24 terms

CH14 Managing the classroom

The crowded, complex, and potentially chaotic classroom
Classrooms are multidimensional. Activities occur simultaneously. Things happen quickly. events are often unpredictable. There is little privacy Classrooms have histories.
good practice for good begging of school year
1. Elicit student input into classroom rules. 2. Make sure that students experience success. 3. Be available and visible. 4. Be in charge. 5. Be consistent. 6. Establish good rapport with your students.
good practice for increasing academic time
1. Maintain activity flow.2. Minimize transition time. 3. Hold students accountable, clearly communicating assignments and requirements encourages student accountability.
principals of classroom arrangement
1. Reduce congestion in high-traffic areas. 2. Make sure that you can easily see all students.3. Make often-used teaching materials and students supplies easily accessible. 4. Make sure that students can easily observe whole-class presentations.
auditorium style
a classroom arrangement style in which all students sit facing the teacher
face-to-face style
a classroom arrangement style in which student sit facing each other
offset style
a classroom arrangement style in which small numbers of students (3 or 4) sit at tables but do not sit directly across from each other
seminar style
a classroom arrangement style in which large number of students sit in circular, square, or U-shaped arrangements
cluster style
a classroom arrangement style in which small numbers of students (usually four to eight) work in small, closely bunched groups
authoritative classroom management style
a management style that encourages students to be independent thinkers and doers but still provides effective monitoring. engage students in considerable verbal give-and-take and show a caring attitude toward them. however, they still set limits when necessary
authoritarian classroom management style
a management style that is restrictive and punitive, with the focus mainly on keeping order in the classroom rather than instruction or learning
permissive classroom management style
a management style that allows students considerable autonomy but provides them with little support for developing learning skills or managing their behavior
a management style described by Kounin in which teachers show students that they are aware of what is happening. such teachers closely monitor students on a regular basis and thus are able to detect inappropriate behavior early, before it gets out of hand
strategies for establishing classroom rules and procedures
1.Rules and procedures should be reasonable and necessary. 2.Rules and procedures should be clear and comprehensible. 3.Evaluate whether to let students participate in making classroom rules. 4.Rules and procedures should be consistent with instructional and learning goals. 5.Classroom rules should be consistent with school rules.
strategies for guiding students to share and assume responsibility
1.Involve students in the planning and implementation of school and classroom initiatives. 2.Encourage students to judge their own behavior. 3.Don't accept excuses. 4.Let students participate in decision making and holding class meetings.
speaking with the class and students
Understandable vocabulary. Appropriate pace. Precise communication. Good planning and logical thinking skills
barriers to effective verbal communication
Criticizing. Name-calling and labeling. Advising. Ordering . Threatening. Moralizing.
giving an effective speech
Connect with the audience. State your purpose. Effectively deliver the speech. Use media effectively.
Listening skills strategies
Pay attention to person. eye contact. Paraphrase. Synthesize themes and patterns. Give feedback in a competent mannar
active listening
a listening style that gives full attention to the speaker and notes both the intellectual and emotional content of the a message
nonverbal communication
how you fold your arm, cast your eyes, move your mouth, cross your legs.
minor intervention
Use nonverbal cues. Keep the activity moving. Move closer the students. Redirect the behavior. Provide needed instruction. Directly and assertively tell the student to stop. Give the student a choice.
moderate intervention
Withhold a privilege or a desired activity. Isolate or remove students. Impose a penalty.
strategies for reducing bullying
Confront a bully in a firm manner. Get older peers to serve as monitors for bullying and to intervene when they see it taking place. Decide if it sever to report to school authority. Develop school-wide rules and sanctions against bullying and post them. Learn more about bullying.