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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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