This document discusses classroom management strategies for teachers. It defines classroom management as preparing lessons, motivating students, and providing a safe learning environment. Good classroom management is important for teacher satisfaction and for students to cooperate. Principles include dealing with disruptive behaviors while minimizing off-task behaviors, teaching students to manage themselves, and keeping students engaged in planned activities. Specific techniques discussed include focusing students' attention, moving around the room, giving cues, intervening discreetly in disruptions, and coming to class prepared. The document also covers establishing rules, communicating authority through proximity and body language, and being familiar with school policies.

1. CLASSROOM MANAGEMENT
DR.LOKANATH MISHRA
M.Sc(Math),M.A(Eco),M.Ed,NET,Ph.D,D.Litt
,PGDDE,PGDHE,PGDEA,Dip-in-Bengalee

3. WHAT IS CLASSROOM MANAGEMENT?
– prepared for class
– It’s motivating your students
– It’s providing a safe, comfortable learning
environment
– It’s building your effective discipline
– It’s being students’ self esteem
– It’s being creative and imaginative in daily
lessons
– And . . .

4. Why is Classroom Management
Important?
• Satisfaction and enjoyment in teaching are
dependent upon leading students to
cooperate
• Classroom management issues are of
highest concern for beginning teachers

5. PRINCIPLES FOR SUCCESSFUL
CLASSROOM MANAGEMENT
• Deal with disruptive behaviors but also manage
to minimize off-task, non-disruptive behaviors
• Teach students to manage their own behavior
• Students learn to be on-task and engaged in
the learning activities you have planned for
them
– It is more natural to be off-task than on

6. Classroom
Non-classroom Family
Student
School-wide

12. TECHNIQUES FOR BETTER
CLASSROOM CONTROL
• Focus attention on entire class
• Silence can be effective
• Use softer voice so students really have to
listen to what you’re saying
• Direct your instruction so that students know
what is going to happen

13. • Monitor groups of students to check
progress
• Move around the room so students have
to pay attention more readily
• Give students non-verbal cues
• Engage in low profile intervention of
disruptions
• Make sure classroom is comfortable and
safe

14. • Over plan your lessons to ensure you fill
the period with learning activities
• Come to class prepared
• Show confidence in your teaching
• Learn student names as quickly as
possible

15. Transition vs. Allocated Time
• Allocated time: the time periods you intend for your
students to be engaged in learning activities
• Transition time: time periods that exist between
times allocated for learning activities

16. Transition vs. Allocated Time
• The Goal:
– Increase the variety of learning activities but
decrease transition time.
• Student engagement and on-task
behaviors are dependent on how
smoothly and efficiently teachers move
from one learning activity to another

17. Withitness
• Withitness refers to a teacher’s
awareness of what is going on in
the classroom

18. A teacher has “withitness” if:
• When discipline problems occur, the
teacher consistently takes action to
suppress the misbehavior of exactly those
students who instigated the problem
• When two discipline problems arise
concurrently, the teacher deals with the
most serious first
• The teacher decisively handles instances
of off-task behavior before the behaviors
either get out of hand or are modeled by
others

19. With itness (continued)
• When handling misbehavior – make sure all
students learn what is unacceptable about
that behavior
• Getting angry or stressed does not reduce
future misbehavior
• Deal with misbehavior without disrupting the
learning activity

20. PROXIMITY AND BODY LANGUAGE
• Eye contact,
• facial expressions,
• gestures,
• physical proximity to students
• , and the way you carry yourself will
communicate that you are in calm control of the
class and
• mean to be taken seriously.
• Be free to roam
• Avoid turning back to class

21. CLASSROOM RULES FOR
CONDUCT
• Formalized statements that provide students with
general guidelines for the types of behaviors that
are required and the types that are prohibited
• A few rules are easier to remember than many
rules
• Each rule in a small set of rules is more important
than each rule in a large set of rules

22. A Businesslike Atmosphere
• Take advantage of the first days of
class
• Establish an environment in which
achieving specified learning goals
takes priority over other concerns
• It is much easier to establish this
environment from the beginning rather
than later

23. 5 steps
1. Take advantage of the new school
year or term to set the stage for
cooperation
2. Be particularly prepared and
organized
3. Minimize transition time
4. Utilize a communication style that
establishing non-threatening,
comfortable environment
5. Clearly establish expectations for
conduct

24. Beginning a new year
• Take advantage of initial uncertainty
• Ride your “fences”
• PLAN for a favorable beginning
– Classroom/lab organization
– Ongoing routines
• Use learning activities with easy-to-follow,
uncomplicated directions
• Use a disclosure statement

25. Attention Seeking Behavior
• Attention-seeking students prefer being
punished, admonished, or criticized to being
ignored
• Give attention to this student when he or she
is on-task and cooperating
• “Catch them being good!” – and let them
know you caught them

26. Power Seeking Behavior
• Power-seeking students attempt to provoke
teachers into a struggle of wills
• In most cases, the teacher should direct
attention to other members of the class

27. Be familiar with school policies
from the start!
Policies relating directly to students:
• Attendance/Tardy Policy
• Academic/Grading Policies
• Telephone use (school phones, cell, pagers)
• Student Dress and Grooming Policies
• Safe School Policies
– Weapons, fighting, intimidation, verbal abuse, etc.
• Alcohol, Tobacco, and Drug Policies
• Sexual Harassment Policy