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
1
7/5/2009
Maintaining attention Maintaining attention
Arrange the classroom to facilitate the
instructional activity you have selected. Wait at least five seconds before
Employ a seating arrangement that does not answering a question or calling on another
discriminate against some students. student
Use random selection in calling on students. Ask students to response to their
Ask the question before calling on a student 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
Pacing Dealing with common Classroom
Disruptions
Develop awareness of your own teaching
Watch for non verbal cues indicating that
students are becoming confused, bored or Keep accurate records
restless Limit classroom disruptions
Divide activities into short segments.
Provide educational consequences when
Provide structured short breaks during lesson students continue their behaviour
that last longer than thirty minutes.
Vary the style as well as content of instruction
Essential of Maintaining Student Essential of Maintaining Student
attention attention
Pausing for at least three seconds) after Asking students to listen carefully because
asking a question to allow students thinking they might have to contribute something to
time, then naming a students to answer another student‟s answer
Calling on students at random Looking at other students at the same time as
Creating suspense by saying things such as „I calling on one student to answer a question
wonder if anyone will have heard of this? „or‟ Teaching active listening
“this is going to be a tricky one”
