7/5/2009

Classroom Management skills that facilitates

on Task Behaviour
 A key step in presenting a lesson is to provide
clear instructions for the activities in which
Maximizing On-Task Behaviour students will be engaged
 Giving clear instructions
 Beginning a lesson
Classroom Management  Maintaining attention
 Pacing
Lecture 6  Using seatwork effectively

Classroom Management skills that

Give precise directions
facilitates on Task Behaviour
 Summarizing 1. What students will be doing
 Providing useful feedback and evaluation 2. Why they are doing it
 Making smooth transitions 3. How they can obtain assistance
 Dealing with common classroom disruptions 4. What to do with completed work
5. What to do o do when they finish

Beginning a lesson
Gaining students attention
 Select and teach cue for getting students
attention  Start with highly motivating activity in order to
make the students initial contact with the
 Do not begin until everyone is paying
subject matter as positive as possible
attention
 Distribute an outline, definitions or study guide
 Begin the lesson by removing distractions
to help students organize their thought and
 Clearly describe the goals, activities, and focus their attention
evaluation procedure associated with the  Challenge students to minimize their transition
lesson being presented time
 Stimulate interest by relating the lesson to
students lives or a previous lesson

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Maintaining attention
 Arrange the classroom to facilitate the
instructional activity you have selected.
 Employ a seating arrangement that does not
discriminate against some students.
 Use random selection in calling on students.
 Ask the question before calling on a student
Pacing
 Develop awareness of your own teaching
 Watch for non verbal cues indicating that
students are becoming confused, bored or
restless
 Divide activities into short segments.
 Provide structured short breaks during lesson
that last longer than thirty minutes.
 Vary the style as well as content of instruction
Essential of Maintaining Student
attention
 Pausing for at least three seconds) after
asking a question to allow students thinking
time, then naming a students to answer
 Calling on students at random
 Creating suspense by saying things such as „I
wonder if anyone will have heard of this? „or‟
“this is going to be a tricky one”
7/5/2009
Maintaining attention
 Wait at least five seconds before
answering a question or calling on another
student
 Ask students to response to their
classmates answer
 Don‟t consistently repeat students answer
 Model listening skills by paying close
attention when students speak
 Create anticipation
 Ask questions that relate to students lives
provide work of appropriate difficulty
Dealing with common Classroom
Disruptions
 Keep accurate records
 Limit classroom disruptions
 Provide educational consequences when
students continue their behaviour
Essential of Maintaining Student
attention
 Asking students to listen carefully because
they might have to contribute something to
another student‟s answer
 Looking at other students at the same time as
calling on one student to answer a question
 Teaching active listening