classroommanagementppt1-160220142609 (1).pptx

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Reporter
refers to the wide variety of skills and techniques
that teachers use to ensure that their classroom
runs smoothly, without disruptive behavior from
students.
According to teacher Ben Johnson, it boils down to
having a structured learning environment with clear
rules that promote learning as well as consequences
that diminish or eliminate behaviors that get in the
way of learning.
Structured Learning Environment-
systematic and planned learning approach

PRINCIPLES IN
CLASSROOM
MANAGEMENT

1. Consistent, proactive discipline is the
crux of effective classroom management.
 “Prevention is better than cure”, so
goes the adage. If we are proactive in
our approach to discipline we prevent
unnecessary disciplinary problems from
cropping up. We have not to wait for
disciplinary problems to erupt for us to
take a move.

2. Establish routines for all daily tasks
and needs.
 Routinized collection of assignments,
passing of papers, and preparation for
experiments saves as a lot of time and effort.
We have not to explain or instruct our pupils/
students on how to pass papers, collect
assignments, prepare for experiments day in
and day out because we have established the
routines for these everyday tasks. They have
become habitual for each member of the
class.

3. Orchestrate smooth transitions and
continuity of momentum throughout the
day.
 Smooth transitions and continuity of
momentum throughout the day ensure
us that every instructional moment is
made use of wisely. No unnecessary lull
is created that will breed classroom
restlessness, which is the father of
disciplinary problems.

4. Strike a balance between variety and
challenge in students’ activities.
 A variety of student activities will ensure that
students’ multiple intelligences and varied learning
styles are considered in the conduct of student
activities. Most of the time our activities fall under the
word use, talking, writing will certainly challenge the
linguistically intelligent students but bore the logic
and math wizards and other groups of different
intelligences. When boredom creeps into the
classroom, we have disciplinary problems in our
hands.

5. As classroom manager, be aware of all
actions and activities in the classroom.
 Our heightened awareness of everything
that is happening in our classroom puts our
pupils and students on their toes all the time.
While our back faces them when we write on
the board, our “eyes on the back of our
heads” will make our pupils and students feel
that we know what they are doing. This is
what Kounin calls with-it-ness.

6. Resolve minor inattention and
disruption before they become major
disruptions.
 The old adage “a stitch on time saves nine”
aptly applies here. We have not to wait until
our class is out of control. Misdemeanor has a
“ripple effect” if not checked early.
Conflagration begins with a spark. Put out the
spark early enough to avoid conflagration. We
ought to respond to inappropriate behavior
promptly.

7. Reinforce positive behavior
 Be generous with genuine praise. Some
teachers are quite stingy with praise. These are
the teachers who think will become less when
they praise others. They have the so-called
“subtraction mentality.” Other teachers are
overgenerous with their praise. Their praises
overflow so much that they give praise even
when is not appropriate. For our praise to be
genuine it must be given according to merit. It is
our way of appreciating and recognizing hard
work and good behavior.

8. Treat minor disturbance calmly.
 “Do not make a mountain out of a
mole.” If a stern look or gesture can kill
the inappropriate behavior so be it.
That’s the end period! Let us not make a
fuss about it.

9. Work out a physical arrangement of
chairs that facilitates an interactive
teaching-learning process.
 There is no doubt that external environment
affects us. The most common arrangement of
tables and chair in the classroom is one where the
teachers’ table and chairs are in front and the
student’s desk or chairs are arranged in rows
facing the teacher. This seat arrangement does not
always enhance interaction among students. Let
us work for a flexible seating arrangement where
we can re-arrange seats or desk to suit our
learning needs and conditions.

10. Make good use of every
instructional moment.
Minimize discipline time to
maximize instructional time.

CLASSROOM
MANAGEMENT
TECHNIQUES

Time is of the essence in learning. How much
students learn depends upon the amount of
time they spend in learning. The impact of
time however on achievement is influenced
also by the quality of instruction and the
learning tasks. No matter what amount of
time is spent, no learning takes place if there
is poor instruction and poorly devised
learning tasks. It is observed that classes
where students are occupied with learning
activities, where time is managed properly,
learn more.

HERE ARE SOME RESEARCH-BASED EFFECTIVE
TECHNIQUES TO MAKE WISE ALL OF TIME:
Orchestrate smooth classroom transitions.
 Remain involved with the students during the entire
class period allowing for no idle time.
 Use fillers, in case you finish the lesson ahead of
time. Examples of fillers are reciting a favorite stanza
then letting others explain the meaning or conducting a
short contest about the lesson.

 Use a common place to keep materials such as
scissors, school supplies. This saves time. You have
not to look for them when you need them.
 Follow a consistent schedule and maintain the
procedures and routines established at the beginning
of the year.
 Prepare materials in advance.
Make clear and smooth transitions.
Limit disruptions and interruptions through
appropriate behavioral management technique.
Cont…

FOR QUALITY OUTPUT WITHIN AN ALLOTTED
PERIOD, HERE ARE SOME SUGGESTIONS:
 Schedule all activities with corresponding time
allotment way ahead of time. Early preparations could
avoid haste and confusion.
 Provide enough time for everything you expect to
happen.
 Avoid rushing since you know you have carefully
allotted required time for every activity. Quality may
suffer.
 Anticipate difficulties or failure of some operations in
order to be able to pursue alternative actions.

 Be flexible with time assignments. If students
are observed to be so interested and eager to
continue working, allow a little more time for
them to complete and achieve the objectives
with satisfaction.
 Set the example by showing that you are
time- conscious. They will develop the same
precision regarding time utilization.
Cont…

Discipline is controlled behavior. It
constitutes the next important
concern of teachers as part of good
management. No matter how well-
managed a learning environment is,
students will occasionally misbehave.
Teachers must be ready to deal with
them with utmost care and
consideration.

SOME CAUSES OF DISCIPLINARY
PROBLEMS
 Unfavorable learning conditions
-The classroom may not be conducive to learning if it is:
• overcrowded with more than the regular number of students to a
class.
• with poor lighting facilities and inadequate ventilation.
• with furniture and storage cabinets disorderly positioned, making
the collection and retrieval of tools less efficient.
• with inappropriate seating arrangement such that distractions can
easily occur
• near sources of noise which obstruct understanding of the lesson.

 Teacher’s poor management skills
- The teachers’ lack of adequate knowledge and
skills in handling occurrences of misbehavior likewise
contribute to a trouble-prone setting.
 Students’ varied background
- The students bring to the classroom a surprising
record of individual attitudes, interests and abilities. Said
characteristics could be traced from their differences in:
a) family background, b) physical and mental capacities,
and c) emotional traits among others.

HOW TO PREVENT DISCIPLINE
PROBLEMS
To prevent discipline problems, teachers can:
 implement group-oriented methodologies such
as: 1) cooperative learning approach, 2) team
learning, 3) peer tutoring, and 4) group projects
and collections.
 use varied teaching techniques
 develop patience, compassion, genuine respect
and care for the students.

Schools differ in how they achieve and maintain good
discipline. Following are some common practices.
1. Discipline is the students’ responsibility. If they misbehave, the
teacher accepts no excuses. They must be ready for the
consequences.
2. Discipline is the teachers’ way of establishing a desirable
student- oriented environment for learning.
3. Discipline is coupled with effective teaching strategies and
techniques.
4. Discipline is achieved through the effects of group dynamics on
behavior.
5. Discipline is believed to be the exclusive responsibility of the
teachers.

WAYS OF DEALING WITH DISCIPLINE
PROBLEMS
ACCEPTABLE AND EFFECTIVE:
1. Use verbal reinforcers that encourage good behavior
and discourage bad tendencies.
2. Use nonverbal gestures, frown or a hard look to
dissuade them from mischiefs.
3. Dialogues can help in discovering problems and
agreeing on mutually beneficial solutions
4. Focus attention on one who is unruly and is about to
disturb the neighbors.

5. Award merits for good behavior and
demerits for inconsistencies and lapses.
6. A private one-on- one brief conference can
lead to a better understanding of mistakes
that need to be remedied or improved.
7. Give students the free to express or explain
agitated feelings and misgivings rather than
censure them right away.

UNACCEPTABLE AND INEFFECTIVE:
1. Scolding and harsh words as a reprimand will have a
negative effect on the entire class.
2. Nagging and faultfinding, together with long
“sermons” are repugnant and nasty.
3. keeping a student in a “detention area” during or after
classes as a penalty for misbehavior is a waste of time
and occasion for learning. The shameful experience is
not easy to forget.
4. Denying a student some privileges due to unnecessary
hyperactivity can all the more encourage repetitions.

5. Assignment of additional homework
compared to the rest can make them
dislike the subject.
6. Use of ridicule or sarcasm could humiliate
and embarrass a student.
7. Grades for academic achievement should
not be affected due to misdemeanor.

FURNITURE ARRANGEMENT
 Furniture such as chairs and tables for
demonstrations or displays must be positioned
appropriately.
 Exhibit shelves are either permanently pinned to the
wall or are made to stand at the sides.
 White board for writing and clarifying lesson
discussions, together with bulletin boards, are available
for posting important messages and outstanding pieces
of students work, art and illustrations.

Below are some sample seating arrangements:
Students in rows face front of
classroom (door is in back of room)
Door
1. Traditional rows in
columns are ideal for
establishing classroom
management. This
arrangement allows students
to focus on you when you
are lecturing or teaching
routines and procedures. It is
great for direct instruction.

Students face
center of
classroom
2. Position student desks so
that they face the center
when you are facilitating
classroom discussions. The
outer area is ideal for skits,
role playing, and student
demonstrations. It creates a
friendlier atmosphere and
can be used in lieu of
traditional rows.

Students at
tables face
front of
room
3. Situate chairs around
tables so that students do not
have their backs facing you.
When it is time for small
group activities, they can
move their chairs to face each
other. This arrangement is
ideal for cooperative learning
activities. Be aware that
seating students in groups
invites dialogue, which is great
if that is your purpose.

Students
desks
grouped
so
students
face each
other
4. This format is wonderful
if you have desks because
you can rearrange them
from traditional rows into
groups and back again,
depending on your lesson
plan. Teach students how
to quickly rearrange the
desks to facilitate small
group work.

 Clean rooms, hallways and surroundings are
wholesome places to stay in. the teacher should schedule
who is responsible for their neatness on a regular basis.
 The physical environment must also be a safe place
where curious, overactive and energetic children are
always o n the go.
 During class hours proper lighting and ventilation must
be provided and maintained for everybody’s comfort.

Refers to the established activities or
procedures that are repeatedly done.
1. Teach pupils to learn how to form various
grouping and return to standard
arrangement with minimum confusion.
2. Do not use the first few minutes of the
class session to collect materials when
students are potentially most alert to
instruction.

3. “Overlapping” technique is used for collection and
distribution of materials. It refers to the teacher’s
ability to attend to the task at hand and at the same
time prevent an extraneous situation from getting
out of control.
4. Prepare for transition by planning distinct types
and sequences of teacher- pupil activity e.g. checking
homework assignment, presentation of new material,
giving assignment, monitoring seatwork. Transition
should be quick and quiet.

This refers to emotional climate and
communications affecting learning conditions.
1. Maintain positive climate characteristics which
allow students to choose a variety of activities to
achieve common goals.
2. Develop sense of interdependence, common
bonds, defined group expectations and
relationship qualities that enhance wholesome
emotional climate.

3. Develop communication characteristics that
promote wholesome classroom relationship
like positive constructive conversations aimed
at understanding on another’s point of view.
4 . Render different forms of assistance by
providing class meetings or students to have an
opportunity to examine the ideas and feelings
that influence value judgment.

classroommanagementppt1-160220142609 (1).pptx

classroommanagementppt1-160220142609 (1).pptx

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