1. Michael L. Fowler
AET 545
13 July 2015
Dr. Christine Nortz
Classroom
Management
The Key to Teaching Successfully
2. 1.) to clarify the meaning and significance of classroom
management
2.) to establish the provisions that must be taken care of in
providing the proper learning situation
3.) to explain how to maintain desirable classroom discipline; and
4.) to present some strategies and guidelines in good classroom
management and discipline.
This Tutorial is designed:
3. Think about the following classroom scenarios and write down the
procedures you would use to deal with them. Compare you responses
with peers at your school. Are there differences? Are there similarities?
Are these issues you encounter at your school.
• A student continues to use his cell phone to send text messages during class
time.
• A student is disrespectful to her peers, rolls her eyes when they speak, and
mocks her classmate’s language.
• A student is obviously depressed. He is unclean, has no interest, and even
though he comes to class regularly, he is rarely present mentally.
• You have found out that several students submitted identical homework
assignments.
Activity
5. • Four areas where teachers can take action as they shape the
classroom environment:
– Discipline and control.
– The physical classroom and our involvement in its design as we try to
shape the learning environment.
– Designing the syllabus as an organizational tool which allows both careful
planning and improvisation.
– Building cultural sensitivity into our curriculum as a component in our quest
for social and moral growth of both instructors and students.
Areas For Classroom Management
6. • What undesirable student behaviors have you encountered in
your class?
• Strategies for addressing discipline issues:
– Define expectations and policies early.
– Be careful not to embarrass a student in front of his peers .
– Consider possible causes of discipline issues.
– Encourage appropriate behavior, discourage disruption.
– Stay cool, but make sure to draw lines.
– Document disruptive behaviors.
Discipline
7. Take a moment and visualize the best teacher you have
encountered.
Think of all the positive attributes that teacher displayed.
Write down the traits and characteristics you feel that’s important
to be a successful teacher.
Do you possess any of the attributes, traits, and characteristics that
wrote down?
What is an effective teacher?
8. Excellent Communicators They make
Flexible Mistakes and have bad days.
Organized
Positive Sometime they feel:
Patient Stressed
Honest Helpless
Fair Overwhelmed and not appreciated
Consistent
Caring
Effective Teachers are:
9. • Think about resources that can help with classroom management.
How does your school address absenteeism, cheating, unsatisfactory
performance, bullying, and harassment.
• Write down 5 possible techniques that you can use to address the
above concerns.
• 1.
• 2.
• 3.
• 4.
• 5.
Thinking & Writing Activity
10. • Classroom types
Normal classroom
Science Lab
Computer Lab
Auditorium
Lecture classroom
The Classroom
11. • Is there a design that is ideal for the classroom?
• What does it look like?
• Do you teach in an ideal classroom?
• What are other items you feel make up and ideal classroom?
– 1.
– 2.
– 3.
– 4.
– 5.
The ideal classroom
12. • What is the optimum number of students in a classroom?
– Most experts agree that classes containing less than 20 students yield the
best results for student learning and retention.
– What would be the best class size for you? Why?
– What is the average class size at your school?
– At what point does a class become to big or to small? What are the
implications?
– Write down your responses and discuss them with peers at work.
Number of students
13. • Positive attitude
– They haven’t learned the
appropriate behavior.
– They want to know the
classroom structured and safe.
– They are signaling the teacher
to teacher behavior differently.
Being Positive
Negative attitude
They are bad students
They don’t want to learn
They are trying to hurt the teacher.
14. • Always greet students at the classroom door
• Use proximity control
• Pause
• Maintain eye contact
• Always use the students name
• Use a firm yet soft voice
• Never yell
• Hold up a hand
• Have full silence before you continue
Classroom Management list
15. From The first 60 days of teaching by Robert L. DeBryun
“We must always
choose to respond
professionally, rather
than react personally”
16. Breaux, A., & Whitaker, T. (2006). Seven Simple Secrets. Larchmont, NY: Eye on Education.
DeBruyn, R. L. (2001). The First 60 Days of Teaching. Manhattan, KS: The Master Teacher, Inc.
Fisher, J., Hoover, G., & McLeod, J. (2003). The Key Elements of Classroom Management. Alexandria,
VA: Association for Supervision and Curriculum Development.
Rutherford, P. (2002). Why Didn’t I Learn This in College? Alexandria, VA: Just ASK Publications.
Smith, R. (2004). Conscious Classroom Management.
San Rafael, CA: Conscious Teaching Publications.
Resources for this tutorial
