Classroom Management and

Instruction: Strategies
Key Component for Success:
• Proficiency - The extent to which one possesses an acceptable level of
knowledge and skills to be effective
• Effectiveness – The ability to produce results
Teacher as a Manager:
• Effective teaching and learning cannot take place if the teacher
manages his or her classroom poorly.
Classroom Management
• Classroom management has been cited as one of the most serious
obstacles in promoting effective teaching.
• One of the most common reasons for teacher burnout and attrition of
first year teachers.
The Problem
• Classroom management is directly linked to student academic
achievement, teacher efficacy, and student behavior.
Effective Classroom Management
• Classroom Management is maintaining order in the classroom.
• Teachers need to create an environment that promotes learning.
• Teachers are responsible for helping students manage and direct their
own learning. Why it Works?
Importance of Planning
• Effective classrooms display clearly understood and monitored rules
and procedures.
• Student expectations are explained and implemented.
• The physical space of the classroom is organized and uncluttered.
• When teachers don’t plan carefully disruptions are likely to occur.
Establishing Procedures:
• “The number one problem in the classroom is not discipline; it is the
lack of procedures and routines.” Harry K. and Rosemary Tripi Wong,
The First Days of School
Establish Classroom Procedures:
• – Going to the classroom, gym, or swimming pool little early
• – Seating chart or organize your class
• – Submit assignments on time
• – Avoid being late
• – Take attendance/absence
• – Train your students
• FOLLOW THEM CONSISTENTLY
Classroom Management:
• Build a community that has a safe, well-managed and friendly environment.
Some fundamentals for working with any age of students are:
• Providing engaging, age-appropriate instruction
• Organizing a well-managed classroom
• Developing positive relationships with students
• Creating a variety of communication channels
• Always staying calm and in control of the classroom
• Knowing the students you teach
• Being consistent
• Addressing conflict wisely and quickly
• Keeping in contact with parents/guardians
Create Engaging Lessons:
• Understand instructional strategies and follow the Scope and
Sequence of the curriculum
• Use various forms of assessment
• Make the connections between data and appropriate resources
• Select the right instructional resources to meet each individual’s
needs
• Establish a consistent process
Classroom Guidelines:
• • Explain the behaviors you expect in your classroom. Your classroom
guidelines might include to:
• Be respectful
• Be responsible
• Follow directions
• Be punctual
• Be organized
• Be a self-starter
• Be prepared
The Don’ts of Classroom Management
• Do not publicly discipline a student as this will lead more off task
behaviors.
• Do not lose control of your emotions as they will learn what buttons
of yours to push.
• Only refer students with disciplinary referrals for major infractions as
you are handing over your problem to someone else.
4 Types of Teachers
• A mediocre teacher tells.
• A good teacher explains.
• A superior teacher demonstrates.
• A Great teacher inspires.
Objectives of a well-organized classroom:
• 1) to have efficiency in the teachers and student’s time, efforts and
energies;
• 2) to efficiently use the physical facilities of school; and
• 3) to promote an atmosphere which foster imaginative and creative
activities.
Principles in Classroom Management
• 1. Consistent, proactive discipline is the core of the effective classroom management.
• 2. Establish routines for all daily tasks and needs.
• 3. Arrange smooth transitions and continuity of momentum throughout the lesson.
• 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.
• 6. Resolve minor inattention and disruption before they become major disruptions.
• 7. Reinforce positive behavior.
• 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.
Effective and Constructive Discipline:
• 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.
• In general, students should learn to discipline themselves and thus
grow up to become adults who are responsible, law-abiding,
considerate of the welfare of others and able to carry on the
important responsibilities of life in the face of frustration, tempting
distractions and other difficulties.
• Schools should help the students develop self-discipline by teaching
them such values and traditions.
Effective and Constructive Discipline:
• Effective discipline aims for self-direction.
• Discipline, to be effective, should be vital, meaningful, sympathetic,
and humane.
• The key is consistency and persistence.
• Self-responsibility means freedom with restraint.
• Constructive discipline is feasible only when a thorough identification
and study of the causes is made by the teacher.
Strategies and guidelines in classroom
management and discipline:
• All teachers are faced with problems of discipline. It is 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 students and parents.
• 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.
Strategies for Handling Discipline Problems:
• 1. Deliberately ignore the misbehavior – to a point.
• 2 . Intervene with nonverbal signals.
• 3. Reduce the distance between the offender and you.
• 4. Make an effort to rekindle lost interest.
• 5. Use humor to defuse tension.
• 6. Give functional assistance to- perplexed students.
• 7. Do things differently now and then.
• 8. Give support through routine-some students need it more than other.
• 9. Use non-punitive exile.
• 10. Physical restraint is sometimes necessary
Positive Reinforcement Technique:
• Technique1.
• Rewards
• a. reward the students every time the given behavior occurs
• b. giving of rewards every now and then should be given once the behavior is securely
acquired
• c. vary the types of reward given
• Technique2.
• Punishment
• 1. Learn what types of punishment the school authorities permit.
• 2. Learn what punishment can be given.
• 3. Never assign extra homework as punishment.
• 4. As punishment, never prohibit students from attending a favorite class.
• 5. Do not assign a punishment which is actually a reward.
• 6. Never strike a student.
• 7. A punishment should come early in a sequence of misbehavior and should be systematically applied.
• 8. Be consistent with punishment.
• 9. Before accusing or punishing any student, get the facts.
• 10. Be prepared to document any serious incidences of misbehavior.
• 11. Never punish a whole class for the offense of one individual.
• 12. be sure that the child understands why he is being punished.
• 13. Punishment is more effective if the teacher already has a positive relationship with the pupil.
• 14. It is generally better if reprimands can be delivered privately, rather than publicly, to the pupil concerned.
• Teacher should always take note of the following:
• Establish good routine habits and keep pupils busy.
• Stand at a place in the room where everybody can be within your gaze.
• Be alert to detect any signs of boredom, discontent, or misbehavior.
• Call on students who do not pay attention or who may begin to be disorderly.
• Firmness and forcefulness in speaking can make the pupils be attentive.
• Remain calm and composed even in an emergency.
Discipline:
• - is about teaching people appropriate behaviors and helping then
become stronger or more in control of his or her emotions and being
independent and responsible.
Ways to avoid serious discipline problems:
• Know the subject matter and be well-prepared.
• Call on class to order as soon as the bell rings.
• Follow an established routine everyday until students learn to follow it
automatically.
• Have all the needed materials and equipment ready for use so you do not
waste students’ time getting things arranged.
• Walk around the classroom whenever possible to make sure all the students
are doing what they are supposed to be doing.
• Check on the previous assignment promptly.
• Make it clear to students that you expect them to work.
Ways to avoid serious discipline problems:
• Allow reasonable amount of time for special activities.
• Avoid the use of threats.
• Keep your sense of humor.
• Compliment students on worthy contributions.
• Handle calmly all undesirable attempts to attract attention.
• Try to involve all students in class activities.
• Always have planned alternate activities ready for emergency situations.
• Never be sarcastic.
• Implement group-oriented methodologies such as cooperative learning
approach, peer tutoring and team learning.
Modes for Establishing Discipline:
• Discipline is the students’ responsibility.
• Discipline is the teachers’ way of establishing a desirable student-
oriented environment for learning.
• Discipline is coupled with effective teaching strategies and techniques
• Discipline is achieved through the effects of group dynamics on
behavior.
• Discipline is believed to be the exclusive responsibility of the teachers.