MANAGING LEARNING

AND TEACHING- UNIT 5

A. Creating and managing disciplined classrooms.
B. Teaching as management tool.
C. Enriching the environments in which we teach.
LEARNING OBJECTIVES
 Investigate a child who is not learning well and find possible reasons for his or her
failure to learn.
 Find common reasons for misbehaviour in class.
 Realise the importance of preparation for maintaining class discipline.
 Manage your classroom in such a way that your learners know what behaviour you expect
of them.
 Using several different strategies to manage minor disruptions in class.
 Together with your class, draw up a set of rules for your classroom.
 Deal with minor and major disciplinary issues in your class.
 Recognise different learning styles in your class.
 Organise your teaching to include a number of different learning styles
 List strategies to ensure that learners of different backgrounds succeed in your
classroom.
 Explained and gives examples of the concept learning spaces
 Analyse a learning space in terms of its appropriateness for particular learning situations.
 Make recommendations for alternative ways of planning classroom and school.
Creating and managing
disciplined classrooms
Two ways of thinking about discipline:
A. Discipline as punishment:
Our attitude is reactive rather proactive.
Disappointed from less-than-perfect learners.
B. Discipline as caring management:
What stems misbehaviour of learner from dissatisfaction with
the conditions under which they are forced to learn?
Teaching should be constructive
The discipline-as-
management
continuum
Responding rationally to
disciplinary problems
Depersonalize discipline and
punishment
A learner who rarely behaves
shouldn't be discipline as severe as
a frequent rule-breaker. Teacher’s attitudes
Different kinds of offence need to toward discipline
be treated differently.

Proactive, reactive., responsive,

Preventative, visible punishment
Invisible
Management
Preventing disciplinary
problems?
Creating a friendly but purposeful learning environment:
Good, interesting teaching.
Appropriate use of different resources at the right time.
Creating a caring, purposeful and welcoming atmosphere.
Preventing disciplinary
problems?
1. Classroom climate
2. The atmosphere
3. Managing time: the importance of
beginnings and ends
4. Keep learners on-task
5. Creating a good-looking space
6. Teacher behaviour
Preventing disciplinary
problems?
Understanding why learners misbehave?:
1. Learner boredom
2. Learner fatigue
3. Insufficient attention to the learner’s social needs
4. Learner confusion
5. Emotional difficulties
6. Alack of a learning culture
7. A lack of negative consequences
8. It may be that children’s misbehaviour in the classroom is a result of
traumas outside classroom
Preventing disciplinary
problems?
Using rules and contracts:
1. Practical self-interest
2. Legal basis
3. Moral basis
4. Make sure the rules are agreed upon and understood
5. Consensus
6. Consequences
7. Using contracts
Preventing disciplinary
problems?
Responding to minor disruptions:
Inappropriate talk
A lack of participation
A learner who is unnecessarily arguementaive
Learners who are noisy
Learner who engages in off-task behaviour
Dealing with major disciplinary breakdowns:
Disciplinary measures have to be stepped up gradually as the
situation in class demands
Teaching as a
management tool:
learning styles and teaching
THINKING

Concrete Reflective
experimenter observer

THE BALANCE
BETWEEN
Active Abstract ABSTRACT AND
experimenter thinker
CONCRETE
EXPERIMENTATION
Teaching as a management
tool:
The Implication Of Teaching And Learning:
A. Providing opportunities-in teaching and assessment-for learner to use
their preferred learning styles.
B. Noticing the kind of learning that learners find uncomfortable and
assisting them in developing these.
 Teaching as a management tool

Teaching against prejudice and social discrimination :

1. Labelling as a means of educational exclusion
2. How can we begin teaching against discrimination:
3. Are conscious of their own prejudice and make sure they don't communicate these to learners
4. Are conscious of learner prejudice and teach against these racist and sexist prejudice
5. Work actively to overcome societal discrimination that causes certain groups of learner to
underperform
6. Help every learner have moments of success in some aspect of classroom life
7. Include some questions in each test that all the learners can get right
8. vary the type of assessment tools you use
9. Assess through a variety of media
10. Differentiate tasks
Teaching as a management
tool

Linking learning to life: theme teaching:

Strengths theme teaching:
Teachers can integrate important social issues
Teachers can focus on developing a number of academic and
life skills
Given that we are committed to problem-based approach to
teaching, themes could also be expressed as statements of
opinion that raise controversy and debate
Teaching as a
management tool
weaknesses of theme teaching:
Educational superficiality
Practical time and organisational difficulties
Teaching as a management
tool
Using homework better:
Changing attitudes : understand homework as home-based learning
Develop interesting and appropriate home-based activities
Prepare learners for home-based activities
Enriching the environments in
which we teach
Developing an extramural curriculum
Enriching our learning space:
How do physical spaces affect behaviour?
Analysing and improving existing learning spaces
-fixing the space
Finding the better space
Optimising the space
Extending the space