ED2425 Lecture 12: Classroom management
Psychological Principles of Classroom Management - Tutorial 2 - Week 2
Classroom Management
Chapter 12 Reading
- Set clear assignments
Repeated instruction should be avoided
Use written instructions with verbal instructions to further the detail- rather than just oral instructions to
avoid misinterpretation
- Students on task
Teachers must balance the curriculum to meet the diverse needs and interests of the students
Meaningfully involved in learning
Jao Kounin’s Priniples - Effective Classroom Management
- Focuses on preventative discipline techniques and strategies designed to prevent the occurrence of
discipline problems in the first place
- Good classroom management depends on effective lesson management
- The ways teachers handle misbehaviour once it occurs are not the keys to successful classroom management
(corrective)
- Teachers need to be attentive to all aspects of the classroom (withitness)
- Effective teachers keep students attentive and actively involved
- Teachers should be able to attend to two activities at the same time
- Activities should be enjoyable and challenging
The Ripple Effect
- The ‘ripple effect’ occurs when the teacher corrects a misbehaviour in one student, this can positively
influence the behaviour of other nearby students
- Choose the child that is really well behaved and reward, then students follow because they want a reward
- correct misbehaviour and manage negative behaviour
Withitness
- Awareness of whats going on in all parts of the classroom at all times
- Examples of withitness
- A teacher who knows thats going on
Overlapping
- Being able to attend to two or more issues at the same time
Smoothness
- Keep lessons moving slowly without inducing lesson ‘jerkiness’
- Smooth transitions
- Maintaining lesson momentum
Slowdowns
- As the term suggests, ‘slowdowns’ refers to situations that slow a lesson down
- There are two types:
- Over dwelling - where teachers waste too much time talking
- Fragmentations - where teachers break tasks into ‘bits’ or ‘fragments’ rather than being done in one
step, e.g., packing books, away, getting new books out, ruling up a new page, collecting recourses
These could all be done in one step rather than in separate steps
Student Accountability
- The idea that students are responsible for their own learning
- This involves the teacher giving clear and specific instructions for students to undertake a certain task
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Psychological principles of classroom management - tutorial 2 - week 2. Use written instructions with verbal instructions to further the detail- rather than just oral instructions to avoid misinterpretation. Teachers must balance the curriculum to meet the diverse needs and interests of the students. Focuses on preventative discipline techniques and strategies designed to prevent the occurrence of discipline problems in the first place. Good classroom management depends on effective lesson management. The ways teachers handle misbehaviour once it occurs are not the keys to successful classroom management (corrective) Teachers need to be attentive to all aspects of the classroom (withitness) Effective teachers keep students attentive and actively involved. Teachers should be able to attend to two activities at the same time. The ripple effect" occurs when the teacher corrects a misbehaviour in one student, this can positively influence the behaviour of other nearby students.
