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Educational Psychology Class Room Management

Classroom management involves creating a positive learning environment where students can develop self-discipline. It requires establishing procedures, motivating students, and handling challenges. Good classroom management is based on understanding student behavior and needs, developing interpersonal relationships, and using techniques like positive reinforcement or behavior modification to correct issues. Theories by Skinner and Kohn provide different approaches, but the overall goal of classroom management is to address misbehavior and maximize learning for all students.

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Shahbaz
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134 views17 pages

Educational Psychology Class Room Management

Classroom management involves creating a positive learning environment where students can develop self-discipline. It requires establishing procedures, motivating students, and handling challenges. Good classroom management is based on understanding student behavior and needs, developing interpersonal relationships, and using techniques like positive reinforcement or behavior modification to correct issues. Theories by Skinner and Kohn provide different approaches, but the overall goal of classroom management is to address misbehavior and maximize learning for all students.

Uploaded by

Shahbaz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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Educational psychology

Class Room Management

Presented by M. Shahbaz Ahmwd


Roll No 2017-1529
Presented to Maam Umara Sahar
Content
 Definition of class room management
 Classroom management objectives.
 Principal of classroom management.
 Why classroom management.
 Stages of class room management
 Factors of class room management
 developing sound theoretical foundation
 interpersonal relationship
 motivation and instruction
 helping student,evolution,correctness
 Skinner's and Kohn,s Theories.
 Conclusion
Classroom management
video.
Classroom Management
Objectives:

At the end of this session, the successful learner will be able to:
Identify things you can do before and when the class start to help
facilitate learning
Explain advantages and disadvantages of deferent classroom seating
arrangements.
Develop strategies for handling "challenging” participants.
Definition of class room
management

“An intra-classroom management style of instruction that


reflect the ability of the individual teacher to formally and
informally teach student while creating a positive learning
environment that allows students develop self-discipline
techniques they can utilize throughout their lives”
What is classroom management?

Classroom management is creative: It creates both the


student and teacher.
Best situation in which the student can learn and the teacher
can teach.
Procedures and instructional technique that are used.
To establish the classroom environment so that learning van
occur. Management strategies are based.
On understanding how the classroom environment can.
Why classroom management?

Primary purpose is to gain control of the classroom


Good classroom management result in high levels of
student engaged time.
To provide a comfortable learning environment to the
learners
Best utilization of classroom time
Social development by inculcating social skills
Components of classroom
management
Seating Use of blackboard
Displays Evaluation
Individual attention Observation
Pair and group work Questioning
Cleanliness Demonstration and presentation
Usage of resources Social skill
Timetable Accessibility
Classroom norms Pair/group composition
Teacher's movement Body language
Principal of classroom
management:
Brophy(1983) state there are 3 general principal for god classroom
management:
Willingness of the teacher to accept responsibility.
Long term ,solution-oriented approaches to problem(rather than short-
term)
Check to see if symptomatic behavior is caused by underling personal
problems(lack of awareness , home problem , ets control responses
classroom control.
Theoretical Foundation
Development a sound theoretical foundation

Understanding classroom management:


 Teacher training classroom management
 Organization factors influencing student behavior
 Social factors influencing student behavior
Understanding students personal needs:
Physiological.
Can you see white board?
Do you have enough time for to complete your assignment?
Safety and security.
Are your grades fair? Can you say what you’d like to in this class?
Theoretical Foundation
Understanding students personal needs:

Self –Esteem:
 Do you feel involved in this class?
 Are you a good student?
Self-Actualization:
 Can you apply what you learn in this class?
 Are you exited about what you learn?
Love and belonging:
 Do u you thing class fellow like you?
 is teacher friendly and smiles at you?
Prevention:
Interpersonal Relationship.

Establishing positive teacher student relationship.


 learn names of your students early as possible
 Be a role model use effective communication skill.
Motivation and instruction:
Understand and values the learning goals process experience success receive
rewards for success effective teaching strategies.
Organization and management:
Develop classroom rule procedures and expectations
Give clear instruction about classroom.
Correctness:

Correction:
Helping student evaluation and correct
unproductive behavior.

. Using problem solving method.
Identify problems define problems (individual group) take quick
corrective measure, prepare student history sheets watch improvement.
Implementing behavioristic techniques:
Behavior change program must focus on specify, observation
behavior.
Data collection through and systematic behavior change.
Organization wide student management
program:

A systems approach for managing student behavior.


Organization wide student management plan.
Skinner's Theory
Practice should occur in a question-answer format that exposes students
to information gradually through a series of steps.
The learner should respond each time and receive immediate feedback.
Good performance should be paired with secondary rein forcers like
praise, prizes and good grades.
Instructors should try to arrange questions by difficulty so the response
is always correct, creating positive enforcement.
Kohn’s Theory.
Multiple activity centers with various classroom structures for group
work.
Displays of student projects.
Students exchanging ideas.
A respectful teacher mingling with students.
Students excited about learning and actively asking questions.
Multiple activities occurring at the same time.
Conclusion of Classroom
Management:
Classroom management is a very difficult task for all teachers because
of the different kinds of misbehavior that students have; and to look for
a solution to those misbehavior problems is a matter of the instructor.
Misbehavior problems can have different sources in every student, like
for example; poor familiar environment, seeking attention, desire of
power, self-confidence, problems with the curriculum etc. But, no
matter what the source of the problem is, the most important thing to
focus the attention is that, those students who misbehave are affecting
the learning process of themselves and their classmates; and that is
why having an action plan to know what to do, to prevent, or to solve
this kind of problems is a very important thing for the teacher, in order
to have a good classroom environment.

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