Classroom management ppt

Classroom Management

G.H. Raisoni Academy for Human Excellence

( A Unit of S.G.R. Eduventures Pvt Ltd)

1G.H. Raisoni Academy for Human Excellence ( A Unit of S.G.R. Eduventures Pvt Ltd)

Introduction

C lassroom management is a complex and multifaceted issue confronting all

teachers, in-service and pre-service, in every classroom around the world. Effective

classroom management is more than quick-fix strategies or a bag of tricks. It is a

purposeful philosophical, ethical and theoretical code of Conduct. Haim Ginott’s a noted

professor of psychology quotes the idea of “ Congruent Communication” in developing

positive classrooms. In India, classroom management and student engagement are

significant issues for teachers. They heavily affect community perception, teacher

efficacy and well-being, and the standards of achievement of students. The latest theories

& strategies of classroom management are based on current resilience, self-worth, which

highlight the strengths that students have and how, as educators, we can draw upon these

strengths in assisting all children to grow. Classroom management in a broad term 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. 2G.H. Raisoni Academy for Human Excellence ( A Unit of S.G.R. Eduventures Pvt Ltd)

When classroom-management strategies are executed effectively, it minimizes the

behaviors that impede learning for both individual students and groups of students, while

maximizing the behaviors that facilitate or enhance learning. It involves teacher actions

and instructional techniques to create a learning environment that facilitates and supports

active engagement in both academic and social and emotional learning. This definition

incorporates a number of tasks:

Connecting and developing caring relationships with students with high and explicit

expectations

Organizing and structuring instruction that facilitates deep learning in an environment

clearly focused on meaningful learning that is important to Students.

Assisting students to clarify challenges and problems and respond to their needs

Promoting abilities for internal self-regulation and positive social skills

Developing strength-based interventions for students with challenging behaviors.


Classroom management is

Planned, but with scope for improvisation

Preventative rather than simply reactive

Controlled and organized rather than chaotic

An opportunity for all students and teachers to experience success


Principles for Effective Classroom Management

4 E’s Establish Expectations

Establish Credibility

Establish Professionalism

Establish Value


Principles for Effective Classroom Management

C reating productive learning environment begins with planning to make the class

in effective classroom management. To plan it, there are five principles for a productive

learning environment;

Developmental differences influence classroom management

Management and instruction are interdependent

Classroom organization is essential for classroom management

Rules and procedures are the cornerstone of an effective management system.

first day of school set the tone for the year.


Parts of Classroom Management

A. VarietyStudents should be exposed to wide range of activities and not limited of tried and true

games

Be prepared to adjust activities on the spot to account for individual differences, to add

challenges or to provide new practice opportunities.

Introduce broad spectrum of sports and physical activities as they relate to the movement

skills we learn in class

B.Organization:Classes prepared and organized before students arrive

Keep class room arranged in a student friendly and teacher approachable manner

Classroom posters emphasize rules, values, health and all concepts covered in class.


C. Managing Your lessons:Clear commands, rules, instructions and demonstrations for all activities.

Organize lessons in consistent pattern when possible; for example:

Instant activity

Discussion

Skill Practice

Skill Games

Review

D. Positive Classroom Environment:

Consistent expectations/procedures

Positive, encouraging and supportive climate

Constant feedback ( specific and non-specific )

High energy and simple humor8G.H. Raisoni Academy for Human Excellence ( A Unit of S.G.R. Eduventures Pvt Ltd)

Flip your Classroom

F lipping the classroom helps students who are used to treating

class time as nap time.

Allows class to be spent in a more engaging manner where you

can promote understanding, hold discussions, and analyze

concepts.

Lets you use your class time more efficiently


Makes learning more accessible to students.

Play to the strength of a teacher by allowing to guide students’

specific ideas and discoveries in a more effective manner.

Empowers teacher to truly assess student understanding.

Identify the challenges each student is encountering, and then

forge the appropriate learning connections for them.

Flipping classes ensures that the resources offered — teachers,

other students, and online information — are regularly available

and easily accessed in the best places for maximum learning.


How and Why To Flip Your Classroom

It’s no secret that interacting with students on an individual level can

drastically improve the learning process. Having the capacity to reach all of

your students one-on-one is certainly ideal, but large class sizes can

understandably make this challenging. Moreover, the traditional teaching

method — students sitting in class, taking notes, fighting to stay awake — is

not conducive to an interactive style. So, how can you use your class time

more efficiently?

In order to reach the students who are used to treating class time as nap time,

flip your classroom information intake routine. Instead of using class time to

lecture, have students do the intake of information at home. This will allow

classes to be spent in a more engaging manner where you can promote

understanding, hold discussions, and analyze concepts.


The conventional method of homework involves students struggling to figure it out by

themselves. The flipped method puts an emphasis on student understanding in the

classroom, rather than students needing to complete a set of questions on their own.

Flipping the classroom allows students to grasp the material at their own pace, which

is something the conventional style ignores.

Not only does the flipped method make learning more accessible to students, it helps

teachers do their job as well. If done effectively, it can play to the strengths of a

teacher by allowing him or her to guide students’ specific ideas and discoveries in a

more effective manner.

But perhaps the biggest perk of the flipped method is that it allows teachers to truly

assess student understanding. You can identify what kinds of challenges each student

is encountering, and then forge the appropriate learning connections for them. It

ensures that the resources offered — teachers, other students, and online information

— are regularly available and easily accessed in the best places for maximum learning.

Before too long, the light bulbs above your students’ heads will be switching on all

throughout the classroom.


Ways of flipping the Classroom

Interactive Quizzes : Quizzes are a great way to track each student’s

personal progress.

In-Class Assessments: Implement a short entry quiz at the beginning of

each class, or a warm-up exercise designed to go over the preceding day’s

assigned task

Discussion forums: class-wide discussions can help students review the

material, as well as give them a solid chance to present and discuss their

perspectives. You can award them points based on participation.


Discipline Issues in Classroom management

D iscipline issues are listed as the major concern for most new teachers.

What can teachers expect and how can they effectively handle discipline problems?

Classroom management combined with an effective discipline plan is the key.

Here’s How:

Begin each class period with a positive attitude and high expectations. If you expect

your students to misbehave or you approach them negatively, you will get misbehavior.

This is an often overlooked aspect of classroom management.

Come to class prepared with lessons for the day. In fact, over plan with your lessons.

Make sure to have all your materials and methods ready to go. Reducing downtime will

help maintain discipline in your classroom.


If a student becomes verbally confrontational with you, remain calm and remove them

from the situation as quickly as possible. Do not get into yelling matches with your

students. There will always be a winner and a loser which sets up a power struggle that

could continue throughout the year. Further, do not bring the rest of the class into the

situation by involving them in the discipline or the writing of the referral. More on

dealing with confrontational students in your classroom.

If a student becomes physical, remember the safety of the other students is paramount.

Remain as calm as possible; your demeanor can sometimes diffuse the situation. You

should have a plan for dealing with violence that you discussed with students early in

the year. You should use the call button for assistance. You could also have a student

designated to get help from another teacher. Send the other students from the room if it

appears they could get hurt. If the fight is between two students, follow your school's

rules concerning teacher involvement as many want teachers to stay out of fights until

help arrives.

Keep an anecdotal record of major issues that arise in your class. This might be

necessary if you are asked for a history of classroom disruptions or other

documentation.

Let it go at the end of the day. Classroom management and disruption issues should be

left in class so that you can have some down time to recharge before coming back to

another day of teaching. 15G.H. Raisoni Academy for Human Excellence ( A Unit of S.G.R. Eduventures Pvt Ltd)

Meet disruptions that arise in your class with in kind measures. In other words, don't

elevate disruptions above their current level. Your discipline plan should provide for

this, however, sometimes your own personal issues can get in the way.

For example, if two students are talking in the back of the room and your first step in

the plan is to give your students a verbal warning, don't stop your instruction to begin

yelling at the students. Instead, have a set policy that simply saying a student's name is

enough of a clue for them to get back on task. Another technique is to ask one of them a

question.

Try to use humor to diffuse situations before things get out of hand. Note: Know your

students. The following example would be used with students you know would not

elevate the situation to another level.

For example, if you tell your students to open their books to page 51 and three students

are busy talking, do not immediately yell at them. Instead, smile, say their names, and

ask them kindly if they could please wait until later to finish their conversation because

you would really like to hear how it ends and you have to get this class finished. This

will probably get a few laughs but also get your point across.



Tips for handling student discipline situations

REMAIN CALM AND COMPOSED!

When correcting misbehavior, communicate in the most private, respectful, and

positive manner.

Make all discipline decisions after the “heat of the moment.”

When you feel as if you or your student is too emotional to handle a particular

situation, suggest postponing the discussion until both are prepared to talk it out.

Instead of blaming, use I-messages to explain why the behavior was disruptive.

Instead of saying “You’re disruptive” try saying “I lose my concentration when

you are talking in class.” This helps to avoid an angry retaliation.


Use positive self-talk to reduce stress and help to remain control. Mentally say

things such as “remain calm,” “I’m doing a good job at handling this situation.”

Attempt to de-escalate situation by providing distractions. These distractions give

people the opportunity to cool off.

Exaggerate issues to help students put the situation in perspective.

Use stress management techniques such as deep breathing or repeatedly tensing

and relaxing your muscles.

Address only student behavior rather than personal traits.


Tips for preventing misbehavior

Establish realistic and age appropriate rules and procedures.

Walk throughout the classroom during lectures and seat work to provide assistance and

monitor behavior.

Keep class work and assignments separate from behavior issues.

Have extra activities available for students to do when they are bored or finished with

all their work.

Establish routines for transitions (leaving the room, using the bathroom, etc.) and

prepare students for transitions by warning them ahead of time.

When deciding whether or not to intervene with a behavior, determine if the problem

is solely “teacher-owned.” Does the behavior simply annoy you or is it harmful to other

students?

Establish a program that teaches self-discipline and responsibility to students. When

appropriate, give students extra duties that will help save you time and teach them

responsibility. 20G.H. Raisoni Academy for Human Excellence ( A Unit of S.G.R. Eduventures Pvt Ltd)

differ from ineffective teachers not in the way they respond to students’ misbehavior, but instead in how competently they manage the group activities.” “


Classroom Rules for Students

Class rules need to be simple, easy-to-follow, and posted for all your students to see.

One of the keys to writing great rules is to keep them general enough to cover a variety

of situations but not so general that they mean nothing. For example, you wouldn't want

to have a class rule that says, "Respect everyone at all times." Even though you want

students to do this, the rule itself does not tell the students what you really want them to

do to show you that they are following this rule.

Creating your own class rules depends on a couple of factors. You need to make sure

that they are written with your own group of students in mind. Ideally you should keep

your rules down to a manageable limit of between 3-8.

Following are some ideas for classroom rules that you can use as you create your own.

The rule itself is the first sentence of each of the following. However, the additional

information can be modified and provided to students and parents at the beginning of

the year. It's also a great idea to go over each of the rules with your students during the

first few days of school.


Examples of Class Rules for Students:

Come to class on time.

Begin the warm up activity within one minute after the tardy bell.

Attend to personal needs before coming to class

Remain in your assigned seat unless you have permission to get up

Do not eat candy or other food in class unless you have been given special

permission

Bring required materials every day unless you are otherwise directed.

Talk only when permitted

Use polite speech and body language


Keys to Classroom Management

Research has shown that the quality of teacher-student relationships is the keystone for

all other aspects of classroom management. Further, research has shown that teachers

who had high-quality relationships with their students had fewer discipline problems

and rule violations than those who did not have high-quality relationships. What are the

characteristics of effective teacher-student relationships? Let's first consider what they

are not. Effective teacher-student relationships have nothing to do with the teacher's

personality or even with whether the students view the teacher as a friend. Rather, the

most effective teacher-student relationships are characterized by three specific teacher

behaviors:

Exhibiting appropriate levels of dominance

Exhibiting appropriate levels of cooperation

Being aware of high-needs students.


1. Appropriate Levels of Dominance

Teachers can exhibit appropriate dominance by establishing these three principles:

•Clear behavior expectations

•Clear learning goals

•Exhibiting assertive behavior


A. Establish Clear Expectations and Consequences

T eachers can establish clear expectations for behavior in two ways: by

establishing clear rules and procedures, and by providing consequences for student

behavior. Past research has stressed the importance of establishing rules and

procedures for general classroom behavior, group work, seat work, transitions and

interruptions, use of materials and equipment, and beginning and ending the period

or the day. Ideally, the class should establish these rules and procedures through

discussion and mutual consent by teacher and students.

Along with well-designed and clearly communicated rules and procedures, the teacher

must acknowledge students' behavior, reinforcing acceptable behavior and providing

negative consequences for unacceptable behavior.


B. Establish Clear Learning Goals

T eachers can also exhibit appropriate levels of dominance by providing clarity

about the content and expectations of an upcoming instructional unit. Important

teacher actions to achieve this end include:

Establishing and communicating learning goals at the beginning of a unit of

instruction.

Providing feedback on those goals.

Continually and systematically re-visiting the goals.

Providing summative feedback regarding the goals.


C. Exhibit Assertive Behavior

T eachers can also communicate appropriate levels of dominance by exhibiting

assertive behavior. Assertive behavior differs significantly from both passive behavior

and aggressive behavior. Tips to using assertive body language:

Maintain an erect posture, facing the offending student but keeping enough distance so

as not to appear threatening and matching the facial expression with the content of the

message being presented to students.

Use an appropriate tone of voice, speaking clearly and deliberately in a pitch that is

slightly but not greatly elevated from normal classroom speech, avoiding any display

of emotions in the voice.

Persist until students respond with the appropriate behavior. Do not ignore

inappropriate behavior; do not be diverted by a student denying, arguing, or blaming,

but listen to legitimate explanations.


2. Appropriate Levels of Cooperation

Cooperation is characterized by a concern for the needs and opinions of others.

Although not the antithesis of dominance, cooperation certainly occupies a different

realm. Whereas dominance focuses on the teacher as the driving force in the

classroom, cooperation focuses on the students and teacher functioning as a team. The

interaction of these two dynamics-dominance and cooperation-is a central force in

effective teacher-student relationships. Several strategies can foster appropriate levels

of cooperation:

Provide flexible learning goals

Take a personal interest in students

Use Equitable and Positive Classroom Behaviors


A. Provide Flexible Learning Goals

Just as teachers can communicate appropriate levels of dominance by providing

clear learning goals, they can also convey appropriate levels of cooperation by

providing flexible learning goals. Giving students the opportunity to set their own

objectives at the beginning of a unit or asking students what they would like to

learn conveys a sense of cooperation. Giving students this kind of choice, in

addition to increasing their understanding of the topic, conveys the message that

the teacher cares about and tries to accommodate students' interests.

B. Take a Personal Interest in Students

Probably the most obvious way to communicate appropriate levels of cooperation

is to take a personal interest in each student in the class. All students appreciate

personal attention from the teacher. Although busy teachers-particularly those at

the secondary level-do not have the time for extensive interaction with all students,

some teacher actions can communicate personal interest and concern without

taking up much time.


C. Use Equitable and Positive Classroom Behaviors

Make eye contact with each student. Teachers can make eye contact by scanning

the entire room as they speak and by freely moving about all sections of the room.

Deliberately move toward and stand close to each student during the class period.

Make sure that the seating arrangement allows the teacher and students clear and

easy ways to move around the room.

Attribute the ownership of ideas to the students who initiated them. For instance,

in a discussion a teacher might say, “Ritu just added to Sheena’s idea by saying that

. . . "

Allow and encourage all students to participate in class discussions and

interactions.

Provide appropriate wait time for all students to respond to questions, regardless

of their past performance or your perception of their abilities.

Make sure to call on students who do not commonly participate, not just those

who respond most frequently.31G.H. Raisoni Academy for Human Excellence ( A Unit of S.G.R. Eduventures Pvt Ltd)

Ways to Practice Classroom Management Right From the

Start!1.Brainstorm classroom goals together.

2. Balance their point books along with their behavior.

Teacher’s Voice ( Class VI ):

“Every year, I create a points account system for my 6th standard students. The

students get points biweekly and live life in class just like they are on their own in the

real world. If a student breaks a rule in class, he/she looses points. If a student is a

repeat offender, he/she is fined with the loss of points. The students determine the fine .

If homework is not turned in, the student again looses a point. If a student does extra

work (i.e. helps a classmate, etc.) he/she receives a bonus point. The students keep

track of their accounts using "registers". I track their point accounts just like the bank

would and issue a monthly statement stating their balance of points. At the end of the

year, students are able to redeem their points in exchange of goodies or some fun

activity”32

G.H. Raisoni Academy for Human Excellence ( A Unit of S.G.R. Eduventures Pvt Ltd)

3.Wish upon a "Secret Star" for orderly lines.

Teacher’s Voice( Class – III ):

“To encourage my students to walk in a quiet and orderly line while in the corridors, I

often pick a "Secret Star" when going for a class or an activity. I usually pick a boy

and a girl "Secret Star". I don't tell who my "Secret Star" is and I tell the students that I

am watching to see if my "Secret Star" is walking nicely and quietly. When we arrive

back to our classroom ,I announce the "Secret Star" if and only if the "Secret Star" was

successful in being a good walker. The "Secret Star" then gets points/goodies . Since

nobody knows who the "Secret Star" is, everybody is usually very quiet and respectful

in case it might be him or her. If the "Secret Star" is not quiet and respectful then I

simply state that "My Secret Star did not make it this time." I don't tell who it was. This

works wonders for getting the students to walk quietly in the hallways and it's also

fun.”33G.H. Raisoni Academy for Human Excellence ( A Unit of S.G.R. Eduventures Pvt Ltd)

4. Build a "fish" of classroom infractions.

Teacher’s Voice ( Class – IV teacher ):

“On the first day of school I read Swimmy by Leo Lionni to my class. We discussed the

importance of working together and feeling safe. We brainstormed a list of behaviors

we didn't want in the classroom, and I branched off their ideas to look like a fish

skeleton. Then we brainstormed what we DO want and created 10 Fishbowl

Environment Guidelines (we are the Fourth Grade Fishbowl!). Students paired up and

created a page for our Guideline Book with one of the ten guidelines and an

illustration. At the end of the book is a contract we have all signed. Each day at the end

of school we read through their book and collectively decide how many points to give

ourselves based on how we followed the guidelines throughout the day. We are frank,

and discuss ways we can improve tomorrow. The guidelines are basic rules with a fish

twist: "encourage each other to swim faster & further," "raise a fin to talk," "try our

best, even when the water's bumpy”34G.H. Raisoni Academy for Human Excellence ( A Unit of S.G.R. Eduventures Pvt Ltd)

http://www.scholastic.com/teachers/book/swimmy


5. Efficient student grouping.

Teacher’s Voice ( Class – IV ):

“Part of effectively managing the classroom is having an efficient way to put students

into groups. Students love working in groups and this is a sure way to partner or group

students with variety and inclusion of all students. To partner students, we make

appointment clocks. I use a clock with the hour numbers and then a blank line by each

hour. The students make an appointment with another student on each hour of the

clock. If Sally is Jimmy's one o'clock appointment then Jimmy is also Sally's one o'clock

appointment. When I need my students to pair up for activities or review skills, I simply

say, "Go to your 2 o'clock appointment." To group my students, I place name labels on

a deck of cards. I simply shuffle the cards and deal them out into stacks of the number

of groups that I need and then call out the names. The cards are great to use for lots of

things, selecting a student to do a special job, picking students to give presentations,

etc.”


Classroom Management: maintain an equilibrium rigid flexible

Brophy , J in 1983 cited 3 theoretical orientations to classroom management to

maintain a fine balance between the classroom orientation being too rigid or too

flexible

Self-concept/personal adjustment--the teacher encourages discouraged students, builds

self-esteem by arranging for and calling attention to success, improving peer

relationships, etc.

Insight (cognitive)--spend time with problem students individually, attempting to

instruct and inform them, getting to know them personally.

Behaviorist--offer incentives, negotiate contracts, call attention to and reinforce

desirable behavior




Ideas that encourage ACTIVE student learning

Rearrange your classroom

Involve students in designing class rules

Assign class buddies

Take time to assess how each one learns

Create an unintimidating learning environment

Assign students roles in the classroom

Give students a degree of control

Make a daily evaluation sheet for your students



What is your Classroom Management profile?

Answer these 12 questions and learn more about your classroom management

profile. The steps are simple:

Read each statement carefully. Write your response, from the scale below, on a

sheet of paper. Respond to each statement based upon either actual or imagined

classroom experience. Then, follow the scoring instructions below. It couldn't be

easier!

1. = Strongly Disagree

2. = Disagree

3. = Neutral

4. = Agree

5. = Strongly Agree

Activity – Classroom management profile


(1) If a student is disruptive during class, I assign him/her to detention, without

further discussion.

(2) I don't want to impose any rules on my students.

(3) The classroom must be quiet in order for students to learn.

(4) I am concerned about both what my students learn and how they learn.

(5) If a student turns in a late homework assignment, it is not my problem.

(6) I don't want to reprimand a student because it might hurt his/her feelings.

(7) Class preparation isn't worth the effort.

(8) I always try to explain the reasons behind my rules and decisions.

(9) I will not accept excuses from a student who is tardy.

(10) The emotional well-being of my students is more important than classroom

control.

(11) My students understand that they can interrupt my lecture if they have a

relevant question.

(12) If a student requests a hall pass, I always honor the request.


To score your quiz,

Add your responses to statements 1, 3, and 9.

Statements 4, 8 and 11 refer to the authoritative style.

Statements 6, 10, and 12 refer to the democratic style.

Statements 2, 5, and 7 refer to the laissez-faire style.

The result is your classroom management profile. Your score for each management

style can range from 3 to 15. A high score indicates a strong preference for that

particular style. After you have scored your quiz, and determined your profile, read the

descriptions of each management style. You may see a little bit of yourself in each one.

As you gain teaching experience, you may find that your your preferred style(s) will

change. The classroom management styles are adaptations of the parenting styles

discussed in Adolescence, by John T. Santrock


“ I f educators fail to realize the importance of creating an

environment where students feel that they belong, where they

are safe, where their voice is respected and where they are

encouraged to learn, then little else is of value the educator

will struggle to actively and meaningfully engage students in

the process of learning. When students are not involved and

believe the educator dosen’t care, they are more likely to

misbehave and are prone to failures” 45G.H. Raisoni Academy for Human

Excellence ( A Unit of S.G.R. EduventuresPvt Ltd)

Communication Skill for successful classroom management

L isten up!

Teaching is all about communicating, and communicating includes listening as well

as speaking and writing. Not only should both parties be able to verbalize their

thoughts, questions, and ideas; but they should both be willing to really work at

LISTENING to each other.

“Effective teachers really work at

listening, understanding and

responding to their students.” 46G.H. Raisoni Academy for Human Excellence ( A Unit of S.G.R. Eduventures Pvt Ltd)

The key concept is that successful communication involves being an active listener.

How to be an active listener?

Be attentive.

Listen with an accepting attitude

Use encouraging words to show you are listening : I see, "Right.”

Use nonverbal actions to show you are listening

Use encouraging words that will invite them to continue on

"Tell me more.“

"Sounds like you have some ideas on this.“

"I'm interested in what you have to say.“

"Let's talk about it."


Communication Skill for Teaching

A. Problem Solving:•Identify the problem :

state the purpose of meeting

Get students point of view/ describe problem, ask students reaction; evaluate.

•Identify and select the solution:

student suggestion

multiple teacher alternatives; positive focus with plan for improvement

•Obtain a commitment:

student acceptance for period of time followed by evaluation (sometimes in a contract)

with consequences if not followed


B. Talking with Parents:

Constructive assertiveness, empathetic responding, problem solving

Express appreciation for parents’ efforts to meet,work w/them as a team

Focus on choices student is making and how to encourage better decisions

Document concerns: student work and notes of behaviors


Importance of Classrooms

A clean, smartly spaced and visually stimulating

classroom can help students learn better and it might even

increase their interest and boost their motivation. The

classroom should present a cheerful, inviting, motivating

and purposeful setting for learning.


Arranging the classroom

Availability of extra supplies at a location in the classroom where students who have

forgotten supplies will be able to go without disrupting other students (i.e. a cup of

pencils at the center of each table or the back of the classroom).

Provide a neat and organized classroom.

Make your classroom look attractive. Use bulletin boards, banners, warm colors, or

anything to help make your classroom look aesthetically pleasing.

Structure your classroom as to avoid chaos and promote learning.

The teacher should be able to observe all students at all times and be able to see the

door from his/her desk.

Students should be able to see the teacher/presentation area without having to move

or turn around.

Arrange the room as to allow easy movement.

Make your classroom fun, attractive, motivating, & functional.


Make a positive classroom environment

Use humor.

Greet students and respond appropriately

Show enthusiasm and be animated.

Provide opportunities for every student to succeed.

Model good listening skills by paying attention when student speak.

Create anticipation for lessons or tasks.

If a particular student is struggling, provide the student with a classroom buddy who

is mature and responsible.

Create classroom rituals and traditions which build a sense of community.

Encourage parental and community involvement.


Seating arrangement for better classroom management

Classrooms are complex, busy places. They accommodate many people and activities

each day. The physical arrangement of a classroom has significant implications for

discipline and classroom management. Many classrooms serve more specialized uses

and so would not require versatile arrangement. Different methodologies lend

themselves to different spatial arrangements. Some prefer a rigid classroom

arrangement. Others prefer a richly furnished environment, which they view as more

stimulating to students.

“ C areful and appropriate use of physical space available in the classroom can

positively affect teacher and student attitudes and propagate holistic learning and

development of the student”.


Gregor suggests that students with varied learning styles prefer different classroom

arrangements. He is of the opinion that one type of learner prefers a predictable, stable

environment that is ordered and quiet. Another type of learner will choose an

environment that is mentally stimulating and ordered but devoid of distracting objects.

Yet another learner needs an environment that allows for creative expression, freedom

of movement and emotional experience.

Flexibility is the key word in arranging the classroom for effective instruction. This

does not mean moving the furniture arrangement weekly. It does mean being aware that

certain variations will facilitate particular teaching and learning tasks.


Seating arrangements are an important concern. According to Jones, the best

arrangements put the least distance and the fewest barriers between teacher and

students. No matter what the seating arrangement is used, it must be flexible. In this

way the classroom will more readily accommodate the various learning activities

planned by the teacher. The teacher may need to plan seating arrangement to suit the

needs of particular students. Workable seating arrangement can help make tasks easier

for students and teachers as this allows the teacher mobility and access to monitor

student activities which will eventually have a significant impact on student behaviour

and learning.


Seating arrangement styles for classrooms with individual desks

1. Maximum access: This arrangement places the desk individually. It makes it

relatively easy for the teacher to move around the room.


2. Short horizontal rows around a walk way

The middle room arrangement places desks in small groupings. It is the most popular

arrangement in secondary classrooms, particularly for mathematics.


3. Herringbone style of arrangement

The herringbone arrangement is similar to the short horizontal rows, except the desks

have been turned at a 45degree angle. This arrangement is preferred by secondary

English and Social Science teachers. It allows students to face each other for classroom

discussion.


Seating arrangement styles for classrooms with small desks

1. Rows: This arrangement is convenient and simple ( Fig 1 )

2. Double “ E” : It alleviates the long walk required by rows. By placing the tables at

right angles, seating capacity has been increased. ( Fig 2 )

3. Semicircle: This arrangement works well when a teacher gives a presentation

infront of the class. ( Fig 3 )

Fig 1 Fig 2 Fig 3 59G.H. Raisoni Academy for Human Excellence ( A Unit of S.G.R. Eduventures Pvt Ltd)

Rosenfield, Lambert, and Black found that the students seated in circles engaged in

significantly more on task behaviors than those in rows.


Activity on seating arrangement

Classroom seating arrangement toolseating-

chart-maker.php.htm


seating-chart-maker.php.htm

“A good classroom seating

arrangement is the cheapest

form of classroom

management.”– Fred Jones


Start of the Day Activities

What activities do you set your

pupils

at the start of the day?

Do your children have to come in and read quietly while you do

the register?

Do you set the children other challenges and activities?


Classroom management strategies

Establish Procedures : Good classroom management is essential to effective

cooperative learning. You'll need to have a clearly defined set of procedures so that the

kids know your expectations.

Implement a Quiet Signal : If you're going to involve your students actively in your

instruction, you'll need a fool-proof Quiet Signal. You can have a hand signal, a bell, a

clicker. You need something that can get the students' attention in 3 to 5 seconds.

Erase-a-Letter Strategy - If you feel your class is too noisy during cooperative

learning activities, there are ways to teach them to control their noise level. Just use the

Erase-a-Letter technique. Before you start a activity, write the word STOP on the board.

Teach them how to whisper and how whispering sounds different from regular voices.

After that, erase a letter from the word STOP on the board every time you hear anything

above a whisper.


Classroom management strategies

Use Brain Bucks to Encourage Thinking :

When students demonstrate a willingness to apply creative

thinking strategies or persist in working through a problem, use

Brain Bucks to reward their efforts. Of course, you'll need to

back those Brain Bucks with something else so that students can

"spend" them in other ways.

Work Zone Strategy :

This simple technique gives students a visual to show your noise

level expectations for specific activities. Use a large sheet of red,

yellow, and green construction paper to simulate each color of a

stop light. Write the words on each color as shown in the

illustration. (Red - No Talking, Yellow - Whisper Voices, Green -

Inside Voices).


Stoplight Management System -

Post a stoplight pattern like the one shown above on the board and staple enough library

card pockets next to it so that each student will have one. Number the pockets and assign

each student a number. Place one green stoplight tag in each pocket. Students start each

day with a green tag. When a student engages in an off-task behavior, place a yellow tag in

his or her pocket as a caution. If another incident occurs that day, place an orange tag in

the pocket and follow up with a previously determined consequence. For serious

infractions, place the red tag in the pocket. At the end of the day, record the colors shown

in each pocket on a class chart. Remove the yellow, orange, and red tags so that everyone

will have a fresh start the following day.


Stoplight Management System -

Post a stoplight pattern like the one shown above on the board and staple enough library

card pockets next to it so that each student will have one. Number the pockets and assign

each student a number. Place one green stoplight tag in each pocket. Students start each

day with a green tag. When a student engages in an off-task behavior, place a yellow tag in

his or her pocket as a caution. If another incident occurs that day, place an orange tag in

the pocket and follow up with a previously determined consequence. For serious

infractions, place the red tag in the pocket. At the end of the day, record the colors shown

in each pocket on a class chart. Remove the yellow, orange, and red tags so that everyone

will have a fresh start the following day.


Summary

This module focuses on how teachers manage the classroom activities and the

strategies they use to ensure that classroom provides a context to support and

facilitate learning.

Classroom management means the process of ensuring that classroom lessons

run smoothly despite disruptive behaviour showed by students. The term also

implies the prevention of disruptive behaviour and closely linked to issues of

motivation, discipline and respect.

The terms ‘classroom management’ and ‘discipline’ are often used

interchangeably.

Classroom management means teachers’ strategies to create and maintain an

orderly learning environment and discipline means teachers’ responses to

students’ misbehaviour.


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 to manage themselves.

Disruptive behaviour is the behaviour that is problematic or inappropriate in the

learning context or in other words, it is the behaviour that interferes with

students’ own learning or disrupts the class, in the school setting.

Managing a classroom is not an easy task. Teacher needs to consider several

things such as the child’s development level, the learning and physical

environment, rules and procedure, classroom activities, student’s cooperation and

classroom management style.


70

Methodology and Assessment Tools

Howard Gardner's multiple intelligence test

Students begin to understand how they are intelligent. In Gardner's view, learning is both

a social and psychological process. When students understand the balance of their own

multiple intelligences they begin

To manage their own learning

To value their individual strengths

Classroom Management – Self Assessment tool

Classroom Management Self-Assessment measures extent to which effective classroom

management practices are in place.

Classroom Assessment Tool – CAT - Classroom Assessment Tool is a formative

evaluation methods that serve two purposes. They can help you to assess the degree to

which your students understand the course content and they can provide you with

information about the effectiveness of your teaching methods.

G.H. Raisoni Academy for Human Excellence ( A Unit of S.G.R. Eduventures Pvt Ltd)

“In an effective classroom students should not only know what they are doing, they should also know why and how’” - Harry


Education

Classroom management ppt