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1. Students’ Misbehavior 03/01/11 "Teaching is an art." Rajeev Ranjan 2. Key 03/01/11 "Teaching is an art." Rajeev Ranjan 3.…
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  • 1. Students’ Misbehavior 03/01/11 "Teaching is an art." Rajeev Ranjan
  • 2. Key 03/01/11 "Teaching is an art." Rajeev Ranjan
  • 3. 03/01/11 "Teaching is an art." Rajeev Ranjan
  • 4. 03/01/11 "Teaching is an art." Rajeev Ranjan
  • 5. <ul><li>Minor in Nature </li></ul><ul><li>Seriousness in Nature </li></ul>Types of Misbehaviour 03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 6. <ul><li>S tudents' Masti </li></ul><ul><li>Student’s Masti </li></ul>Types of Misbehaviour 03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 7. Minor in nature 03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 8. Serious Misbehaviour 03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 9. ??????Emotional disorder or Behavioral disorder????????? 03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 10. Why ??????? 03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 11. Why ????? 03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 12. Marsh’s(1978) study reveals four types of teacher behaviour ------ provoked pupils to misbehave 03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 13. Apart from these– many more reasons can be counted 03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 14. “ Prevention is better than cure” Pre-empting misbehaviour 03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 15. “ Prevention is better than cure” <ul><li>Action: Teachers’ activity to sustain students’ interest and promptness </li></ul><ul><li>Academic help to needy pupil </li></ul><ul><li>Moving one to another task, asking question </li></ul><ul><li>Exerting Discipline and Control </li></ul><ul><li>Moving nearer to pupil indulged in non-task related talking </li></ul><ul><li>Establishing eye contact </li></ul><ul><li>Reprimand </li></ul>03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 16. Establish clear rules and expectations in regard to classroom behaviour <ul><li>Orderly and punctual entry into the classroom </li></ul><ul><li>No talking when teacher talks( when pupil answers question) </li></ul><ul><li>Work sensibly </li></ul><ul><li>No chewing gum or wearing unauthorized clothing </li></ul><ul><li>No unauthorized movement or making unacceptable noise </li></ul><ul><li>Put hand up for attention </li></ul><ul><li>Orderly exist and entry into the classroom </li></ul>03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 17. Techniques to minimize misbehaviour 03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 18. Equipped yourself with various strategies 03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 19. Reprimand 03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 20. Punishment 03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 21. Techniques to minimize misbehaviour 03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 22. Techniques to minimize misbehaviour 03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 23. Adoption of a set of actions to check discipline --- 03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 24. Lewis and Lovegrove(1984) from Australia analyzed secondary school pupils’ preferences in teachers’ classroom control procedures. <ul><li>Pupils favored the following five qualities: </li></ul><ul><li>Calmness: Teachers remain calm when reprimanding pupils and do not shout </li></ul><ul><li>Rule clarity and reasonableness: Rules are made clear </li></ul><ul><li>Appropriate punishment: Fair Warning and correctly identify the misbehaving pupil </li></ul><ul><li>Acceptance of responsibility: Responsibility to maintain a sound atmosphere </li></ul>03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 25. Conclusion <ul><li>Teaching is an art. Art needs caring, cutting, setting , polishing to become the beautiful objects of the world. Pupils are innocent, humble, brilliant, ignorant more over a child heart. They may commit hundreds of mistakes, mischievous actions but we are teacher , a potter who can make them a beautiful art to be loved by everyone, to be excelled in every walk of life. </li></ul><ul><li>“ Rajeev Ranjan” </li></ul>03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 26. 03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 27. Presented by <ul><li>Rajeev Ranjan </li></ul><ul><li>English Language Teacher </li></ul><ul><li>B.ED(ENG)& PGDTE </li></ul><ul><li>English and Foreign Languages University, Hyderabad </li></ul><ul><li>Email. Id:- rajeevbhuvns@gmail.com </li></ul>03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
  • 28. References <ul><li>http://www.clker.com/clipart-12206.html </li></ul><ul><li>Chris Kyriacou(2006) Effective Teaching in Schools, Theory and Practice , 2 nd Edition, CUP </li></ul><ul><li>Schloss, P. J., & Smith, M. A. (1994) . Applied Behaviour Analysis in the Classroom . Boston: Allyn & Bacon. </li></ul><ul><li>Alberto, P. A., & Troutman, A. C. (1995). Applied Behaviour Analysis for Teachers. (4th ed.). Englewood Cliffs, NJ: Prentice-Hall. </li></ul><ul><li>Charles, C. M. (1996). Building Classroom Discipline (5th ed.). New York: Longman. Cuenin, L. H., & Harris, K. R. (1986). Planning, implementing, and evaluating timeout interventions with exceptional students. TEACHING Exceptional Children, 18(4) , 272-276 </li></ul><ul><li>George, D.(1992). The Challenge of the Able Child. London: David Fulton </li></ul><ul><li>Robertson, J.(1996). Effective Classroom Control(3 rd edition). London: Hodder and Stoughton </li></ul><ul><li>Varma , V (ed) (1993) Management of Behaviour in Schools. London : Longman </li></ul>03/01/11 &quot;Teaching is an art.&quot; Rajeev Ranjan
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