Need for Classroom management strategies in PPT presentation
Does PowerPoint presentation need classroom management strategies? This is a crucial and controversial question because the PowerPoint presentation occurred at both the professional and amateur level. We can consider a student is an amateur so; teachers have to be produced classroom management strategies to hold the attention of a student for the best results. Then, the next question is arising. PowerPoint presenters also need desired feedbacks from their viewers, unless they couldn’t hold the audience attention, how they can get desired feedback and maximum, results?
So, we can assume in both levels (amateur and professional), there occurred distraction that hinders the learning capacity and presence of mind. This article focused on classroom management strategies and their incorporation into the PowerPoint presentation.
Classroom management refers to the wide range of skills and techniques that teachers use to keep students organized, orderly, attentive, focused, on task and academically productive during a class. When classroom management strategies are executed effectively, teachers can control the behaviour of students that impede learning for both individual students and groups of students, while maximizing the behaviours that ease or enhance learning.
There is a common agreement, effective teachers tend to display strong classroom-management skills, while the hallmark of the inexperienced or less effective teacher is a disorderly classroom filled with students who are not working to paying attention.
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Can we compare student with business professional? PowerPoint presentation is common in business and corporate fields; there the listeners are highly qualified professionals and executives. They are not as childish as it is a student. If a PowerPoint presenter takes regulatory measures to control the behaviour like a teacher in a classroom, the viewer’s get irritated and disturbed. Another point is, a professionals aim is to achieve the desired targets, so he/she is always keen to aim and objective, so they remain as attentive in the PowerPoint class. Whereas, most of the students are play-like people so they are not serious in their tasks and aims. That is why teachers are compelled to take deliberate classroom management measures. Is this statement correct? Do you think a PowerPoint class in the business sector also tends to project boring and moor sighs? Then how can a presenter get rid of this maelstrom? The answer is; only through the application of scientific classroom-management techniques.
We must aware that whether professional or amateur a human being is created with instincts or innate qualities. It is very rampant in a professional because he/she never admits other quality and knowledge. He/she sitting with an attitude of “I know those things that you are going to be delivered”. So, he/she is absolutely out of range, you can only feel their physical presence. To retrieve them from their present condition, you should apply classroom-management strategies in your PowerPoint presentation.
While effective classroom management is focused on traditional interpretations such as “compliance”-rules and strategies. Here the story is different. If you are willing to make engagements in PowerPoint presentation hall, you have to practice effective communication skills ( happy facial expressions, a positive attitude, innovative business plans, encouraging statements, respectful and fair treatment, new stories, simple language etc.) along with attentive and unique PowerPoint templates.
One of the keys to an effective PowerPoint class is the development of the quality relationship between the presenter and the listener. It is also a strong classroom management strategy. Studies shows, teachers who had a high-quality relationship with students had very few problems related to their subject, rule violations etc. the same strategy can be applied to maintain the status-quo of PowerPoint presentation.
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A critical component of developing relationships is knowing and understanding the learner. If the presenter is a project team leader, he/she has so many things to share with the team members, so it seems to be easy to develop a quality relationship with team members and it will reflect in the PowerPoint presentation. The characteristic of operative student-teacher relationships are not linked with the teacher’s personality, instead, it is featured by specific behaviour strategies, and necessary attitudes demonstrated by the teacher. Similarly, in a professional atmosphere (especially in the case of project management), PowerPoint presenters can build up their relationship and familiarity with the fundamental attitudes and particular behaviour patterns.
It is readily apparent that to follow this relationship approach, a teacher must have the capacity to get rid of own impulses, egos, issues and negative reactions. The ability to manage one’s own issues is one of the most demanding skill. When you are in a PowerPoint presentation, you should avoid all the personal clutters and negative attitudes, which are dominant in yourself. We are discussing how to manage the PowerPoint classroom and how to lift audience attention in an utmost engaging manner.
Remember, if a presenter doesn’t have concentration, he/she couldn’t deliver a single comment with confidence. If the presenters lost their confidence, they cannot sustain the audience attention. So, be attentive to your topic and make the whole hall in an engagement mood.
The effort to improve PowerPoint presentation must focus on the single most vital component: the PowerPoint presenter. A PowerPoint presenter must be well prepared to face the challenges from audience distraction. They use the knowledge and skills from education and related fields that will enable them to effective, and often unconventional, management systems in their classrooms.
These efforts must begin with a new paradigm in which teachers view classroom management as an ongoing exercise in building relationships. Hence, PowerPoint presenters should learn and apply the strategies used in the field of classroom management and psychotherapy.
