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CLASSROOM MANAGEMENT
INTRODUCTION
DEFINITION OF CLASSROOM MANAGEMENT
PRINCIPLES OF CLASS ROOM MANAGEMENT
COMPONENTS OF CLASSROOM MANAGEMENT
STRATEGIES FOR CLASSROOM MANAGEMENT
KEY DIMENSION OF CLASSROOM MANAGEMENT
CLASSROOM NORMS
COMPONENTS OF CLASSROOM NORMS
CONCLUSION
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INTRODUCTION:
Classroom management refers to the wide variety of skills and techniques that teachers use to
keep students organized, orderly, focused, attentive, on task, and academically productive
during a class. When classroom-management strategies are executed effectively, teachers
minimize the behaviours that impede learning for both individual students and groups of
students, while maximizing the behaviours that facilitate or enhance learning. Classroom
management is a term teachers use to describe the process of ensuring that classroom lessons
run smoothly without disruptive behaviour from students compromising the delivery of
instruction. The term also implies the prevention of disruptive behaviour pre-emptively, as well
as effectively responding to it after it happens.
DEFINITION:
Classroom management refers to the wide variety of skills and techniques that teachers use to
keep students organized, orderly, focused, attentive, on task, and academically productive
during a class.
Classroom management is a term teachers use to describe the process of ensuring that classroom
lessons run smoothly without disruptive behaviour from students compromising the delivery of
instruction. The term also implies the prevention of disruptive behaviour pre-emptively, as well
as effectively responding to it after it happens.
“The actions taken by the teachers to create and maintain a learning environment conducive for
successful instruction.” Evertson& Weinstein 2006
PRINCIPLES OF CLASS ROOM MANAGEMENT:
1. Consistent, proactive discipline is the crux of the effective classroom management.
2. Establish routines for all daily tasks and needs.
3. Orchestrate smooth transitions and continuity of momentum throughout the day.
4. Strike a balance between variety and challenge in the students’ activities.
5. As classroom manager, be aware of all actions and activities in the classroom
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6. Resolve minor inattention and disruption before they become major disruptions.
7. Reinforce positive behaviour.
8. Treat minor disturbance calmly.
9. Work out a physical arrangement of the chairs that facilitates an interactive teaching-learning
process.
10. Make good use of every instructional moment. Minimize discipline time to maximize
instructional time.
11. Students need control and direction but it is unlikely that they can learn self-control and self-
direction if they are controlled and directed all the time and at every turn.
COMPONENTS OF CLASSROOM MANAGEMENT:
Good classroom management has three basic and necessary components:
Rules and Procedure
Consequences
Relationships
RULES FACILITATE BEST LEARNING ENVIRONMENT
Classroom rules should be set cooperatively. Establish a few general rules of classroom conduct.
Rules need to be established as a result of a meaningful classroom discussion.
Minimum rules with maximum consistency is the BEST guideline.
PROCEDURES
Procedures are usually unwritten, but have been practiced enough so students know them. It
helps students to know what to do when.
Procedures need to be clearly stated, modelled, and practiced until ALL the students know them
and become automatic.
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CONSEQUENCES
Abide by the rules Positive Consequences
Do not abide by the rules Negative Consequences
DISCIPLINARY INTERVENTIONS
The most effective deterrent of inappropriate behaviour is good instruction.
After that comes physical presence.
A friendly reminder.
A firm reminder – in private
“Go to the office!!!!” should not be the first response unless the offense is totally reprehensible,
dangerous, thoroughly disruptive and against a hard and fast school rule.
RELATIONSHIPS
TEACHER TO STUDENT RELATIONSHIP
Clear Purpose and Strong Guidance Effective Instruction
High Level of Cooperation
Attentive to Student Needs
Modelling
Case Study
STRATEGIES AND GUIDELINES IN CLASSROOM
MANAGEMENT AND DISCIPLINE
1. All teachers are faced with problems of discipline. Itis suggested that the best approach should be
positive rather than negative. Aggressive disorder should be dealt with positively such as having
a personal conference with the pupils and parents.
2. Negative measures which should be avoided are sarcasm, threats, forced apology, punishment of
the group for the offense of one or a few, ridicule, nagging, embarrassment, name calling,
humiliating remarks, and corporal punishments.
3. Use assertive body language
4. Use appropriate tone of voice
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5. Persisting until the appropriate behavior occurs
6. Establishing clear learning goals
7. Providing flexible learning goals
8. Talking informally with students before, during and after class about their interests
9. Greeting students outside of school
10. Be innovative while setting your class.
KEY DIMENSION OF CLASSROOM MANAGEMENT:
PHYSICAL DIMENSION-
Condition of furniture
Place to keep things
Proper place to sit for students
Light , vision , possibilities
Noise level
Temperature of the classroom
Right place for chalk board or bulletin board
THE AMBIENCE ENVIRONMENT –
1. Odour
2. Humidity
3. Ventilation
4. Chalk dust
5. Heat cold
6. Noise –echo – quiet
7. Each room has its own “feel” and that feel sends an immediate message air freshener ,
flowers
HUMAN FACTOR-
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1. Mutual interaction
2. Audibility and visionary aspects
3. Place of movement around the class for teacher and students.
4. Don’t make things too comfortable least they fall asleep.
INSTRUCTIONAL DIMENSION :
Clear communication
Teacher conveys enthusiasm for the subject and for the content specifically taught.
Teacher must keep students accountable for their works.
Teacher must be aware of what is happening in the work.
Teacher must teach for students success .
CLASS ROOM NORM’S:
Classroom norms are the behavioral expectations & rule of the class
Classroom norms tell us how we are expected to behave towards each other and toward the
material we use in school
It helps to ensure that students indeed understand the classroom and community’s
expectations and expectation of class teacher.
COMPONENTS OF CLASSROOM NORMS:
1. Students will work together for common goal
2. Strong relationship b/w teachers & Students
3. Active participation in classroom activities
4. Learning related mistakes are ok
5. Non-verbal warning (finger on desk)
6. Verbal warning
7. written warning (on White/blackboard)
8. Learning related mistakes are ok.
BIBLIOGRAPHY:
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Aquino, Gaudencio V. Principles and Methods of Effective Teaching. San Juan. National
BookStore, Inc. 1988. pp 363 – 384.
Casinto, Carlo Domingo C. Hand book on Principles of Teaching. Quezon City. Rex Bookstore
Inc. 2010. pp 128 – 153.
Kelly, William A.,Ph.D. Educational Psychology. Milwaukee. The Bruce Publishing Company.
1965. pp 497 – 507.
Lupdag, Anselmo D. Educational Psychology. Mandaluyong City. National Bookstore.1984. pp
210 – 214.
Lardizabal, Amparo S., Alicia S. Bustos, Luz C. Bucu, and Maura G. Tangco. Principles and
Methods of Teaching. Quezon City. Phoenix Publishing House Inc. 1999. pp 267 – 282.
