Principles in Teaching and Learning: Classroom Management

3 days more to go before the LET. I really hope that I get to hitch these principles because these will really help a lot in answering situational questions. I will just go away with the LET tips as of this moment to pave way for essential concepts needed for the exam. Below are the principles behind classroom management. Please reflect on these okay? 1. Be consistent and proactive with your classroom management. This means that classroom discipline should be preventive and consistent. Preventive in a sense that we must, as much as possible, settle potential problems before they will destruct the classroom. Being consistent on the other hand means we must mandate rules and routines fairly and not only on case to case basis. 2. Routines will really save a lot of time for it maintains the orderly transition and sequence of classroom instruction, not to mention that it avoids disruptions and breakdowns among the students. 3. Have a smooth transition and continuity of momentum throughout the day. This means that every second of our teaching instruction should be as much as possible moving, engaging and active. This avoids "dead air" or the sense of restlessness that will surely result to disciplinary problems. 4. Novelty and Competence among the activities given in the class should be balanced. Novelty in a sense that activities must be new to the students and not too repetitive and "used". When we say competence, this means that we must provide activities that are challenging enough, not too easy or too difficult, and will enhance learners' competence and motivation. This also includes a balanced among different multiple intelligences and learning styles. 5. "With-it-ness" is important. This means that we must be aware of what is happening all around the classroom. As teachers, we must have "eyes at the back of our heads". 6. Settle minor problems promptly before they become major disruptions. Let's not wait until our class is out of control before we move. This is similar with principle number one, let's be preventive with our approach in classroom management. 7. Give positive feedback among students if they have shown positive behavior. This way, students will appreciate the values of good behavior and conduct if they are recognized and reinforced. Take note however that praise should be sincere and appropriate. 8. Don't make a big deal out of minor problems or disturbances. If a frown, a stern look, a gesture that will relay the message to the students to behave, so be it. Don't consume your precious instructional time just to resolve it. In short, don't make a mountain out of a mole hill, okay? Okay! Hehehe... 9. Arrange the classroom that caters interactive teaching and learning. The classroom must be flexible enough, can be arranged-rearrange, depending on the activity in order to enhance

interaction among the students. 10. The last and final principle, and the most important: Make every instructional moment a meaningful one. The major major principle behind classroom management is to minimize discipline time to maximize instructional time. We want to do the preceding principles because we only have one aim, that is, to spend that precious time for teaching and learning.

Creating Classroom Rules Together

As a teacher, you of course need to establish general rules of conduct for your classroom. But how do you make your students want to follow the rules? Give them a hand in creating those rules! Here's how to do it. Start with a list of what you consider the bare essentials, and then, through thoughtful discussion, work with your students to create a set of rules expressed in their language. Use this list as a starting point, adapting and expanding it to meet the needs of your class and grade level.

Treat others as you would like to be treated. Respect other people and their property (e.g., no hitting, no stealing). Laugh with anyone, but laugh at no one. Be responsible for your own learning. Come to class and hand in assignments on time. Do not disturb people who are working.

Most teachers agree that it's best to select only a few rules those that contribute to successful learning and an orderly environment. (It's too hard to remember a long list!) Make your rules as clear and specific as possible. Then decide with your students' help what the consequences will be for breaking those rules. Teach the rules as you would a regular lesson. It should be your first lesson. Discuss each rule individually, explaining the rationale behind it and asking for examples of how it could be broken. Explain that rules help make everyone's time in school more enjoyable; use examples to illustrate this point. It's also a good idea to post the rules as a reminder and send a copy home with each student.

Ten Guidelines for Classroom Management

Think prevention. Consider how you can manage the learning process to prevent undesirable behaviour (i.e. classroom set up, opportunities for students to interact, active involvement, clear communication of expectations, structuring for success)

Model behaviours you expect from your students. Be an example to your students for behaviours such as: mutual respect, active listening, interest in learning, subject enthusiasm, open mindedness, positive attitude, etc.

Avoid assumptions. Talk with students about their behaviour and explain why something is bothersome or unacceptable. Examine your own assumptions and how these may affect student learning. Discuss assumptions with your students.

Avoid singling students out whenever possible. Although there may be the odd situation when something needs to be addressed immediately, the majority of the time, it is better to talk to a student outside the class.

Know college policies regarding things such as code of conduct, human rights, plagiarism, acceptable use of technology, cheating, evaluation, etc. Be specific about the things that are not tolerable (i.e. sexist and racist remarks, swearing, interrupting, etc.) under these policies.

Communicate academic and behavioural policies and expectations (yours and/or your departments) early in the semester regarding late submissions, class attendance, participation, missed tests, classroom conduct. etc. Put policies and expectations in writing, and repeat them often. Be clear and consistent.

Make your subject relevant and interesting to your students. Use examples that interest students (i.e. sports, entertainment). Take time to find out their interests.

Teach for success. Instead of taking a punitive or negative approach, help students understand what is needed to succeed in your course and in the workplace.

Focus on solutions. Consider how you can make learning a positive experience for both you and your students.

Talk to your peers. Classroom management involves ongoing learning for educators. There is no shame in discussing issues with your peers in order to maintain perspective, and generate workable solutions.