Course Overview
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Course Synopsis
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One of the foremost reasons cited for teacher burnout is the challenge of classroom management. This comes as little surprise as classrooms are crowded, busy places in which students of diverse backgrounds and learning styles must be organized, directed, and actively involved in learning. Many events need to occur simultaneously, and the course of these events is often unpredictable. Teachers must react often and immediately to evolving problems and needs. Teaching in such settings requires a highly developed ability to manage people, space, time, and activity.
A programme of study that aims to prepare prospective teachers must, therefore, equip them with knowledge and strategies for becoming effective classroom managers. In its narrowest sense, classroom management is defined in terms of disciplining and controlling students. However, this course places the goal of student learning at the heart of classroom management. That is, it views the best-managed classrooms as ones in which each learner is effectively engaged in constructing knowledge. To this end, teachers must manage teaching content, plan lessons, develop responsive instructional strategies, differentiate instruction, create predictable structures and routines, and connect learning to the real world outside the classroom. It also views the best-managed classrooms as learning communities with shared values of respect and caring.
In this course, prospective teachers will be encouraged to explore their own beliefs about teaching and learning to arrive at a philosophy of classroom management that places learning as an ultimate goal. Prospective teachers will be given the chance to explore curricular concerns of what to teach and how to teach it and to view lesson planning as the consequence of these decisions. They will also study research and best practices on differentiation of instruction, classroom structures, routines, procedures, and community building.
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Course Learning Outcomes
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After completing this course, Student Teachers will be able to:
- Define classroom management as a means to maximizing student learning
- Identify key features of a well-managed classroom
- Plan lessons, activities, and assignments to maximize student learning
- Differentiate instruction according to student needs, interests, and levels
- Design and practice predictable classroom routines and structures to minimize disruptions
- Plan for a culture of caring and community in the classroom.
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Course Calendar
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Week 01
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1
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Introduction to Classroom Management
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2
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Definition of Classroom Management
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3
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Key Elements of classroom management
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4
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Curriculum and Classroom Management
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5
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Classroom Management and The Hidden Curriculum
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6
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Social Emotional Learning and Classroom Management
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9
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Responsibilities of Stake Holders
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10
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Identification of Needs of Problem Students
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11
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Counselling Services in Schools
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12
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Physical Seating and Classroom Management
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13
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Role Modelling of Appropriate Behaviour
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14
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Classroom Management Approaches
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15
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Overt & Covert Management Approaches
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16
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Introduction to Intimidation
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17
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Intimidation Approaches
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Week 02
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20
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Behaviour Modification
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21
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Behaviour modification strategies
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23
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Socio-Emotional Management-1
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24
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Socio-Emotional Management-2
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25
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Determining the Needs of Problem Students
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28
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Covert Management Approaches
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29
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Covert Management Strategies
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31
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Organization of Classroom Area
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32
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Establish Group Norms and Expectations
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33
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Routines and Procedures
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35
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Maintaining Good Student Behavior
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Week 03
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36
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Evaluating of Classroom Management & Student Achievement
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39
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Establishing Family Connections
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40
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Establishing a School Culture for Effective Management
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41
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Interesting instruction
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42
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Teacher’s Knowledge Domain
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43
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Professional Development of Teachers
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44
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Models of Classroom Management: Introduction
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46
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Consistent, firm and fair rules
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47
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Positive Consequences for Adhering to the Rules
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Quiz No. 1
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48
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Negative Consequences for not adhering to the Rules
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49
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Plan to Implement the Model with Students
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51
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Unmeet needs of students
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52
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Attending to misbehavior
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Assignment No. 1
Week 04
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54
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Teacher Effectiveness Training
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55
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Self regulation of behavior
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56
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Classroom Management Strategies (An Overview)
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57
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Developing with-it-ness
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64
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Procedures during whole class instructional activities-1
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65
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Procedures during whole class instructional activities-2
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68
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Role of effective teachers in managing classrooms-1
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69
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Role of effective teachers in managing classrooms-2
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70
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Physical dimension of classroom and classroom management
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71
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Classrooms: Institutional warehouses
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72
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Caring about physical dimension
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Week 05
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73
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Factors that set up safe and productive classroom
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77
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Appropriate lighting in the classroom
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78
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Appropriate room temperature
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79
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Furniture arrangements
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81
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Placement of classroom accessories
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82
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Management of facilities
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83
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Maintenance of facilities-1
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84
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Maintenance of facilities-2
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86
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Dimensions of Variation of Activities-1
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87
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Dimension of Variation of Activities-2
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88
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Dimension of Variation of Activities-3
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90
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Sequence of Activities-1
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Quiz No. 2
Week 06
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91
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Activities for managing learning and discipline
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92
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Activities to keep students busy
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93
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Classroom population and management of learning
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95
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Management of outdoor activities
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97
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Sequence of activities-2
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98
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Curriculum Instruction and Classroom Management 1
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99
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Curriculum instruction and Classroom management 2
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100
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Curriculum and positive behavior 1
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101
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Curriculum and positive behavior 2
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102
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Task Relevance, Achievability and Success
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103
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Feedback Values and Expectations
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104
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Techniques to Assist Learning 1
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105
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Techniques to Assist Learning 2
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106
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Techniques to Assist Learning 3
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107
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Techniques to assist Learning 4
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108
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Techniques to Assist Learning 5
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Week 07
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109
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Thinking the Plan Through
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111
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Effective Teaching Skills 1
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112
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Effective Teaching Skills 2
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113
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Effective Teaching Skills 3
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114
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Instructional strategies that promote a positive classroom 1
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115
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Instructional strategies that promote a positive classroom 2
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116
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Instructional Strategies that promote a positive classroom 3
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117
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Instructional strategies that promote a positive classroom 4
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118
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Instructional strategies that promote a positive classroom 5
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119
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Accommodate Learner Differences 1
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120
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Accommodate the learner differences 2
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124
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Laissez-Fair Teacher’s role
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126
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Teacher’s role: Moderation
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Week 08
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128
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Advantages of large classes
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129
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Challenges in a large class-1
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130
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Challenges in a large class-2
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131
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Correcting large amounts of written work
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Mid term Exams
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132
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Strategies to maintain discipline-1
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133
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Strategies to Maintain Discipline-2
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134
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Strategies to Maintain Discipline-3
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135
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Strategies to Maintain Discipline-4
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136
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Using Pair and Group work-1
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137
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Using Pair and Group work-2
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138
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Teaching with limited resources-1
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139
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Teaching with Limited Resources 2
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140
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Teaching with Limited Resources 3
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141
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Motivating Students 1
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142
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Motivating Students 2
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143
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Motivating Students 3
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144
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Motivating Students 4
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GDB
Week 09
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145
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Systematic Procedure for Record Keeping
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146
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Setting Benchmarks for Behavioral Expectations
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147
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Record of Academic and Behavioral Progress
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148
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Portfolio Maintenance
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149
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Faculty Professional Development
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151
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Qualities That Influence Student Success
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152
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Self- Efficacy and Learning
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153
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Development of Self-Efficacy-1
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154
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Development of Self-efficacy 2
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155
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Development of Caring Attitudes
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156
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Communicate High Expectations
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159
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Student Accountability
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161
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Cognitive-affective curriculum
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162
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Affective Objectives in Lesson Plans
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Week 10
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163
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Teachers’ attributes in teaching social skills 1
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164
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Teacher attributes in teaching social skills 2
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166
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Pro-social activities
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167
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Teachers’ attributes in teaching social skills 3
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168
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Teachers’ attributes in teaching social skills 4
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169
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Rewards as a way to control problem behaviour
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170
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Point of views on rewards (Research Evidence)
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173
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Problems in getting incentives
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174
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Rewards for Challenging Students
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175
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Practice for Models for Rewards
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176
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Reward plans that empower
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Quiz No. 3
Week 11
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181
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Effective Behavioural Support Systems
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182
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Processes of Effective Behavioural Support Systems-1
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183
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Processes of Effective Behavioural Support Systems-2
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184
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Features of Effective Behavioural Support Systems
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185
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School Wide Code of Conduct
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188
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Discipline problems in schools - 1
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189
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Discipline problems in schools – 2
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190
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Countering discipline problems in schools
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191
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Administrative Leadership & Discipline
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192
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School-wide Discipline Plan
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193
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School-wide commitment to Discipline
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194
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High Behavioural Expectations
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195
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Clear & Broad Based Rules
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197
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Delegation of Authority to teachers
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198
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Close Ties with Communities
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Week 12
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200
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Using Rewards in the Classroom
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201
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Using penalties in the Classroom
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202
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Avoid Nice Teacher Syndrome
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203
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Exercise Preventive Discipline
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204
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Teach Self – Discipline
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205
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Dealing With Disruptions – 1
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206
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Dealing With Disruptions – 2
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207
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Caution with Disciplining Students 1
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208
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Caution with Disciplining Students 2
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209
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Caution with Disciplining Students 3
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210
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Remediating Classroom Discipline Problems
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211
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Specific Discipline Programmes – Reality Therapy
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212
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Specific Discipline Programmes – A Positive Approach to Discipline
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213
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Specific Discipline Programmes – Transactional Analysis
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214
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Specific Discipline Programmes – Adlerian Approaches
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215
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Specific Discipline Programmes – Student Team Learning
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216
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Teacher training in Class Discipline
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Week 13
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219
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Consequences of Bullying – 1
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220
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Consequences of Bullying – 2
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222
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Teacher’s Knowledge of Bullyism
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223
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Ineffective Bullying Prevention programmes
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224
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Effective Bullying Prevention programmes – 1
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225
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Effective Bullying Prevention programmes – 2
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226
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Effective Bullying Prevention programmes – 3
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227
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Whole School Approach in Bullying Prevention
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228
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Parenting and Bullyism
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229
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School Level Intervention
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230
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Classroom-level Interventions to Control Bullying
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231
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Student Level Interventions to Control Bullying
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232
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Social Structure & Classroom Management
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233
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Teachers & Social Structure of a Classroom
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234
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Peers as Preventive Tools
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Week 14
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237
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Parent-teacher partnership Roles
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238
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Strategies for Parent-Teacher Partnerships – 1
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239
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Strategies for Parent-Teacher Partnerships – 2
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241
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Dealing with Violence – 1
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242
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Dealing with Violence – 2
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244
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Sources of Frustration Among Aggressive Students
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245
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Stages of Frustration & Responses – 1
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246
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Stages of Frustration & Responses – 2
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247
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How To Respond To Violence
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248
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Intervention to Control Violence
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249
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Planning to Control Violence – 1
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250
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Planning to Control Violence – 2
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251
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Planning to Control Violence – 3
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252
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Planning to Control Violence – 4
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Week 15
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253
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Teaching Positive Behaviours
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254
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Opportunities to Practice New behaviours
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255
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Developing pro-Social Behaviour To Counter Violence
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256
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Treat Social Skills Deficits as Errors In Learning
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257
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Identification of Social Skill Deficit
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258
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Arranging For Social Skills’ Lessons
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260
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Social competence and Classroom Management
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261
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Development of Social Competence
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262
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Family Role In The Development of Social Competence
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263
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Peer Relations And The development Of Social Competence
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264
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Limiting Factors in Social Development
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265
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Social Competence For All Students
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266
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Social Competence vs Punishment
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267
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Helping Students To Become Socially Competent
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268
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Developing a School-wide Culture of Social Competence
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269
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School-Wide Behavioural Expectations
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270
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Integration of Social Skills in the Curriculum
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