Classroom Management

• Is an integral part of teaching. In order that

the teacher can teach effectively, he must be
able to manage his students.
• No matter how much potential a teacher has,
if he is unable to control his pupils/students in
his classroom.
• The classroom management cannot function
well without the teacher.
• The success of the teacher activities in the
classroom depends to a great extent on the
ability of the teacher as classroom manager.
Characteristics of Classroom management

Physical Condition

Proper utilization of materials for instruction

Physical Condition
Location
Size
Shape
Lighting and illumination
Ventilation
Provisions for Sanitation
Proper utilization of materials for instruction

Instructional materials
are the tools used in educational lessons,
which includes active learning and assessment.
Basically, any resource a teacher uses to help
him teach his students is an instructional
material.
Management of Time

There are several ways a teachers manage his

classroom times:
 Planned Time
Allocated Time
Engaged Time
Academic Time
Time needed
Planned time – teacher fill in plan books to set
aside a certain amount of time for different subject
and activities.

Allocated time – Also referred to as opportunity to

learn. This is the amount of time a teachers spends
on a particular task/ activity in the classroom for a
specific area.

Engaged time – this is otherwise known as time on

task usually measured interns of on task usually
measured interns of on task and off task behaviour.
Academic Learning Time – this is the amount of
time a student’s spends on a particular task
where he is successful.

Time Needed – this is the time needed by the

individual to able to master a task.
Classroom Discipline
• Discipline is one of the major areas of concern
for teacher especially the new ones.
• As applied to classroom instruction, is any
means or device adopted by the teacher to
achieve orderly behaviour of the learners
• The ultimate objectives of discipline is to help
the learners develop ethical character and
attain desirable behaviour.
Causes of Disciplinary problems
1. The Teacher Factor – the teacher can be a
potent factor in causing disciplinary
problems. The teacher’s personality has
bearing upon the learners which stem from
two aspects the teacher’s personal
characteristics and his scholastic
qualifications.
2. The Learner as a Factor in Discipline – it is
important that the teacher understands the
nature and different characteristics of the
children. He should be able to identify and
recognize who demonstrates behaviour
problems and poor study habits and attitudes.
3. The Social environment as a factor in
discipline – A healthy school environment is
conductive to learning. A clean and beautiful
surroundings in inevitably evoke and stimulate
pleasant thoughts and beautiful ideas.
Classroom Routine

Various classroom Activities can be less time

consuming in the sense that they can be done
without much thought. Especially when they
have become habitual. Routinizing some
classroom activities can save a lot of time and
effort, prevent confusion, and facilitate
learning activity.
• Establishing Classroom activities – early
sessions of the year will involve defining order
and procedures, and sustaining order is
worked out.
• Rules and procedures – specific format for
opening, closing, and conducting lesson are
laid down.
• Academic work activities – students are not
oriented on what activities to do, starting at
the first day of classes.
• Hidden curriculum – emphasis is given on
authority responsibility, orderliness, and task
orientation.
• Monitoring – this includes watching what is
happening in the room, watching the conduct
or behaviour of the students, and looking into
the pace rhythm and duration of classroom
events.
• Maintaining group lesson – use of grouping
and questioning as an instructional strategy.
• Seat work – the teacher roams around as
students work on activities after the lesson
proper.
• Transitions – students are made to work from
one task to another while the teacher
monitors and gives possible directions.
Practical Classroom Management Strategies

1. Model idea behaviour – make a habit of

demonstration behaviour you want to see, as
many studies show that modeling effectively
teaches students how to act in different
situations.
2. Let students help establish guidelines -
encourage all students to help you build the
classroom rules, as you’ll generate more buy- in
than just telling them what they’re not allowed to
do.

3. Document rules - don’t let your mutually-

respected guidelines go forgotten.
4. Avoid punishing the class - address
isolated behaviour issues instead of punishing
an entire class, as the latter can hurt your
relationship with students who are on task and
there by jeopardize other classroom
management efforts.

5. Encourage initiative - promote growth

Mindset, and inject variety into your lessons, by
allowing students to work ahead and deliver
short presentation to share take away points.
6. Offer praise - praise students for job
well done, as doing so improve academic
and behavioural performance, according to a
recent research review and study.

7. Use non verbal communication -

complement words with actions and visual
aids to improve content delivery, helping
students focus and process lessons.
8. Hold parties - throw an occasional
classroom party to acknowledge students hard
work, motivating them to keep it up.

9. Give tangible rewards - reward specific

students at the end of each lesson, in front of
the class, as another motivational and
behaviour-reinforcement technique.

10. Make positive letters and phone calls - keep

students happy in and out of class by pleasantly
surprising their parents, making positive phone calls
and sending complimentary letters at home.
Classroom Control and Misbehaviour

Classroom Control
Is crucial to make the right environment
for teaching and learning. But while a few
lucky individuals seem to be “naturals” at
keeping a group of students on task, for
most of us it’s something you have to
learn.
5 Tips of Classroom Control

• Tip 1: Implement a firm policy on

“electronic distractions”
• Tip 2: Don’t let one student monopolise
discussions
• Tip 3: Break up the monotony of straight
lectures
• Tip 4: Be organised and ready
• Tip 5: Get to know your students
Order In Classroom (Five Common Approaches)

The Self-Discipline Approach

 This approach is based on the belief that
students are responsible individuals who can
assess and correct their own misbehaviour, and
that teachers and students have trusting
relationships built on respect.
Inner Discipline
Takes a longer route in correcting student
misbehaviour.

Assertive Discipline
Although assertive discipline is based on
the fact that teachers have the power to
ask and require specific actions from
students, this approach still has students’
best interests in mind.
The Desist Approach
This approach is often used due to its easy
implementation.

Behaviour Modification
positive reinforcement is the most
effective, while punishments are
comparatively ineffective.
Establishing Rules and Procedures

 Are fundamental and essential to building a productive learning

community within the classroom. An essential goal for teachers

should be to promote student understanding and ownership of the

rules and procedures necessary to maximize learning. In addition,

students should be encouraged to periodically revisit classroom

operating principles, providing input about how those principles

might be changed and how the class as a whole might improve their

attention to classroom rules and procedures.

Obedience in Classroom Rules

Classroom rules

 Are identified as an integral part of effective classroom management

as they are relatively simple to implement and focus on preventing

challenging behaviours before they occur. Sources such as classroom

management textbooks and practitioner-oriented journal articles

recommend a number of characteristics that make classroom rules

effective; unfortunately, these sources have not been uniform in

their recommendations.
Teaching and Reviewing Classroom Rules
The purpose of this review of effective
practices is to compare what information
teachers are being given either in their
preservice coursework or in-service
training via textbooks and practitioner-
oriented articles with actual empirical
research that used classroom rules as an
independent variable.
Misbehaviours in the Classroom
Misbehaviour in the classroom disrupts
students' attention and negatively impacts
the learning environment. To ensure the
best educational experience possible,
teachers must master the art of classroom
management.
Causes of students Misbehaviour

1. Boredom – this usually occurs if the activities are

presented in a manner that fails to elicit and sustain the
student’s interest because such activities lack relevance
and meaning to their lives.

2. Prolonged mental effort – Most academic

undertaking requires sustained mental effort and
consequently, becomes demanding especially when the
activity is difficult and at times, unpleasant.
3. Inability to do the work – Students resort to talking
because they may be unable to accomplish their assigned
tasks either because they are too difficult or because they
are unclear about the tasks’ demand.

4. Low academic self-esteem – Some students lack

confidence in themselves as learners and may have
experienced frequent failures in the past that make them
reluctant to engage in classroom tasks for fear of failure.
5. Emotional difficulties – Some students may
have emotional problems which make it difficult
for them to adjust to and the academic
expectations.

6. Poor Attitude - Some students simply enjoy

doing nothing because they find the work difficult.
How to Deal With Inappropriate
Behaviour in the Classroom

 Establish a positive, supportive classroom

atmosphere.
 Establish a clearly defined set of rules and
punishments.
 Organize the classroom itself.
 Get to know your students as well as you
can.
 Identify the exact problem.
 Use positive responses for positive
behaviour.
 Keep the students busy and engaged in the
material.
 Use physical proximity to curb bad
behaviour.
 Research classroom management to a
great extent.
Rewards & Punishments in Teaching Methods

 The effectiveness of punishment versus reward in

classroom management is an ongoing issue for

education professionals. Both tactics provide teachers

with leverage when working with disruptive and self-

motivated students. Before you decide whether to

motivate students with rewards or manage with

consequences, you should explore both options.