Posts Tagged Classroom Management

Module 1: Introduction (8:02)

This module introduces the eLearning 0course based upon the DISCIPLINE WITHOUT STRESS TEACHING MODEL that shows how to handle every discipline problem and increase academic performance. It makes clear the difference between discipline and classroom management, which is an essential understanding for successful teaching and learning.

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Module 3: The Discipline Without Stress Model (7:04)

This module explains the DISCIPLINE WITHOUT STRESS TEACHING MODEL in detail. Curriculum, instruction, classroom management, and discipline are clearly differentiated and how important it is to determine in which of the four areas a problem originates. The module concludes with a reflection piece about the importance of implementing the three practices of the teaching model in order for the discipline phase to be successful. A number of pages in the Resource Guide are referred to for assistance.

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Module 4: Attention Management Procedure (4:42)

This module shares a simple and very effective classroom management procedure to get students’ attention very rapidly so class time is not wasted. Some type of immediate attention-getting procedure is critical for effective classroom management.

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Module 5: Teaching Procedures Using Visioning

This module shows how to use visioning to improve classroom management and homework. It points out the most common mistakes teachers make regarding teaching procedures. Multi-tasking and switch-tasking are discussed.

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Module 6: Using Collateral

This segment shows how to use collateral when students come to class without required materials. The segment concludes with a testimonial from a teacher who finally understood the difference between classroom management and discipline and how many times discipline problems are prompted by poor classroom management.

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Module 7: Dead Time Is Deadly

This module shares the importance of ALWAYS having students engaged in some activity. Time or video yourself to discover how efficient you are when starting lessons. A suggestion is made to reduce time involved in correcting essays and how to increase their quality.

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Module 8: Using Volunteers

This module suggests a number of procedures to increase your efficiency, reduce your workload, and how students can assist in a variety of situations.

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Module 9: Not Relying on Rules

This module discusses how relying on rules automatically places the teacher and student in adversarial relationships. When a rule is not followed, the teacher is placed in a police role. Superior teachers rely on procedures because they create desire; rules do not. Rules impose rather than empower. Rules aim at obedience, which does not create desire, and therefore the student is deprived of the motivation to want to become responsible. The Resource Guide suggests 30 procedures to consider.

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Module 21: Managing Impulses

This module shares a procedure to avoid stress with a challenging student and in any stressful situation. The module shows that practicing the simple procedure with a visual explains the reason that it is so effective. As with developing any new habit, it has to be practiced. Impulse Management cards and posters are available at the store.

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Module 27: Impulsive Kids

This module shares techniques for dealing with impulse students. It concludes with a short reflection piece about teachers as leaders.

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