THOLOKUHLE SENIOR SECONDARY SCHOOL by monkey6

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									              THOLOKUHLE SENIOR SECONDARY SCHOOL
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                          CLASSROOM MANAGEMENT
1.     MANAGEMENT FUNCTIONS

     Classroom planning
     Organization (who does what)
     Effective leadership
     Controlling classroom events
     Setting classroom policy
     Decision making
     Effective communication skills in the classroom
     Motivating pupils
     Creating a positive classroom climate
     Organizing pupils activities
     Maintaining discipline
     Dealing with disruptive behaviors
     Conflict management
     Classroom administration
     Parents involvement in classroom activities
     Utilizing time effectively

4.     CLASS VISION

E.g. Our vision as the co-managers of this class is to have an excellent environment for
teaching, a super-neat class (disciplined and well-behaved), and always in neat school
uniforms. We also want to be the best class in the whole grade.

5.     MISSION STATEMENT
What action are you going to take to make your vision come true?

6.     LEADERSHIP STYLES


     Autocratic classroom
     Permissive management
     Democratic management style
     Transitional leadership
     Transformational leadership
7.       CHARACTERISTICS OF AN EDUCATOR

8.       KEYS TO A SUCCESSFUL DISCIPLINE
     Be consistent
     Be firm but fair
     Know them all
     Set standards
     Be patient
     Keep a sense of humour
     Accept and try suggestions
     Know your fields
     Be prepared
     Use your voice wisely
     Establish concrete goals

9.       CHARACTERISTICS OF A DISRUPTIVE BEHAVIOUR
          Inattentiveness
          Disruptive talking
          Interruptions
          Noisiness in class
          Clowning
          Refusal to work
          Discourtesy
          Vandalism
          Fighting; aggression/bullying
          Rudeness
          Challenging authority
          Violence

10. CAUSES OF BEHAVIOURAL PROBLEMS
          Physiological factors
                        Examples> Poor health, poor hearing, poor vision, malnutrition, derangement of physiological
                        growth and development.

          Social factors
                        Examples> negative environmental factors, incitements, negative peer group pressure, and
                        social factors in the classroom; such as an untidy room, poor teaching facilities, etc.

          Domestic circumstances
                        Examples> Poor discipline at home, parents with unstable personalities, alcoholism, poor
                        economic conditions, disturbed family life, lack of love and caring, etc.

          Personal trait of pupils
                        Examples> Aggression, feeling inferior, conceit (egotism), stubbornness, bullying, day-
                        dreaming, insolence, etc.
      11. CONFLICT MANAGEMENT IN THE CLASSROOM

      Peaceful Coexistence
(a)    Preventing conflict
(b)    Do not tell a parent or child that he is wrong
(c)    Do not criticize the parent or the child
(d)    Do not give orders
(e)    Do not warn or threaten
(f)    Do not admonish or lecture the parent or child
(g)    Do not humiliate or belittle the parent or child
(h)    Do not show a superior attitude towards the child or parent
(i)    Do not dominate the parent or the child
(j)    Do not be overhasty
(k)    Be friendly and polite
(l)    Admit mistakes
(m)    Emphasize the matters on which you agree
(n)    Let the parent/child do the talking
(o)    Let them feel the idea was theirs
(p)    Try to understand the parent
(q)    Be sympathetic
(r)    Make use of humour
(s)    Appeal to parent/child’s noble motive
(t)    Pose challenges for the parent/child
(u)    Listen attentively to the parent/child

12. CLASSROOM ADMINISTRATION
a)     Aim
b)     subject teaching matter
            Subject File
            Evaluation
c)     Educational Aids
d)     Classroom stock
e)     Discipline
f)     Administration of general school matters
g)     Filing
h)     Classroom finances

13. HOW TO CREATE POSITIVE INTERPERSONAL RELATIONSHIPS IN
    YOUR CLASSROOM
     This refers to the relations between the learners themselves and between the teachers and learners
     of that particular school. This eventually leads to the conducive environment for teaching and
     learning.
 The following behaviors may earn respect from pupils.
     13.1 setting a good example
     13.2 have positive and realistic expectations
     13.3 behave consistently
     13.4 explain classroom management rules
     13.5 be open and approachable

14. ESTABLISHING POSITIVE TEACHER- PUPIL RELATIONSHIPS
     14.1 Be a positive role model
     14.2 Create open, professionally correct dialogue with learners
     14.3 maintain a high rate of positive statements
     14.4 communicate high expectations
     14.5 Create opportunities for personal discussions with pupils
            14.5.1 Demonstrate an interest in pupils’ activities
            14.5.2 Arranges interviews with pupils
            14.5.3 Get involved in community events
            14.5.4 participates in playground games
            14.5.5 recognize their birthdays by buying cards or a cake.

     14.6 Use effective communicating skills:
             know your pupils by their names

15. UNDERSTANDING THE CLASSROOM GROUP
 By effectively working with your classes as groups you will be able to create positive peer
 relations. You must be familiar with and be able to develop and maintain the following
 characteristics of the group.

15.1 DEVELOPMENTAL LEVEL OF THE GROUP

 The three stages of group development are the following:
      15.1.1 Phase 1 – Inclusion
      15.1.2 Phase 2 – Control
      15.1.3 Phase 3 – Affection
15.2 EXPECTATIONS
 > This refers to the expectations concerning how members of the groups should behave.
15.3 GROUP NORMS

 This should provide the frame reference which guides the behavior of the pupils and they
 are essential to the effectiveness of the class as the group.

15.4 GROUP COHESION

 Group cohesion is defined as the totality of affinity among group members and the way in
 which they cooperate and coordinate.
 15.5 STRUCTURE

  The structure of a group develops in time.
  By effectively working with your classes as groups you will be able to create positive peer
  relations. You must be familiar with and be able to develop and maintain the following
  characteristics of the group.

 15.6 COMMUNICATION AND INTERACTION

  >Communication is the vehicle through which interaction of members takes place and
  through which group process in the classroom occur.

 15.7 LEADERSHIP AND PARTICIPATION

  Leadership is generally viewed as behavior that helps the group to achieve their objectives.
16. SELF-APPRAISAL
16.1           WAS MY LESSON SUCCESSFUL?

16.1.1    Do my learners leave:-
           with more knowledge than prior to the lesson
           with the desire to apply the skill acquired
           eager to go and do their homework
16.1.2 Did my learners benefit from the les
              son because:-
           I was prepared and self-assured
           They respect my knowledge of the subject
           They could participate in the lesson
           Lesson was logical and structured
           I reinforced their positive points and meaningful contribution
           They realize they have acquired new skills and knowledge they could use.

16.2           IN THE CLASSROOM

16.2.1         Do my learners –
               Find my classroom interesting?
               Show respect for the things in my classroom?

16.2.2         Atmosphere
              Do I create a wholesome atmosphere?
              Are learners aware of the standards I set and do they respond to them?
              Do I show respect for my learners in the manner in which I behave towards them? And
               they to me?
              Do they ask questions because the atmosphere they create make them feel at ease?
              Is my board work and that on the overhead projector clear and neat?
              Do I set an example in conduct, language usage, personal neatness, precision, self-
               control and relationships?
 16.2.3       Responsibility
              Will I complete this term’s work?
              Are my records up to date?
              Do I give regular, relevant homework and do I check it?
              Is my testing programmed up to the required standard?
              Are my worksheets and notes faultless?
              Do I keep to my due dates?
              Am I punctual?
              What do I do to interest and develop enthusiasm in my students about my subject?
              Do I challenge bright students enough?
              Do I accept the fact that all people have limitations and do I make provision for that?

Positive Characteristics                          Negative Characteristics

                 Friendliness                                         Aloofness
                   Sympathy                                          Moodiness
               Interest in others                                        Bias
                  Enthusiasm                                         Impatience
              A sense of justice                                     Selfishness
                  Spontaneity                                    Bombastic Behavior
                Thoughtfulness                                        Sarcasm
              A sense of humour                                     Egocentricity
                 Cheerfulness                                      Capriciousness
                  Sensitivity                                        Passiveness
                 Involvement                                     Lack of involvement
                  Helpfulness                                       Unhelpfulness
                   Tolerance                                         Intolerance
 “If children are right, the world will be right” Dorkin quoted.

 The school environment ought to be a place where search for quality is an enduring one,
 where quality requires sustained attention; where quality improvement is a continuous
 among learners and educators.

 Profiled schools like Tholokuhle have shown that they can produce good results in spite
 of stumbling blocks. In my observation, Mr. Hlatshwayo, your leadership has taught
 many aspiring leaders that hurdles can never stop one in his track but should always been
 seen as challenges to reach the wining post.

 The goals and values that are set in Tholokuhle must ensure that educators and learners
 reach a high level of excellence which should augur well for building of a solid
 foundation for lifelong learning and the improvement of quality learning.

                          If the children are right, the world will be right...


 Tholokuhle Computer Center
 Tel/Fax: (035) 795 1221
 E-mail: info@tholokuhle.com.
 Web:     http://www.tholokuhle.com
Hi!

Many good and bad, challenging and intimidating, frightening and scaring things have
been said publicly against and for our profession. But I wish to say that those that are
negatively articulated against us seem to be carrying more weight and they make us
regret the profession God blessed us with.


All the professions seem to be godly chosen ones when they are being marketed for the
young community to go for, but teaching has made even the youngest child in the
preschool to sound a big “NO” to our profession, which was a noble profession before.
When something good has been done in that school, it won’t get any media coverage
even if they can be invited but if it is negative, the whole world will know and there is no
one who will stand by the teacher or principal but will sound words of crucifixion.


Despite all the problems we can count, the world needs educated young ladies and
gentlemen. In spite of all what happen to us as educators; we need to close the gap that
has been created between us and learners; between us and their parents;
and between us and those in authorities. The abolition of the administration of the
corporal punishment should not be seen as a new thing. Even years ago, only the
principal was allowed to administer it, and a number of strings were attached to that.


So ladies and gentlemen, this document, CLOSING THE GAP; is aimed at making us
aware of the gap that has been existing between us and learners.

We use to come to them as strangers, with strange things and always demanding,
intimidating, frightening them and then the administration of unlawful corporal
punishment. Then a gap between us and learners became bigger and bigger.


So this is the time to close it. Mourning won’t help any one of us, but building the nation
will. And those in higher authorities must also close the existing gap between them and
their subordinates and we all support the building of the nation.
Enjoy reading and implementing all these strategies used in this document; and the lost
prodigal son i.e. “The Noble
Profession” will become an “Angel Profession”. May our Mighty God bless you and your
departments. Amen.
                         Compiled by the principal, Mr. VJ Hlatshwayo
Classroom management areas

    Classroom environment
    Classroom climate
    Teaching (instruction)
    Pupil activities
    Pupil behavior
    Conflict
    Homework
    Classroom administration
    Time
    Interpersonal relations
    The self
Management function

     Planning
     Organization
     Direction
     Control
     Policy-making
     Decision making
     Communication
     Motivation
                                           Educative teaching
                         (activity of the teacher via classroom management)
                                         Activity of the teacher


                                          Learning
                                         (Activity of pupil)
In honour of our profession, I present this document to all Tholokuhle staff (teaching
members), especially the class managers on this day ___ of month _____________ of the
year 2004.

                                     “The sky is the limit”

Signed and stamped at Tholokuhle SS School by the principal, Mr. VJ Hlatshwayo.


____________________
                                    School Stamp

3.  CATEGORISING ACTIVITIES OF THE CLASS MANAGERS
AND EXPECTATIONS FROM LEARNERS OF THAT CLASSROOM

      2.       CHARACTERISTICS OF THE CLASSROOM
      The teaching-learning environment should reveal that the following are typical
      characteristics of a classroom:

           Formality
           Multidimensionality
           Simultaneity
           Immediacy
           Unpredictability
           Openness
           Temporariness
           Climate
           ------------------------------------------------------——-

17. GENERAL
                What type of lesson do I enjoy most and why?
                Where do my special teaching talents lie?
                What was my most satisfactory achievement this year?
                What would I particularly like achieve still?
                Does my work frustrate me? Have I analyzed this frustration?
                Do I use my colleagues help?
                Do I praise more that I punish?
                When I discuss the school, my students, my work, do I say positive things?
                If all the teachers on the staff were like me would it be a good school?
                Is the example which I set worth following?
                Most teachers teach because they have been inspired by their teachers. Am I
               an inspiration for my students?
                Do I keep myself informed of recent developments in my subject and in
               teaching in general?



18.     CLASSROOM ACTIVITIES
                BRINGING EXCELLENCE IN OUR SCHOOL ASSEMBLY
                                               Principal
                                            Deputy Principal
                                              GS       DG
                                          TR: NG:BW:MS:MM
Identify
           : - 8 choral/gospel voices
           : - contestants
           ; - news readers
           : - lady or gentlemen of the class
           : - Preachers
           : - Instrumental players (piano)
           : - Dancers
           : - Debaters

To strive for excellence in our assemble, we shall kindly appeal to all managers of
the class to present educational items that will serve as the point of interest to our
learners so that they will love attending the morning assemble activities.


These activities may include music items, news update by each class of each grade
and eventually the whole school will be full of creative learners who will always
think about positive things they can do for the school. And the school will be a good
place to be at.


We shall specifically request a group of not more than eight learners from each class
for musical items, the best you can think of. I do not doubt that it will contribute
immensely in the integration of management activities for the IQMS. When this is
properly implemented, we shall all reap what we would have sown in terms of
character
building, spiritual healing, and the generation of love among every one of us. We

shall have no problems in the selection of choristers for the Tirisano
choral and co temporal classical gospel in our school.


I would love to introduce a team led by Ntshangase GS that is responsible for
facilitating the morning activities in our assembly. Also included in this committee
are Mr. Zulu (Choir master), Mr. Mtshali (Choir master), Mr. Shabangu, Mrs.
Mthethwa. They have been tasked to drive us to the gravy land of Angels.




                     Together we shall make it and unity is the strength…

								
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