Presentation wanzmi

8/7/2019 Presentation wanzmi

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1. GeneralStrategies

2. Creating. Teaching

and Maintaining Rulesand Regulations

3. Getting Students To

Cooperate


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1. GENERAL

STRATEGIES

1. Authoritative Style

Diana Baumrind (1971).

Students tend to be self-reliant,

mix well with people, high-

esteem, active and independentthinkers and doers but still with

effective monitoring.

Teachers engage in considerable

verbal give-and-take, show caring

attitude and clarify rules and

regulations.

2. Effectively Managing Classroom

Activities

Jacob Kouhin (1970) effectiveteachers are competent in managing

the groups activities.

Effective classroom manager:

- Teachers show they are with it,

withitness closely monitor students

on regular basis to detectinappropriate behaviour.

- Cope effectively with overlapping

situations.

- Maintain smoothness and continuity in

lessons.

- Engage students in variety ofchallenging activities.


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2. Creating, Teaching and Maintaining Rules and

Regulations

1. Rules focus on general/specific expectations for behaviour

(Evertson, Emmer and Worsham. 2006).

2. Rules tend not to change because they address the fundamental

ways we deal with others, ourselves and our work (show respect).

3. 2 ways in setting rules:

Include students which involve a whole-class discussions at the

beginning. Then having students role-play each of the rules.

Teachers clearly present the rules with explanations.

4. Strategies for establishing classroom rules and regulations:i. Reasonable and necessary.

ii. Clear and comprehensible.

iii. Consistent with instructional and learning goals.

iv. Consistent with school rules.


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3. Getting Students To Cooperate

1. Develop a positive relationship with students.

2. Get students to share and assume responsibility:

i. involve students in the planning and implementation of school

and classroom initiatives.

ii. Encourage students to judge their own behaviour.

iii. Do not except excuses.

iv. Give the self-responsibility strategy time to work.

v. Let students to participate in decision making by holding class

meetings.

3. Reward appropriate behaviour:

i. Choose effective reinforcers.

ii. Use prompts and shaping effectively.

iii. Use rewards to provide information about mastery not to control

students behaviour.


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BEING A GOODCOMMUNICATOR

1. Speaking

Skills

2. Listening

Skills

3. Nonverbal

Communication


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1. Speaking Skills

1. Speaking with the class and students

Clearly communicate information (Brydon & Scott, 2006;

Gregory, 2005; Sellnow, 2005).

Clarity in speaking is essential that include:

i. Use grammar correctly.

ii. Select appropriate vocab.

iii. Strategies to improve students understanding . Eg:

emphasize key words, rephrasing.

iv. Speak at an appropriate pace.v. Precise in communication and avoid being vague.

2. Being assertive act in own best interest, stand up for

legitimate rights and express views openly.


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Evaluate your rights have rights to do mistake and change

mind.

Clearly state and outline your points of view.

Express your feelings about the particular situation.

Make simple request and explain its benefit.

Avoid asking for more than 1 question at a time.

3. Barriers to effective verbal communication:o Criticizing, harsh and negative evaluations.

o Labeling.

o Ordering.

o Threatening.

4. Giving an effective speech. Guidelines: Connect with audience.

State purpose/objective.

Effectively deliver speech.

Use media/technology and include current issues.


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Pay carefulattention. Paraphrase.

Give feedback in a

competent manner.


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3. Nonverbal Communication

Facial expressions

and eye

communication

indicates your

interest. Eg: lift eyebrow in

disbelief

Touch

Consoling,

support Eg: shrug

shoulders,

Space

o Feel comfort

and safe

o Eg: time,

place.

Silence

observeThink

Wonder feelings

Consider the

response

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