School Discipline and Classroom Management

ALLAMA IQBAL OPEN
UNIVERSITY, Islamabad
Online workshop
SCHOOL DISCIPLINE AND
CLASSROOM MANAGEMENT
IN
EDUCATIONAL LEADERSHIP AND
MANAGEMENT
CC 8605 -B.Ed.
Presented by:
Ch. M. Ashraf
m.ashraf0919@gmail.com
https://www.slideshare.net/RizwanDuhdra
Telegram: https://t.me/duhdra

By: Ch. M.Ashraf https://www.slideshare.net/RizwanDuhdra
2
SCHOOL DISCIPLINE
AND
CLASSROOM MANAGEMENT

SCHOOL DISCIPLINE AND CLASSROOM MANAGEMENT
Objectives
After studying this unit, the trainee teachers
can be able to
1.Define school discipline and classroom
management
2.Appreciate the needs and importance of
positive schools discipline
3.Indicate the principles and techniques for
classroom management.
3

School Discipline and its Purpose
Discipline is derived from the Latin root
disciples meaning a pupil or disciple.
Following and acting upon the rules, regulations
and principles already determined by the
management of any institute or enterprise is called
discipline.
All of intellectual, social, moral and physical
activities, so far as they are carried out in
cooperation with others and are directed towards
the realization of certain purpose-is disciplinary.
4

Purpose of Discipline
• Discipline gives children a feeling of security.
• Discipline enables the children to live
according to the approved standard.
• Discipline leads the children to successful
adjustment and happiness.
• Appropriate discipline enables the children to
accomplish what is required of them.
• Discipline enables the children to control
their own behavior.
5

Classroom Management
Definition:
Classroom management in instructional
perspectives means the complex set of plans and
actions that the teachers uses to ensure that the
learning in the class-room is efficient and effective.
6

Management:
✓It also involves teaching students in such ways
and means that they can manage/ direct their
own behavior in classroom settings.
7

• Efficient use of time space and resources to
achieve pre-determined instructional objectives is
called management.
8

Good Classroom Managers are Always Good
Teachers
▪ Teaching in normal classes seldom creates
problems for the teachers but the large classes
certainly hamper the smooth functioning of
educational activities.
▪ Large-size classes make the use of certain
teaching material and methods rather difficult-
i.e. to teach, watch, monitor, assess or evaluate
etc. is too difficult.
9

▪ The teachers having no insight can hardly
mange to conduct teaching experiences, use
teaching material, to impart sufficient and
planned knowledge with in due period of time.
▪ The term management in large classes is often
misunderstood with maintaining discipline in
large classes.
10
Good Classroom Managers are Always Good
Teachers

Principles of Classroom Management
1. Assess, clarify and communicate needs and
expectations
▪ Student needs/ rights: Survival, belongings, power,
fun, freedom, learning without being disrupted by
others, stimulating and useful lessons are the need
and right of students.
▪ Teacher’s needs/ rights: Full attention of each
student, suitable teaching learning environment
leading to students growth, respect to the teacher
and appropriate class material with the students.
11

2. Create a warm and nurturing class-room
environment:
▪ The student should be welcomed / greeted at the door
of classroom. He should feel safe and accepted.
Ridicule and sneering attitude is not allowed.
▪ Pleasant and attractive Physical classroom
environment in which student like to work in groups
and teacher may make round of class easily to
monitor students learning.
12

3. Democratically develop a set of rules and
consequences
▪ The rules should be agreed upon and understood
by ever one in the classroom.
▪ Ideal list should be short and reflect mutual
respect.
(continue…….)
13

3. Democratically develop a set of rules and
consequences
▪ Logical consequences should be explained in
advance.
▪ Consequences should be related to misbehavior.
▪ Display the rules and consequences prominently.
14

4. Develop daily routine, yet remain flexible
▪ Every minute counts
▪ Providing assistance when and where necessary
▪ Managing assignment collection
▪ Restructuring and re-scheduling
15

5. Make learning more attractive and fun for the
students:
Incentives must motivate students learning
Active student’s involvement: smoothly paced
lesson presentation – Avoid abrupt changes and
skipping to maintain interest among the students.
(continue….)
16

5. Make learning more attractive and fun for the
students:
Incentives must motivate students learning
Focus on students needs:
Teaching strategies should be relevant with the
students learning style – repetition, drill, group
work etc.
17

6. Deal with misbehavior quickly, consistently and
respectfully. (Teaching others is better than
dealing with misbehavior)
▪ Non-verbal communication (body language, facial
expressions, gestures, eye contact, physical
proximity etc.)
▪ Reminder, requests, redirecting behavior etc.
▪ Avoid power struggles (by offering some position
of responsibility) (Continue ……..)
18

6. Deal with misbehavior quickly, consistently and
respectfully. (Teaching others is better than
dealing with misbehavior)
▪ Invoking consequences (consequences should
never be harmful)
▪ Prevent escalation logically
▪ (Confrontation with an unwilling student could
make the teacher appear weak in front of the
class)
19

7. Focusing:
▪ (Do not attempt to teach over chattering of
students who are not paying attention.)
20

8. Direct instruction:
▪ (To begin the lecture by telling the students
exactly what will be happening the next time.
▪ He may set time-limits for some tasks –
sometimes spare a little time for the students to
chat or gossip)
21

9. Monitoring
22

10. Modeling
(values are caught not taught)
23

11. Non-verbal cuing – facial expressions.
24

12. Positive discipline cautions
▪ No gum chewing – leave the gum at home
▪ No running – move in orderly manner
▪ No fighting – settle your disputes appropriately
▪ When see good behavior, acknowledge it
25

Common Behavior Problems in School
▪ Quarreling, Teasing
▪ Mischief , Stealing
▪ Absence, Late coming
▪ Disobeying, Lawlessness
▪ Abusing, Bullying
▪ Cheating, Copying
26

▪ Note passing, Calling out
▪ Lame excuses, Telling lie
▪ Eating, drinking, playing with mobile
▪ Spoiling or damaging school furniture
▪ Dozing, sleeping, carelessness etc.
27
Common Behavior Problems in School

Factor Causing Behavior Problems
▪ Hard and fast rules in school / class room
▪ Family problems
▪ Corporal punishment
▪ Threatening, unreasonable attitude of the teacher
28

▪ Uninteresting teaching learning process
▪ Inappropriate orders and directions
▪ Change in social setup
▪ Joking or mischiefs
29

▪ Attention seeking students
▪ Harsh attitude of teachers
▪ Confused teaching
▪ -ve Reinforcement
30

▪ Biased behavior of teachers
▪ Print and electronic media
▪ Unreasonable attitude of parents
▪ Un-trained teachers
31

Root Cause of Problems in
Classroom
▪ Problems occur when students are off task
32

Tips to Deal with Undesirable Behavior
Positive Reinforcement
Negative Reinforcement
Ignore policy
Identify and solve problem
Systematic Desensitization
Send to Principal
The students must not off task
Explain why behavior is unacceptable
Concept ALLAH and Akhirat (Islamize
your lesson)
33
Corrective
Approach
Active
Approach
Proactive
Approach

Class Rules
▪ Follow directions
▪ Listen when teacher talks
▪ Raise your hands when you wish to speak
▪ Don’t run and fight in the class
▪ Remain on your seats when the teacher is around
▪ Help one another
34

▪ Come to class fully prepared with the lesson
▪ Raise your hands if you want to say some thing
▪ Be gentle and honest
▪ Never sit idle.
▪ Work quietly and do not disturb others
▪ Show respect for school and personal property
35
Class Rules

Examples of Classroom Setting Management
36

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SCHOOL DISCIPLINE AND CLASSROOM
MANAGEMENT

45

School Discipline and Classroom Management

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