Classroom management

1. CLASSROOM MANAGEMENT

2. TAKE A FEW MINUTES TO:
• Define what “Classroom management” means for you.
• Then share your ideas with a partner and identify similarities
and differences.
• What is the basis of such definition you provided?

3. CLASSROOM MANAGEMENT: DEFINITION
• Richard (1990), classroom management is defined as an
organisation and how a teacher controls the students’
behaviour so that the teaching and learning process can
happen effectively.
• Alberto& Troutman (1986), classroom management is a skill
which requires the teacher to manage the time, space,
resources and students´ behaviour in preparing a conductive
learning environment.

4. • Your classroom management is the way that you manage
students´ learning by organising and controlling what
happens in your classroom….
• Or the way that you consciously decide not to organize and
control.
• Or the way that you delegate or relinquish such control to the
learners.

5. • Your classroom management choices play a large part in
creating the individual working atmosphere or your class—
how it feels to be in a room with you as a teacher.
• Such choices reflect what you believe about teaching and
learning.
• Behind each selection of a technique is an intention—the
thing that you want to happen.

6. THE AIMS OF CLASSROOM MANAGEMENT:
• Encourage the desired behaviour from the students
• Create positive learning environment
• Form an interpersonal relationship between the teacher and
students
• Use the time allocated for learning to optimal
• Encourage the involvement of students in the teaching and
learning process
• Reduce the disciplinary problems
• Manage an effective routine
• Students will become more independent

7. CLASSROOM MANAGEMENT VS METHODOLOGY
• The techniques of classroom management are independent of
whichever method is used since they undelie all methods.
• The most effective teaching and learning is going to happen
when learners are actively involved, interested and engaged in
their work.
• All effective teaching requires an active momento-by-
momento processing of the current situation and a flexible
ever-changing reflection as to what might be the best thing to
do next.

8. • Good classroom management involves learning from
experience, but never allowing that experience to put you into
automatic pilot.

9. KEY ELEMENTS IN CLASSROOM MANAGEMENT
• The classroom
• The teacher
• The learner

10. THE CLASSROOM
• The teaching/learning space and how best to organise it and
exploit what it offers.

14. CLASSROOM LAYOUTS

15. SETTING UP THE ROOM FOR SPECIFIC ACTIVITIES

17. IMPROVING THE CLASSROOM ENVIRONMENT
• Teachers’ main job is to create the conditions within which
learning is most likely to happen.
• What kind of environment was it? It is a vital question to ask
yourself (without reflecting on it, your are likely to uncritically
reproduce learning environments that you grew up in as a
child, even if you hated them at a time)

18. THINK ABOUT THE FOLLOWING:
• Atmosphere (physical and psychological aspects?
• Learners’ view of me (authority, manager, colleague, etc.)
• My view of my role as a teacher (What do I understand by a
‘teacher’?)
• Rapport (relationships among participants)
• Ownership of the room
• Democracy (who will decide things?)
• Respect

19. REFLECT:
• Is your classroom a place that you feel happy to walk into?
• How do you think your students feel?
• What small changes could make the biggest improvements?

20. WATCH THE VIDEO AND PAY ATTENTION TO:
– Classroom layout
– Teacher’s actions
– Atmosphere
– Learners’ view of the teacher
– Rapport
– Ownership of the room
– Democracy
– Respect