The document discusses various aspects of classroom management including establishing rules and procedures, organizing the physical classroom environment, managing seating arrangements, dealing with difficult student behaviors, and implementing strategies to address challenging behaviors such as praising good behavior and using rewards. The purpose of classroom management is to create optimal conditions for teaching and learning.

1. TOPIC 6 : CLASSROOM
MANAGEMENT
PRESENTED BY :
NUR AMIRA ISMAIL
NUR DIYANA SHUID
SUHAIZA SHUIB
(PISMP SCIENCE 1, JANUARY 2011 INTAKE)

2. Classroom management involves creating optimum conditions
for the business of teaching and learning.
Classroom
management
Managing the Managing
Rules & Classroom Seating
learning difficult
procedures organisation arrangement
environment behaviour

3. RULES
• A rule identifies general expectations or standards for
behavior.
– Eg: “Respect other persons and their property”
• covers a large set of behaviors that should always be
practiced.
• Rules frequently indicate unacceptable behavior as well as
expected, appropriate behavior, although teachers sometimes
manage to write rules that are only positively stated
– Eg:“We ask permission before talking in class”. In such
instances the unacceptable behavior is implied “Don’t talk
without permission”).

4. • In addition to general rules, many teachers will have
a rule or two governing a specific behavior that could
become an issue or that they want to prevent
– Eg :“Gum chewing is allowed,” or “Gum chewing is
not allowed”

5. RULES
• There are three steps to construct the rules :
knows about the school regulation
plans the classroom rules
involve students when planning the classroom
rules

6. Example of classroom rules :
• Come to school on time.
• Bring what you need with you.
• Listen to the teacher.
• Follow directions.
• Be kind to others.

7. PROCEDURES
• Procedures are the expected students behaviour
which is applied for specific activities focus on
achievement of students
• Unlike rules, which can involve students in their
establishment, procedures are determined by the
teacher.
• Procedures involve :
transition to enter and going out from the classroom
use of area in the classroom
cooperative group activities
small group work

8. PROCEDURE
• Procedures also communicate expectations for
behaviour.
• They are usually applied in a specific activity, and they
are usually directed at accomplishing something rather
than prohibiting some behaviour or defining a general
standard.
• For example, you will set up procedures with your
students for collecting assignments, turning in late
work, participating in class discussions, using the
bathroom, and so on.

9. • Some procedures (such as use of equipment
at a centre) are sufficiently complex or critical
that you may want to post guidelines in
addition to discussing them with the students.
• However, many procedures are not written
because they are very simple or because their
specificity and frequency of use allow
students to learn them rapidly.

10. • Marlene and Lee Canter’s style of assertive discipline that involves
including the students in the rule writing process.
• When the teacher is writing the rules, he/she asks the students for input
and rules that they think would be appropriate for the classroom and then
compiles a list of these rules to post in the classroom.
• This form of rulemaking establishes a type of responsibility in the
students.
• It helps the students take ownership in their own behaviour when they
create the class rules.
• First day of class, held a class meeting to brainstorm about classroom
rules, in which the students will give their input on the rules they wish to
see govern their classroom.

11. CLASSROOM
ORGANISATION

12. Physical
Conducive Safety Environment Facilities

13. Psychosocial
Responsibility of Relationship
Relationship
teachers and between teachers
between peers
students & students

14. Auditorium
style
Seating Face to face
Cluster style
arrangement style
Off-set style

15. Auditorium style

16. Face to face style

17. Off-set style

18. Cluster style

19. Managing difficult behaviour

20. Definition
• Ellen C. Frede : “Challenging behaviour is any
repeated pattern of behaviour that interferes
with learning or engaging in social interactions’’.
• This includes unresponsiveness to
developmentally appropriate guidance and
actions such as prolonged tantrums, physical and
verbal aggression, disruptive vocal and motor
behaviour, property destruction, self-injury,
noncompliance and withdrawal.

21. Types of behaviour that are most
challenging in a classroom are:
• Not listening to the teacher
• Not doing one’s work
• Distracting others
• Avoiding homework deliberately
• Excessive talking with friends
• Using different tactics to delay class work

22. • • Roaming about in the class
• Hitting or teasing
• Bullying
• Stealing
• Lying
• Leaving notebooks at home

23. Causes of challenging behaviour
• Not understanding the work that is being done
• Seeking attention
• Too many instructions given in the course of
one lesson
• Peer pressure
• Boredom
• Student is unwell
• Student has a single parent
• Problems at home.

24. • These include:
1. Fights between parents
2. A sick parent
3. A new addition to the family
4. Economic issues
5. Being neglected at home
6. Death in the family

25. Strategies for dealing with challenging
behaviour
• Planning - research and plan your approach
to each class and the individuals that present
challenging behaviour
• Have your own sets of rules and
communicate your expectations of the class.
• Follow the schools behaviour policy.
• Keep things light and sidestep minor
disruption with humour.

26. • Praise good behaviour.
• Try to keep the pace of the lesson high.
• Put trouble makers outside the door for a
few moments to cool off.
• Use a reward system.
• Plan stimulating and interesting activities
into the lesson. Tell interesting stories.

27. • Build a treat like part of a video or a quiz as a
reward for getting work done and good
behaviour.
• Do not get in to arguments with pupils.