Classroom Management

ELT2016-2017

Supervised by; Mr. Ivan H. Murad Prepared by : Hussein Kamal &

Musa Rasheed

Outline Introduction definition of classroom management Aspects of Classroom Management Principle of classroom management Discipline Different ApproachesTechniqueConclusion

The presenters aim the following objectives: 1.) to clarify the meaning and

significance of classroom management 2.) to establish the provisions that must

be taken care of in providing the proper learning situation

3.) to explain how to maintain desirable classroom discipline.

4.) to present some strategies and guidelines in good classroom management and discipline.

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 number one problem in the classroom is not discipline; it is the lack of procedures and routines”.

The First Days of School by Harry Wong

What is Classroom management?• Administration or direction of activities with special reference to such problems as discipline, democratic techniques, use and care of supplies and reference materials, the physical features of classroom, and the social relationships of students.

• Good classroom management creates an atmosphere that permits activities to be carried on efficiently and economically maximizing the time, effort and energy of both the teacher and the students.

Objectives of a well-organized classroom a.) to have efficiency in the

teachers and student’s time, efforts and energies;

b.) to efficiently use the physical facilities of school.

c.) to promote an atmosphere which foster imaginative and creative activities.

Aspects of Classroom Management

a. Managing the Physical Environment1. Physical Condition of the Classroom2. Lighting3. Furniture Arrangement4. Seating Arrangement

 b. Establishing Classroom Routinec. Directing and Controlling Learning

Principles of classroom management Building a good relationship

between teacher and student.Setting rules, routines and

procedures Managing self.Maintaining appropriate

student behavior.Techniques of motivating.

Principle is 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.

Discipline

• Discipline - is about teaching people appropriate behaviour and helping then become stronger or more in control of his or her emotions and being independent and responsible.

Important functions of discipline:

1.) It is necessary for socialization – for the learning of standards of conduct that are approved and tolerated in any culture

2.) It is necessary for normal personality maturation.

3.) It is necessary for the internalization of moral standards and obligations.

4.) It is necessary for the students’ emotional security.

Principles underlying effective discipline, the teacher should:1.) be responsible for his own class discipline; 2.) provide a wholesome atmosphere which

results from orderly and adequate classroom conditions;

3.) stimulate worthy motives and give the students every opportunity to direct their own efforts;

4.) be aware of the student rights to be respected;

5.) be aware of the individual differences and should give each children equal share of his attention, guidance, and direction.

Causes of Disciplinary Problems

 1. Teacher factor a. teacher’s personal

characteristicsb. teacher’s scholastic

qualifications2. Student as a factor in

discipline 3. School as a factor in

discipline

Teacher should always take note of the following:

• Establish good routine habits and keep students 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 students be attentive.

• Remain calm and poised even in an emergency.

Ways to avoid serious discipline problems

• Know the subject matter and be well-prepared.• 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.

• Make it clear to students that you expect them to work.

Ways to avoid serious discipline problems (cont..)• Allow reasonable amount of time for special

activities.• Avoid the use of threats.• Keep your sense of humor.• 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.

Different Approaches to the Issue:

Autocratic, teacher centred, passive learning and controlled

classroom management

Vs.

Democratic, student led, interactive learning, activity centred, and co-constructed

management

Little Things: Quick Interventions That Support Classroom Management1. Never punish an entire class2. Change the tone.3. Find things to appreciate.4. Smile 5. Use your words.6. Forgive.7. Give students choices.

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.

Technique2. Punishment(cont..)

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 student understands why

he/she is being punished.13. Punishment is more effective if the teacher

already has appositive relationship with the student.

Conclusion Last Thought :

“Being an effective Class Manager

is not a talent which some people just have

and others do not – it is a set of skills

and an attitude learned throught

patience and practice”

Do you have any question?

References:• 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.

• Picture references . www.google.com