Hallmarks of Good Teaching & Classroom Management

Classroom Discipline

- process of controlling disruptive behavior of students in the classroom.

Classroom Management

•Complex set of plans and actions that the teacher uses to ensure that learning in the classroom is efficient and effective. •Administration or direction of activities with special reference to problems like discipline, democratic techniques, use and care of supplies and reference materials, physical features of the classroom, general housekeeping, and social relationships of pupils.

1. Professional Competence 2. Interpersonal Relationships with students 3. Teaching Practices 4. Personal Characteristics 5. Evaluation Practices 6. Availability to Students

Hallmarks of Good Teaching

R. Verdi

He said that "Good teachers are those who know how little they know. Bad teachers are those who think they know more than they don't know."

•Management of time •Management of instruction •Management of relationship •Management of discipline •Management of physical environment •Management of routine

Principles of Classroom Management:

Management of time

Principles of Classroom Management: • Ability of the teacher to maximize time of students to engage in worthwhile, productive academic endeavor. • An effective teacher is able to allocate and control the time for instruction and the rate of student engagement in the learning activities

•Management of relationship

Principles of Classroom Management: • Building learning communities in the classroom by designing lessons using cooperative learning to enhance social skills of students

•Management of instruction

Principles of Classroom Management: • Effective teaching enhances the teacher's instructional competence and helps prevent classroom management problems

•Management of physical environment

Principles of Classroom Management: •Ability of the teacher to structure the environmental condition appropriate for learning. •Giving of classroom guidelines and expectations

•Management of routine

Principles of Classroom Management: •Use of non-intrusive techniques to manage student behavior

•Management of discipline

Principles of Classroom Management: •Use of pre-planned behaviors guided by learning principles to effect a positive change in student behavior.

Authenticity Enthusiasm Cheerfulness Self - Control Patience Flexibility Sense of humor Good speaking voice Self- confidence Caring attitude

Qualities of a Teacher (Berg and Lindseth, 2004)

Professional Competence

Six Major Categories of Effective Teaching: -Develops a thorough knowledge of subject matter and polishes skills throughout his/her career -Trustworthy -Portrays excellent clinical skills, judgment, and honesty

Teaching Practices

Six Major Categories of Effective Teaching: -Jacobson (1966) defined __________________ as the mechanics, methods, and skills in classroom and clinical teaching

Teacher Style

Six Major Categories of Effective Teaching: -Style can be considered a blending of form and content -It is an outgrowth of teacher's personality and characteristics (Eble, 1980)

Availability to Students

Six Major Categories of Effective Teaching: -consultation time for students -Learners should be told at the beginning of instruction what they should do if they need assistance and instructor is not available at the time

Evaluation Practices

Six Major Categories of Effective Teaching: Includes: -Clearly communicating expectations -Providing timely feedback on student's progress -Correcting student's tactfully -Being fair in the evaluation process -Giving test that is pertinent to the subject matter

Interpersonal Relationships with Students

Six Major Categories of Effective Teaching: This skill is demonstrated by taking a personal interest in learners, being sensitive to their feelings and problems, Conveying respect for them Alleviating their anxieties Accessible for conferences Being fair Permitting learners to express differing points of view Conveying a sense of warmth

TEACHER CENTERED STUDENT - CENTERED

Two Basic Categories of Teaching Style (Schaefer and Zygmont, 2003)

STUDENT - CENTERED

Two Basic Categories of Teaching Style (Schaefer and Zygmont, 2003): Collaborative learning with students Encourage student to actively participate Flexibility in approach to students and in use of teaching methods is usually part these styles

TEACHER CENTERED

Two Basic Categories of Teaching Style (Schaefer and Zygmont, 2003): Students are passive learners Focus more on teaching rather than learning