ED2135 Lecture Notes - Lecture 5: Behaviorism, Eye Contact, Glasser'S Choice Theory
Introduction to Teaching Skills
Lecture Five – Week Five
Classroom Management
• This Week’s Outcome
o By the end of week five you should be able to:
▪ Evaluate different models of behaviour management.
▪ Establish some basic principles to create a positive learning environment.
▪ Identify low, medium and high level intervention strategies
▪ Reflect on how you will create a positive classroom climate
• Classroom Management
o Classroom management can be defined broadly as involving the planning, organisation of learners, the
learning process and the classroom environment to create and maintain an effective learning experience.
o Classroom management can be defined broadly as involving the planning, organisation of learners, the
learning process and the classroom environment to create and maintain an effective learning experience.
• Effective Management
o Kounin (1970) identified five key components – Preventative strategies, not corrective
▪ Withitness
• This is the teacher's ability to know what students are doing in the classroom at all times. It
also includes nipping problems in the bud.
▪ Overlapping
• The teacher's ability to effectively handle two classroom events at the same time,
neglecting the other.
▪ Smoothness
• The teacher's ability to smoothly transition between learning activities.
▪ Momentum
• The teacher's ability to have steady movement or pacing throughout a lesson.
▪ Group alerting
• The teacher's ability to keep all students actively participating and to create suspense or
interest.
• Basic Principles of Classroom Management
o Engage students
▪ Plan work that you and the students find interesting
▪ Engage them in things that are interesting
▪ Motivate them
o Establish rules
▪ Establish rules from the very beginning
▪ Calling out → “I thought I heard an answer, but I didn’t see any hands up!”
o Develop a culture that supports cooperation, engagement and respect
o Select appropriate (level) strategies
o Promote self-discipline
o Practice consistency
▪ (Brady, L., & Scully, A. (2005). Engagement: Inclusive classroom management.
French’s Forest: Pearson Education)
• Where to start?
find more resources at oneclass.com
find more resources at oneclass.com
2
o In teaching you need to:
▪ plan thoroughly,
▪ know your students, and
▪ have a good knowledge of management strategies.
o When students are busily engaged there is a good chance of “smooth sailing”.
o What are your students interested in?
• Be Flexible
o You may need to change direction, draw on extra reserves.
o You may need to:
▪ encourage and motivate reluctant students,
▪ deal with off task behaviours, and
▪ engage specific strategies to get you through.
• When problems occur
o You need to have special skills and may need outside help.
o In teaching you encounter students who despite your interventions constantly disrupt your students’ learning.
This is exhausting and stressful. You need special strategies to get through to these students
▪ Adapted from Konza, D., Grainger, J. & Bradshaw, K. (2004). Classroom management: A survival
guide. Tuggerah, N.S.W. Social Science Press
o In teaching you encounter students who despite your interventions constantly disrupt your students’ learning.
o This is exhausting and stressful.
o You need special strategies to get through to these students.
• Understand your students
o Cognitive, physical, social and emotional development
▪ Refer to WA Curriculum Framework Phases of Development.
o Early children: (typically K – Year 3)
▪ need direct, explicit instructions, are egocentric and are not aware of the impact of their
behaviour on others
o Middle childhood: (typically Year 3 – Year 7)
▪ they are aware of rules and socially appropriate behaviour, are conscious of peer approval and
moving into more abstract thinking and reasoning.
• Influences on Learning and Behaviour
o Gender
o Physical abilities
▪ Ability
• student vary in their cognitive functioning and ability levels.
▪ Health
• refers to the student’s health and also health factors linked to their family.
o Cultural differences
▪ Cultural factors – Australia has over 200 different cultural groups.
o Social background
o Race
▪ Caucasian, Asian (Asia – Chinese, Japanese, Vietnamese etc), Negroid (predominantly African),
o Learning styles
o Cognitive functioning
▪ Learning Profile
• is comprised of their interests, learning styles, readiness to learn
o Home upbringing
▪ Linguistic background
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Classroom management: this week"s outcome, by the end of week five you should be able to: Establish some basic principles to create a positive learning environment. This is the teacher"s ability to know what students are doing in the classroom at all times. It also includes nipping problems in the bud: overlapping. The teacher"s ability to effectively handle two classroom events at the same time, neglecting the other: smoothness. The teacher"s ability to smoothly transition between learning activities: momentum. The teacher"s ability to have steady movement or pacing throughout a lesson: group alerting. The teacher"s ability to keep all students actively participating and to create suspense or interest: basic principles of classroom management, engage students, plan work that you and the students find interesting, motivate them. Engage them in things that are interesting: establish rules. In teaching you encounter students who despite your interventions constantly disrupt your students" learning.
