For classroom management

1. Managing the
21st Century
Classroom

2. OBJECTIVES:
• Discuss the underlying paradigm
shifts in the classroom
management.
• Share ideas on how to cope up
with different situations in the 21st
century classroom.
• Appreciate the importance of
classroom management to
ensure effective, meaningful and
memorable learning process.

3. The True Picture of Today’s Learners

8. Good classroom management is a key
factor in teachers’ professional life. It
helps to maintain congenial and
positive learning environment in the
class. It also helps to set standard
procedures and rules to carry out in
day-to-day teaching effectively and
smoothly. This subsequently helps
the students to learn skills which they
need in the adult world.

9. Remember !
Classroom management makes you
swim or sink!

10. Teaching involves..
• Instruction
• Assessment
• Classroom management
• Professional responsibility
“The instruction, teaching, and curriculum
would fall in the right place if classroom
management is appropriate.”

11. What does classroom
management consist?
• Address the challenges of the
students
• Teachers and students
successfully working together
• Teacher knows and is confident
in monitoring students

12. Paradigm shifts in classroom
management
Focus: memorizatio
n of discrete facts
Focus: what
students Know, Can
Do and Are Like
after all the details
are forgotten.
Textbook-driven Research-driven
Passive learning Active Learning

13. Paradigm shifts in classroom
management
Learners work in isolation
– classroom within 4 walls
Learners work
collaboratively with
classmates and others
around the world – the
Global Classroom
Teacher-centered: teacher
is center of attention and
provider of information
Learner-centered: teacher
is facilitator/coach
Little to no student
freedom
Great deal of student
freedom

14. Paradigm shifts in classroom
management
“Discipline problems –
educators do not trust
students and vice
versa. No student
motivation.
No “discipline problems” –
students and teachers have mutually
respectful relationship as co-
learners; students are highly
motivated.
Teacher is judge. No one
else sees student work.
Self, Peer and Other
assessments. Public audience,
authentic assessments.
Low expectations High expectations – “If it isn’t
good it isn’t done.” We expect, and
ensure, that all students succeed in
learning at high levels. Some may
go higher – we get out of their way
to let them do that.

15. Paradigm shifts in classroom
management
Print is the
primary vehicle of
learning and
assessment.
Performances, projects and
multiple forms of media
are used for learning and
assessment
Diversity in
students is
ignored.
Curriculum and
instruction address student
diversity

16. Classroom should be able to
develop 21st century skills
• Critical Thinking and Problem Solving
• Collaboration across Networks and
Leading by Influence
• Agility and Adaptability
• Initiative and Entrepreneurialism
• Effective Oral and Written Communication
• Accessing and Analyzing Information
• Curiosity and Imagination

17. Video: Cell Phones in the Classroom – Learning Tools for
the 21st Century

19. Case A
• Teacher X gave a Mathematical
exercise for students to work.
After 20 minutes (the class runs
for 40 minutes), Student A was
seen not to be doing the exercise.
Student A is commenting that the
activity given by the teacher is
boring.
• What will you do?

20. Case B
• While you are lecturing about the
parts of the Excel window, you
saw that some students are
passing around a paper and each
one is giggling. You took the
paper and you saw that it is a
drawing of you (which looks
grotesque!).
• What will you do?

21. Case C
• You are handling 50 students in the
computer lab. Every time you give the
procedure what to click using
paintbrush, the students would not
listen and gets in advance to what you
are teaching, they are already doing
other things and not following your
instructions.
• What will you do?

22. Action/Strategies for good classroom
Management
• Use assertive body language
• Use appropriate tone of voice
• Persisting until the appropriate behavior occurs
• Establishing clear learning goals
• Providing flexible learning goals
• Talking informally with students before, during
and after class about their interests
• Greeting students outside of school
• Be innovative while setting your class
cont……

23. • Allow and encourage ALL students to be
part of classroom discussions
• Provide appropriate “wait time.”
• Emphasize right parts of wrong answers
• Encourage collaboration
• Restate or rephrase the question
• Give hints or clues
• Provide the answer and ask for elaboration
• Use humor
• Develop a set of written expectations you
can live with and enforce.
cont…..

24.  Be consistent. Be consistent. Be
consistent.
 Be patient with yourself and with your
students.
 Make parents your allies. Call early and
often. Use the word "concerned."
 When communicating a concern, be
specific and descriptive.
 Don't talk too much. Use the first 15
minutes of class for lectures or
presentations, then get the kids working.
 Break the class period into two or three
different activities. Be sure each activity
segues smoothly into the next.
 Make eye contact by scanning the entire
class while you speak.

25. More tips
• Set the place for learning.
• Have physical presence inside the
classroom.
• Spend the early parts of the year teaching
your students about routines, rules, and
procedures.
• Plan ahead to avoid disruptions
• Treating misbehavior:
– Is it calm, is it polite, is it fairly unobtrusive,
does it treat the kids with dignity?
• Model the behavior you want from your
students

26. The Don’ts of Classroom
Management
• Do not publicly discipline a student as this
will lead more off task behaviors.
• Do not lose control of your emotions as they
will learn what buttons of yours to push.
• Only refer students with disciplinary referrals
for major infractions as you are handing over
your problem to someone else.

27. “We must always choose to
respond professionally rather
than react personally.”
From The First 60 Days of Teaching by
Robert L. DeBruyn

28. Video: Even Eagles Need a Push

29. Reflection
How am I doing?
How do I know?
What am I going to do now?

30. “Never forget the power of one
person to make a difference in the
life of a child.”