The document discusses the meaning and importance of effective classroom management. It states that classroom management involves proactively preventing problems and creating a positive learning environment, not just disciplinary actions. It also discusses that while control is seen as a measure of teaching quality, traditional controlling styles may not be most effective today. The document outlines some key classroom management strategies teachers can use, including establishing clear rules and routines, providing praise for positive behavior, having consistent consequences for misbehavior, and actively engaging students in learning.

1. “The destiny of the motherland
is being shaped in her
classrooms”
National Education Commission (1964-1966).
CLASSROOM MANAGEMENT

2. CLASSROOM MANAGEMENT : MEANING
 EFFECTIVE CLASSROOM MANAGEMENT IS
NOT JUST ADMINISTERING CORRECTIVE
MEASURES WHEN A STUDENT MISBEHAVES,
IT'S ABOUT DEVELOPING PROACTIVE WAYS
TO PREVENT PROBLEMS FROM OCCURRING
AND CREATING A POSITIVE LEARNING
ENVIRONMENT

3. CLASSROOM MANAGEMENT : MEANING
 ESTABLISHING THE CLIMATE FOR LEARNING
IS ONE OF THE MOST CHALLENGING
ASPECTS OF TEACHING, AND ONE OF THE
MOST DIFFICULT SKILLS TO MASTER
• ALTHOUGH TEACHERS, ADMINISTRATORS,
AND STUDENTS USE THE TERM CLASSROOM
MANAGEMENT FREQUENTLY, IT IS NOT
SYNONYMOUS WITH DISCIPLINE

4. CLASSROOM MANAGEMENT : MEANING
 EFFECTIVE CLASSROOM MANAGEMENT
AS THE PROCESS OF ORGANIZING AND
CONDUCTING A CLASSROOM SO THAT IT
MAXIMIZE STUDENT LEARNING
 CLASSROOM MANAGEMENT USUALLY
INCLUDES ACTIONS TAKEN BY
TEACHERS TO ESTABLISH ORDER,
ENGAGE STUDENTS, AND / OR ELICIT
THEIR COOPERATION

5. CLASSROOM MANAGEMENT
& TEACHERS
 THE AMOUNT OF CONTROL THAT
TEACHERS HAVE IN THE CLASSROOM IS
OFTEN PERCEIVED BY THE
ADMINISTRATION AS A MEASURE OF THE
QUALITY OF AN EFFECTIVE TEACHER.
THEY INTERPRET THIS CLASSROOM
MANAGEMENT STYLE AS EVIDENCE THAT
THE TEACHER IS IN CONTROL AND MUST
BE DOING A GOOD JOB

6. CLASSROOM MANAGEMENT
& TEACHERS
 CLASSROOM MANAGEMENT MAY BE
PROBLEMATIC IN TODAY’S SCHOOLS.
TRADITIONAL STYLES OF CLASSROOM
MANAGEMENT (MORE CONTROLLING,
PUNISHMENT, EXTRA ASSIGNMENTS,
ETC.) MAY NOT BE THE MOST EFFECTIVE
STRATEGIES FOR MANAGING
CLASSROOM THESE DAYS

7. CLASSROOM MANAGEMENT : STYLES

8. CLASSROOM MANAGEMENT :
STRATEGIES
 RULES
 ROUTINES
 PRAISE
 MISBEHAVIOUR
 ENGAGEMENT

9. CLASSROOM MANAGEMENT :
STRATEGIES
 RULES

10. CLASSROOM MANAGEMENT :
STRATEGIES
 RULES
TEACHERS NEED TO BE EXPLICIT ABOUT WHAT
THEIR EXPECTATIONS ARE FOR STUDENT
BEHAVIOUR IN THE CLASSROOM
THE RULES SHOULD BE TAUGHT AND APPLIED IN A
FAIR AND CONSISTENT MANNER

11. CLASSROOM MANAGEMENT :
STRATEGIES
 ROUTINES

12. CLASSROOM MANAGEMENT :
STRATEGIES
 ROUTINES
ROUTINES AND PROCEDURES LET STUDENTS
KNOW HOW TO ACT DURING CLASS ACTIVITIES,
SUCH AS GROUP WORK OR HANDING IN
HOMEWORK
MOMENTUM FOR INSTRUCTION IS ALSO KEY IN
MANAGING CLASS TIME AND MATERIALS,
ESPECIALLY DURING TRANSITION BETWEEN
ACTIVITIES

13. CLASSROOM MANAGEMENT :
STRATEGIES
 PRAISE

14. CLASSROOM MANAGEMENT :
STRATEGIES
 PRAISE
POSITIVE BEHAVIOUR SHOULD BE REINFORCED
WITH PRAISE OR OTHER REWARDS
PRAISE ITSELF SHOULD BE SPECIFIC AND SINCERE
PRAISE SHOULD FOCUS ON CONGRATULATING
BEHAVIOURS, RATHER THAN THE INDIVIDUAL

15. CLASSROOM MANAGEMENT :
STRATEGIES
 MISBEHAVIOUR

16. CLASSROOM MANAGEMENT :
STRATEGIES
 MISBEHAVIOUR
NONCOMPLIANCE WITH CLASS RULES
AND EXPECTATIONS SHOULD HAVE
CONSEQUENCES
IT’S ESSENTIAL, HOWEVER, THAT THESE
CONSEQUENCES NOT ONLY HAVE
VARYING LEVELS OF SEVERITY, BUT THAT
THEY ARE APPLIED CONSISTENTLY

17. CLASSROOM MANAGEMENT :
STRATEGIES
 ENGAGEMENT

18. CLASSROOM MANAGEMENT :
STRATEGIES
 ENGAGEMENT
HIGH-QUALITY INSTRUCTION SHOULD ENGAGE
STUDENTS, AND THE MORE ENGAGED THE
STUDENT, THE LESS LIKELY THEY MISBEHAVE
OPPORTUNITIES FOR STUDENT PARTICIPATION
WILL ENSURE THAT STUDENTS SPEND MORE
TIME LEARNING AND LESS TIME MISBEHAVING

19. BY MANAGING A CLASS
A TEACHER MANAGES THE FUTURE

20. CONCLUSION