ED2425 Lecture Notes - Lecture 1: Brad Delson
Psychological Principles of Classroom Management - Week 13 - Lecture 13
Unit Overview
Unit Summary
- Behaviour management ought to be premised on a dynamic relationship between teacher and student
- Philosophies give us principles
- Models give us methods
- Eclecticism gives us flexibility
- A ‘Discipline Hierarchy’ gives us procedures
- Understanding management features gives us a context, e.g.
Cultural
Social/Economic (Maslow – needs)
Physical
Religious
Family of origin
Single-gender or mixed gender school
Managing the Difficult Group
- “Managing the Difficult Group” provides a good summary of the underpinning concepts covered in this
unit1
- Students are disruptive because they:
- have social/emotional issues at home
- think school work is not relevant
- want a reaction from the teacher
- want to take attention off learning problems
- are bored with the material being presented
- find the work too difficult/easy
- are allowed to be
First Response:
- Stay calm
- Deal with disruption in the classroom
- Don’t disrupt the lesson (momentum)
- Move towards the disruptive student – teach from there
- Isolate the disruptive student(s)
- Don’t argue with the student
- Don’t make idle threats
- Use a “time out” desk – always remain impartial
Applying Sanctions
- Consequences of the behaviour must be known in advance -should have been established day one
- Praise in public, reprimand in private
- Keep sanctions in perspective
- Criticise the behaviour not the person
e.g. “Johnny, that was a foolish thing to do!”
NOT “ Johnny, you foolish boy!”
Love the child not the behaviour!!
- Consider the home life of the student
Relating to Students
- Talk to students in private
- Be genuine
- Be consistent
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Psychological principles of classroom management - week 13 - lecture 13. Behaviour management ought to be premised on a dynamic relationship between teacher and student. Understanding management features gives us a context, e. g. cultural. Managing the difficult group provides a good summary of the underpinning concepts covered in this unit1 find the work too difficult/easy. Students are disruptive because they: have social/emotional issues at home think school work is not relevant. Want to take attention off learning problems. Are bored with the material being presented. Move towards the disruptive student teach from there. Use a time out desk always remain impartial. Consequences of the behaviour must be known in advance -should have been established day one. Isolate the disruptive student(s) e. g. johnny, that was a foolish thing to do! . Consider the home life of the student. Set class tasks at levels that students can achieve. Show that you are interested in your students lives (not just academic performance)
