The document provides an overview of classroom management, highlighting essential strategies, principles, and components necessary for creating an effective learning environment. It emphasizes proactive discipline, the establishment of routines, and the importance of positive reinforcement while addressing the need for clear communication and procedures. Additionally, it discusses the physical and social dimensions of classroom management, including ambiance and student-teacher relationships.

1. CLASSROOM
MANAGEMENT
instruments and ages
MS.ANGELINE
MSC(N) PREVIOUS YEAR
2018-2020
CHOITHRAM COLLEGE OF
NURSING , INDORE

2. 1. INTRODUCTION
2. DEFINITION
3. PRINCIPLES
4. COMPONENTS
5. STRATEGIES AND
GUIDELINES IN
CLASSROOM’
5. KEY DIMENSION OF
CLASSROOM
MANAGEMENT
6. AMBIENCE
ENVIRONMENT
7.HUMAN FACTOR
8.CLASSROOM NORMS
9.CONCLUSION

3. PickYour
Instrument
Family
Classroom management refers
to the wide variety of skills
and technique that teacher use
to keep students organized
orderly focused , attentive on
task and academically
productive .

4. DEFINITION
“The actions taken by the teachers
to create and maintain a learning
environment conducive for
successful instructions”.
Evertson &Weinstein 2006

5. 1. Consistent , proactive discipline is the
crux of the effective classroom
management .
2.Establish routines for all daily tasks and
needs .
3.Strike balance between variety and
challenge sin the students activities .

6. 4.Reinforce positive behaviour.
5.Treat minor disturbances calmly.

8. RULES FACILITATE BEST LEARNING
ENVIRONMENT
Classroom rules should be set
cooperatively. Establish a few general
rules of classroom conduct.
Rules need to be established as a result
of a meaningful classroom discussion.
Minimum rules with maximum
consistency is the BEST guideline.

9. •Procedures are usually unwritten, but have
been practiced enough so students know
them. It helps students to know what to do
when.
•Procedures need to be clearly stated,
modelled, and practiced until ALL the
students know them and become automatic.

10. •Abide by the rules
Positive Consequences.
•Do not abide by the rules
Negative Consequences.

11. TEACHER TO STUDENT
RELATIONSHIP
•Clear Purpose and Strong
Guidance Effective Instruction
•High Level of Cooperation
•Attentive to Student Needs
•Modeling
•Case Study
RELATIONSHIPS

12. DISCIPLINARY INTERVENTIONS
The most effective deterrent of inappropriate behavior
is good instruction.
After that comes physical presence.
A friendly reminder.
A firm reminder – in private
“Go to the office!!!!” should not be the first response
unless the offense is totally reprehensible, dangerous,
thoroughly disruptive and against a hard and fast school
rule.

13. MANAGEMENT AND DISCIPLINE
•All teachers are faced with problems of
discipline. It is suggested that the best
approach should be positive rather than
negative. Aggressive disorder should be
dealt with positively such as having a
personal conference with the pupils and
parents.
STRATEGIES AND GUIDELINES
IN CLASSROOM

14. •Negative measures which should
be avoided are sarcasm, threats,
forced apology, punishment of the
group for the offense of one or a
few, ridicule, nagging,
embarrassment, name calling,
humiliating remarks, and corporal
punishments.

15. Use assertive body language
Use appropriate tone of voice
Persisting until the appropriate
behavior occurs
Establishing clear learning goals
Talking informally with
students before, during and
after class about their interests

16. Greeting students outside of
school
Be innovative while setting
your class.

17. •Condition of furniture
•Place to keep things
•Proper place to sit for students
•Light , vision , possibilities
•Noise level
•Temperature of the classroom
•Right place for chalk board or bulletin
board
KEY DIMENSION OF CLASSROOM MANAGEMENT:
PHYSICAL DIMENSION-

18. Instruction
THE AMBIENCE ENVIRONMENT
 Odour
 Humidity
 Ventilation
 Chalk dust
 Heat cold
 Noise –echo – quiet
 Each room has its own “feel” and that feel sends an
immediate message air freshener , flowers

19. HUMAN FACTOR
Mutual interaction
 Audibility and visionary aspects
Place of movement around the
class for teacher and students.
Don’t make things too comfortable
least they fall asleep.

20. CLASS ROOM NORM’S:
Classroom norms are the behavioral
expectations & rule of the class
Classroom norms tell us how we are
expected to behave towards each other
and toward the material we use in school
It helps to ensure that students indeed
understand the classroom and
community’s expectations and
expectation of class teacher.

21. Thank You!