Classroom management i


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Classroom management i

  1. 1. Classroom Management By Javed Iqbal AKU-IED-PDCN Aus-Aid EDIP Project
  2. 2. Overview Objectives Group work What is Classroom Why Classroom Management Principles of Classroom Management Components of Classroom Management Strategies for Classroom Management Key dimensions of Classroom Management Classroom Norms Components of Classroom Norms
  3. 3. Objectives By the end of this session C.Ps could be able: Discuss definitions and Importance of Classroom management; Share the principles of Classroom Management; Discuss the components of classroom management;
  4. 4. Group Work Group No I Definition of classroom management Group No II Importance of classroom management Group No III Principles of classroom management Group No IV Components of classroom management Group No V Strategies for Classroom management.
  5. 5. What is Classroom Management?Classroom management is creative: It creates both thebest situation in which the students can learn and theteacher can teach.Procedures and instructional techniques that are usedto establish the classroom environment so thatlearning can occur. Management strategies are basedon understanding how the classroom environment can
  6. 6. Why Classroom Management? Primary purpose is to gain control of the classroom Good classroom management results in high levels of student engaged time. To Provide a conducive learning Environment to the learners Best utilization of Classroom time. Social Development by inculcating social skills.
  7. 7. Principles of classroomManagement Brophy (1983) states there are 3 general principles for good classroom management: Willingness of the teacher to accept responsibility. Long-term, solution-oriented approaches to problems (rather than short-term) Check to see if symptomatic behavior is caused by underlying personal problems (impulsivity, lack of awareness, home problems, etc.) desist/ control responses classroom control
  8. 8. Components of Classroom ManagementSeating Use of blackboardDisplays EvaluationIndividual attention ObservationPair & group work QuestioningCleanliness Demonstration &Usage of resources PresentationTimetable Social skillsClassroom Norms AccessibilityTeacher’s movement Pair/group composition Instruction
  9. 9. Strategies for Classroom Management Planning ◦ How to achieve desired goal Organization ◦ Rules and procedure should be aligned with teaching strategies Communication ◦ Communication should be effective Motivation ◦ Create a learning environment that encourage social interaction. Monitoring ◦ Monitor the activities
  10. 10. Key Dimension of positive classroom managementPhysical Dimension The Ambience Condition of (Environment) furniture.  Odour. Place to keep  Humidity. things.  Ventilation. Proper place to sit  Chalk dust. for students.  Heat-Cold. Light, vision  Noise-Echo-Quiet possibilities.  (Each room has it Noise level. own” Feel” and that Temperature of the ‘feel sends an classroom. Immediate Right place for chalk message….air board or bulletin freshener, flower) board.
  11. 11. Key Dimension of positive classroom managementHuman Factor Instruction dimension  Clear communication. Mutual interaction.  Teacher conveys Audibility and enthusiasm for the visionary aspects. subject and for the Place of movement content specifically around the class for taught. teacher and students.  Teacher must keep students accountable for Don’t make things too their work. comfortable lest they  Teacher must be aware fall asleep. of what is happening in the work.  Teacher must teach for students success
  12. 12. What are classroom norms? Classroom norms are the behavioral expectations & rule of the class Classroom norms tell us how we are expected to behave towards each other and toward the material we use in school It helps to ensure that students indeed understand the classroom and community’s expectations and expectation of class teacher
  13. 13. Components of Classroom Norms ◦ Students will work together for common goal ◦ Strong relationship b/w teachers & Students ◦ Active participation in classroom activities ◦ Learning related mistakes are ok ◦ Non-verbal warning (finger on desk) ◦ Verbal warning ◦ written warning (on White/blackboard) ◦ Learning related mistakes are ok
  14. 14. References (Obert DiGiulio: 1995). Ref: Association for supervision and curriculum Development (ASCD)
  15. 15. Thank YouNow it is your turn ?