The concept of managing the class is bigger and more comprehensive than some meanings such as control, calmness and adherence to instructions, It means that the teacher does many work and tasks of maintaining order and providing an emotional and social climate and regulating the physical environment of furniture, equipment, materials and means and investing educational experiences and good planning.<\/p>\n
In doing so, it covers everything related to the learner, the teacher, the school curriculum, educational objectives and human relations.<\/p>\n
Class management concept:<\/span><\/p>\n Some define classroom management as: A range of good human activities and relationships that help create an effective educational and social atmosphere.<\/p>\n The management of the classroom is an important element of the teacher’s education process, Perhaps the argument that a teacher who cannot manage his class cannot manage something else is a saying that is very close to health. Judging teachers’ achievements in the performance of the learning process is linked to classroom management and control. There is no doubt that there is a close relationship between the concept of class management and its control through the department’s focus on exploiting all the energies of learners in general as well as by the fact that time is a rare resource that cannot be replaced, accumulated or stopped. It is therefore supposed to be used effectively to achieve the objectives set in the time period assigned to it.<\/p>\n The process of managing the class does not stop when maintaining order and discipline, but goes beyond that to many other tasks and work, the management of the class includes many aspects, We are in the skills of success for human development as experts in the field of training and qualification of teachers we will offer you, God willing, a course that is considered the expertise of specialists in the field of classroom management, To provide you with effective expertise, knowledge, tools and skills in the field of classroom management, We have designed this training bag to be a real addition to the educational process and to be a basic training facility for every teacher, trainer, educator and educator.<\/p>\n This training bag aims to introduce the concept and importance of class management, and develop his skills in the control and management of the class, It also addresses the concepts of class management and organization, and human relations, And the classroom environment, And class interaction, and disorderly behavior in class, And class problems, and the strategies used to treat them.<\/p>\n Where this training bag works to provide a comprehensive knowledge vision of class management, This bag is not limited to this presentation, Rather, it goes beyond it to practical experiences from the reality of actual practices of our educational, training, administrative and advisory experiences that we transfer to the participants in the training program.<\/p>\n This experience provided by this training bag coincides with the directions of the Foundation for Success Skills for Human Development, which takes care of the synergy of the theoretical and applied aspects in the context of practical training finds a place in theoretical thinking and practice in the training room. And in light of this trend, The skills of success look forward to providing a training bag in which participants find what they are weighing, and what they benefit from in their educational practices.<\/p>\n We look forward to this training bag, and other than what we produce in the skills of success for human development, An entry point for a broader and in-depth dialogue leading to the creation of interactive administrative climates that lead to a shift in the administrative and educational process as a whole, And what is going on in the training room in particular in its social framework in all its dimensions.<\/p>\n We have focused on the skills of success for human development to be a fun and useful course and therefore in a real training operator in which the participant learns and practices active learning.<\/p>\n This training program is designed to be a founding introduction for educational, development and training workers.<\/p>\n It is good to offer you a description card for the training bag wishing you pleasure and benefit<\/p>\n <\/p>\n <\/p>\n Training bag objectives:<\/span><\/p>\n First:<\/span> The general goal of the training bag<\/span> :<\/p>\n By the end of this training program, we expect that the participants have achieved the following results (God willing): Second:<\/span> Detailed objectives<\/span> :<\/p>\n This course aims to help participants achieve the following:<\/span><\/p>\n 1<\/span>– Providing participants with the most important knowledge in the field of classroom management in theory and practice by examining the concept, importance and characteristics of classroom management.<\/p>\n 2<\/span>– Participants should learn about the management concepts of classroom management.<\/p>\n 3<\/span>– The participants should know the duties of the teacher and his tasks inside and outside the classroom and the mechanisms of activating his role.<\/p>\n 4<\/span>– Participants should learn about the mechanisms of developing the teacher’s knowledge and skills in the field of classroom management.<\/p>\n 5<\/span>– Participants should learn about communication and communication skills in classroom interaction and mechanisms for activating it.<\/p>\n 6<\/span>– Participants should learn about the rules of class discipline, its strategies and the mechanisms for its application.<\/p>\n 7<\/span>– To identify and use appropriate management methods and strategies to manage the class.<\/p>\n 8<\/span>– To apply contemporary administrative systems to control class behavior, Facilitate communication and pass on information to students.<\/p>\n 9<\/span>– To analyze the behavior problems and to identify their sources, It should use appropriate administrative means to enhance the process of modifying and addressing conduct.<\/p>\n 10<\/span>– Participants should learn about strategies to involve students in developing solutions to some classroom problems and self-control mechanisms for student behavior inside and outside the classroom.<\/p>\n <\/p>\n <\/p>\n Knowledge and knowledge units included in the training bag:<\/span><\/p>\n Participants in this training program will learn the following knowledge and knowledge training units:<\/span><\/p>\n The first training module:<\/span> an introduction to classroom management<\/span> : The second training unit:<\/span> the classroom management framework<\/span> . The third training unit:<\/span> teacher behavior and classroom discipline<\/span>. Training Unit 4:<\/span> Classroom Problems and Addressing<\/span> Training Unit 5:<\/span> Classroom System<\/span> The sixth training unit:<\/span> learning the systems and the rules of class<\/span> . 7th Training Unit:<\/span> Classroom Behavior Management Methods <\/span>. 8th Training Unit:<\/span> Behavior Modification and Class Management<\/span> . 9th Training Unit:<\/span> Modifying classroom cognitive behavior<\/span> . <\/p>\n <\/p>\n
\n<\/span>Develop the knowledge, skills and expertise necessary for workers in the field of general education or technical or training education by introducing them to the methods of managing the classroom and understanding the psychology of students and ways to motivate them to learn and excite their motivation and direct their energies and develop their abilities in accordance with the latest educational and educational theories in this field.<\/p>\n
\nThis training unit includes the following skilled and cognitive training vocabulary:
\n<\/span> Introduction<\/span> to classroom management.
\nThe<\/span> concept of classroom management.
\nSpecifications<\/span> and features of successful classroom management.
\nConceptual<\/span> analysis.
\n\u2022<\/span> Classroom functions.
\n\u2022<\/span> Creative grade management.
\n\u2022<\/span> Good classroom properties:
\no<\/span> Grade size
\no Class climate<\/span>
\n\u2022<\/span> Classroom environment management:
\nClassroom environment patterns
\nRules of<\/span> management of the regulation of the classroom environment
\nAreas<\/span> of activation of the classroom environment
\nEffective<\/span> classroom management standards
\nEffective<\/span> classroom activity strategies
\n\u2022<\/span> Class behavior and modification:
\nClass problems<\/span>
\nMethods<\/span> of managing and modifying class behavior.<\/p>\n
\nThis training unit includes the following skilled and cognitive training vocabulary<\/span> :
\nThe<\/span> concept of the classroom management framework.
\nPlanning<\/span> for classroom learning management.
\nApplications<\/span> of the corrective model.
\nEffective<\/span> management of effective education.
\n\u2022<\/span> Class management at educational stages.
\n\u2022<\/span> Row map according to targeted organizations
\n\u2022<\/span> Motivational classroom environment assumptions.
\nPositive<\/span> classroom management standards
\nEffective<\/span> management of effective education.
\n\u2022<\/span> Classroom system input.
\nOrganizing<\/span> and managing the Safavid community.
\nRegulating<\/span> the physical environment of the classroom.
\nStrategies<\/span> for effective classroom activity.<\/p>\n
\nThis training unit includes the following skilled and cognitive training vocabulary:
\n<\/span> \u2022<\/span> The teacher is an effective leader in the class.
\n\u2022<\/span> Teacher’s roles and functions in classroom education as leader of the classroom department.
\n\u2022<\/span> Indicators of the teacher’s success in the classroom environment.
\nTeacher’s<\/span> behaviour and classroom discipline
\n\u2022<\/span> Successful rows and their characteristics
\n\u2022<\/span> Strategies for activating classroom leadership.
\n\u2022<\/span> “Aesthetic effect” or “power of beauty” Pygmalion Effect and its impact on student performance.
\nFocus<\/span> on learning instead of education.
\nStrategies<\/span> to reduce bad behavior.
\n\u2022 The<\/span> characteristics of the controlled successful row manager.
\n\u2022<\/span> Stages of classroom diagnostic thinking.
\n\u2022<\/span> Strategies for classroom diagnostic thinking.
\n\u2022<\/span> Continued problems of classroom management.
\nInstructions<\/span> for the beginning of the school year.
\n\u2022<\/span> Steps of class momentum.
\nNon-verbal<\/span> communication elements.
\n\u2022<\/span> Features of the class democratic environment.<\/p>\n
\nThis training unit includes the following skilled and cognitive training vocabulary:
\n<\/span> \u2022<\/span> Classroom problems and their treatment:
\nIts<\/span> causes.
\nIts<\/span> sources.
\n Strategies for solving classroom problems.<\/span>
\n\u2022<\/span> Classroom system
\nTeaching<\/span> classroom regulations and rules
\n\u2022<\/span> Classroom behavior management methods
\n\u2022<\/span> Grade behavior modification and grade management
\n\u2022<\/span> Modification of cognitive behavior
\nSolution<\/span> processes.
\nReasonable<\/span> laws and their limits.
\n\u2022 The<\/span> meaning of the psychological context of learning and the size of the class.
\n\u2022<\/span> Classroom educational climate.<\/p>\n
\nThis training unit includes the following skilled and cognitive training vocabulary:
\n<\/span> \u2022<\/span> Factors affecting the classroom system.
\n\u2022<\/span> Classroom environment patterns.
\nRules<\/span> for managing and regulating the classroom environment.
\n\u2022<\/span> Management and control of the classroom system.
\n\u2022<\/span> Strategies to strengthen the system and its conservation mechanisms.
\n\u2022<\/span> Good classroom features.
\n\u2022<\/span> Areas of activation of the classroom environment.
\n\u2022<\/span> Instructions to maintain order and class discipline.<\/p>\n
\nThis training unit includes the following skilled and cognitive training vocabulary:
\n<\/span> The<\/span> concept of classroom regulations and rules,
\n\u2022 The<\/span> importance of understanding classroom regulations and rules.
\nThe<\/span> relationship between behavior and class rules.
\n\u2022<\/span> Flanders Decimal System (VICX) in the field of verbal classroom interaction.
\n\u2022 The<\/span> importance of verbal interaction and methods of improving it.<\/p>\n
\nThis training unit includes the following skilled and cognitive training vocabulary<\/span> :
\nClass<\/span> behavior management strategies.
\n\u2022<\/span> Understand the group’s dynamics of behavior management.
\n\u2022 Negative and positive dynamics.
\nThe<\/span> relationship between class discipline and development development.
\n\u2022<\/span> Tactics to ensure class control.
\nEffective<\/span> methods of punishment.
\n\u2022<\/span> Golden rules in row adjustment.<\/p>\n
\nThis training unit includes the following skilled and cognitive training vocabulary:
\n<\/span> The<\/span> concept of modifying behavior.
\n\u2022 The<\/span> hypothesis of modifying behavior.
\nStrategies<\/span> for modifying individual class behavior.
\n\u2022 The<\/span> effectiveness of home enhancement.
\n\u2022<\/span> David Premack Principle.
\nThe<\/span> concept of internal reinforcement and punishment.
\n\u2022<\/span> Steps of the sequence of punishment.<\/p>\n
\nThis training unit includes the following skilled and cognitive training vocabulary:
\n<\/span> The<\/span> concept of modifying classroom cognitive behavior.
\n\u2022<\/span> Modeling.
\n\u2022<\/span> Hint.
\n\u2022<\/span> Pronunciation of self-education.
\nSelf-reinforcement<\/span> methods.
\n\u2022 The<\/span> importance of reinforcement and the exciteness of internal motivation.
\n\u2022<\/span> The hypothesis of safavid mutual inevitability.
\n\u2022<\/span> Steps of self-cognitive control.<\/p>\nWhy choose your bag for your next course bag?<\/strong><\/span><\/h2>\n
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