3. ObjectivesThe session will enable participants to:
define classroom management
explain classroom dynamics
outline characteristics of a good classroom
apply Maslow’s hierarchy of needs in identifying
disruptive behaviors.
describe behavior modification
write a lay out of behavior modification plan to
classroom rules
4. Management
Effective utilization and coordination of
resources
The guidance and control of action
required to execute a program. Also, the
individuals charged with the
responsibility of conducting a program.
5. What is Classroom Management
The management of student behavior and learning
activities by teachers.
Procedures and instructional techniques that are
used to establish the classroom environments so
that learning can occur.
6. So:
Classroom management refers to all of the things that a
teacher does to organize students, space, time, and
materials so that maximum learning can take place
with minimum distractions
7. Importance of Classroom Management
classroom management is the most important factor
governing student learning. Three authors reviewed 50 years
of research on student learning, encompassing 11,000
statistical findings. They discovered 28 factors that help
students learn;
and classroom management was the number one.
8. Characteristics of A Well-Managed
Classroom
Students are deeply involved with their work, especially
with academic, teacher-led instruction.
Students know what is expected of them and are
generally successful.
There is relatively little wasted time, confusion, or
disruption.
The climate of the classroom is work-oriented but
relaxed and pleasant.
9. Cont…
Students are seated so that their attention is directed
toward the teacher.
Students are able to clearly see chalkboards, screens,
presentations and displays.
Students are motivated.
Teacher and students are aiming for the same
direction.
High traffic areas should be free of congestion.
Students are seated so that teachers can see any
students ant times. It is important that all students are
within the view of the teacher at all times.
10.
11. Managing Learning focusing on:
Physical Environment
Human Behavior
Time
Resources (Lesson planning)
What to Manage in the class
12. Managing physical environmentEffective use of space
(not congested, neat, easiness in approach )
Light
(Proper, quality, quantity, direction, )
Temperature
(Normal, fans, heaters)
Furniture
(Not broken, managed, repaired)
Noise
13. Managing physical environment
Equipments
(Availability, working, prepared,)
Moving passage
(No hurdle, open, access to all class)
Teaching material
(Prepared, readable, planned, )
Seating plan
(Flexible and according to the needs)
20. Common Behaviour Problems in Schools
Stealing
Absence
Disobedience
Telling a lie
Fighting
Cheating
Being Late
Destructiveness
No home work
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24. Behavior Modification:
The change in the knowledge, skills, or attitude
of an individual which occurs as the result of a
planned set and schedule of reinforcements
25. How to Do
Behavior Modification Strategies
Setting expectations, routines and classroom rules
Planned ignoring
Eye contact
Signal message
Proximity control
Using re in-forcers
Direct talk
Individual Counseling
Expert counseling
Meeting with parents
26.
27.
28. Characteristics of Classroom RulesPositively stated
Concise
Workable and realistic
with consensus
according to the class level
short in number
display in written form in the class
must be reminded
29. Examples of Bad Rules
Be responsible
Be a good citizen
Pay attention
Be ready to learn
Demonstrate respect for others
30. Examples of Good Rules
We shall:
Turn in completed assignments on time.
Bring paper, pencil, and books to class.
Sit in our seat unless we have permission to leave
it.
Obey our teachers.
Raise our hand and wait for permission to speak.
Work when we are supposed to.
not hurt others.
Walk, don't run, when ever needed, in the
classroom.
Keep hands, feet, and objects to our self.
34. Structuring Classroom Space For Disruptive Students
Disruptive students should be placed in the front of the
classroom near the teacher, but not separated from rest of
class.
Two disruptive students should not be allowed to sit next to
each other.
Disruptive students need more frequent reinforcement than
other students. Having them close to the teacher makes this
possible.
If there are a group of difficult students, have the most
difficult one sit close to the teacher and spread the others
out. Place appropriate students next to disruptive students.
Students should have only relevant materials on their desk.
Do not place easily distracted students near the window or
other location where distraction is likely.
35. CLASSROOM MANAGEMENT
C --- Clarify the tasks and instructions.
L --- “Learning” is the thing for which all the stage is set.
A --- Arrange the seats according to the activities.
S --- Smile, smile and keep smiling, your smile makes them smile.
S --- Socialization is key to proper behavior.
R ---Respect and recognize the feelings of your students.
O --- Organize material and human resources properly.
O --- Organize the time because you can’t get it again.
M --- Make rules and share responsibilities.
M --- Management is about Planning, Organizing, Directing and Controlling, this is all
you have to do in your classroom.
A --- Ask questions frequently during your lecture, it makes your teaching effective.
N --- Negotiate to the problem child separately, don’t scold him in front of whole class.
A --- Appreciate your students on every task completion.
G --- Generate new ideas yourself and accept ideas from your students as well.
E --- Establish standards of good behavior.
M --- Misbehaviors should not occur frequently, if this happens, something is wrong
with your teaching style.
E --- Engage every student through mysteries, riddles, jokes and puzzles.
N --- Not the punishment but the reward can win the hearts.
T --- Think before you leave.
36. Final words1. Leave your all negative thinking at the
doorstep of class
2. Have a genuine interest in your students.
3. Communicate classroom rules clearly.
4. Practice Rules
5. Show that you are human.
6. Minimize the power differential in everyday
communication.
7. Address problem behavior directly and
immediately.
8. Adopt a collaborative approach.
