3. Classroom Management
That Works
Objectives:
The participants will
▀ identify the importance of teaching of rules,
procedure and routines to students by reviewing
literature and exchanging views of colleagues.
▀ find out strategies to reinforce positively students’
learning and appropriate behaviour by discussing
among colleagues and reviewing of literature.
▀ list down consequences for violating rules and
procedures by discussing among colleagues and
reviewing of literature.
4. Literature Synthesis
Perhaps the most obvious aspect
of effective classroom
management is classroom rules
and procedures. Rules and
Procedures convey the message
that
“ I’m here to teach and
you are here to learn”.
6. Literature Synthesis
Just as a child should be
taught rituals and acts of
worship, he should also be
taught GOOD HABITS and
ETIQUETTES until they
become second nature to
him.
-Prophet Muhammadh (SAW)
7. Literature Synthesis
The believers who have the
most perfect faith are those
who have the best manners.
8. Literature Synthesis
The believers who have the
most perfect faith are those
who have the best manners.
18. Literature Synthesis
Rules should be taught
Precision requests : Use
student’s name
Precise description of required behaviour
Polite and unemotional tone.
wait time of 5 seconds
19. Literature Synthesis
Example:
“ Stop please- it is disrespectable
to pull down art work displayed
on the wall.” …
“ Be responsible by keeping your
hands and feet to yourself. Do it
now, please!”
23. Comparison
Punitive Positive
Rapidly stop behaviour Slowly stop behaviour
Provide immediate relief Provide no immediate relief
(reinforcement) to the to the teacher
teacher
Teach students and peers Teach students and peers
what not to do what to do
Decrease positive attitude Increase positive attitudes
towards school and school towards school and school
work work
24. Group Work
Identify any three Routines which are
unstructured and weaker in Irushadhiyya
School.
Activity I. Recommend the procedures to redress those
weaker areas of our school.
Activity II. Suggest consequences that can be
effectively applied if and when students break class
rules.
27. Creating a Responsive
Management System
Create a management system that is responsive to
student needs.
Key elements:
Behavioural expectations should be clearly
defined, taught, and acknowledged (Sugai
et al, 2000).
This can be acomplished through
□ teaching classroom rules
□ encourage positive behaviour
□ increase academic and behavioural
success
□ decrease the likelihood of failure
28. Creating a Responsive
Management System
Definitely, misbehaviour will occur!
Therefore: Teachers should be PROACTIVE!
Have a set of responses to certain
behaviours! (Simonsen et al,2008).
29. Creating a Responsive
Management System
Prescribed and responsive
approach to misbehaviour creates
a more positive learning environment
and decreases the need for
reprimands.
30. Creating a Responsive
Management System
PREVENTION, PREVENTION,
PREVENTION
Preventing misbehaviour should be the
primary goal of all teachers.
31. Creating a Responsive
Management System
Let us discuss some of the well-
established strategies to
predetermine the responses of the
misbehaviours.
32. Creating a Responsive Management System
The following six strategies are often
under utilised but they are very much
responsive to have a responsive
management system. Use these
strategies and so that they become a
positive habit of you.
Proximity Control
Opportunities to Respond
Rule Reminder
Eye Contact
Praising Appropriate Behaviour
Temporary Escape
33. GROUP WORK
In groups of six, please work on the six
strategies to create a Responsive
Classroom Management System.
Each group works on one strategy.
