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Classroom
Management:
Here
are eleven techniques that you can use in your classroom
that will help you achieve effective group management and
control. They have been adapted from an article called: “A
Primer on Classroom Discipline: Principles Old and New” by
Thomas R. McDaniel.
1.
Focusing
Be
sure you have the attention of everyone in your classroom
before you start your lesson. Don’t attempt to teach over
the chatter of students who are not paying attention.
Inexperienced teachers sometimes think that by beginning
their lesson, the class will settle down. The children will
see that things are underway now and it is time to go to
work. Sometimes this works, but the children are also going
to think that you are willing to compete with them, that you
don’t mind talking while they talk, or that you are willing
to speak louder so that they can finish their conversation
even after you have started the lesson. They get the idea
that you accept their inattention and that it is permissible
to talk while you are presenting a lesson.
The
focusing technique means that you will demand their
attention before you begin. It means that you will wait and
not start until everyone has settled down. Experienced
teachers know that silence on their part is very effective.
They will punctuate their waiting by extending it 3 to 5
seconds after the classroom is completely quiet. Then they
begin their lesson using a quieter voice than normal.
A soft
spoken teacher often has a calmer, quieter classroom than
one with a stronger voice. Her students sit still in order
to hear what she says.
2.
Direct Instruction
Uncertainty increases the level of excitement in the
classroom. The technique of direct instruction is to begin
each class by telling the students exactly what will be
happening. The teacher outlines what he and the students
will be doing this period. He may set time limits for some
tasks.
An
effective way to marry this technique with the first one is
to include time at the end of the period for students to do
activities of their choosing. The teacher may finish the
description of the hour’s activities with: “And I think we
will have some time at the end of the period for you to chat
with your friends, go to the library, or catch up on work
for other classes.”
The
teacher is more willing to wait for class attention when he
knows there is extra time to meet his goals and objectives.
The students soon realize that the more time the teacher
waits for their attention, the less free time they have at
the end of the hour.
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