- Establish a reward system for good behavior and academic achievement
- Encourage respectful communication, even when viewpoints differ
- Assess students regularly to ensure that they are in line with expectations
- Learn every student’s name and use it often!
- Provide students with opportunities throughout the day to express their feelings
- Empower students to communicate openly with school staff by providing them with a mechanism to evaluate their learning and instructors
- Be consistent in class with each student. Don’t play favorites.
- Interact more in class, lecture less
- Smile, be friendly (yet professional)!
- Be enthusiastic about teaching your subject matter
- Allow students to get to know things about you
- Correct inaccurate perceptions about “normal” behavior (e.g, statistics on smoking and alcohol/drug abuse)
- Be respectful of students and other teachers/administrators at all times
- Have patience but be firm
- Have a positive attitude
- Be encouraging of others and promote that attitude to students
- Be understanding, forgiving, and realistic
Widget is loading comments...
The difference between approach, method, technique and strategy .
Teaching approach is a personal way of teaching the language since it is concerned with the theory of the Nature of Language and Language Teaching. In other words, it means what we are going to do for our students to learn the language. When teaching approach, one needs to know what is the teacher’s, the administration’s, and the parents’ role to understand one’s personal teaching approaches. The approach is part of a method.
Teaching Method is the overall plan for the proper presentation of the language material. So it is the plan we make before getting into a classroom. Here, we have to take into account how we are going to teach the language (if we are going to follow textbooks and curricula to the letter with everything), and also we have to design objectives. The method includes approach, design, procedures, techniques, and strategies. And there are many methods we could use in our classes. Ex.: The Grammar- Translation Method, The Bilingual Method, The Natural Approach (which is a method too) The Direct Method, The Audio Lingual Method, etc.
Teaching techniques are the little snaky tricks that teachers use to get their job done in the classroom. Teaching techniques help us achieve the objective of the class. If some students are becoming bored or distracted during a class, the teacher may use a quickly physical activity to make students wake up, and encourage all of them to do the same thing at the same time. Teaching techniques can be taught and shared with another teacher also, for they are not necessarily personal ways of teaching.
Teaching strategies is the way we are going to encourage each student not only to learn the language but also to confront social and spiritual goals needed to be independent learners. When using teaching strategies, we need to create a supportive, caring classroom environment in which students are allowed to explore, discover, succeed, and fail. There are some strategic learning qualities that help teachers to create more independent learners. Those qualities are: Openness, Skepticism, Civility, Persistence, Imagination, and Curiosity. All of the above will help students learn more effectively.
Widget is loading comments...