1-1.1-Les-composantes-de-la-gestion-de-classe
1-1.1-Les-composantes-de-la-gestion-de-classe
1-1.1-Les-composantes-de-la-gestion-de-classe
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<strong>Les</strong> <strong>composantes</strong> <strong>de</strong> <strong>la</strong><br />
<strong>gestion</strong> <strong>de</strong> c<strong>la</strong>sse<br />
Gestion <strong>de</strong>s ressources<br />
Établissement<br />
d’attentes c<strong>la</strong>ires<br />
Développer <strong>de</strong>s re<strong>la</strong>tions<br />
positives<br />
Maintien <strong>de</strong> l’engagement<br />
et <strong>de</strong> l’attention<br />
<strong>de</strong>s élèves sur <strong>la</strong> tâche<br />
Gestion <strong>de</strong>s<br />
comportements difficiles<br />
Analogie <strong>de</strong> Nancy Gaudreau, GPS<br />
©Communications<br />
éducatives NG
<strong>Les</strong> <strong>composantes</strong> <strong>de</strong> <strong>la</strong><br />
<strong>gestion</strong> <strong>de</strong> c<strong>la</strong>sse<br />
«Tout comme le pouce et les <br />
autres doigts <strong>de</strong> <strong>la</strong> main, <strong>la</strong> <br />
ges4on <strong>de</strong>s ressources <br />
s’appuie sur les autres <br />
<strong>composantes</strong> <strong>de</strong> <strong>la</strong> ges4on <strong>de</strong> <br />
c<strong>la</strong>sse». NG <br />
Gestion <strong>de</strong>s ressources<br />
Analogie <strong>de</strong> Nancy Gaudreau, GPS<br />
©Communications<br />
éducatives NG
<strong>Les</strong> <strong>composantes</strong> <strong>de</strong> <strong>la</strong><br />
<strong>gestion</strong> <strong>de</strong> c<strong>la</strong>sse<br />
Établissement d’attentes<br />
c<strong>la</strong>ires<br />
Analogie <strong>de</strong> Nancy Gaudreau, GPS<br />
©Communications<br />
éducatives NG
<strong>Les</strong> <strong>composantes</strong> <strong>de</strong> <strong>la</strong><br />
<strong>gestion</strong> <strong>de</strong> c<strong>la</strong>sse<br />
Développer <strong>de</strong>s<br />
re<strong>la</strong>tions positives<br />
Analogie <strong>de</strong> Nancy Gaudreau, GPS<br />
©Communications<br />
éducatives NG
<strong>Les</strong> <strong>composantes</strong> <strong>de</strong> <strong>la</strong><br />
<strong>gestion</strong> <strong>de</strong> c<strong>la</strong>sse<br />
Maintien <strong>de</strong> l’engagement<br />
et <strong>de</strong> l’attention <strong>de</strong>s élèves<br />
sur <strong>la</strong> tâche<br />
Analogie <strong>de</strong> Nancy Gaudreau, GPS<br />
©Communications<br />
éducatives NG
<strong>Les</strong> <strong>composantes</strong> <strong>de</strong> <strong>la</strong><br />
<strong>gestion</strong> <strong>de</strong> c<strong>la</strong>sse<br />
«Si j’u4lise bien mes <br />
autres doigts, il y a bien <br />
<strong>de</strong>s chances que j’u4lise <br />
peu mon pe4t doigt… <br />
Donc, si les autres <br />
<strong>composantes</strong> <strong>de</strong> <strong>la</strong> ges4on <br />
<strong>de</strong> c<strong>la</strong>sse sont biens <br />
appliqués, il y moins <strong>de</strong> <br />
chance que je fasse <br />
beaucoup <strong>de</strong> ges4on <strong>de</strong> <br />
comportements <br />
difficiles». NG <br />
Gestion <strong>de</strong>s<br />
comportements difficiles<br />
Analogie <strong>de</strong> Nancy Gaudreau, GPS<br />
©Communications<br />
éducatives NG
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