Classroom management - classroom management models I.

The notion of occurs when teacher management is in a position to coordinate space, materials, related equipment, movement and placement students, and learning material itself, integrated into a curriculum area or in a program of study. List observable behaviors of management skills training process: ___ 1. rhythm management training process a. avoid discontinuity: sudden change in the type of work, temporary abandonment of a type of activity, the apparent abandonment of a type of activity and sudden return after a time, abandoning a type of work before its completion b .avoid slowdown: overload, overload by excessive explanations, overloading by excessive detail, slowing the excessive use of materials and related equipment, unnecessary fragmentation activity 2. promotion activities in group a. type of group management to work with b. management responsibilities of group c. management attention ___ 3. avoid saturation a. progressive presentation of study material b. variety c. challenge Presentation successive integration of activities and additional instructional activities: ___ 4. coordination of material daily review shall ___ 5. coordination of review shall presentations / lessons themselves ___ 6.coordination of individual work in class: a. workload presentation b. b. performance monitoring c. c. workload selectiond. d. evaluation ___8. coordination homework ___ 9. coordination in class discussions ___10. coordination of projects and learning through problem-solving approach Teacher training process discipline problems side: ___12. engage in activities workload unsolicited ___13. talking without teacher permission (while teaching) ___14.talking without teacher permission (throughout the hour) ___15. refusal to raise his hand before talking ___16.inability to listen to the speech teacher and refusing to meet his verbal instructions ___17. late or incomplete presentation of the issues and work tasks ___18. late hours and absenteeism ___19. absence (refusal) motivation / inactivity ___20. fraud (copying, etc..) ___21. fear of test forms Applications / Examples of process management skills instruction:

___1. Rhythm management refers to how the teacher manages and directs the pace of activities in class: a. Avoid discontinuity: . sudden change in the type of activity - teacher suddenly intervenes in ongoing activity without notifying this and offers suggestions for another activity . - temporary abandonment of a type of activity - teacher leaves a suspended activity, move to another page and returns to work - apparent abandonment of a type of activity and sudden return after a time variant of the previous type of discontinuity: the teacher apparently finish a task, start another and suddenly is the first - abandonment of a type of work before its completion - Professor abandon an activity, move to another and is not the first b. Avoiding slowdown: . overload - occurs when the teacher is too boring . overload in excess of explanations - the teacher give directions and explanations too long -overload in excess of detail - the teacher is overly concerned with details, to the detriment of the main idea . slowing the excessive use of materials and related equipment - teacher training materials and equipment used excessively, distracting students from the content communicated .unnecessary fragmentation of activity - an activity is currently fragmented, although its nature this approach does not involve ___2. Promotion of group activities the teacher refers to the ability to capture and maintain attention during group activities during the time the coordination structure of the group. a. teacher may appeal to a wide range of reactions to the elicit and maintain attention during group time. Some of the techniques in teacher-student relationship that direction are: . equitable distribution of opportunities for affirmation of the student ("I will be asked during this hour") . aid to individual group members ("I pay attention to teacher and wants to succeed") . exploring the possibilities latent ("I have time to think") . investigate the behavior of teachers ("teacher make special efforts to help me answer") . higher level problem-solving ("The teacher is expected to think about this problem") . approval or correction of student work ("I will tell you promptly if my work is acceptable or not") . praise ("The teacher is very pleased with my work") . awareness of the reasons for praise ("Professor tells me why / for which they pleased at my accomplishments") . attention to what students have to say ("The teacher is interested in what I have to say") . acceptance of student feelings ("I understand Professor feelings and I respect them") . proxemice relationships with students ("The teacher is close to me, but I do not mind") . respect / politeness from students ("I respect Professor") . personal interest in students ("I'm more than just a student my teacher, it flatters me") . feelings ("The teacher likes me / appreciate me")

. postponement of a reaction ("The teacher is dissatisfied with what they do, but not unhappy with me as a person") - gradual coordination responsibilities: The teacher creates the feeling that everyone is responsible for what happens at group level by increasing level of interaction and feedback to all students. Thus, students will seek a sense of accomplishment and responsibility, because they feel important within the group, in this way increases receptivity. Maintaining attention by the teacher in class movements, gestures, voice modulation, eye contact. ___3. Avoiding saturation refers to the teacher's ability to minimize the boredom that can occur during an activity in class, this approach can be achieved through progressive activities by creating variety and the challenge students. a. progressive approach to the study material - restructuring program when there is progress in the educational process or the failure of the students expressed in relation to a particular theme, or because of their fatigue. b. variety - arousing interest and involve students in activities that require a spirit of research and interest. c. challenge - the use of materials and training in activities that cause students to leave the school routine. Presentation successive integration of activities and additional instructional activities: ___4. Coordination of daily review shall matter: daily summary sessions can provide a starting point for learning some new notions.They are a good way of quantifying the responsibility, but should not be boring or repetitive. To keep students' interest review, the teacher must assess and adapt new lesson reviewing the specificity. For example, the presentation of "recitative" of factual information can be playing technique, while for group activities and summaries can be used blackboard and chalk. ___5. Coordination of review shall presentations / lectures themselves: the teacher can help students learn how to listen and take notes using strategies. By reporting new lessons from previous knowledge will help students to maintain attention. Also, a lesson can be taught in a more attractive through the use of audio-visual and additional material written by the class teacher's movement and changing the distance between teacher and student, by invoking the names of students in class examples ( "Let's say Mary bought"). During an exposure or presentation, the degree of perception of the teaching material must be reviewed constantly. ___6. Coordination of individual work in class: a. presentation of work tasks: to introduce explicitly to activity and cognitive strategies used to help students to focus activity in the right direction -5 - b.Performance monitoring: After stating tasks, is given a time for all students to begin work. Then the teacher can move among the students, helping those who have problems, ask questions to conduct business in a certain direction or to show how those who work in pairs to help each other to offer no solution c . evaluation: the focus on the types of activities that provide information on teacher thinking and comprehensive capabilities of students rather than those that demonstrate students' ability to correctly solve a theme ___7. Coordination of homework: talk with students teacher claims that the theme is about time, exemplifying the themes well done in previous times. Volume varies with the

themes and objectives of the class lesson, small quantity is preferred themes, but regular, and themes that appeal to thinking. Check homework. ___8. Coordination in class discussions: discussions will be encouraged and a specific arrangement of the seats in class, so students can see each other.Teachers should plan the type of discussion in class, these methods students to communicate and review them periodically. Some ways to encourage discussion in class: presentation and examples necessary skills in hiring a discussion, students should be allowed to determine for themselves to discussion increase their interest in this type of activity, must be established who is speaking, the time allowed each speaker, in that order comes into question, the type and amount of assistance that may be granted to students who refuse this type of activity, how can decide when the discussion on a topic must end. The discussion will go naturally if the teacher provides in its first plan and evaluate its quality over time, also need to encourage the class to show respect for the speaker, using individual observations students' own observations as a preamble / comments, or asking a student to summarize the observations of a colleague before to present their speech. ___9. Coordination and learning through problem-solving projects. To do this, students will receive time to time to reflect on the problem (s) in question. Interval duration and difficulty thinking of questions subject to reflection increases gradually during the school year. During the interval "thinking" students can score in a short form, their own ideas. The teacher may state that is the problem (s) in question so that students can follow the entire process. In this way, students can tackle problems from different perspectives and can draw conclusions at the end of such lessons. approach to teacher training process discipline collateral issues: ___10. Engaging in unsolicited workload occurs during working hours in class and individual engagement refers to students in activities unrelated to the task. To solve these problems, the teacher may: a. to remind the class once it is time to go to work b. keep eye contact with class and not let himself be absorbed by other activities -6 - c. to teach students not to stop work while waiting for help / assistance of Professor D. right to place the student (s) that show this behavior a visual signal (D), denoting "time due" to the / those who waste working time ___11. Talking without the teacher (in the process of teaching). To fix this behavior, the teacher should explicitly set coordinates students' behavior in the classroom (eg prohibition to intervene verbally without notice by raising his arm and without having received permission from the teacher in this respect). If the problem persists, the teacher must use more energy to individual responsibility, using, where appropriate, positive and negative consequences of behavior - negative refers to "time due" and every elimination. ___12. Talking without the teacher (during the entire hour). In this case, the teacher can use the following strategies: a. discuss with the student that a program of "keeping the peace" when necessary b. mention steps they will take if the situation persists c. to define the range of "keeping the peace" as the student in question period that it will happen in a remote area of the class during this period, the student who disrupt peace and not allowed to intervene in discussions in class d. verbal reprimand, warning, and once the student in question e. if the offense is repeated, the student will be required to extend "peace keeping" by the end of time and possibly in the next hour, as the case

f. it shall notify the student that "due time" after school for every situation you talk during the interval designated for "peace keeping" g. If the student follow the rules established, will be rewarded h. If more students continued talking in class, the teacher marks an appropriate mailing list type, as well as the inappropriate, and situations using for example during the previous hours i. If after two weeks of the implementation of this plan does not register any improvement in behavior, it develops a strategy to involve parents ___13. Failure to raise his hand. It is useful for the teacher to establish a range of lessons in which students are to answer by raising his hand and announce that not every case do it. After establishing these distinctions, Professor ignore those who respond without being announced in advance and ask them to raise those hands. ___14. Failure to listen to the speech teacher and refusing to meet his verbal instructions. First, it establishes a rule on how the teacher's speech should be watched by students, which should include positive and negative consequences. It is useful for the teacher to assess students' effort to keep attention and follow directions over time- ___15. Late or incomplete presentation of themes and tasks. The plan in advance how to deal with homework by providing a consistent and strong evaluation system so that students get to know the requirements for Notes / minimum qualification (for promotion). Bring to the attention of parents needs and nature themes and tasks. They give students time for reflection in class when you get a load of work / issue new or difficult. ___16. Late hours and absenteeism. Evaluation systems are adopted to award points for participation and effort at students. To encourage participation at the teacher can meet students at the door, greeting them each separately, as they enter class. Lesson will begin immediately after the beginning of time. Students must be notified of the measures to be taken when delay becomes a habit. __17. Lack (refusal) motivation / inactivity.To solve this problem, the teacher must have accurate information about the students and to consider all the causes that can lead to lack of / refusal motivation. The teacher should set a standard of success, which it discussed with the student (s) in question agreed with it / this level that aims to achieve. The teacher must be calm and support the efforts of those concerned. ___18. Fraud (copy etc).. To avoid this problem, students must learn the techniques of group work minimal, the dosing time. The teacher must be careful so that fraud can occur at any time and should monitor the class to avoid this (security testing, arrangement of chairs, table and release the space around it of any material, keeping eye contact with class class travel by ). ___19. Fear of test forms.Some students panic when they are tested. The teacher can help students watching and recording their behavior to test the approach to testing, and then recommending them to test other approaches to eliminate fear.Frequent and shorter tests can help reduce stress caused by exams. If appropriate, discuss with parents and teacher can call on their ideas and support.

II.Managementul teacher-student interpersonal relationships is to managerial skills in interpersonal relationships that the teacher / group leader in relation to exercise students perceived as a group. List observable behaviors as the solution to Problem-solving discipline problems: ___ 1.teacher involvement in student problems ___ 2. teacher's ability to master the student's behavior at a time ___ 3.directing the student's behavior auotevaluarea ___ 4. student aid for planning behavior change ___ 5. obtaining commitment to respect the behavior change plan ___ 6. teacher's refusal to accept excuses for failure to conduct remedial plan ___ 7. teacher should not punish the student for plan termination Applications / Examples Problem-solving as a solution to discipline problems: ___ 1. To facilitate solving discipline problems, teachers can get involved in student status, may express concern for the student as a person, building a relationship with the student. Thus, the teacher to help students reflect on their own desires and plans while trying to understand their options. If the student has made an irresponsible choice, the teacher may ask: "What you want anyway?""What do you need?" "How would you like to be in school?" ___ 2. The teacher must be able to master the student's behavior at a time without them remember past mistakes. The teacher should encourage honesty and can help students make choices and be responsible in relation to their own choice. Example: The teacher noticed that it imbranceste Dan Paul and punish the first, that Paul began to protest. Dan has to learn that his reaction is a response to a challenge and is responsible for behavioral choice made. Also, Dan should know that there are other ways to react to aggressive behavior and they must be prepared to accept the consequences of his own wrong choices. ___ 3. The teacher must help the student to issue a single trial value of its own behavior: to provide explicit and repeated behavioral rules consistently, to help students understand the social implications of their behavior long term, without imposing a system of unique values . Examples: "The act violates your rules?""Are you happy with what you did?" "I've helped others in any way with your offense?" -9 - ___ 4. The teacher must help students to plan behavior change, ie to translate theoretical issues into practice, giving students different tasks, to help identify and assess the relevance of their behavioral options. The plan should be extended after the first successes are recorded. Examples: "How did you set out to follow our rules?" "Can I help you plan going to accomplish?" "How you behave when you have sense of responsibility?" "Here's how others behaved in similar situations. Do you think any of these solutions is valid in your case?" ___ 5. The teacher must have the commitment from the student that you plan to change the behavior: "Do you have any plan right?""Viewing the situation in perspective?" Commitment must be "sealed" shaking hands with the student or putting him to sign a written contract in this regard. Once the commitment has been obtained, the student must put it into practice immediately. The teacher can check its efficiency periodically. ___ 6. Do not accept excuses for failure to conduct remedial plan: "I am disappointed but not discouraged. Today you did not respect him. What do you think, will go tomorrow?" ___ Do not punish, not criticized for stopping student behavioral rehabilitation program: break can be an effective means of implementing the management measures of the class: "We can not accept this, let's analyze your behavior and make another rehabilitation plan within our rules. " Problem-solving through group discussions: . Types of group discussions: a. meetings with topics such as friendship, honesty, fear, success, handicaps,

the feeling of belonging to the group, compliance with a system of rules b.problematized discussion: curricula relationship with concrete situations in daily life, although issues raised may exceed the strict school c. Diagnosis educational sessions related to curricula and the learning efficiency. They are designed to promote partnerships between students and teachers. . Methods: A All matters concerning the class as a group or individual student as appropriate topics for discussion are meant to solve problems, not blame or punish. The teacher should not act as a judge. b. However, it can evaluate the methods applied at group level.Arrangement in a circle for discussion is adequate space for the group meetings should not exceed 30-40 minutes.c. Students should be given the opportunity to chime in, but the group should not interrupt the one who speaks to correct an idea or question the some position. -10 III.Mangementul disciplinary problems refers to techniques required to address issues of class discipline. List observable behaviors 1. sense of responsibility appreciation 2. irresponsible or inappropriate behavior correction 3. ignoring 4. proxemic control 5. mild verbal admonition 6. postponement 7. differential settlement of the students in class 8. technique "due time" 9. elimination 10. notifying parents / supervisors 11. written commitment 12.establish rules of behavior outside the classroom 13. coercive measures Applications / Examples ___ 1.Appreciation of sense of responsibility . Teachers can monitor student behavior, I can see if it meets expectations and if students show sense of responsibility. Teacher should maintain eye contact with the class (her "gaze" common), to move the class while working independently, appreciating effort of students and their particular behavior. . Teacher can adequately assess behaviors smile, tilting the head approvingly, praise, remarks compatible with older students frequently. Responsible for their behavior can be recorded in writing, by notification to the student directly or parents / supervisors, including certificates of merit. Also, the teacher can show appreciation by giving the student additional tasks and praising him for his efforts daily. Examples: "Robert, you feel responsible. I see that you are attentive and interested." "Bogdan, your intervention helped us to better understand the problem." 2. Correction irresponsible or inappropriate behavior . The teacher informs the students a number of acts inappropriate behavior (seen by them) that may occur during the day. The teacher must determine whether these behaviors can be controlled by ignorance, subsequent corrective measures, etc..Appropriate measures must be applied calmly, firmly and objectivity. -11 - Students should be aware from the beginning which are measures which will be subjected for inappropriate behavior (school space measures include ignorance, proxemic control, mild verbal admonition, hints and warnings,

positive examples, the technique of "time due" disposal). The teacher must ensure that corrective action is appropriate behavior that caused it. ___ 3. Ignoring . The teacher must ignore a student who may react negatively to verbal admonition mild or whose misconduct nor the deployment time. The teacher must find opportunities to give examples of responsible and irresponsible behavior, to interact positively with the student and constantly ignore inappropriate body language or verbal. ___ 4. Proxemic control . Moving in space student teacher to supervise their behavior. ___ 5. Mild verbal admonition . This method applies when the student does not realize that is inappropriate behavior.Professor will address individual student concerned, gentle admonition accompanying examples of alternative positive behavior. Ex. "Andreea, you must watch this movie. Remember that's our rule - Be ready to learn" ___ 6.Postponement . Procrastination occurs when a student persistently trying to draw attention to ourselves. Ex. "Sanda, if you have a complaint, a talk at the right time." "Monica, you start to talk pointless. Write down what you said and wait until you receive the answer in due time" ___ 7. Differential settlement of the students in class .The teacher must sit closer to the chair / table those who have problems with visual acuity / hearing or those who require more assistance. Also, arrangements should take into account students' skills. ___ 8. Technique "time due"