TMr Mnkantjo

Classroom Management

Introduction

-Effective teaching requires considerable skill in managing many tasks and situations that occur in the
classroom everyday

- skills such as effective classroom management are central to teaching and require common sense,
consistency , and a sense of fairness and kind

- these skills also require that teachers understand in more than one way a psychological and
developmental skills of their learners

DEFINITION OF TERMS

- Classroom management refers to a set of skills that teachers use to keep learners organized orderly
focused attentive and on task and academically productive during a lesson

- a term used by teachers to describe the process of ensuring that classroom lessons are smooth despite
disruptive behavior by learners

- Martin and Sugarman (1993. P9) states that classroom management refers to those activities that
teachers use or do that create a positive classroom environment within which effective teaching and
learning can occur

ATTRIBUTES OF A GOOD CLASSROOM MANAGEMENT (

- punctuality

- good Communication skills

- a good classroom manager must be fair , firm , friendly , punctual and must be a good communicater
he or she must be like business like in attitude

Characteristics of a Well Managed Classroom

- in a well managed classroom, 1: learners are deeply involved in their work especially with academic led
in instructions

2. Learners know what is expected of them and are generally successful

3. There is relatively little or no lost time , little or no disruption

4. The climate of the classroom is well oriented but relaxed and pleasant

- there are clear expectations of the learners

- learners are working independently and cooperatively with others in a task and engaged in learning
activities

- Note : proper classroom management starts on the first day of the school or the first time you meet
the class

- teachers who prepare their classroom in advance maximize learner's learning and minimize learner's
behavior

- readiness is the primary determinant of the teacher effectiveness

- do everything to welcome the learners and make sure that they know where to go and how to get
there on time

- keep in mind that what you do on the first day may determine how much respect and success you will
have for the rest of the school year

- arrange learner's sitting to maximize the accomplishment of the task and to minimize learner's
misbehaving problems

- assign learners to their seats on their first day of school

GOALS OF CLASSROOM MANAGEMENT

Dominant Roles played by a Classroom teacher

1. Concern's itself with the content of education or subject matter to be learnt

2. Concern's itself with the process of instructions or how learners learn , attitudes towards learning,
resources and technology needed to support learning and the context to which it occur

two broad goals of classroom management

1. To create and maintain a positive productive learning

- this goal is not meant to control innet docile and totally or learner body rather an effective classroom
management is to maintain learners interest , motivation hence the focus is on activities that create
positive and facilitative learning environment

- to support and foster a safe classroom Community this means that learners are allowed to make the
connections needed for learning to take place

- each learner needs to feel comfortable enough to discuss their previous understanding without fear of
being ridiculed for their misconceptions

- in order to make the learners feel comfortable enough to take these risks it is necessary to setup rules
and routines which to interact with the teacher and with each other

- rules and routines need to be fair and specific if the learners are to be expected to follow them
Other aims of classroom management are : 1. Assist learners to keep task focus 2. Reduce distraction
from learning [Link] and facilitate the flow of learning activities Help learners to manage themselves
4.

LEADERSHIP STYLES AND HOW LEARNERS PERCEIVE THEM

1. AUTOCRATIC STYLE

* Hard boiled autocrat- this type of leader constantly checks upon learners

- the leader expects the immediate expectance of all orders , there is rigid discipline in the classroom

- little praise is given to learners as this type of teacher believes that praising spoils the learner

- the teacher believes that learners cannot be trusted on their own

LEARNER REACTION TO THIS TYPE OF LEADERSHIP

- learners are very submissive

- incipient revolt

- buck passing is common

- irritable and unwilling to indulge

- the work's leaps is considerable when the teacher leaves

BENEVOLENT AUTOCRAT

- one is not aware that they are autocrat and is very much interested in learners and praising them

- they see as everything being dependent on themselves

LEARNER REACTION : most learners like the teacher but the clever ones dislike the teacher

- learners totally depend on the teacher for all directions there is little initiative on the part of the
learners

- there is submissiveness and lack of individual development

- amount of work in class may be high and of good quality

LAISSE-FAIRE TEACHER : the teacher has little confidence in dealing with learners

- believes they should be left alone

- has typical trouble in making decisions and has no clear cut goals

- doesn't encourage or discourage learners

LEARNERS REACTION : there is no morale

- poor and sloppy work

- buck passing, scapegoating and irritability among the learners

- no teamwork and noone knows what to do

DEMOCRATIC TEACHER : shares planning and decision making with learners

- gives help , guidance and sometimes counseling to individuals happily but not at the expense of the
class

- encourages as much participation as possible

- praises and criticism are given objectives

REACTION - LEArners like each other and the teacher

- learners praise each other and assume responsibilities on their own

- very few problems of motivation

MODELS OF HUMAN BEHAVIOR / HUMAN BEHAVIOR MANAGEMENT MODELS

* This topic in schools has been around for as long as they have been schools

*Behavior management has been and is still the chief concern of educators in schools across the world

- when learners misbehave they learn less and keep their peers from learning

- classroom behavior problems take up teacher's time and disrupt the classroom and the school

- in fact difficulties in managing learner behavior is sited as a factor associated with teacher burnout
dissatisfaction

1. ASSERTIVE DISCIPLINE MODEL

* Model was developed by Lee Canter and others in 1992

- Canter and Canter describes the 5 steps

1. Teachers must acknowledge they can and do affect learner behavior

2. Teachers must learn to display an assertive style which is the most effective style they can have
3. Must make a disciplined plan that contains good rules and clear effective consequences

4. Must provide learner instruction on the discipline plan

5. Should instruct learners on how to act responsibly

In 2005 Malgren and et al summarized the 4 models :

1. Teachers to develop set of rules for the classroom

2. Should establish a set of positive consequences for following the rules

3. Establish a set of negative consequences for not following the rules and convince them that it was to
their benefit to behave appropriately.

4. Should implement the model with the learners

[Link] should not feel bad if forced to use harshly negative consequences when neccessary because
learners want teachers to help them control themselves.

[Link] have a right to ask for help from parents and school administrators when handling learner's
misbehaviour

NB: this models can be applied to any situation and in using this approach teachers must determine
expectations and expectations appropriate for the age of learners.

[Link] CONSEQUENCES MODEL : RUDOLPH DREAKERS IN 1968

- relies on the notion that learner misbehavior is an ultimate reason for their unmet needs

- one of the underlying assumptions of this theory/model is that all LEArners desire and need
recognition/special recognition.

- when this need is not fulfiled learners exhibit a plethora of misbehaviors based on what DREAKERS
refered to as mistaken goals.

- when learner's need for recognition is not met that learner will first display attention seeking behavior,
if the desired recognition is not met the learner will attempt to engage teacher in power struggle.

-if this bid for power still leaves the learner without the desired recognition, the learner may focus on
issues of fairness and exerting revenge

- if this behavior again is not successful learner may finally resort to displays if inadequacy where he or
she appears to disengage or give up.

Therefore it is important to note that this model emphasizes the importance of assisting learners in
meeting their inert need to gain recognition and accepted.
- when the teacher strives to establish a classroom where all LEArners feel recognized and accepted it is
likely that misbehavior will happen

- in such cases apply the logical consequences which are consequences that have a clear and logical
connection to the misbehavior and have been discussed and agreed upon with learners before being
applied

A good example of a logical consequence or a learner that disrupts others in a class , might be that the
learner will be isolated from the grouphe until the learner agrees to rejoin the group without disruption.

- the principle exposed from at this model can be effective in middle and high school situations.

_additional demands by the teacher may result in continued deference and increased silliness, the
teacher should always avoid power struggles with learners.

_a better approach will be for the teacher to ignore headphone and try to work the learner into some
sort of leadership role, if the learner's mistaken goal is to gain a sense of power then teachers should
look for productive ways to allow those learners to feel powerful and consequently valued.

_inappropriate behavior is motivated by unconscious needs for example to gain attention, to exercise
power, exert revenge, to display inadequacy.

_If the motive is satisfied, inappropriate behavior associated with other motives will not be manifested

_learners can learn to understand their own motives and eliminate misbehavior by having teachers help
them explore why they behave as they do.

_presenting learners with a choice offers a sufficient basis on which they can learn to be responsible.

_learners react to lies based on their birth order

_we learn through our interaction with our environment, within this interaction our behaviors are
exposed, natural consequences, arbitrary.

_natural consequences are usually the most effective form of negative consequences

_if we cannot rely on natural consequences under all circumstances we can use arbitrary or logical
consequences

_when teachers have the option of using arbitrary or logical consequences, logical consequences should
be chosen because learners behave more appropriately when they some up the logical consequences
for their misbehavior.

Love and Logic

- it was developed by an author May emphasis is that each learner self concept is always a prime
concept
- learners should be left feeling as if they have some control and equal balance

- learners should be required to do more thinking than adults do

- according to Fay 1981 there are 3types of parenting and teaching styles

1. Helicopter: Hover over learners to save them from hostile world, such teachers makes excuses for
learners and takes on responsibilities, make decisions and use guilt to make learners behave in a certain
way

2. Drill Sergeant

- commands and directs learners lives , tell learners how they should feel and how to handle
responsibility

- had many demands

- use punishment alot including infliction of pain and humiliation

CONSULTANTS

- provide guidance and consultant service for LEARNER

- provide message of self worth and strength, share feelings by something, help explore alternatives and
allow learners to make their own decisions

- some teachers help learners in experiencing natural consequences for their actions and in exploring
solutions to their problems

- being concerned with how learners feels is an important role for teachers

- also decreasing the use for punishment is a goal for teachers

- leading learners through a problem solving process can be an effective means of changing behavior
and providing choices to learners can aid in their development as responsible individuals

1. Reality Therapy Model

- Glasser says that learners are in control of their behavior and choose whether to behave appropriately
or not

- classroom management should be designed to make learners make better choices

- activity like class meetings conducted weekly or more often can provide LEArners with feedback on
how their behavior affects others

- the key to this approach is getting learners realize how their choice of behavior affects others
* There are several key aspects that serve the reality therapy and these are

1. Learners are self regulating and can learn to manage their own behavior

2. Learners learn responsible behavior by examining a full range of consequences for their behavior and
making valid judgements about their behavior and the consequences of their behavior

3. Learner's behavior consists of an effort to satisfy personal needs for survival, belonging, love,
freedom, power and fun

4. Learners have a unique way of satisfying their own needs

5. Learners cannot be forced to change what they believe is that best way to satisfy their needs

6. There must be a warm , supportive classroom environment where learners can complete quality work
and feel good about themselves

7. Learners should be asked to do work , the best they can, and evaluate their own work to improve on it

8. Rules should be developed in the classroom

- teachers should establish a level of mutual respect with the learners

- cohesion should never be used in schools to control learner behavior. of used mistrust will prevail

- To sum up learners are motivated by 5 things :

1. Need for survival which involves need for food , shelter, protection from harm.

- teachers can help learners by making them feel safe in the classroom

2. A need for belonging and love - teachers must create an environment in which learners work together
and receive attention from teachers

3. Teachers should allow learners to make choices regardless of what they will study or how they would
demonstrate their execution

4. A need for fun - involve learners to take part in activities and allow them to share with others

5. Need for power - teachers to give LEArners responsibilities

PRINCIPLES OF CLASSROOM MANAGEMENT

- effective classrooms always begin with establishing proper rapport ( mutual understanding/working
well with each other)

_proper rapport is built on the recognition that you are first and foremost you're the teacher and they
are the learners that alones derives a mutual understanding

- whatever decisions that are to be made , they have to be made with the good of the learners in mind
Below are the principles of classroom management by Geroe Dan:

1. Sitting arrangement to promote discussion and learner centred learning

_this can have significant impact on how the class is managed.

- the way learners are arranged can also affect interaction between the teacher and the learners.

- Weinstein and Novodvorsky 2011 state that the tone of the class is heavily dependent on the sitting
arrangement, they further suggest rows which will direct the attention of learners to towards
theirteacher.

- these rows must leave a big space in the center for other activities and must be spaced to allow
teacher's movement.

- this can have a significant impact

2. Psychologically secure environment.

- too often, nowadays classrooms are like prisons, learners feel that school is a punishment more than
an advantage.

- as a teacher one needs to find ways that enable a classroom seem less bleak and intimidative.

_To do this focus on the physical and psychological security, physical security is a precondition that must
be satisfied to some extent before the environment can serve learners and teacher's other higher level
needs.

_This depends on the school you are in, physical security can either be a minor or major concern.

_Bullying could be rampant, physical violence and games can be a big issue at school.

_Psychological security is the feeling that this is a good comfortable place to [Link] particularly
important in Ana area where learners feel little physical safety outside the classroom.

_In impoverished unstable and unsafe environments, schools need to be a sanctuary.

_One way of enhancing psychological security is to make sure that your classroom contain some softies.

Be a real person as a teacher

_beginning teachers are often told not to smile until Christmas so that learners will perceive them as
serious and tough.
- a smile is a simple effective way of welcoming your learners , explain who you are and where you come
from, this might help learners understand that you're not a machine but a human being just like them.

[Link] ABOUT THE LEARNERS

- show learners that you care about their well being and their success

- show that you value their opinion and input

_take time to learn each learners name on the first day including asking a few questions that may relate
to what the learner enjoys doing during their spare time.

[Link] that are respectable

Respective class managers typically have 4 or 5 general rules for learner's conduct.

These rules need to be reasonable, neccessary, ear and consistent.

Having rules simply because you can enforce them is a wrong way to go about when managing the class.

Rules should be based around a circle of respect, of learners show you respect then reciprocate and
treat them like human beings.

The following are some basic principles of Classroom Management

[Link] an inclusive classroom in order to prevent unnecessary conflicts.

[Link] hands on experiential activities, focus on prevention and intervention.

[Link] to the process and joy of stimulating young minds and building positive long term
relationships with learners.

_discover strategies to create a space of listening to increase learners' senses of belonging and
connection.

_ help learners re evaluate their behaviors in relation to their goals.

_understand the importance of conveying high expectations

_develop appropriate rules, procedures and routines for the classroom

CLASSROOM MANAGEMENT STRATEGIES

- _As a teacher ensuring that all learners can learn in a safe environment is your prime objective.
- before one teaches devote time preparing your classroom and developing strategies that will help you
maximize instruction in a positive manner

_Below are some of the strategies

[Link] PLANS

_ permanent sitting arrangement will help one learn learner's names quickly, take attendance and
perform any other administrative tasks while learners are involved in some instructional activity.

_the use of a sitting chat can help you make this task a simple one.

_sitting arrangements can be modified to support different types of instructions such as small group
instructions or learners learning individually.

[Link] SURROUNDING

- the classroom should be arranged in such a way that all learners can see well , there should be no
obstructions, the lighting should be adequate and if and when learners move around they do not
interfere with other learners.

_ Your desk as a teacher should be positioned so that you can monitor the activities of all learners as
well as not interfere with movement within the class.

[Link] PROCEDURES

- These are the distribution of learner material, keeping the chalkboard clean, location of waste paper.

_Procedures for the sorting of equipment and other materials, the distribution and collection of
learner's materials, keeping the board clean, location of the waste paper and so on must be developed.

[Link]

_The classroom should be a showcase for learner's work as well as posters, magazine covers, charts and
pictures.

_It is important to let learners know that their work is important as well and let others know what
others are learning

_The material displayed should be changed Atleast every month or when you begin a new unit, this will
allow for all learners to have the opportunity to have their work displayed which will give them as sense
of scholarship
_School and class rules should also be posted as reminded to learners of the code of the behavior.

[Link]

- plan for a variety of instructional experiences and keep learners actively involved

- vary lessons so that they are interesting

- by avoiding the sameness of daily classes you will prevented disciplinary problems.

- also allow learners to be active participants rlin learning rather than pasisve listeners.

- policies should also be developed to take into account how learners should act and interact with each
other during different types of instructions.

[Link] attendance

_The importance of daily classroom attendance should be emphasized

_Learners must know what are considered legitimate reasons of being absent

_Procedures to follow when absent, as well as returning from absence and the impact recurring
absences will have on marks and grades.

Learner's lateness and dismissal

SKILLS OF CLASSROOM MANAGEMENT

- withitness it is a teacher's ability to know what is happening what is happening in the classroom and
should have eyes behind his/her hea

There are 10 skills of classroom management:

- essential skills:

1. Establishing expectations - it is making class rules

- as a teacher it is a requirement to convey and demonstrate the boundaries or rules

- strategies to assist in developing an implementing expectations include a) have a maximum of 3-4

simple and short rules

b) involve learners in the development of classroom rules. The learners are more likely to respect and
abide by the rules if they feel they contributed to the development of the rules
c) display the rules and expectations where they are highly visible and can be viewed from all areas of
the classroom

d) be an optimist and focus on the positives , promote the expected behaviors not the unexpected
behaviors

e) discuss rules and associated consequences for breaking the rules openly with all members of the class

f) most importantly model the behavior you expect from your learners

GIVING INSTRUCTIONS

- it is telling learners what to do

- this skill involves being able to give clear instructions to tell the learners what to do and when.

- the most important aspect of this skill is being able to tell if all learners are focused before giving them
the instruction

LIST OF STRATEGIES TO ASSIST IN GAINING LEARNER ATTENTION

- use a combination of verbal and nonverbal queues to gain learner attention

B) wait and scan

c) be concise and keep instruction to a bare minimum

d) follow the instruction with a short cause and scan the classroom

e) separate the instruction from content talk

f) rephrase the question

g) if they respond use thanks not please as this then gives them the option not to comply

h) use "null"

I) give instruction in a firm but calm voice

Waiting and Scanning

- it is stopping to asses what is happening

*The waiting and Scanning skill involves stopping to wait and look at your learners for 5-10 seconds after
you've given an instruction in order to asses what is happening - it is vital that you don't view this skill as
wasting time as if you don't wait and scan the learners would be more likely to ignore your instruction
- the wait and scan process takes place after giving an instruction while maintaining eye contact in order
to gain or keep the learners' attention

- after you have their attention continue with your next instruction or prompt them to follow your
instruction

- the wait and scan strategy promotes periods of quite focus and can assist lead into independent
focused work

- it is also a great time for a teacher to reflect , calm down or think ahead

- you can also extend on this strategy to include a verbal descriptive encourager in order to redirect
behavior where necessary

CUEING WITH PARALLEL ACKNOWLEDGEMENT

- this is praising a particular learner to prompt others

- the skill encompasses acknowledging or praising the own learners with hope that other learners that
are off task will mirror that learner's behavior

Key strategies to assist the effectiveness of the skill :

1. Choose a learner to praise in close proximity of a learner who's behavior you want to correct

2. Acknowledge the learner using a descriptive statement of encouragement in a loud enough voice for
others to hear

3. Follow up with a low key in acknowledging

BODY LANGUAGE ENCOURAGING

- things like smiling, nodding, frowning, gesturing and moving near

- this skill involves using your proximity, gestures and facial expressions to remain on task

- this is because moving around the classroom and interacting with learners increases the teachers level
of monitoring as well as reduces inappropriate or unexpected behavior

Below are some idea of how one can use your body to encourage on task behavior:

1. After setting a task , immediately move around the classroom non verbal signal to learners who are
off task that they should be learning , make sure you walk near all learners in class so that they don't
feel they are being singled out
2. Touch the learner's work that is doing very good

3. After completing one rotation of the room pause maintaining minimum teacher talk and see walk
slowly but directly towards the offtask learner

4. Stand next to the learner in the hope that your close proximity will redirect the learner.

5. Avoid standing too close to the learner as it will make them feel intimidated and this could prompt
hostility or an adverse reaction

- smile and make eye contact with LEArners to acknowledge appropriate behavior this will assist in
making learners feel noticed, valued and welcome

-. Make discreet movements as nodding or finger signals when appropriate to acknowledge on task
behavior and redirect off task behavior

6. Descriptive encouraging

- praise discouraging behavior

- praising good behavior is the essence of this skill

- this skill encourages learners to become more aware of their competence by describing exactly what
you see or hear

- when using this skill it is important to pay particular attention to the timing of it's use as well as the
tone of voice used

tips to use:

a) describe exactly what you see and or hear from the learner that you want to see or hear more
frequently from other learners

b) it is important to use a respectful measured tone of voice rather than an exaggerated voice otherwise
it can come across as sarcastic

- use descriptive praises sooner rather than later

- this can be done privately or publicly

- it's important to know your learners, some learners my might not appreciate attention having drawn to
them and this could result in adverse reaction or hostility

- use this skill frequently, learners respond better to positive reinforcement than negative reinforcement

- avoid generic or conditional praise

An example of a generic praise is "good job" it does not describe the learners behavior.
7. Selective Attending

- not obviously reacting to certain behavior

- selective Attending involves giving minimal attention to safe off task or inappropriate behavior

1. Use this skill only when the offtask learner is not disrupting other learners

2. Always keep this learner in your vision in the hope that they will become on task and will have to use
a descriptive encouragement

3. Attend to the offtask learner if a) they display on task behavior b) seriously disrupt others c) the
inappropriate behavior has remained in an unexpected behavior

8. Redirecting to the learning ( prompting on task behavior)

- this skill involves either verbally or non verbally redirecting a learner displaying off task or
inappropriate behavior in a respectful manner

- it is important to redirect learners to the learning not to their behavior.

Ways to redirect learners to learning:

1. Verbal direction could be

a) asking a question about the set task

b) offering assistance

c) giving specific instructions about the behavior you would like the learner to demonstrate

2. Non verbal redirection

* could involve skill number 5 body language such as using your proximity to the learner to redirect to
the learning

9. Giving a choice

- this is describing the learners options and likely consequences of their behavior

a) the skill involves respectfully confronting the offtask learner and outlining the learners choices and
likely consequences associated with their choice

b) it is important that you carefully consider the choices you give to the learner as it needs to have the
aim of redirecting the learner back to their learning

b) give the learner the appropriate amount of time to consider their choices and respond

c) try to seek choices that may have a positive option for example Peer tutoring your class
d) when giving the learner a choice it is important that the learner doesn't feel threatened or that they
are being punished

e) one strategy you can implement to avoid this is after you've explained the choices to the learner and
associate consequences pause briefly before turning your attention slightly away in order to prevent a
standoff situation

f) always use and maintain a firm and calm voice

10. Follow through

a) it is doing what you said you will do

b) when all other Skills have failed or have not been effective it is important to behave with confidence
and follow through with the consequence

c) the certainty of the consequence is more important than the severity

Tips to Execute Confidence when following through:

1. Use appropriate body language and a calm voice

2. Consult with administration

3. Don't let the embarrassment about what others might think ruin your confidence

4. Consider removing the class not the individual learner

5. In a crisis event send for help

DISCIPLINE

- over years discipline has been equated to punishment

- discipline and punishment are However not the same

- discipline involves teaching others right or wrong, specifically includes methods to prevent or to
respond to behavior problems so that they do not occur in the future

- discipline is the practice of training people to obey rules or a code of behavior using punishment to
correct disobedience

- the meaning of discipline can also be seen as creating regularity in conduct

- it can also be said to a state of individual conduct gained through training in self control and in habits
of obedience to socially approved standards of thought and action

*# it is important to always display discipline which is the epitome of all learning and as such a teacher
has to display unquestioned discipline
- indiscipline has developed to be a major problem in schools and society at large

- teachers in school must deal with it classroom of meaningful learning is to take place

- teachers must be a able to identify causes , signs and how to avoid indiscipline in their classroom

* Indiscipline is a situation where people don't control their behavior or don't obey rules

- it can also be viewed as any act which disrupts the smooth running and good order in a classroom or
school

* Indiscipline in schools is the violation of school rules and it's important here to stress that indiscipline
is not welcomed in any school

Signs of Indiscipline in the classroom:

1. Restlessness

2. Fidgeting

3. Continuous whispering

4. Lateness

5. Improper dressing

6. Drug abuse

7. Hooliganis

8. Destruction of properties

causes of Indiscipline:

1. Society and community at large

2. Home ( parent's attitude)

3. School itself

- harsh school

- lack of conducive physical environment

- school Structures

- school administration

4. Teacher

- coming late for the lesson

- poor or no lesson preparation

- poor or lack of subject mastery

- favoritism

- coming up with class rules that are not enforced.

- coming for a lesson while drunk

- being lazy

- use of vulgar or inappropriate language in class

- improper association

- general behavior in and outside the classroom

- poor or lack of communication and leadership ( lack of authority)

- poor teaching methods or strategies

- lack of motivation skills

- lack of classroom management skills

- lack of decision making by the teacher

- teacher's failure to be a role model in class

- influence of peers

- social media influence

Maintaining discipline in the classroom without using punishment:

1. Set your expectations early preferably the first day you meet the class

2. Set the class in motion as soon as you enter the classroom

3. Keep the learners busy by giving them a lot of work

4. Use non verbal queues

5. Prior proper planning of lessons is critical

6. Research so that you are not found wanting in your subject mastery

7. Deliver your lessons effectively.

8. Vary your teaching skills

9. Use appropriate instructional media

10. Don't take your social problems to the classroom

11. Come up with classroom rules together with your learners

12. Be fair, firm and friendly

Scheming

- when a topic is taken from the syllabus it is the teacher's duty to structure the topic so that it is split
into sub units covering certain related material which can then be taught in a certain order to be
covered in a relatively larger period of time usually a term

- scheming can be said to be a step by step arrangement of subject matter to be taught and learnt and
is drawn tfrom the syllabus

IMPORTANCE OF SCHEMING

1. It makes the handover process to be easy in case of a teacher's transfer

2. It helps the teacher to complete specific topics or work within a given period of time

3. It makes teaching both systematic and orderly since it ensures that topics in the syllabus are taught in
an orderly manner starting with the simplest to the complex

4. Ensures that every topic in the syllabus is covered

5. Enables the teacher to budget for time wisely giving room for events and activities which may
interfere with ghe school calendar eg public holidays,sports

6. Gives the teacher an insight to teaching by enabling the teacher to identify content, teaching methods
(activities) and relevant instructional material (sources) which he /she is going to use in the lesson hence
her/him to sort out the requirements

7. It guids the teacher in making a lesson plan

8. Checks the teacher's pace of teaching

9. Enables breakdown of objectives according to the content, helps to provide the instruction to be
delivered

SCHEME OF WORK
Definition: Kasambira 1993 views a scheme of work as a teacher's interpretation of the syllabus, and it is
a working plan a teacher develops from the syllabus

* Gwarinda 1989 says that a scheme of works is a logical and sequential or step by step arrangement of
subject matter to be taught and learnt drawn from the syllabus

* Macharia 1989 says schemes of work break down the broad topic into narrower teachable units done
during the school holidays

- the scheme of work lays down the content which is covered in a relatively long period of time usually a
term here a teacher lists topics to be taught during the term allocating time showing objectives to be
achieved during that week and the activities to be carried out during the course of work

- the schemes of work also have an evaluation column where the teacher shows the strengths,
weaknesses and possible remedious strategies

- when drawing up a scheme of works it is important to be conversant with the subject matter before
hand so that a sensible scheme of work can emerge therefore the teacher must consult sources and
identify some of equipment, teaching or learning media that may be required in the teaching or learning
of the content

- the scheme of works should also lay down the methods intended for use in teaching the material
schemed for

Lesson planning

 Macharia and Wario view a lesson plan as a written account preparation for a lesson that
shows in summary form how the lesson is supposed to proceed

 Gwarinda 1993 states that the lesson plan is the immediate translation of the scheme of
work into action

 Lesson plan shows what the teacher is going to teach, for how many minutes to whom , how
and why

 Kasambira 1983 says a lesson plan is a short carefully developed outline of a lesson designed
to help the teacher achieve objectives of a specific topic skills or idea

 In order for a teacher to plan the teacher is expected to consider the following:

 1. Chronological age of the learners

 2. Students cognitive development

 3. Learner intereste
  4. Learner's individual differences

 Above all plan to include use of more concrete media or objects to enhance learning among
learners

COMPONENTS OF A LESSON PLAN

 Lesson objectives

- first identify the learning objectives of that lesson

- objectives are the most important components in a lesson plan

- objectives define what learners are going to learn during the lesson and explain how the lesson
is going to be assessed

- lesson objectives must be always be written in a smart way, in other words they should always
be :

S - specific

M- measurable

A- attainable

R- realistic

T- time bound or time framed

- When coming up with objectives start by identifying what you want your learners to learn and identify
different ways to achieve that at the end of the lesson

- lesson objectives will guide teaching methods, learning activities and assessment

Materials

 Gather your materials before the lesson

- make sure you have that is needed to teach eg textbooks , markers, pairs of scissors etc

ASSUMED OR BACKGROUND KNOWLEDGE

 This focuses on learners prior experience or knowledge in a topic to help learners make new
connections with the topic of the day

 Activating is a helpful to introduce most lessons

DIRECT INSTRUCTION

 This includes the caution of the lesson used to instruct learners on the skills they are going to
learn

 This may include explaining the objectives, activating learners' prior knowledge, having LEArners
taking notes etc

* Guided teaching

* Closure and assignment

BENEFITS OF A LESSON PLAN

 Helps learners and teachers understand the goals of instruction ( teaching)

 Allows the teacher to translate the curriculum into learning activities

 Aligns instructional material with assessment

 Aligns assessment with the learning goal

 Equips you with the general outline of the goals and things needed to achieve the goal

 Without a lesson plan there is no lesson

 It is the driving force behind the teacher's teaching strategy, style of communication and how to
present information to the learners

 It permits the teacher to teach in an organized manner

 It ensures the accuracy of all tasks and duties assigned to different learners

 It helps in evaluating learner's results and helps in maintaining records of their performance

 It encourages teachers to try new ideas during the teaching process there by increasing their
level of confidence

LESSON EVALUATION

 It is a process whereby you start to look critically and analytically at learners learning and start
to make some judgement about the quality of the lesson
 Lesson plan ( record)

 Are drawn from the schemes of work

 Projects what will be done tomorrow or on that particular day

 Must show logical development ie teaching must be done in steps that clearly follow one
another

 Must show achievable objectives for each lesson and should also include activities to be
carried out by the teacher and learners during the lesson

 Must state the learning or teaching media and must be evaluated at the end of the day

 Questions are asked to direct the search for information to synthesize what has been discovered
and see the conclusions resulting from investigation are evaluated via questioning

 Using questions to assist learner's investigations is a new technique in the schools, In the past
teachers questioned learners to ascertain whether or not they had book content or to see if
learners were paying attention in class

 This shift in emphasis from learning solely content the learning processes is to enable the
individuals to deal intelligently with their world and their lives

 If learners can analyse their lives and of others while at school they will comprehend effectively
their reality when they are outside the formal school situation

 Today education aims at creating a rational being

 A rational being does not merely posses an effective memory, they must be able to react to data

 They must be able to think and must be active in seeking an understanding to problems

 Questions should play a central role in the learning process

 Because of this teachers need to plan their questions carefully

 This does not mean script writing as this will neglect creative teaching

 However it does mean that we need to

 If a teacher uses questions effectively learners will discover that the question is a very valuable
learning tool
  It is a device through which they can organize their thinking to achieve certain objectives

 Learners who ask themselves questions as they deal with various learning situations will provide
themselves with data, and will develop an awareness of where their defects are in learning

Principles of Questioning

 Richard Longline postulated the following principles of questioning :

 Distribute questions so that all including non volunteers are involved

 Balance factual and thought provoking questions

 Ask both simple and perhaps difficult questions so that the poorer learner may participate and
the brighter learner will be extended

 Encourage lengthy responses and sustained answers, avoid yes or no questions, questions
overlaid in after thoughts and questions that encourage guesses

NB- if you find yourself asking a yes or no question add explain, stimulate critical thinking by asking to
what extent why , compare and contrast, at all costs avoid these questions, " does everyone know

 Whenever a question is asked allow time for thought , wait until 5 or 6 want to speak

 Phrase questions clearly within the vocabulary limits of the class

 Make each question specific, short and proactive

 Encourage learners to comment on the answers of the classmate, start the crossfire by asking
what's your opinion of that answer

 Follow up promising leads, as a teacher build up on the contribution of a learner

 Tactfully curb aggressive learners eg no no learner domination over a teacher

 Don't drop a learner too quickly who seems unable to answer

 If a learner is nonplussed enquire how you can help out

 Never interrupt a learner who is attempting to answer a question nor tolerate ridicule of an
honest effort

 Use the overhead technique of questioning : it is in 3 parts

 1. Question

 2. Pause

 3. Name
  Ensure audibility, then refuse to repeat questions or answers, however in large classes always
repeat questions and answers

 If a learner asks a question don't answer it until you've asked the class

 Personalized questions eg pretending you are so and so what would you do

 Suggest partnership by enquiring how can we

Procedures and Consideration for Effective Classroom Questioning

 Following suggestions made by Philip Roizer in his book how to use the finer art of questioning

 1. The teacher should pay attention to his / her questioning technique because it a frequently
used tool and way to good teaching

 Since the method canno upt be divorced from content, the teacher must master the subject if
he is to perfect his questioning technique, there is no subject to being scholarly

 Questions must be guided by definite aims ,they should be asked to test a learner's preparation,
arouse interest and to develop insights,they should develop ideals, attitudes and
appreciations,strengthen Learning ( should reveal and analyse what has been taught), stimulate
critical thinking,test achievement of objectives

 Good questions are purposeful,they should not be general or vague

 There is a language of questioning in addition to what, the teacher should ask why and how
questions, his questions should call upon learners to explain,
illustrate,justify,compare,contrast,agree or disagree, interpret, evaluate and summarize

 Questions to avoid should include yes or no, vague questions, tugging questions- these place
emphasis on rot learning. Guessing questions which encourage speculation, leading questions

 Questioning will be most effective when questions are planned logical and sequential and are
addresses to the entire class, pause so that learners have time to think, balanced between fact
and thought,not repeated, asked in a conversational tone,designed to elicit designed response

 Handling answers is an important part of the questioning procedure,the teacher should be able
to handle correct, partially correct and fully correct

How To Handle learner's Responses

 When learners give incorrect answers to the question, the teacher must handle the answer with
great care don't embarrass the learner , dignify the response by identifying parts that they
answered correctly

 Mistaken ideas should be corrected but always in a kind and gentle spirit
  The art of questioning lies in the ability of the teacher to get the learners to participate in the
interaction process

 Responding to criticism, sarcasm will reduce the motivation of the learner to respond to other
questions in the future and similarly dissuade other learners

 If a question is very complex break it into several simpler questions

Purpose of Questioning

 Questions can be used to

1. Arouse interest and focus attention at the beginning of the lesson

 Used to elicit from learners prior knowledge of the learning area to be introduced and help
learners to develop ability to think and solve problems

 Questions help to make learning of new information more meaningful

 Allow learners to take an active part in the lesson

 Questions can be used time encourage learners to ask their own questions

 Questions help determine areas in which learner are experiencing some difficulties and provide
feedback

 Help determine the success of a lesson

 They reinforce key points and evaluate at the end of a lesson the learner's learning

 They stimulate thinking, interest and curiosity

 Asked to create knowledge

 To revise the lesson taught

 To meet psychosocial needs

Reasons for Questioning at Various Stages of a Lesson

 Many different questions should be asked during a lesson, each stage of a lesson demands
different types of questions

 For a question to be effective, it must be phrased in the right way and asked just at the right
time

 Introduction
  To arouse interest and curiosity

 To determine what learners already know

 To focus learners on activities to follow

 To motivate learners to participate in the activities

 To establish relevance to the topic

 To put the topic in context

 To relate the topic to learner's interest

Lesson Development

 To check if learners are following or not

 Ascertain the level of understanding

 Renew and maintain interest

 To clear up confusion

 To encourage the exchange of experience

 To stimulate possible solutions to problems

 To stimulate independent and critical thinking

 To help learners make connections within existing knowledge and new knowledge

 Help learners refocus their thinking

 Help learners make comparisons, deductions

Conclusion

 Help learners reveal what they have learnt

 Clarify any misunderstanding

 Helps the teacher identify gaps in knowledge

 Helps the teacher determine what to do next

Specific Levels of Questions

Bloom's categories of educational objectives to clarify question

Recall / knowledge level

  This is the lowest level of learning mostly used for mastery

 This is the remembering of previously learnt information, learners are expected to state, name,
identify, list , define and to recognize

 At this level understanding is not tested but the learner's ability to memorize and recall

Comprehension Level

 This is the ability to grasp the meaning of material

 It involves the use of specific rules, concepts and methods in situations typical of those used in
class and textbooks

 At this level learners demonstrate that they have understood the content since they have to
make use of the content in a visible performance eg translation, interpretation of facts or
calculating using appropriate formula.

 To identify patterns , to state reasons for, to convert information, to state disadvantage and
advantages, to explain, to demonstrate and illustrate

 It is from this level that the behavior becomes complex as learners need the additional
experience to be able to solve new problems in new situations

Application Level

 This is the ability to select length rules, concepts and methods in new and concrete situations

 Learners are expected to calculate, to relate, to show , use to produce, to solve, use graphs and
information given to solve problems

 It is a specific visible application of knowledge, skills and attitudes

Analysis Level

 This is the ability to break content into parts and identify the organization, structure and
relationship

 To separate the whole into it's components

 Learners are expected to show in the form of diagrams and chats , to breakdown, to distinguish,
to differentiate, to infere , to separate and subdivide

Synthesis Level

 This one requires learners to find solutions to a problem through the use of original creative

Evaluation
  Requires learners to make an assessment of good and/ not so good according to standards

Types of Questioning Techniques

 Lower Order Questions

 Mostly skill application

 These require learners to remember specific facts and information which has been previously
taught or which

Higher Order Questions

 Mostly judgmental, synthesis, evaluation and justification

 Demands higher level of thinking

 To arrive at a response learners have to manipulate or transform information for some purpose

 They may have to compare, explain or evaluate

Open Questions

 A variety of responses are expected in some cases there is no correct answer

 Sometimes a longer answer, perhaps a sentence or more

General Questions

 These are lower order questions relying on recall such as what, where, when, who

 They are of factual nature based on retention rather than reasoning

 These are useful in introducing the lessons before moving on to the concept

 They are also useful in drilling facts which are considered necessary for application to the
solution of other problems or the understanding of new material

Divergent Question

 They are designed to encourage learners to think divergently and to express their own feelings
about certain issues
  They don't have single answers

 They require learners to think creatively and to leave the comfort confines of the known to
unknown

 Though open ended

 Allows learners to be creative and imaginative

Probing Questions

 Probing means investigating something or to examine penetrattively

 Such questions encourage learners to think more deeply

 They require learners to clarify their original answer or statement

 They require or force learners to go beyond the information given in the answer

Environmental Approach / Field Trip / Excursion

 The environment is a complex set of physical, geographical, biological,social,cultural and

political conditions that surrounds an individual or an organism

 The environment can be a system that includes plants,soil,air,and other matter worth
interacting with the biophysical world

What are fild trips ?

 Beach (1980) states that a field trip is a structured activity that occurs outside the classroom

 Gwarinda defines a field trip as a method whereby learners visit a particular place where they
are supposed to learn

 A field trip is another form of live teaching where learners visit a particular place of educational
value eg Historical wings , museums, national place or any other place of educational value to
the learner

Field Trip as a Teaching Strategy

  A field trip is a visit to a place outside the regular classroom which is designed to achieve certain
objectives which cannot be achieved by using other means

Features of a field trip

 They facilitate abstract concepts ( imagining of concepts)

 They make learning more effective and learners would be able to gain vast ideas on the topic

 It helps learners internalize concepts much better about things they see than things they learn
theoretically

 A field trip motivates learners through increased curiosity and interest

 They add A variety to the regular instructional programs and they tend to be enjoyable learning
experience

 When conducting a field trip learners are taught by a stranger which means that it is not only
the educational environment which is refreshing and new but also an expert imparting
knowledge and information

 Educational tours increase learner to learner interaction

 They also increase learner to teacher interaction and also learner to teacher to parent
interaction

 During these interactions learners exchange ideas , they discuss in pairs and constantly learners
internalize concepts much better

 Taking learners out is called concrete Media act and it helps learners to appreciate and
internalize concepts faster than illustrations, drawings or models

 During these trips learners are gainfully involved

 By asking learners to select the place they want to visit , the other way of involving them ask
learners to develop questions they want to ask

 Involve learners by asking them to write reports when they come back about what they saw

 Involve learners by asking them to write thank you letters

  They evaluate the experiences of the trip

 Field Trip develop social awareness, educational tours make learners aware of the learning
activities in everyday life

 During trips learners are involved in group activities which enhance skills such as tabulating,
concluding, graphing, reporting skills, observation and recording

Purpose of Field Trips

 Field Trips bring about variety in learning which is necessary when dealing with young minds

 Taking learners outside the classroom helps in making concepts real through concrete evidence

 It introduces a concept of Novelty which encourages a high level of attention

 The purpose is for the learners to actually experience the places for themselves which in itself is
a form of live teaching

 Field Trips transfer business studies from a familiar and often dull classroom environment to an
active and practical activity outside the confines of the school

 Field Trips can also play a significant role in educating youths about local history, local
intrepecises, local religions or religious shrines, local productions

 Educational Tours evoke feelings of enthusiasm and instill a sense of responsibility as learners
develop respect for the environment and national heritage

 Generally educational tours enhance the curriculum, they are rich in educational possibilities as
learners learn from actual hands on experience rather than simply reading or hearing about
something

 Involvement in real world experiences makes learning more meaningful and memorable
compared to regular instructional programs

 Concrete skills such as note making and note taking are developed during field trips

 They also develop speaking and writing skills

  Field Trips help learners appreciate the relevance and importance of what they learn in the
classroom

Steps In Conducting Field Trips

 1. As a teacher identify objectives for the field trip

 2. Select a place to be visited and arrange date and time

 3. Conduct a previsit if possible to familiarize yourself with the major features of the area and
obtain address, directions , contact person and their mobile phone numbers

Logistics in Planning for a Field Trip

 Apply for administrative approval and find requisition for transportation

 Make arrangements for meals and develop schedule for the day

 Arrange special equipment eg cameras and any other

 Collect money for admission fees if the site demands fees

 Inform parent and guardians about the trip

 Create a list of learners and their parent's phone numbers in case of emergency

Field Trip Preparation

 Money is required for transport, an resourceful teacher should be honest in sourcing funds eg
fundraising instead of parents

 One may organize beauty contests to raise funds with the permission of the school head

 Make sure when organizing a field trip there is adequate preparation to ensure that some clear
benefits are derived from the visits

 Take precaution to ensure that the trip does not degenerate into a recreational activity where
learners will thoroughly enjoy themselves and come back without having learnt anything

 If the site is situated far from the school parents / guardians should be informed about the
intended visit well before so that they can make preparations for it
  In addition an indemnity form should be sent to each parent/ guardian so that they can indicate
if they grant permission for the child to attend

 The teacher should seek permission from the site authority liase with the site manager so that
he prepares his staff to help you and your learners when you get there

 Ensure that each learner carries a pocket notebook and a pen so that he/she writes down
his/her observations during the trip

 Provide questions or guiding points to look for during the field trip

 Give your class detailed background information about the site , learners with special diet
should be identified so that their health is maintained

 Make arrangements atleast 2 months before the visit, these arrangements should be made in
writing as verbal arrangements cause confusion or misunderstanding

 Plan for a schedule for each day during trip , dividing up the activities and allocating time for
each activity

Pre Trip Discussion

 Discuss the purpose of the field trip with your learners , show your learners photographs of the
site

 Set a standard conduct and discuss how you are going to use the money raised

 Think about lunches, dress code and other things that may be necessary

 Discuss with your class how to ask good questions and make a list of the open ended
observation questions to gather information

 Make an overview of the field trip

What To do During the Visit

 Encourage learners to take down notes based on their observation during the visit

 Make sure learners do not make much noise

  Encourage learners to behave well through out the visit

 Encourage learners to take photographs of the class during trip

 Learners must ask prepared questions and take down the answers

 It is important to only do things you have planned during the field trip

Post Field Trip

 Let learners share their observations and reactions to field trip experience

 Let learners create classroom bulletin boards displaying material collected while they were on
the trip

 Let the learners/class compose thank you letters to those involved during the field trip and send
them

 In the letters they can also include special information learnt during the trip

 After the trip the teacher should send a written vote of thanks to the management to the place
visited

Evaluating the Field Trip

 There should be follow up activities after the trip and these include follow up projects such as
picture exhibition/s

 Write some essay of what they saw , highlighting what interested them the most during the trip

 As a teacher you should submit a report to the school head copies of which must be available to
all stakeholders

 Learners may be given a test at the end of the trip to judge the extent to which the set
objectives were met

 As part of the evaluation ask yourself the following questions

 1. What was the unique educational value of the trip

 Did the learners meet the objectives

  Was there adequate time

 Was there adequate Staff and adult supervision

 What might be done differently

 What points could be emphasized next time

 What problems should be addressed in the future

Merits of the Field Trip

 Real world experience eg a textbook lesson on domestic animals can be enhanced by a visit to a
local farm where learners can see the domestic animals live

 Increases quality of education eg a biology field trip could take pupils in a hunt for bugs or
certain type of flowers

 Improvement of social relationships , a field trip brings learners closer together

 Many field trips combine educational content with team building activities depending on the
situation and where you are

Demerits of Field Trips

 It is difficult to prepare for field trips there could be lack of support from school administrators

 Schools may not afford the material required for the trip

 Sometimes the school may not provide financial support

 Shortage of resources

Electronic Media

 It refers to any type of device that stores and allows distribution or use of electronic information
this includes tv, internet, radio, fax, computer and any other media that requires digital
encoding of information

The Use of Interactive Videos for classroom purposes

  The term video refers to all visual aspects of television signals

 A video projector/ DVD player can be used to project images onto a screen to allow more people
to see

 A DVD player is separate gadget a connected to a tv monitor

 The images from the DVD player are projected onto the tv monitor via wires

Importance and effective use of videos

 They have the ability to capture events some of which are impossible to bring to classroom I'm
their natural form

 Almost every activity can be captured with it's colour, form and sound

 The DVD player has the facility of playing back any number of times thereby ensuring maximum
learning than wording description can do

 It is possible to slow down or increase speed according to what the teacher or learner wants

 The size of the visualize can be increased or reduced on the same video

 The visuals once captured can be stored and used for many years

Use of Videos in Micro Teaching

 Micro Teaching is a technique of teaching in which one learns the skills of teaching through a
scaled down process of teaching and learning ( Kumar 1996)

 The micro Teaching steps

 1. A teaching skill is identified for execution

 2. Planning for teaching

 3. The teaching session

 4. The recorded teaching is played back and studied by the teacher and the group of learners

 5. Analysis of the skill

  6. The teacher replans the lesson as a stable one with the improvements considered necessary

 7. The teaching session is repeated as in step 3

 8. Recorded micro Teaching is replayed and there is further criticism

Summary

 Micro Teaching is primarily for the benefit of the trainee teacher who conducts the teaching
session

 He / she cannot hear herself while teaching

 It is therefore necessary to do the video recording of all performance and hence enable him/her
and make self criticism

 It permits the supervisor and mentors to assist the trainee teacher identify their strengths or
weaknesses in a practical manner and as such set guidelines for improvement

Educational Television

 It almost operates the same way as a radio

 It has an age ( advantage) above other projected media because of ease of access and operation

 When a television is used for educational purposes it is called educational Television

 Educational Television from broadcast media is an important source that is used in many
countries, the telecast educational lessons for distance learners

 Once educational Television becomes an integral part of the classroom teaching the physical
facilities should be taken into consideration

 No matter how rich and valid the tv programs are they cannot reach the audience unless
optimum physical facilities are available to the viewers

Physical Facilities

Space and sitting arrangements

 Suitable space area should be marked depending on the number of viewer

  Consider Lighting and ventilation

 Consider space for demonstration

 TV sets should be in operational condition so that they can be switched on at a very short office

 Make sure your PowerPoints and plugs are functioning, have alternative power source

 Have the literature of the gadget you are using

Role of the Teacher in the TV programs

 Planning and preparation

 Production and presentation

 Utilization

 Evaluation

Merits

 Provides a common experience to all learners

 It permits the use of the best available teacher to teach a subject to a larger number of learner
viewers

 It provides the teacher an opportunity to observe the instructional methods and ideas of experts

 It directs the attention of the learner to the exact detail of the object by eliminating distracting
surroundings

 It makes it possible to bring large , scarce, new or confined equipment into the classroom
electronically

 It saves time, effort and cost of setting up classroom projection equipment

 It allows the teacher time to observe individual learners or to assist them during the television
presentation

Limitations
  The media is limited to one way communication

 The total cost of teaching by a television is more than the normal classroom instruction

 Television has special and unique techniques and requires occasional rearrangement of subject
sequence

 Individual differences of the learners are not catered for in a television lesson

 Television lessons are not flexible

 Instruction through television is not learner centered

Marking

Introduction

 Marking and marks have been deep embedded in the educational culture

 They have become the basis in whole or in part for a wide range of actions and decisions within
a given educational institution between levels in the Education structure and in the relations of
the educational system and the outside world

What is marking?

 Gwarinda T C ( 1993; 112) says that marking is the direct process of indicating what has been
done correctly and incorrectly in learners' exercises or script

 It is a process of communicating with a learner hence providing him/her with feedback

regarding his/her efforts

 Farrand states that marking may serve the purpose of informing the teacher concerning what
has been learnt by his learners and inform parents/ guardians of the progress of their children

 Marking is probably the most important aspect of teaching which the teacher should carry out
consciously

 Marking is individualized instruction or teaching

 Here a teacher is looking at a learner's response to instruction

  It is from this exercise that the teacher should be able to assist individual learners to learn
progressively hence the importance of establishing a marking scheme before carrying out the
marking

 It is not always the answer that the teacher should look for

Why Mark?

 Before one undertakes marking one has to know why one is marking

 It is important that if marking is done properly and effectively it benefits the learner , the
teacher and the parent/guardian

To the learner marking serves to :

 Draw attention to their error (s)

 Help and guide them recognize what is wrong

 Help learners correct errors

 Help to prevent the recurrence of errors

 Motivate learners to produce careful and commendable work

 Advise learners on how to improve on the weaknesses identified

 Help to identify strengths that the learners may build on

To the teacher effective marking helps to

 Discover and record what has been successful or unsuccessfully learnt by the learners

 Evaluate his/ her teaching methods

 Discover skills or materials still to be taught where learners already demonstrate competence

 Plan effectively for the future

 Meaningfully and competently compare learner's abilities in specific concepts against their
classmates/stream mates
  Learn more about his learners and how best they can be assisted

 Determine further teaching on an individual basis

To the Parents/ Guardians effective marking helps to :

 Helps them to see clearly the progress of their children

 Share schoolwork experience with their children

 Encourage and counsel their children informatively

 Evaluate the teacher's effectiveness in teaching and marking itself

 Have the sound basis for discussion with the teachers on their Children's progress especially on
consultation day

Considerations in Marking :

 Motor skills Development ( ability to shape letters and figures correctly)

 Visual sense development

 Imagination skills ( eg composition skills, creativity)

 Listening Skill development

 Whether the work show shows progress or deterioration

 Are the letters and figures of the required standards

 Is the work of acceptable qualities and quantities

 Is there sound conformity to given instruction

 In the end however the teacher should evaluate his/her marking and as you evaluate look at the
effectiveness of your marking in this manner ask yourself if there are observable changes for the
better

 Are learner's weaknesses being reduced if there is no change what action are you taking

 Do your learners know what you expect of them

How do you mark?

 Use a tick for a correct answer or response

 If the response or answer is not correct we politely tell the learners that the answer is incorrect
by underlining where it is wrong

 At all cost avoid the use of an "x" to indicate the wrong answer as it doesn't indicate where the
error is

 Also avoid the use of terms such as poor, see me , stupid, as such such remarks tend to
discourage the learner

 When marking make sure your learners understand your marking hence the need of a marking
scheme

 Marking must have a purpose, you don't just mark for the sake of marking

 When marking learner's work mark the obvious such as the date and the topic

Factors Affecting Marking

 Marking is subjective

 Hallow effect - you hold a book or script you feel you really want to read through and mark but
you hold another one you just get bored and start feeling tired

 Writer impression - neatness and expressions

 The mood of the marker when he/she is marking

 The marker's understanding of the work being marked

 Previously marked books or script tend to affect the new work

Multiple Marking System

 This is a system for reporting learner's progress in which more than one marking system is used

 Here a letter, numerical grade and descriptions may be used

  This is normally found in progress reports and to a lesser extent in exercise books

 Progress reports are sent to various interested parties showing how learners are performing

Guidelines for Developing Marking System

 The information a report has , the more meaningful it is

 It is necessary for each school to develop methods that suits it's own circumstances

 The development of a marking and reporting system should be guided by the function served by
the system

 The system should be developed by the joint efforts of parents/ guardians, learners and school
personnel

 A reporting system is more meaningful when the user has a say in it's development

 A committee representing various should be formed in a school

 The committee would then develop a marking system for a particular system

 This increases acceptance and understanding by the users

 The marking and reporting system should be based on a clear statement of educational
objectives

The Functions of Marks

 Marks are objective Criteria for assessing learner's performance

 Marks place learners in identifiable ability groups eg learners who score 80% and above in which
the majority score below 60% are classified as above average/ outstanding

 Marks also enable schools to keep permanent records of learner's progress for administrative
purposes for instance someone can write back to his school many years later to obtain his/her
performance at school

 Marks also motivate learners to work harder eg a learner who has been scoring 30% in a
particular subject is motivated to work harder when his marks start to rise above 30%
  Marks are also used to keep parents informed about children's progress in schools, when
parents are kept informed they are more willing to cooperate with the school

 Marks also enable parents to give learners sound advice on their future plans

 Marks are used by teachers as a basis for providing relevant guidance and counseling to
learners, here learners come to know their strength and weakness and use the information to
choose careers

 Marks also serve such administration functions as promotion, graduation, awarding of prizes,
awarding of scholarships, reporting to other schools

Limitations of Marks

 Inspite of many good functions served by marks and grades , no mark or grade is perfect

 Marks and grades cannot be taken as accurate or total measures of learner performance at best
they can only be estimations

 Marks and grades create unhealthy competition among learners, learners vie to be considered
the best and this breeds competition which also results in cheating

 Marks and grades put great stress and strain on learners as failure to score highly may lead to
failure to secure meaningful employment

 Marks and grades lead to the classification of learners into definite groups, this labelling has bad
pyschological effect as those classified as average and weak tend to sit back and relax as
everyone know they are weak

 In many instances marks and grades are a reflection of teacher performance rather than learner
performance

 Marks and grades also imply that the condition under which the test is done are normal.
Character education

 This is more of a phyoosophical approach to improve learners behavior.

 Character education includes focused work on teaching learners respect, being fair and
trustworthy, caring for others, being responsible and being a better citizen.

Key aspects of character education

 It promotes core ethical and performance values.

 Learners learn to understand, care about, and act upon these core ethical and performance
values.

 Programs should encompass all aspects of the school culture.

 Teacher's should foster a caring school community.

 Learners should be given opportunities for moral action.

 Character education supports academic achievement.

 Programs focus on the intrinsic motivation of learners.

 Whole staff involvement is key in character education.

 Positive leadership of staff and learners is essential.

 Parents and community members should be involved.

 Results are assessed and improvement are made

Reality therapy
 This is a control theory developed by Glasser in 1965.

 The basic premise of the theory was that learners are in control of their own bebehavi and
choose whether to behave appropriately or not.

 A key to reality therapy is the establishment of mutual respects between the teacher and the
learner.

 There are several aspects that set the foundation for the model and these are

1. Learners are motivated by the need for survival which involves the need for food.

[Link] need for shelter.

[Link] from harm.

 Teacher's can help learners by making them feel safe in the classroom.

 Learners have a need for belonging and love.

 Teachers can help in fulfilling this need by creating a classroom environment in which learners
work together on meaningful activities and recieve attention from the teacher and others.

 Learners have a need for freedom, teachers should allow learners to make choice regarding
what they will study and how they will study it.

 Learners have a need for fun, teachers should involve learners in interesting activities and allow
them to share their accomplishment with other learners.

 Learners have a need for power, teachers can help learners meet this need buy giving them
responsibilities.