The document discusses several factors that classroom management depends on according to experts. It notes that classroom management should influence and direct student behavior in a constructive way to set the stage for instruction. Effective classroom management involves emphasizing student expectations, promoting active learning, and identifying behaviors for success. Additional factors mentioned include the teacher's learning attitude, planning, preparation, handling different learners positively, setting clear rules, showing empathy for students, developing rapport outside of class, and welcoming student questions. The document provides perspectives from several experts on creating an effective classroom environment.

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2. Knows the answer of these questions or
tries to know the answer..
I. When to Teach
II.What to teach
III.How to Teach
IV.How much to Teach
V.How to Observe own Teaching
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4.  Kindly consider this statement!
 If a doctor, lawyer, or dentist had 40 people in his
office at one time, all of whom had different
needs, and some of whom didn’t want to be there
and were causing trouble, and the doctor, lawyer,
or dentist, without assistance, had to treat them
all with professional excellence for nine months,
then he might have some conception of the
classroom teacher’s job. ~Donald D. Quinn
 Discuss with your friend and analyze this statement
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5. Does statement talk about------
 Individualizing
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6. Let us talk about expert views on CM
Classroom Management is not to control student behaviour,
but to influence and direct it in a constructive manner to
set the stage for instruction (McLeod, Fisher, & Hoover,
2003).
CM is a process that a teacher acquires over a period of time
on the basis of trial and error method. It varies from person
to person. It optimizes learning process in terms of mental,
behavioral, psychological, environmental of students inside
the classroom and have life long impact on a child’s mind.
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7. Let us talk about expert views on CM
Classroom Management is “the actions and strategies
teachers use to solve the problem of order in classrooms”
(Doyle, 1986, p. 397).
 Effective teachers know that student behavior is not only
about rules and consequences (McLeod et al., 2003); they
also know that a larger component is the development of a
classroom climate that influences how students perceive
their environment and behave (Woolfolk-Hoy & Hoy, 2003).
 Effective teachers create focused and nurturing
classrooms that result in increased student learning
(Marzano et al., 2003; Shellard & Protheroe, 2000)
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8. Let us see the views of expert on Classroom Management
Systems
Three basic principles (Brophy, 2006, pp. 39-40):
 Emphasize student expectations for behavior and learning.
 Promote active learning and student involvement.
 Identify important student behaviors for success.
More specifically:
 What behaviors are required to reach the goals of learning
activities?
 What implications does a particular learning activity have for
student roles?
 How will the teacher prepare students to take on these roles?
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9.  Do certain classroom management systems cause problems or have
unanticipated effects?
 Classroom management systems may cause problematic
consequences when administered incorrectly. Mistakes made in
classroom management (e.g., reinforcing disruptive behavior by
attending only to the inappropriate behavior and not appropriate
behavior) can lead to loss of respect and cooperation on the part of
students, increased misbehavior, and students' perception that the
teacher is not in control of the classroom.
 Do classroom management systems work for all students?
 When applied correctly, effective classroom management principles
can work across all subject areas and all developmental levels
(Brophy, 2006). They can be expected to promote students' self-
regulation, reduce the incidence of misbehavior, and increase student
productivity.
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10.  What criteria should be applied to evaluate classroom management
systems?
 Classroom management systems should be evaluated by their ability
to promote self-regulation of behavior, reduce the incidence of
misbehavior and maximize student productivity.
 (Source: Thomas R. Kratochwill,Rachel DeRoos, Samantha Blair )
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11. Classroom Management depends on-
1. Learning attitude of teacher
2. Planning of teacher for teaching
3. Preparation of teacher before entering in the class
4. Habit of taking positive challenge to mould different
learners into right direction
5. Setting the rules of the classroom
6. Showing empathy/sympathy/emotional connection with
students.
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13. Classroom Management depends on-
Learning attitude of teacher
A. Habit of reading books/journals/articles
B. Ready to learn new teaching techniques
C. Attending specific seminar & workshop
D. Observant eyes to work on real life learning situation i.e.
applying new ideas, watching positive and negative
results of ideas, shaping , reshaping , adjusting the pros
and cons to sharpen the ideas
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14. Classroom Management depends on-
Planning of teacher for teaching
A. Planning according to learners’ level
B. Planning for difficulties level of subject/topic/lesson
C. Planning for time management (Limited time of a class)
D. Planning for Activity(Teacher Action in the Class)
E. Planning for Students Activity (when, how much, for
what)
F. Planning for Good Students as well as Below Average
Students on Learning Layer
G. Planning for the Students who are least interested in
Study
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15. Classroom Management depends on-
Preparation of teacher before entering in the class
A. Prepare topic/lesson
B. Read to Succeed, today’s reader will be tomorrow leader
C. Prepare questions related to topic well in advanced
D. Prepare support material for teaching i.e. teaching aids,
worksheet, audio-video, may be question-answer ------
E. Prepare a short test to observe the learning /recapitulate
F. Prepare extensive material/plan/activity/questions/tasks
for extraordinary/ not interested learners of the class
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17. Classroom Management depends on-
Habit of taking positive challenge to mould different learners
into right direction
A. Enjoy work pressure of tasks/teaching/notebook
correction/other activities as well as prior family pressure
(may be / may not be)
B. Positively remember that you handle human in the
classroom who carries a number of positive & negative
emotions, passions/unique mental attitude/approach of
life
C. Make your skill of human handling is your strength not
the weakness
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18. Classroom Management depends on-
A. Handle your most active/challenging/well spoken/
inquisitive /questions bombardier learners with
positive consideration
A. Show personal care for extraordinary learners without
losing patience
B. Remind several times through various life skills that you
love them in spite of his problematic (positive/negative)
attitude without losing patience
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19. Classroom Management depends on-
A. Try to develop habit of achieving among learners in the
classroom (may be in a form of speaking a
word/participating in activity/giving logical answer/writing
relevant answer etc)
B. Praise for their small achievement; quote learner’s name
while discussing points if she/he utters even a single word or
answer
C. Lowest achiever feels good and tries to achieve more in due
course of time(may take 6 month , 1 year, may be longer)
but a little positive transformation leads them to form a
positive habit to achieve . Remember each drop of water form
ocean)
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20. Classroom Management depends on-
Setting the rules of the classroom
A. No need to make 100 rules and follow none of them,
however precise, lucid and concrete classroom rules
should be there for expected outcomes of the class for the
betterment of learners
B. Rules & Regulations forms a discipline circle for the
learners
C. Set the rules for each and every activity happens in the
classroom i.e.
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21. Classroom Management depends on-
Setting the rules of the classroom
C. Set the rules for each and every activity happens in the
classroom i.e.
D. During teaching (presentation of the teacher)
E. During learners’ activity (Involvement of students)
F. Related to task completion in the class(Do/do not )
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24. Classroom Management depends on-
Setting the rules of the classroom
G. Related to notebook /homework /class work
completion/correction
H. Related to movement of learners during a specific period
I. Related to general behaviour with other students
G. Related to common /formal discussion with peers
K. Do not develop classroom rules you are unwilling to
enforce
It is expected that educator should remind each and every time
about the class rules without being rude/biased /prejudiced to
form a positive discipline circle in the mind of learners.
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25. Classroom Management depends on-
Showing empathy/sympathy/emotional connection with
students
Human being understands the language of love. It
may be tough task to keep patience for a long
time , waiting for a drastic behavioral change
without losing personal patience even after
several repetition for dos/do not.
Do not loose your patience.
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26. Classroom Management depends on-
Showing empathy/sympathy/emotional connection with
students
 Avoid negative words –instead use positive words
in a negative form.
 Don’t say: I think that is a bad idea. Say: I don’t
think that is such a good idea.
 Avoid ‘finger pointing’ statement with the word
‘you’. Try to avoid saying ‘you’ and put the focus
on “I” or We”……..
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27. Classroom Management depends on-
Showing empathy/sympathy/emotional connection with
students
Hope for the better even you feel a slow visible changes or
even no changes in a few days among needy learners
Be a kind/sympathetic educator and facilitator to handle
these kids
No matter , how many disturbing learners(who perform
below average/perform good but behavioral problem)
exist in the class but after all demerits they are
human/innocent child who possess energy.
Be an architect to shape the future of millions of children
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28. Classroom Management depends on-
Showing empathy/sympathy/emotional connection with
students
Be ready to develop a good rapport with all the students
Be an egoless educator to convert a child into fine human
being
Develop a strong bond of love affection with the learners,
the day learners start loving you and showing you
respect , the child will work to achieve better in day to day
life.
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29. STUDENTS MAKING EXCUSES
 Pat says, “When I tell a student to stop talking, he
will reply, "I'm not the only one talking". How do I
respond to this student? ”
Kate Ortiz says, “It is helpful to make sure that your
expectations are clear and students know when
they are and aren't supposed to be talking. This
clarity needs to include what you consider to be
appropriate volume in different situations and what
individual volume should sound like during group
work.…
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30. Classroom Management depends on-
Students’ Rapport/Relationship Outside the class
Teachers’ care for student outside the class help to develop
positive attitude inside the class towards the teacher as
well as towards the subject
Positive rapport with students determines the maximum
learning in the class. (It is observed that most
energetic/less interested student also break the box of
hesitation in the class if s/he loves the teacher.)
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32.  “Teachers have to inspire and convince
learners that teachers welcome their
questions and worries. Positive comments
on their work are also accommodating to
motivate learners to pursue more (Wright,
1987; Richards & Lockhart, 1996)”.
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33. Rajeev Ranjan
Principal
B.Ed(English), PGDTE
English and Foreign Languages University, Hyderabad
Website:- www.rajeevranjan.net
Email .Id : rajeevbhuvns@gmail.com
06/25/15 33" Teaching is an art". Rajeev Ranjan

34.  Brophy, J. (2006). History of research on classroom management. In C. M. Evertson & C.
 American Psychological Association Zero Tolerance Task Force. (2008)
 Lewis, T. J., Mitchell, B. S., Trussell, R., & Newcommer, L. (2015). In E. T. Emmer & E. J.
Sabornie (Eds.), Handbook of classroom management (2 nd Ed.) (pp.40-59). New York:
Taylor and Francis Group
 Adelman, H. S., & Taylor, L. (2002). School counselors and school reform: New
directions.Professional School Counseling, 5(4), 235–248.
 Glasser, W. (1990). The quality school: Managing students without coercion. New York:
Harper and Row
 Wright, T. (1987) Roles of Teachers & Learners. Oxford: Oxford University Press
 Marzano, R. J. (with Marzano, J. S., & Pickering, D. J.). (2003b). Classroom management that
works. Alexandria, VA: ASCD.
 Pictures (Personal )
06/25/15 34" Teaching is an art". Rajeev Ranjan