Introduction

The 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 the process by which teachers and
schools create and maintain appropriate behavior of students in classroom settings. the most
basic level, classroom management is any technique that teachers use to facilitate instruction
and make sure that students are learning most effectively in a smooth classroom
environment.

The goal of classroom management is to create and maintain a positive, productive learning
environment, to support and foster a safe classroom community, to assist students to keep
task focused, to reduce distraction from learning, to organize and facilitate the flow of learning
activities and to help the students.

The models of class room management. Kounin Model, Neo-Skinnerian Model, Ginott Model,
Glasser Model,Dreikurs Model Canter Model etc. Students don't see the relevance of the
course content to their program, career, or life. Students don't ask questions during class
Isolate the cause of the misbehavior and make changes or remove the cause. It is possible that
a verbal reminder of the classroom rules and consequences will be all that is necessary to stop
student misbehavior.

Objective

 To understand class room management

 To Describing the goals of class room management
 To Identifying different models of class room management
 To Identifying major principles of class room management
 To recognize the major case of student misbehavior in TVET college and institutions
 To Identifying prevent techniques for student misbehaver
 To recognize how to handle and take discipliner measures against disruptive trainees

Assignment of General Method of Teaching 1

1. Define class room management

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 behaviors
that impede learning for both individual students and groups of students, while maximizing the
behaviors that facilitate or enhance learning. Generally speaking, 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 or paying attention.

classroom management is the process by which teachers and schools create and maintain
appropriate behavior of students in classroom settings. Establishes and sustains an orderly
environment in the classroom. Increases meaningful academic learning and facilitates social
and emotional growth.

On the most basic level, classroom management is any technique that teachers use to facilitate
instruction and make sure that students are learning most effectively in a smooth classroom
environment. Classroom management can differ depending on what subject, age group, or
teaching tools are being used. Having a definition and expectation of your classroom
management system is especially important at the beginning of a semester. This allows you to
set those expectations for students on the first day of class so that when it is time to reward or
reprimand actions during the semester, students know what expectations they did or did not
meet.

Classroom Management is a term teachers use to describe the process of ensuring that
classroom lessons run smoothly without disruptive behavior from students compromising the
delivery of instruction. The term also implies the prevention of disruptive behavior
preemptively, as well as effectively responding to it after it happens.

In practice, classroom-management techniques may appear deceptively simple, but

successfully and seamlessly integrating them into the instruction of students typically
requires a variety of sophisticated techniques and a significant amount of skill and experience.
While the specific techniques used to manage classrooms and facilitate learning can vary
widely in terminology, purpose, and execution.

Assignment of General Method of Teaching 2

2. Describe the goals of class room management

The goal of classroom management is to create and maintain a positive, productive learning
environment, to support and foster a safe classroom community, to assist students to keep
task focused, to reduce distraction from learning, to organize and facilitate the flow of learning
activities and to help the students .

The goal of effective classroom management is to (1) teach pro-social behaviors(2) effectively
address issues as they happen, and (3) prevent disruptive behavior. Classroom management
consists of practices and procedures that teachers apply to keep students organized, orderly,
focused, attentive, on-task, and academically productive). Success in the classroom depends
on the teacher’s ability to maintain an environment that encourages and supports learning.
However, a well-managed classroom doesn’t just happen on its own; it develops from well-
designed training and experience in working with students. The four classroom management
categories that rigorous research identifies as critical are (1) rules and procedures, (2)
proactive management, (3) well-designed and -delivered instruction, and (4) disruptive
behavior management.

Rules and procedures: An indispensable tool for preventing disruptive conduct is the
systematic use of rules. Rules describe generally acceptable routines, standards, and
procedures that inform students how to behave. Rules and procedures at both school and
classroom levels are important in communicating to students and teachers the conduct
expected. They prevent disruptive behavior by objectively defining how to behave, how to
solve and avoid problems, and consequences of rule violation

Proactive management: Another set of preventive strategies focuses on recognizing and

acknowledging desirable conduct. These strategies range from the simple “catching them
being good,” which emphasizes contingent praise, to more complex sets of class wide group
contingencies such as token economies and behavioral contracts.At the core of a proactive
approach is the use of active supervision, which consists of teachers frequently moving
around the classroom, remaining alert, engaging with students, and providing feedback
including reinforcement for desirable conduct. Teachers can avoid disruptive behavior by
organizing the physical layout of the classroom. The dividers, desks, seating patterns, traffic

Assignment of General Method of Teaching 3

flow, and classroom decorations can be designed either to maximize or minimize the
probability of misbehavior.

Well-designed and -delivered instruction: Good classroom management and effective

instruction are interdependent; you can’t have one without the other. To minimize
misbehavior, teachers must employ the most effective instructional practices. To maximize
learning, teachers must be proficient in evidence-based behavior management strategies.

Effective instruction practices: A consistent and predictable schedule is important when

creating an affirming learning environment. Teachers must pay special attention to transition
periods in the daily schedule. The time between lessons, during moves between classrooms,
before and after recess, and before and after lunch provide opportunities for students to act
out because of the low structure in these situations. Planning ahead, establishing routines for
transitions, and avoiding long periods of inactivity are important strategies for avoiding
pandemonium and the loss of valuable instructional time.

Disruptive behavior management: Disorderly behavior will occur despite teachers’ best
efforts to prevent it. Setting rules, using proactive management, and implementing well-
designed instruction work most of the time, but inevitably situations arise in which a teacher
needs to effectively respond to unacceptable student conduct. The key to weathering these
events successfully is to have a plan, remain calm, react in an unemotional manner that
minimizes any payoff to the students, and impose any punishment in a measured way that is
commensurate with the infraction.

3. Discus different models of class room management

1. The Kounin Model: Withitness, Alerting and Group Management.

2. The Neo-Skinnerian Model: Shaping Desired Behavior.
3. The Ginott Model: Addressing the Situation with Sane Messages.
4. The Glasser Model: Good Behavior comes from Good Choices.
5. The Dreikurs Model: Confronting Mistaken Goals.
6. The Canter Model: Assertively taking charge
7. The Jones Model: Body language, Incentive Systems, and providing
Efficient help.

Assignment of General Method of Teaching 4

  Kounin model :-Kounin's model focuses on preventive discipline -- techniques and
strategies designed to prevent the occurrence of discipline problems in the first place.
According to Kounin, good classroom management depends on effective lesson
managemen.
 The Neo-Skinnerian Model:- Shaping Desired Behavior. Key Ideas: The teacher
shapes desired behavior, The best results occur when the teacher provides
reinforcement every time good behavior occurs, especially in the beginning stages of
learning and Behavior weakens if reinforcement is not provided. It is a module of
discipline that is concerned with shaping desired behavior. This model is related to
Skinner’s new ideas that were taken from him by other writers and used by them to
shape students’ behavior in class, so it was not proposed by him. (Andrius, 2013)
It is about behavior modification that teachers need to have in their classes with
students in order to have good classroom management especially for young teacher.
This model states that “Behavior is conditioned by its consequences. Behavior is
strengthened if followed immediately by reinforcement and it is weakened if it is not
reinforced.” (Allen, 1996)
Ginott model. He conceives of the teacher as a role model whose behavior is key to
classroom discipline. Ginott's methods are organized around three basic themes:
(1) congruent communication
(2) fostering independence and self-respect and
(3) avoiding the perils of praise.HaimGinott believes that effective classroom
management depends a lot on the way in which the teacher interacts with students.
It is believed that the teacher is a decisive element in the classroom, who can shape
students in anyway depending on the teacher's behaviour.

4. Identify major principles of class room management

Effective classroom management requires awareness, patience, good timing,

boundaries, and instinct. There's nothing easy about shepherding a large group of
easily distractible young people with different skills and temperaments along a
meaningful learning journey.
There are 10 principles of classroom management

Assignment of General Method of Teaching 5

  Improve the level of instruction.
 Image result for identify major
 principles of classroom management
 Reduce time spent in transition.
 Increase time teachers listen to children.
 Create a positive climate.
 Plan sequential activities.
 Promote cooperative interactions between children.
 Foster high levels of child involvement
 Provide math opportunities

5. What are the major case of student misbehavior in TVET college and institutions

A. Identify student /trainee related problems?

 Time Management. Problem: College is academically challenging.

 Debt. Problem: Tuition costs are rising at alarmingly high rates.
 .Spreading Yourself Too Thin.
 Homesickness.
 .Sickness/Health Conditions.
 Social Problems.
 Attitudes & Motivation
 Students come late to class.
 Students don't demonstrate critical thinking.
 Students lack interest or motivation.
 Students performed poorly on an exam.
 Students don’t seek help when needed.
 Students behave rudely in class.
 Students don’t participate in discussion.
 Students can't apply what they’ve learned.
 Students don't come to lecture.
 Students don’t keep up with the reading.

Assignment of General Method of Teaching 6

  Students respond to course content and classroom dynamics in emotional and
unproductive ways.

B. Identify instructor related problems

 Performance Pressure from School Administrators

 Balancing Diverse Learning Needs
 Handle too many masters
 Lack of Time for Planning
 Lack of training and retraining of teachers
 Get Burn out Easily
 Lack of proper funding
 Limitations of standardized Testing
 Lack of instructional materials.
 .Lack of opportunity for career skill development.
 Worrisome level of indiscipline of students

C. Identify management related problems

 Sustainable Management of TVET institutions is one of the most important

challenges in TVET.
 A reliable application of different tools for planning, implementation and
evaluation of TVET processes as well as resources is needed to cope with an
increasing complexity TVET institutions are faced.
 There is a lack of leader ship on top TVET administration and do by
carelessly.
 TVET strategy is not prepared by who have knowledge about TVET
curriculum.
 There is no correct structure top to bottom and no constant principles in all
TVET Colleges.

6. Explain prevent techniques for student misbehaver

 Bring difficult students close to you

 Talk to them in private.

Assignment of General Method of Teaching 7

  Be the role model of the behavior you want
 Define right from wrong
 Focus more on rewards than punishments
 Adopt the peer tutor technique
 Try to understand
 Give I-messages.
 Use positive phrasing
 Redirect Behavior
 Ask 'What should you be doing?'
 Give verbal reprimands.
Bring difficult students close to you

Students at front of classroom bring badly behaved students close to you. That is meant quite
literally. In a classroom setting, you’ll often find that the noisemakers and stubborn elements
tend to sit at the back of the class, which offers anonymity and gives confidence to misbehave.
Sitting such students at the opposite end of the room, somewhere close to the teacher’s desk,
makes them easily stand out and deters such actions.

Talk to them in private

Calling out students in front of the class rarely proves helpful. It can breed resentment and
further indiscipline. Also, don’t blame or reduce students in front of their friends. Rather, ask
him/her to see you after the lesson, when you can look to find out the underlying reason
behind the behavior.

Be the role model of the behavior you want

Enforcing rules in a classroom is hard if you don’t follow them yourself. Besides having clear
policies or rules in place, you should be the first to practice what you preach. Otherwise,
students will be inclined to follow your examples instead of your words. If you reprimand
students for lateness, for example, be early every day.

Define right from wrong

Assignment of General Method of Teaching 8

At times, especially when dealing with young children, students might not know what
constitutes unacceptable class behavior. They might know that playing “Pokémon Go” in class
is wrong or reading “Cinderella” in the middle of a lesson is not allowed. Help make the line
between right and wrong clear to them.

Focus more on rewards than punishments

Students trying to avoid punishment is an effective strategy to ensure everyone is on their

best behavior. But rewards are a more productive approach over the long run. Dangling the
lure of incentives to students often gives them that push to, not only steer clear of rule
infringements, but put their best foot forward.

Adopt the peer tutor technique

No matter how friendly and accommodating you may try to be, sometimes a misbehaving
student needs the shoulder of a peer to lean on. That person could be someone going through
the same life experiences or simply a non-authoritative figure.

Try to understand

Sometimes, a student may be construed to be rude when they are actually abiding by a
cultural practice or tradition. In some cultures, for example, it is prohibited to look adults in
the eye. So when you’re telling a student to do so and is looking away or down at the ground, it
might have something to do with that.

7 . how to handle and take discipliner measures against disruptive trainees?

 Be Open. As soon as you start your training session, ask your trainees “what
they seek to learn from the training session and why they are there”
 One to One Conversation.
 Remove the Resistance to Change
 Handle the Group Dynamics
 The Chatterbox
 Introverts

Assignment of General Method of Teaching 9

 Conclusion

Generally speaking, 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 or paying attention. The goal of effective classroom
management is to (1) teach pro-social behaviors(2) effectively address issues as they happen,
and (3) prevent disruptive behavior. models of class room management are: the Kounin
Model: Withitness, Alerting and Group Management. the Neo-Skinnerian Model: shaping
desired behavior. the Ginott Model: Addressing the Situation with Sane Messages. In TVET
student /trainee related problems are time Management, debt. Problem ,Spreading Yourself
Too thin,homesickness,depression & Sickness/Health Conditions etc . prevent techniques for
student misbehaver are bring difficult students close to you, talk to them in private. be the
role model of the behavior you want ,define right from wrong ,occurs more on rewards than
punishments & adopt the peer tutor technique etc.

Assignment of General Method of Teaching

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 References
 Ahrentzen, S., & Evans, G. W. (1984). Distraction, privacy, and classroom design.
Environment and Behavior, 16(4), 437–454.
 Wolfgang, Charles H; Glickman, Carl D (1986).Solving Discipline Problems.Allyn
and Bacon. ISBN 978-0205086306
 Ahrentzen, S., & Evans, G. W. (1984). Distraction, privacy, and classroom design.
Environment and Behavior, 16(4), 437–454.
 Wolfgang, Charles H; Glickman, Carl D (1986).Solving Discipline Problems.Allyn
and Bacon. ISBN 978-0205086306
 Canter, L. (no date). Assertive Discipline: More Than Names on the Board and
Marbles in a Jar. Phi Delta Kappan, vol. 71 no.1
 Jones, F. H. (1987). Positive classroom discipline. New York: McGraw-Hill.
 Jones, V. (1991). Experienced teachers assessment of classroom management
skills presented in summer course. Journal of Instructional Psychology, 18.

Assignment of General Method of Teaching

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