QIMPRO

CHAMPIONS

LEAGUE

CHALLENGE 3

ANJALI TANEJA

rtaneja.licadviser@gmail.com

NAMITA SHARMA

namitasharma851@gmail.com

CAUSE EFFECT DIAGRAM

INTRODUCTION

Also known as Cause and

Effect Diagrams, Fishbone

Diagrams, Ishikawa Diagrams,

Herringbone Diagrams, and

Fishikawa Diagrams.

LATE ARRIVAL OF

STUDENTS

A fishbone diagram, cause-and-effect diagram, is used to

visually identify problems and their causes.

1)Define the problem and effect

2)Identify the main categories that determine the possible

causes

3)Create sub branches of the categories that represent

potential causes

4) Spend time investigating each potential cause

WHY USE THE FISHBONE IN THE

CLASSROOM?

Categorize many potential causes of a problem or

issue in an orderly way.

It helps to analyze what is really happening in a

process.

It can help students learn about new processes and

procedures in the classroom or school setting.

Student late for college regularly?

Step 1: Define the problem and effect

Category: Category: Category:

Missing

college

Possible causes:

Step 2: Identify the main categories

Student late for college regularly?

Category: Category: Category:

Missing

college

Possible causes:

Bus Carpool Student

Step 3: Identify factors or causes

Car broke down

Student late for college regularly?

Bus Carpool Student

Wrong pick up time

Sub driver

Wrong bus stop

traffic

Missing

college

Car accident

Playing sick

AM dr appt

Over sleeps.

CAUSE EFFECT DIAGRAM ON LATE

ARRIVAL OF STUDENTS

Don't take responsibility

Don’t value schooling

Drug and alcohol

Don’t fit in schools

Lack of caring

Poor

education of

parents

Lack of time

Poor staff morale

Personality conflicts

Lack of teaching

strategies

Low expectations

Curriculum

constraints

Staff

development not

a priority

System doesn't

address early needs

of students

Tries to fit

student to

curriculum

Undear policies

Lack of good

communication

Different interpretations

Lack of

follow

through

Home demands Child abuse

No family role

model poverty

Dysfunctiona

l familiesSchool don’t feel good

Morning classes Irregular sleep

Waking up late Not getting transport

Homework not done Improper uniform

Bunking classes Traffic jams

Visiting friends Late parties and get

together

Breakfast not done Health issues

REDUCING LATE ARRIVALS

Arrive early, start on time and stay positive

If you arrive to class early, you show your students that you value your time with them. By arriving early, chatting with students, answering questions and starting on time, you build rapport and model proper classroom etiquette. Do not try to embarrass late students in front of the class. Statements such as “I see you’re late again,” or “Why are you late, Mr. Watson?” beg for a reply and can easily domino into greater classroom distractions. A better approach is simply to welcome the late student. A welcoming recognition of a late student lets the student know that you are aware of his/her lateness without giving opportunity to spiraling incivility. If a student is habitually late, ask to talk to the student after class and express your concerns to him/her in private.

Start with an activity

Many teachers find that starting class with group

activities, quizzes, or important announcements

encourages students to arrive to class on time. In a

large science course, professors discovered that

starting every class with an active-learning exercise

(e.g. think-pair-share) that required students to turn

in a response sheet at the end of class reduced late

arrivals and early departures

Start with something intriguing

Steven Gump (2006) starts his classes by passing around intriguing items:“In teaching a course on a foreign culture, where such topics as history, literature, religion, aesthetics, and contemporary life are broadly covered, I created the opportunity to present to my classes a number of items I had picked up while living in the country in question—in this case, Japan. I selected twelve common items that I thought would be of interest to my students and that would deepen their understandings of Japanese culture. I planned the order of showings around the syllabus, and designed half-page information sheets about each object . . . In the end, I found that my students enjoyed these brief show-and-tell sessions so much that unexpected tardiness effectively ceased” (Gump, 2006). By beginning class with something intriguing, you are encouraging students to arrive on time.

THANK YOU!!