Ce diaporama a bien été signalé.
Nous utilisons votre profil LinkedIn et vos données d’activité pour vous proposer des publicités personnalisées et pertinentes. Vous pouvez changer vos préférences de publicités à tout moment.

How to Deal with Student Misbehaviour

5 669 vues

Publié le

We always expect medicinal and magical effect to solve behavioral and attitudinal problems of students. Students are human being. Human beings possess millions of observable and non-observable traits. Generally, educator becomes judgmental rather than an alert and minute observer. Every single act of student will not come under misbehaviour. A wise educator perceives different human traits on different layers and find out the logical solutions of students’ misbehaviour. We need not worry to create Utopian Society. We deal with smart kids (technological smart if not academicals smart). We always need to handle these smart kids with care, love and affection. Never ever leave a space for a student to form a negative outlook for you. Always keep open interaction with students to form a positive attitude towards learning, academic, peers and school. We should always try to repeat and remind the essence of good behaviour. The desired changes in the students’ behaviour will be observed -------time----time -----time ---------will be there ----keep patience –remind----repeat--------keep doing proper effort------ --- Rajeev Ranjan

Publié dans : Formation
  • Login to see the comments

How to Deal with Student Misbehaviour

  1. 1. 29/10/2015 1 What did you choose?
  2. 2. 29/10/2015 2 What did you choose?
  3. 3. 29/10/2015 3 What did you choose?
  4. 4. 29/10/2015 4 What did you choose?
  5. 5. 29/10/2015 5 What did you choose?
  6. 6. 29/10/2015 6 What did you choose?
  7. 7. 29/10/2015 7 What did you choose?
  8. 8. 29/10/2015 8 What did you choose?
  9. 9. 29/10/2015 9 What did you choose? Educator to Higher Authority: I can not teach in class-ABCD. Student XYZ disturb whole class. He does not allow me to deliver lesson in the class. It effects the performance of good students. Activities of XYZ in the class:-  Talks too much in the class  Disturbs students who sits beside him  Asks silly questions  Asks unethical questions which embarrassed me
  10. 10. 29/10/2015 10 What did you choose? Activities of XYZ in the class:-  Shares unethical things with his friend  Throws chalks on his friend  Breaks the student table  Steals his friend pen/paper/pencil  Does not return his friend notebook
  11. 11. 29/10/2015 11 What did you choose? Activities of XYZ in the class:-  Always reaches class late  Sometimes bunks his class  Goes outside several times from classroom for washroom and drinking water  Does not follow teachers’ instructions
  12. 12. 29/10/2015 12 What did you choose? Generally it is observed student misbehaviour occurs due to :-  Poor performance in Reading, and Writing as well as Understanding of Text and Topic  Poor performance in overall academic  Poor performance of educator in the classroom  Poor management of educator in the classroom
  13. 13. 29/10/2015 13 What did you choose? Generally it is observed student misbehaviour occurs due to :-  Unrealistic expectations from students  High expectation of society  High pseudo surrounding  High parent expectation and pressure  High peer expectation and pressure
  14. 14. 29/10/2015 14 What did you choose? Generally it is observed student misbehaviour occurs due to :-  Overflow of emotion  Negligence in the classroom  Deep desire to get attention  Utter frustration if fails to get desired things And –And – And –And Some times -----------------Next
  15. 15. 29/10/2015 15 What did you choose?
  16. 16. 29/10/2015 16 What did you choose?
  17. 17. 29/10/2015 17 What did you choose?
  18. 18.  Effective teachers know that student behavior is not only about rules and consequences (McLeod et al., 2003); they also know that a larger component is the development of a classroom climate that influences how students perceive their environment and behave (Woolfolk-Hoy & Hoy, 2003).  Effective teachers create focused and nurturing classrooms that result in increased student learning (Marzano et al., 2003; Shellard & Protheroe, 2000) 29/10/2015 18 What did you choose?
  19. 19. 29/10/2015 19 What did you choose? Let Read the Observation of Elizabeth Marcell Students must know what is expected of them in a period. They can not be successful in a classroom where they do not know what the rules are, or where they can not rely on the systems through which the rules are enforced. Not understanding expectations is frustrating and makes students feel powerless, which leads to acting out. Elizabeth Marcell, Rio Grande Valley 99, Doctroral Candidate, Harvard University
  20. 20. 29/10/2015 20 What did you choose? Student Misbehave is a BIG CHALLENGE for EDUCATOR:- “How to Bring Positive Change” Warning:Do not take the misbehaviour “Personally”  Fix the rules & regulations in the classroom  Positively share your expectations with students  Indirectly share the story of successful students’ who possess good character and got success in life  Never ever be highly reactive to students
  21. 21. 29/10/2015 21 What did you choose?
  22. 22. 29/10/2015 22 What did you choose? “How to Bring Positive Change” Try to connect yourself with students Be punctual to report your class on time Proper Planning & time management for students activity a. If a teacher gives tasks , s/he should follow the tasks b. Fix small things and follow regularly c. What will teacher be doing every minute in the class? What will students be doing every minute of the day?
  23. 23. 29/10/2015 23 What did you choose? “How to Bring Positive Change”  Command on subject and flow of topic  Work on creating interest in subject Integrated lesson plans(Topic, difficulty level of topic, activity, students’ level & interest, participation, evaluation)  Ensure students comfort in your class  Always keep all students engaged in the class
  24. 24. 29/10/2015 24 What did you choose? “How to Bring Positive Change” Take care of different types of learners in the class (extended activity for good students and support low performer students in completion of work) Build confidence among students that a. They have ability/capacity to perform well b. They have ability/capacity to behave properly c. They are accountable/responsible for success and failure
  25. 25. 29/10/2015 25 What did you choose? “How to Bring Positive Change” Reward and Punishment Recognition:-Each student wishes to hear something good for himself from parent, peers, elders, teachers and principal. Appreciation:-Appreciate even small positive efforts initiated by students in terms of reply to educator question, showing interest to participate in activity, try to complete the task, ----------------
  26. 26. 29/10/2015 26 What did you choose? “How to Bring Positive Change” Appreciation:-Following instructions, helping peers in non- academic work, doing well in sports & game, even for neat and clean uniform Keep patience:- Although educator knows all negative activities of students, even then keep some good words for the mischievous students in your dictionary
  27. 27. 29/10/2015 27 What did you choose? “How to Bring Positive Change” Reprimand and Appreciation:- Appreciate good deeds of students continuously and reprimand negative actions frequently. Sometimes showing ignorance and non-reaction to negative attitude frustrate learners and they promise themselves say ‘no’ to that action. In fact, most of the time learners want to seek attention from parents, peers, and teachers.
  28. 28. 29/10/2015 28 What did you choose?
  29. 29. 29/10/2015 29 What did you choose? “How to Bring Positive Change” (Attention seeking, power seeking, revenge seeking, avoidance of failure . ‘Linda Albert’) Record:- Keep a record of the behaviour/misbehaviour Always communicate general observations with guardian, however do not use the word i.e. very naughty, can not read, no progress, very bad boy, can not improve—etc-Real feedback with positive words
  30. 30. 29/10/2015 30 What did you choose? “How to Bring Positive Change” Reflect on students’ behaviour and the root cause of that behaviour. Never ever humiliate student-no matter what s/he just did or said. Sometimes tries to speak with the students privately about what happened at that time. Once again do not take student misbehaviour as personal or as an individual . Indeed, it can be a reaction to frustration of some other problems i.e.----------------------------------------------
  31. 31. 29/10/2015 31 What did you choose? “How to Bring Positive Change” Avoid- Avoid verbal confrontation with students a. Always tries to short out small mischievous act by developing own suitable techniques. It boosts up (your own) educator confidence. b. Never ever put a stamp on child’s personality. A strong hope for positive changes always remain with students. Keep investigating, observing , trying and motivating for good deeds
  32. 32. 29/10/2015 32
  33. 33. 29/10/2015 33 What did you choose?
  34. 34. Before taking any disciplinary “Action” , can we do this? Showing empathy/sympathy/emotional connection with students 29/10/2015 34 What did you choose?
  35. 35. Before taking any disciplinary “Action” , can we do this? 29/10/2015 35 What did you choose?
  36. 36. Before taking any disciplinary “Action” , can we do this? 29/10/2015 36 What did you choose?
  37. 37.  Can we do this?  “Teachers have to inspire and convince learners that teachers welcome their questions and worries. Positive comments on their work are also accommodating to motivate learners to pursue more (Wright, 1987; Richards & Lockhart, 1996)”. 29/10/2015 37
  38. 38. 29/10/2015 38
  39. 39. Rajeev Ranjan Principal B.Ed(English), PGDTE English and Foreign Languages University, Hyderabad Website:- www.rajeevranjan.net Email .Id : rajeevbhuvns@gmail.com 29/10/2015 39
  40. 40.  Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C.  American Psychological Association Zero Tolerance Task Force. (2008)  Adelman, H. S., & Taylor, L. (2002). School counselors and school reform: New directions.Professional School Counseling, 5(4), 235–248.  Glasser, W. (1990). The quality school: Managing students without coercion. New York: Harper and Row  Kyriacou, C. (1997). Effecting Teaching in Schools. (2nd ed.) Cheltenham: Nelson Thornes  Wright, T. (1987) Roles of Teachers & Learners. Oxford: Oxford University Press  Marzano, R. J. (with Marzano, J. S., & Pickering, D. J.). (2003b). Classroom management that works. Alexandria, VA: ASCD.  Pictures (Personal ) 29/10/2015 40