Scribd
Upload
71 views7 pages

Classroom Managementnew

Classroom management refers to the techniques teachers use to maintain order and focus in the classroom. It includes establishing rules, procedures, and consequences, as well as building relationships. Key components of classroom management are the physical environment, ambience, human interactions, and instructional strategies. Teachers should set clear and minimal rules, model procedures, and consistently apply positive and negative consequences to shape student behavior. Building rapport and attending to student needs also facilitates an effective learning environment.

Uploaded by

Angeline Pankaj Tirkey
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
71 views7 pages

Classroom Managementnew

Classroom management refers to the techniques teachers use to maintain order and focus in the classroom. It includes establishing rules, procedures, and consequences, as well as building relationships. Key components of classroom management are the physical environment, ambience, human interactions, and instructional strategies. Teachers should set clear and minimal rules, model procedures, and consistently apply positive and negative consequences to shape student behavior. Building rapport and attending to student needs also facilitates an effective learning environment.

Uploaded by

Angeline Pankaj Tirkey
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 7

1

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
2

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
3

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.
4

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
5

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-
6

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:
7

 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.

You might also like