Class Management Teachniques

1. Class Management Techniques

2. Workshop Objectives:
•To know the definition of classroom management.
•To learn practical techniques for managing learners
positively.
•To know some examples of disruptive behaviours
and how to deal with them.

3. Effective classroom management is necessary for
all teachers and facilitators. Classroom management
involves all aspects of what is going on in the
classroom while a lesson is being taught. Not only
does class management include how the teacher
delivers the curriculum, but also how the students
interact with the teacher and with others in the
classroom, and extends to the classroom environment
in which students learn as well.

4. “Class Management”

5. Classroom management 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.

6. It is an ongoing process of
managing students’ behaviour.
It is a multi-factor process.

7. What are the benefits of managing the
classroom well?
1. Learners learn best in a safe and secure
environment.
2. It saves time and effort for the teacher.
3. It is easier to engage students and get them
on task.

9. Techniques
of Class
Management Offer praise
& incentives
Classroom setting Body language
T-S Rapport
Setting rules
Frontal teaching x
group dynamics
Good lesson plan &
Those few minutes left
Learner
involvement
in activities
Positive class atmosphere
Control class energy

10. 1- Body language & physical proximity:
Non verbal communication can sometimes do miracles.
 Use facial expressions
 Use hand gestures, and body motion
 Use audible voice
 Vary your voice tone
 Vary the speed of your speech
 Keep eye contact
 Get into their space to give aid

11. 2- Setting rules & routines:
Teachers need to establish some class rules of discipline.
Power Teaching Classroom Rules:
1- Follow directions quickly
2- Use hand gestures
3- Make smart choices
Teachers set routines for collecting homework, distributing
worksheets, checking attendance ...etc .

12. Routines
On average, students spend 15% of their class time following routine
procedures. These procedures include things such as entering the classroom,
getting books out and stopping work to pay attention to the teacher. You
establish these routines at the start of the year, and, you establish, what you
establish (i.e. it’s hard to change later).
Research shows most teachers state such expectations, but it is the teachers
who get students to practice them (while correcting along the way) that
succeed in turning them into habits.
Maintain the students’ dignity and self -esteem and encourage
them to be responsible for their own behaviour .

13. Structuring Your Teaching Tactic #4: Judicious Use of
Group Work
Do not use group work with a new or difficult class until they can work
well on their own (over several lessons).
Even then, you still need to use group work judiciously. This involves
ensuring that each student has a sufficient understanding of the:
Material the group will work on (enough individual mastery first – then
group work)
Steps or strategies you want the group to use (have you
explained/demonstrated it first)

14. Tactic #5: Hold Your Students Accountable
Students are more likely to behave well when they
know you will check:
They have produced enough work
That this has led to adequate learning
Asking students to show what they have done, and
marking work as a class are 2 quick ways to do this.

16. 3- Offer praise and give incentives
Praising learners or giving them incentives when they do good
things means that you expect them to do this behavior more and
more.

17. 4 - A good lesson plan:
Planning a lesson which is suitable to the level , interests ,
learning styles and age group of learners can save time , effort
and guarantee learning.
Those few minutes left :
Teacher must always be prepared with some extra
activities (extension) that reinforce a certain skill on one hand
and keep learners busy on the other hand .
Good time management
Transition time
Decrease transition time.

18. Structure Your Teaching
There are many aspects to good teaching, but some of them
have more impact on classroom behaviour than others.
When teaching a new class, or struggling to gain control of a
tough class the following aspects of teaching are absolutely
critical: clear lesson goals, never asking students to do
something they don’t know how to do, judicious use of group
work and holding them accountable for the work they have
done (either as an individual or in a group).

19. Tactic #1: Be Prepared
Being unprepared is a common cause of poor student behaviour. Therefore, it is important that you are well
prepared.
 Focus on your planning and your resources.
 More specifically, they describe what you want your students to:
•Know and understand
•Be able to do
 This clarity comes from
•Year Level learning outcomes
•Unit learning outcomes
•Lesson learning outcomes
Being prepared involves both planning and organisation. When dealing with a new or challenging class,
always have your day planned and your resources ready before you start the next day

20. Structuring Your Teaching Tactic #2: Explain & Demonstrate
First
Asking students to do something that you haven’t shown them what to
do is a recipe for both frustration and misbehavior.
Always start your lessons by clearly:
Explaining anything that your students need to know
Demonstrating anything you want your students to be able to do
Do this in a clear, step by step manner. And use:
Visuals to support your explanations
Thinking aloud, while demonstrating how to do something

21. Tactic #3: Individual Learning First
After you have:
Explained what your students needed to know
Demonstrated what they must be able to do
You need to get them to individually engage with the material.
The specific strategies you use to engage them will vary depending upon what you want them to learn. For example:
Summarising, taking notes, making connections to prior knowledge and rehearsing are ways to engage students in
learning surface knowledge
Practising is a good way to master specific skills or procedures
Reflective writing and reorganising material are good ways to promote deeper learning
But what matters in terms of managing the behaviour of a new or challenging class, is that:
The students work individually
Doing so well becomes a routine before you start taking your eyes off the class and helping individual students
This allows you to keep an eye on the class as a whole, and use on-the-spot techniques to nip small problems in the
bud.

22. Structuring Your Teaching Tactic #4: Judicious Use of
Group Work
Do not use group work with a new or difficult class until they can work
well on their own (over several lessons).
Even then, you still need to use group work judiciously. This involves
ensuring that each student has a sufficient understanding of the:
Material the group will work on (enough individual mastery first – then
group work)
Steps or strategies you want the group to use (have you
explained/demonstrated it first)

23. Tactic #5: Hold Your Students Accountable
Students are more likely to behave well when they
know you will check:
They have produced enough work
That this has led to adequate learning
Asking students to show what they have done, and
marking work as a class are 2 quick ways to do this.

24. Organising & Structuring Your Teaching Minimizes
Misbehaviour
To organise and structure your teaching use these 5 tactics:
Being prepared
Explaining and demonstrating things first
Getting students to work on their own – and watch them
Making timely and careful use of groupwork
Holding your students accountable
These 5 tactics are not all there is to good teaching, let alone
great teaching. Nor are they all you need to do to manage
your students’ behaviour. But they are an important
foundation.

25. 5- Control class energy
Teachers use energizers ( stirrers ) and settlers to keep
control over the learners and achieve good class
management.
https://www.teachingenglish.org.uk/professional-
development/teachers/managing-lesson/articles/stirrers-
and-settlers-primary-classroom

26. 6- Frontal teaching x group dynamics :
Frontal teaching group dynamics
Teacher Teacher Teacher Teacher
The frontal teaching occurs when the teacher addresses the whole
group ,who respond in union or one by one. The time involved in
active communication is limited . It is perhaps an attractive method
for teachers because discipline in the classroom is very easy and the
students are so quiet .
Newer approaches to teaching languages make class activities
much more communicative and efficient.

27. a. Arrange the seating of learners in a way that enables p ∕ p interaction.
b. Give effective, clear instructions.
c. Relate material to students’ lives, experiences and current events.
d. Pace of instruction should be appropriate
e. Engage students in group work and role playing as misbehaviour
happens because students find “acting out “ more interesting than a
boring lesson.
7- Learner’s involvement in activities:
How can teachers increase learner’s involvement and participation?

28. 8- Teacher-Student Rapport:
Some teachers tend to create a strong bond with their students
on the expense of class control while others do exactly the
opposite. Teachers need to be patient , understanding, helpful,
However , they should be strict enough, firm , and set rules and
regulations that have consequences if they are violated. Sarcasm
and humiliation are to be avoided .

29. Some Tips for Rapport-Building
1. Repeat and paraphrase student’s answers. This shows that
you were attentively listening.
2. Use eye contact, non-verbal cues such as a nod, and facial
expressions to indicate that you're interested.
3. Reward students with verbal praise.

30. 9- Classroom Setting :
a. Arrangement of Seating:
The choice of seating depends on the number of class members,
activities to be tackled and level of learners.
shape shape in rows
b. Classroom Bulletien Boards :
Arranging and showcasing students work in the bulletin boards
is beneficial.

31. a. Maintain a safe and secure class atmosphere.
b. Use games and attractive activities.
c. Relate activities to pupils’ interests and needs .
d. Show learners your care , interest , support and love.
e. Minimize fear and stress.
f. Set high expectations of all your students.
10- Creating a positive class atmosphere

32. Classify the following factors into factors which you can control or
improve, and those which you can’t control:
1- Classroom layout 8- Fairness
2- Learners’ natural abilities 9- Outside noise
3- Lesson content 10- Mutual respect
4- Motivation 11- Classroom rules
5- Previous experience 12- Group dynamics
6- Classroom size, furniture 13- Time of lesson
7- Involving learners in activities

33. Good classroom management is also
an important factor related to dealing
with disruptive behaviour
effectively.

34. Dr Bill Rogers work on behaviour management
Positive correction refers to the on-the-spot techniques you use to
manage students while teaching. It assumes you have already
established things such as rules, routines and relationships with your
students.
In short, it is a set of strategies that help you nip small problems in
the bud and keep everyone’s focus on the lesson at hand.
Here are five on-the-spot strategies for nipping small problems in the
bud.

35. Bill Rogers Strategy #1 Direction With Tactical Pausing
Giving a direction involves stating what you want the student/s to do. Examples
of directions could include statements such as, face this way and listen
please … Troy, work silently please … Sam, pop that in the bin thanks. Pretty
simple really. There are only three tricks to doing it well.
•Gain attention, and then pause before giving the direction
•State what you want them to do, not what you want them to stop doing
•Speak in a firm but friendly way

36. You gain their attention by stating their name, pausing, and then
giving the direction once they are looking at you. For
example: Tony (pause) line up sensibly please. When directing a
whole class you could say: Everybody, everybody (pause) look at
the board. The pause is critical, but often overlooked. Without
the pause, you are halfway through your direction (or more)
before the student even catches on that you are talking to
them.

38. Strategy #2 No Why Questions
This strategy by Bill Rogers is even easier. Don’t ask questions such as
Why are you doing that? Or, Why would you do that?
If you do ask a question, it is much better to use ones that focus
directly on the behaviour:
• What are you doing?
• What should you be doing?
• Do that please

39. Bill Rogers Strategy #3 Blocking With Partial Agreement
It involves blocking secondary arguments and focusing exclusively on what you want the
student to do.
Partial agreement is one (particularly useful) way to block tangent-arguments from taking
over. It involves using two words to sidestep the tangent – maybe and but.

40. Strategy #4 Conditional Permission
There is a time and place for everything, and Bill Rogers recommends that you
use conditional permission to reinforce this.
The when-then structure offers you an easy way to use conditional permission.
You can also use the yes-when structure to answer students as they ask for
permission.
There are other words that you can use (e.g. after-then), but the principle remains the
same.

41. Bill Rogers’ Strategy #5 Forced Choices
Students choose how they behave. The forced-choice technique is a way of
highlighting this while clarifying what the choices are. You often use it after,
or in combination with other strategies.
For example, you may direct Sarah to work silently. Soon after, she starts
chatting again. You then force her choice by something like, Sarah, you can
choose to work silently, or I will have to move you.
Tony provides another opportunity to force a choice when he is playing with
his music player in the class. You can force the choice by saying something
such as, Tony, you can put that away or on my desk – you choose.

42. Sometimes, choices may be more serious. Nita, you can choose not to
wear makeup again, or I will call your parents.
There are various ways you can force a choice, but the keyword is
always or.
Forced choices work well, but only if you consistently follow through
when needed. When forcing a choice:
 Only give options that you can realistically follow-through on
 Start with small consequences
 Talk in a calm but confident manner
 Don’t wait for an answer, move on with the lesson
 Only intervene further if needed

43. There are various ways you can force a choice, but the keyword is
always or.
Forced choices work well, but only if you consistently follow through
when needed. When forcing a choice:
 Only give options that you can realistically follow-through on
 Start with small consequences
 Talk in a calm but confident manner
 Don’t wait for an answer, move on with the lesson
 Only intervene further if needed

44. 5 Strategies In A Nutshell
To recap, 5 favourite Bill Rogers’ strategies for dealing with misbehaviour on-the-
spot are:
1.Gain attention, pause and then give a direction
2.Don’t ask ‘why questions‘ – when dealing with small misbehaviours
3.Use partial agreement (maybe-but) to stop conversations going off on a tangent
4.Use conditional permission (when-then) when students ask to do something
5.Give students a forced choice when a direction has been ignored

45. With-It-Ness
Students are far less likely to misbehave when they know their
teacher notices every little thing going on in the classroom. Students
need to think that you have eyes in the back of your head.
Start the year by setting up your room in a way that maximises
visibility. Then, do simple things such as positioning yourself so you
see all of your students, continuously scanning the room to see
what is going on and limiting times when you have your back to the
class can make a big difference.

46. Nip Small Problems in the Bud
Most misbehaviour can be dealt with quickly and easily.
You can do this by correcting minor infringements on the
spot and then moving on with the lesson.
On-the-spot corrective actions include things such
as: making eye contact with a student, moving closer to
a student or group, reminding them of a relevant
rule or simply telling them to get back to work.
There are also some subtle but important tricks to the
way you go about such corrections.

47. Mention a problem that might face you in the classroom
and suggest possible class management
strategies that can be used to solve this problem.