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Effective Classroom Management
The document outlines a workshop aimed at college lecturers focused on effective classroom management and teaching strategies. It discusses various teaching methodologies, the importance of student-centered learning, and practical activities that encourage collaboration and interaction among students. Additionally, it emphasizes the use of technology and creative evaluation methods to enhance teaching effectiveness.
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Effective Classroom Management
- 1. WORKSHOP for Degree College Lecturers EFFECTIVE CLASSROOM MANAGEMENT mnRAJU
- 2. Icebreaker 1 Name & Qualifications 2 Best Teaching Experience • Speak to an 3 Favorite Subjects/Topics unknown or less known 4 Achievements & Awards colleague 5 • Use ONLY English • Do not write mnRAJU
- 3. Why Do WeTeach? Knowledge Skills Application Information Literacy mnRAJU
- 4. Why Do WeTeach? Higher objectives of education Learning to Learn Learning to Live Learning to be Better Obligation to nation, college & students Professional satisfaction and growth mnRAJU
- 5. Nobler Outcomes Imagination Creativity Aptitude Attitude mnRAJU
- 6. 4 Types ofTeachers A mediocre teacher tells. A good teacher explains. A superior teacher demonstrates. A Great teacher inspires. mnRAJU
- 7. A Great Teacheris mnRAJU
- 8. Activity - 1 Recollect Who was your best teacher at school/college? How did he/she inspire you? Write Share mnRAJU
- 9. Teaching – Learning Involves mnRAJU
- 10. Activity - 2 Call out L - E - A - R – N Form five groups & sit in circles Discuss “What can a teacher change and what he cannot?” Spokespersons make short presentations mnRAJU
- 11. A Great Teacheruses Effective Classroom Management Techniques mnRAJU
- 12. TTT vs STT DecreaseTeacher Centred Teaching Time Increase Student Centred Learning Time mnRAJU
- 13. Instruction Patterns 1. Teacher Talk 2. Choral Response 3. Close-ended Teacher Questioning 4. Open-ended Teacher Questioning 5. Full Class Interaction 6. Student Initiated Questioning 7. Group Work 8. Pair Work (Collaboration) 9. Individual Work 10. Self Access mnRAJU
- 14. Modes of Instruction Mode Participants Live Online one-to-one teacher-student conversation online chat student-teacher explanation e-mail student-student clarification discussion one-to-many teacher-students lecture streaming audio student-students demonstration streaming video bulletin board mailing list many-to-many students-students debate audio-conference GD video-conference forum blog mnRAJU
- 15. Interactive classes use 1.Pair work 2. Group work 3. Good instructions 4. Eliciting 5. Thought provoking questions 6. Activities, Games & Technology mnRAJU
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- 17. Pair Work Recallthe Icebreaker Think of advantages of pair work Form pairs Share your ideas with partner Share with class mnRAJU
- 18. Pair Work -Advantages Greater opportunity for Application Learners gain confidence/overcome fear Real time feedback/response Peer learning Cooperation – a life skill mnRAJU
- 19. Pair Work -Review THINK – make notes form PAIRS SHARE with Partner SHARE with Class mnRAJU
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- 21. Group Work RecallActivity -2 Form groups Discuss advantages of group work Arrive at consensus Share with class mnRAJU
- 22. Group Work -Advantages More student participation time More listening time More fun Exchange of ideas Seeing others’ points of view Improved social skills Improved problem solving skills mnRAJU
- 23. Group Work -Review Explain the activity Arrange the groups Set time limit Give example/demonstration Move & Monitor Follow up Discuss the activity mnRAJU
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- 25. Good Instructions are. . . Short Simple Precise Easy to follow Repeated Demonstrated mnRAJU
- 26. Activity - 3 Followthe instructions in the handout. mnRAJU
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- 28. Ask, Don’t Tell mnRAJU
- 29. Activity - 4 Elicita specific response mnRAJU
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- 31. Question Types Yes/No Information Close-ended Open-ended Teacher initiated Student initiated Factual Inferential/ Experiential LOT HOT Rhetorical/ Thought-provoking Leading mnRAJU
- 32. Responding to Questions Let students think and formulate Do not interrupt Show interest in answers Involve other students Ask follow-up questions Do not discourage students mnRAJU
- 33. Evaluation Include variety – HOT/LOT/FIVE Avoid routine questions Test application of learning Encourage imagination Encourage creativity Promote further learning mnRAJU
- 34. Effective Evaluation Validity Reliability Washback Practicality mnRAJU
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- 36. Visual Aids Realia Models Photographs, Charts Transparencies Slideshows Video Clips, Multimedia mnRAJU
- 37. Go Modern “Don’t limita child to your own learning, for he was born in another time.” - Rabindranath Tagore It’s not about the tech. It is about the teach. mnRAJU
- 38. Current Technologies Internet Mobile Technologies Video Transmission Social Networking Blogs, podcasts, YouTube etc mnRAJU
- 39. Teach the BasicTools mnRAJU
- 40. Edutainment Use podcasts, videos, audios, animation (www.goanimate.com) Use wikipedia etc Create your own website mnRAJU
- 41. Emerging Technologies Internet2 (100 times faster) Wi-fi, Bluetooth, 802.11(versatile plug-ins) The Tablet PC Nanotechnology Thought-controlled Computing mnRAJU
- 42. How does itaffect you? Accept Challenges Exploit Opportunities Don’t Stop Learning mnRAJU
- 43. What you do TODAY can IMPROVE ALL YOUR TOMORROWS mnRAJU
- 44. This slideshow isavailable at www.slideshare.net/lionnagaraju www.authorstream.com/tag/lionnagaraju Send your comments to lionnagaraju@gmail.com mnRAJU
Editor's Notes
- #2 Welcome to this induction programme for the recently promoted lecturers. I am RAJU, retired lecturer – your facilitator for this session. This 90 minute presentation aims at giving you an idea of what goes into the teaching-learning process, both inside the classroom and beyond the classroom. It touches upon the curricular and co-curricular activities that make the process of teaching-learning more effective. This presentation also aims at giving you an idea of factors relating to student evaluation.
- #3 Let’s begin with an icebreaker. Call out the letters L E A R N by turns and form five groups. All Ls together, all Es in one place and likewise. Each group - sit in a circle or in a compact group. Discuss with the members of your group “why do we teach” and shortlist three important reasons. Nominate a spokesperson for your group and make one-minute presentations on your group’s views. Avoid repeating what the previous groups have already listed.
- #4 Teaching-Learning should foresee the practical scope for giving students opportunities to know more, comprehend better, acquire both physical and mental skills. It should not just stop there. It should also aim at strengthening the application skills of the learners. This is particularly important because our system usually stops with the imparting of information. Information literacy is a student’s ability to distinguish, classify and tell apart what is what and what belongs where. This ability to discriminate is a basic educational objective.
- #6 Expanding the horizons of imagination, inculcating a creative bent of mind and building the right aptitude and attitude are the responsibility of teachers, irrespective of the subject they teach, especially the humanities teachers. Teachers have a very significant responsibility to build right aptitudes and mold positive attitudes. Imagination and creativity need yo be infused into the young minds of our students at every opportunity.
- #10 Teaching-Learning process is the next important concept that we need to understand clearly. Teaching-Learning is a comprehensive and all-encompassing term. It includes everything that happens in the sphere of educatoin, starting with the needs analysis and statement of expected outcomes, goes on to a detailed description of objectives for the course, then deals with the choice of educational experiences, teaching-learning content, appropriate materials, effective methodology of delivery and goes on to evaluation and beyond. It may also include thrust areas, value additions etc. Take a few minutes and discuss with your partner which aspects of curriculum does the teacher have a command over and which ones he does not.
- #11 Let’s begin with an icebreaker. Call out the letters L E A R N by turns and form five groups. All Ls together, all Es in one place and likewise. Each group - sit in a circle or in a compact group. Discuss with the members of your group “why do we teach” and shortlist three important reasons. Nominate a spokesperson for your group and make one-minute presentations on your group’s views. Avoid repeating what the previous groups have already listed.
- #17 What is it? How is it done? Have you ever used it?
- #21 By splitting the students up into small groups, you will instantly increase communication, interaction and engagement because they will have to work with each other to complete the task. Once they have finished their group work, they may feel more comfortable sharing with the entire class because the spotlight will be distributed to three or four of them, instead of resting solely on the shoulders of one student.
- #34 Keep these guidelines in mind when you administer any kind of evaluation. A good evaluation includes questions of various kinds – questions that promote both high order thinking and low order thinking. Questions may test the factual, inferential or experiential knowledge of students. Language teachers should include questions on vocabulary and subject teachers should test the knowledge of basic concepts and definitions. Where is this induction training happening? What is the most important objective of this induction? Can you define ‘induction’? How have you benefited from this induction so fare? These are four different kinds of questions. There should be at least a few questions included to test the student’s application, creativity and imagination in the target subject. Keep your students’ entry level behavior and expected exit level behavior in mind while designing evaluation. The answer sheet is a mirror report of the student’s mind.
- #35 These four factors should be kept in mind while designing your evaluation tools. Validity refers to whether a test measures what it is supposed to measure. Reliability deals with the trustworthiness of the test results. Washback means the effect of testing on teaching and learning. Negative effects include teaching only to the test and memorizing possible test questions. Positive effects, if the test is valid, include focusing teaching upon what is important. Practicality is a matter of the extent to which the demands of the particular test can be met within the limits of existing resources including time, staff and test administration.
- #37 Use of appropriately designed teaching aids makes the teaching-learning process highly effective. Each teacher may make a wise choice of the aids depending on factors such as availability of infrastructure, cost effectiveness, reusability, student achievement levels etc. The web is a very rich resource for ready-to-use teaching aids. However, be warned that it is a dense jungle where you may easily get lost, if you do not predetermine your exact needs. Activity: Which ones do you prefer and why?