1. 4. CLASS ARRANGEMENT
1.1. 4.1. Arranging students
1.1.1. Individual organization: specially planned and useful to develop autonomous independent work skills in children
1.1.2. Group organization: useful to give general indications to the whole class, correct activities, do common activities, develop social and language skills, etc
1.2. 4.2. Activities pace in class
1.2.1. Unfinished activities
1.2.2. Flip-flop
1.2.3. Unfinished explanations
1.2.4. Fragmentation
1.3. 4.3. Making the best use of time
1.3.1. Active time: useful time used to motivate learning and obtain profit from students
1.3.2. Evaporated time: time dedicated to create the necessary conditions for teaching and learning
1.3.3. Empty time or filling tim: referred to remaining time after all planned activities have been finished
1.4. 4.4. Collaborating with parents
1.4.1. Consumer parents: receive school services and keep a clear separation between their responsibilities and the teacher's
1.4.2. Parents as a resource: they give help and support participating in school activities
1.4.3. Parents as peers: they take constant care of children development, supporting their curricular development at home and having constant contact with teachers
2. 5. STUDENTS MISCONDUCT. PREVENTION AND INTERVENTION
2.1. 5.1. Prevention processes
2.1.1. In the beginning of the school year
2.1.2. Teachers’ skills
2.1.3. Listen to students
2.1.4. Teacher authority
2.1.5. Development of social skill to solve problems and conflicts
2.1.6. Self-direction through “contracts”
2.2. 5.2. Intervention processes
2.2.1. Not correcting students if their behaviour does not create problems
2.2.2. Asking students why their inappropriate behaviour until it stops
2.2.3. Keeping visual contact with the implied student(s) until they show proper behaviour or getting closer to them
2.2.4. Making appealing questions
2.2.5. Calling out students loudly by their names
2.2.6. Reminding them their behaviour is inappropriate and asking them about the consequences of their misconduct
2.2.7. Distracting students from their misbehaviour by assigning them a more attractive task or activity
2.2.8. If this behaviour is recurrent, recording it so the student can see him/herself and reflect on it
2.2.9. Restricting privileges or rewards
2.2.10. Exchanging seats
2.2.11. Using responsibility messages
2.2.12. Using a sanctioning system to correct a persistent misbehaviour
3. 6. DEVELOPING RESPONSIBILITY AND MORALITY
3.1. When students are willing to develop emotional empathy with others, as they are able to open to others and understand their points of view, they are also better prepared to think ethically and morally about their individual responsibility to others, to their group and their community
4. 1. THE IMPORTANCE OF CLASS MANAGEMENT
4.1. Defined as the collection of actions aimed to create and keep a learning atmosphere which favours working on teaching goals
5. 2. THEORETICAL BASIS OF CLASS MANAGEMENT
5.1. Behaviourist theories such as classical conditioning and reinforcement suggest the importance of giving stimuli and specific rewards to produce desirable behaviours
5.2. Control strategies
5.2.1. High control strategies: external reward and punishment are emphasized
5.2.2. Medium control strategies: they foster a combination of intrinsic and extrinsic motivation
5.2.3. Low control strategies: they come from cognitive psychology and the philosophical belief that students have got an innate sense of responsibility and control over their behaviour
6. 3. IMPLEMENTING AN ADEQUATE CLASS ATMOSPHERE
6.1. 3.1. Types of class atmospheres
6.1.1. Competitive class: the teacher introduces the content and evaluates individual success comparing it to others'
6.1.2. Cooperative class: students collaborate with one another under the management of the teacher
6.1.3. Individualistic class: this is a kind of atmosphere in which the student's individual work is emphasized, evaluating his/her accomplishments without comparing it with others'
6.2. 3.2. Attitude of teachers to students
6.2.1. Tolerance
6.2.2. Authenticity
6.2.3. Empathy
6.2.4. Enthusiasm for their subject
6.2.5. Great expectations of success in every student equally
6.3. 3.3. Establishing rules and procedures
6.3.1. Rules or norms: formal declarations, generally on paper, which specify what students are allowed to do and what is expected of them not to do
6.3.2. Procedures: a less formal concept which specifies the ways things are done in a particular place or context.
6.4. 3.4. Physical atmosphere
6.4.1. Classroom aesthetic
6.4.2. Enough room
6.4.3. Classroom size
6.4.4. Class arrangement
6.4.5. Student placement
6.4.6. Class decoration
6.4.7. Order and cleanness
6.4.8. Noise levels
6.4.9. Arrangement coherence
6.5. 3.5. Learning community in class
6.5.1. Their members feel individually valued, connected with one another and compromised with the community growth and learning
6.5.2. Students have chances to share their visions, mistakes and weak points with no fear to be wrong
6.5.3. Students tend to provoke less discipline and behaviour incidents
6.5.4. They attain high comprehension and skill levels and therefore a greater academic success
6.5.5. Respect and support among all peers comes first, which creates an atmosphere where children feel happier