Classroom Management

A Presentation on
Dr.Abey Thomas
Accredited Management Teacher
All India Management Association

“EXPECT THE BEST…
TEACH THE REST”

Discuss About : -
• Classroom Management
• Classroom Rules
• Classroom Arrangement
• Classroom Schedules
• Classroom Routine
• Classroom Proximity & Body Language
• Classroom Floor Space
• Classroom Wall Space
• Classroom Attention Signals
• Classroom Effective Teachers
• Classroom Discipline, Routine & Procedure
• Classroom Management Plan
• Classroom Environment
• Classroom Plan Ahead
• Classroom Lesson Designing

Teaching Methodology
• Lecture
• Group Discussions
• Individual Presentations
• Movie Presentation
• Brain Storming
• Debate
• Fish Bowl Exercises
• Mind Mapping

What is Classroom Management ?

• Classroom management is a term used by teachers to describe the
process of ensuring that classroom lessons run smoothly despite
disruptive behaviour by students. The term also implies the
prevention of disruptive behaviour.

What is Classroom Management?
• It’s effective discipline
• It’s being prepared for class
• It’s motivating your students
• It’s providing a safe, comfortable learning environment
• It’s building your students’ self esteem
• It’s being creative and imaginative in daily lessons
And . . .

. . . It’s different for EVERYONE !!
WHY?
• Teaching Styles
• Personality/Attitudes
• Student population
• Not all management strategies are effective for every teacher
Try different strategies to see if they work for you

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
• Classroom management and effective instruction are key in ensuring
student success and learning

BE PREPARED!!
• Be organized
• Be on time
• Be prepared for changes to your even the “best laid plans”
• Have a plan B
• Have a plan C

Individual Presentation – Animal School
• What do you learn from Animal School ?
• What are the four things you are going to adopt in your School ?

Movie Presentation - Animal School

24
Classroom Rules…
What is Happening in the Classroom

25
Important Aspects of a Well-Disciplined
Classroom…
• Discipline
• Procedures
• Routines
Effective teachers introduce rules, procedures, and routines on the
very first day of school and continue to teach and reinforce them
throughout the school year.

27
The Rules for Rules:
• Keep the wording simple.
• Have rules represent you basic expectations
• Keep the wording positive, if possible.
• Make your rules specific.
• Make your rules describe behavior that is observable.

28
Classroom Rules, cont.
• Make your rules describe behavior that is measurable.
• Assign consequences to breaking the rules.
• Always include a “compliance rule”.
• Keep the rules posted.
• Consider having rules recited daily for first two weeks then
periodically..

29
Examples…
• Inappropriate Rules:
• Be responsible
• Pay attention
• Do your best
• Be kind to others
• Respect authority
• Be polite
• Preferred Rules:
• Keep hands, feet, and objects to
yourself.
• Raise your hand and wait for
permission to speak.
• Sit in your seat unless you have
permission to leave it.
• Walk, don’t run, at all times in the
classroom.

30
Activity….
• Chews gum
• Turns in sloppy paper
• Walks in the classroom noisily
• Passes paper in incorrectly
• Arrives late
• Does not bring textbook
• Does not bring pencil or pen
• Making fun for teachers and Principal
• Abusing words in the Classroom
• Creating Disturbance to others

31
Possible Corrective Consequences
• Proximity management
• Verbal reprimand/Warning
• Time owed after class
• In-class time-out
• Parental contact
• Restitution
• Principal Notification Form
• Disciplinary Referral
It should be noted that prior to enacting corrective consequences, positive reinforcement
strategies should be utilized.

32
Teachers who are ready
maximize student learning and
minimize student misbehavior.

CLASSROOM ARRANGEMENT
• Make sure all students can see and hear
clearly (and you can see them clearly)
• Arrangement is determined by learning
activity (lecture, class discussion, small
group work, etc.)
• Allow room and easy access for proximity
control
• Think through class procedures and
learning activities and arrange the room in
the best possible way

“ACTIONS SPEAK
LOUDER THAN WORDS”

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

38
Classroom Schedules
• Avoid “Down Time”
• Approximately 70% of the school day is geared for academic
engagement. (5.2 hrs.)
• Begin each activity on-time.
“The best behavior plans are excellent academic lesson plans.” –
source unknown

39
Classroom Schedules
• Budget your academic time
• Example: 45 mins. allotment
• 5 min. Teacher wishing students
• 10 min. Revision / Introduction of new concepts
• 20 min. Teaching Methodology and Explanation
• 5 min. Conclude the topic / Q & A
• 5 min. Thanksgiving & Revision, next day topics

• First Preference – Teaching / Explanation
• Second Preference – Note Book Review
• Third Preference – Class tests / Weekly Tests
40
Classroom Routine - Week

41
Classroom Floor Space
Arrange desks to optimize the most common types of
instructional tasks you will have students engaged in.
 Desks in Rows, Front to Back
 Desks in Row, Side to Side
 Desks in Clusters
 Desks in U-Shape

42
• Make sure you have access to all parts of the room.
• Feel free to assign seats, and change at will.
• Minimize the disruptions caused by high traffic areas in the class.
• Arrange to devote some of your bulletin board/display space to
student work.
Classroom Floor Space – 2

43
• If needed, arrange for a “Time-Out” space in your classroom that is as
unobtrusive as possible.
• Desks do not have to be in traditional rows, but all chairs should face
forward so that all eyes are focused on the teacher
Classroom Floor Space – 3

44
Classroom Wall Space
• Cover one or more bulletin boards with colored paper and trim, and
leave it bare for the purpose of displaying student work and
artifacts.
• Display your discipline plan in a prominent place.
• Post procedures, assigned duties, calendar, clock, emergency
information, schedules, menus, charts, maps, decorations, birthdays,
and student work.

45
• Post a large example of the proper heading or style for papers to be
done in class
• Post examples of tests students will take, assignments they will turn
in, and papers they will write
• Display the feature topic, theme, chapter, or skill for the day or the
current unit
Classroom Wall Space – 2

47
Attention Signal
• Decide upon a signal you can use to get students’ attention.
• Teach students to respond to the signal by focusing on you and
maintaining complete silence.

48
Example: The “Hand Raise”
• Say: “Class, your attention please.”
• This prompts all students to stop, look at you and raise hand.

49
Problem No. 1
In the classroom is not discipline; it is
the lack of procedures and routines.

50
Discipline, Routines and
Procedures…

52
Punishment
Why Do We Punish?
• Because it works
• Punishment is effective for approximately 95% of our students
• It’s quick
• Punishment produces a rapid (but often temporary) suppression of behavior
• It requires lower level thinking skills.

53
Discipline vs. Punishment
• D: strives to replace an unwanted behavior with a desirable behavior
• P: takes away a behavior by force, but replaces it with nothing*

54
• D: Is firm and consistent, but peaceful
• P: inflicts harm in the name of good*

55
• D: Positive behavioral change is expected
• P: The worst is expected, and the worst is often received*

56
• D: May may the youth angry at fist, but calls for self-evaluation and
change rather than self-degradation
• P: Agitates and often causes anger and resentment on the part of the
child (which may have caused the behavior in the first place)*

57
• D: Takes time and energy but consequences are logical and
encourage restitution
• P: Is immediate and high-impact but is hardly ever logical*

58
• D: Allows child to rebuild self-esteem
• P: Damages fragile self-esteem*

59
• D: Disciplinarian is in control of his/her own emotions
• P: Allows anger to be released physically by punisher, allowing for
dangerous loss of control on adult’s part*

60
• D: Is not threatening, dangerous or abusive
• P: Can be physically and emotionally dangerous*

61
• D: Allows for reflection and restitution
• P: Does not allow the child to make up for his/her behavior*

62
• D: is caring but takes time and planning
• P: is often “off the cuff” and emotionally charged*

63
Procedures…
• Are statements of student expectations necessary to participate successfully in
classroom activities, to learn, and to function effectively in the school environment
• Allow many different activities to take place efficiently during the school day, often
several at the same time, with a minimum of wasted time and confusion
• Increase on-task time and greatly reduce classroom disruptions
• Tell a student how things operate in the classroom, thus reducing discipline problems

64
Discipline vs. Procedures…
• Discipline: Concerns how students BEHAVE
Procedures: Concerns how things are DONE
• Discipline: HAS penalties and rewards
Procedures: Have NO penalties or rewards
A procedure is simply a method or process for how things are to be
done in a classroom.

65
Students must know from the very beginning how they are expected to behave
and work in a classroom environment.
• DISCIPLINE dictates how students are to behave
• PROCEDURES and ROUTINES dictate how students are to work
Discipline vs. Procedures…

66
• A PROCEDURE is how you want
something done
• It is the responsibility of the
teacher to communicate
effectively
• A ROUTINE is what the student
does automatically without
prompting or supervision
• Becomes a habit, practice, or
custom for the student
Procedure vs. Routine…

67
A smooth-running class is the
responsibility of the teacher, and it is
the result of the teacher’s ability to
teach procedures.

72
Brainstorming Activity…
Think of as many responses to the following statement as you can…
An effective
teacher is…..

74
The Effective Teacher…
• Establishes good control of the classroom
• Does things right, consistently
• Affects and touches lives
• Exhibits positive expectations for ALL students
• Establishes good classroom management techniques

75
• Designs lessons for students
• Works cooperatively and learns from colleagues
• Seeks out a mentor who serves as a role model
• Read Newspaper
• Has a goal of striving for excellence

76
• Can explain the curriculum well
• Realizes that teaching is not a private practice
• Is flexible and adaptable
• Listens, listens, listens

77
• Teaches with proven research-based practices
• Knows the difference between an effective teacher and an ineffective
one

78
In summary…
An effective teacher…
• Has positive expectations for student success
• Is an extremely good classroom manager
• Knows how to design lessons for students

81
Classroom Management Plan…

82
• 8 Components:
1) Level of Classroom Structure – based on risk factors of your students.
2) Guidelines for Success – attitudes, traits, or behaviors to help achieve
success.
3) Rules – specific, observable, and measurable behavioral objectives
4) Teaching Expectations – What, how, and when expectations will be taught

83
5) Monitoring – How you will monitor the progress of the expectations.
6) Encouragement Procedures – How you will encourage students to
demonstrate motivated and responsible behavior.
7) Correction Procedures – How you will respond to irresponsible behavior.
8) Managing Student Work – What procedures and systems you will use to
manage student work.

84
The Lesson Plan Rubric
• Academic Focus
• Instructional Strategies
• Student Engagement
• Writing Strategy
• Reading Strategy
• Technology Strategy
• Assessment Strategy

86
How do YOU deal with
an angry student?

87
Angry Students
• Goal: To help channel and direct the student to constructive
outcomes.
• Assist the child in learning acceptable ways of expressing this emotion.
• Caution!!
• Caution should be taken to avoid repressing or destroying the feeling of anger.

88
Anger vs. Sadness
• Child – anger and sadness closely related.
• Expresses sadness as anger.
• Adult – expresses sadness as sadness.

“Remember,
if you can prevent
the fire,
you’ll never
use the fire
extinguisher!” Seven Secrets pg. 38

“LAUGHTER IS THE
BEST MEDICINE”

93
Pre-Corrections
• “Thank you for not smoking.”
• Serves as a gentle reminder of expectations.
• Gives students an opportunity to mentally prepare before an activity.
• Always respond to sincere efforts to comply.

96
The Correct Question…
• DON’T ASK: “What am I going to cover tomorrow?”
• DO ASK: “What are my students going to learn, achieve, and
accomplish tomorrow?”
The role of the teacher is not to cover. The role of the teacher is to
UNCOVER.

97
• Learning has nothing to do with what the teacher COVERS.
• Learning aims to do with what the student ACCOMPLISHES.

98
Designing Lessons to
Enhance Student Learning…

99
What is a lesson plan?
• Teacher’s guide
• Design for the learning of the student
• Series of student centered learning
• Focused on what the student needs to know and be able to do
• Covers one day or several days
• Allows for the teachable moment

100
Thinking About Lesson
Planning
Who Am I Planning For?
What Am I Supposed To Do?

101
Two Types of Assignments…
• Ineffective Assignments:
• The teacher tells the class what is to be covered
• Chapter 7; Moby Dick; long division; ecosystems
• Effective Assignments:
• The teacher tells the students what they are to have accomplished or
mastered at the end of the lesson
• Teach with the end in mind

102
Creating Effective Assignments…
• Think what you want the students to accomplish
• Write each step as a single sentence.
• Write in simple language
• Duplicate the list of steps and give it to the students

103
Effective Assignments…
• Must have structure and be precise
• Structure
• The assignment must have a consistent and familiar format that the students
can recognize as their assignment
• The assignment must be posted daily in a consistent location BEFORE
students enter the room
• Preciseness
• The assignment must state clearly and simply what the students are to
ACCOMPLISH

104
• If you want it…teach it. If you expect to maintain it,
encourage it, acknowledge it, and reinforce it.
• source unknown

105
•“Always say what you mean, and mean
what you say…but don’t say it in a mean
way.”
• Nicholas Long

106
“No improvement will occur in instruction until the
classroom climate improves.”
“Classrooms have personalities just like people.”

108
Unmotivated Student, cont.
• Factors That Influence Motivation:
• Fear of Failure – “Better to look bad, than stupid”. Safer not to try.
• Lack of Meaning – May not see relevance to assignments.
• Emotional Distress – Anxiety/Depression from influences at home.
• Learning Disability – Give up in frustration.

109
Unmotivated Student, cont.
• Lack of Challenge
• Desire for Attention – look helpless to teacher
• Peer Concern – not cool to like school
• Low Expectation – no encouragement from home
• Expression of Anger – due to pressure from parents

110
Unmotivated Student Interventions, cont.
• Vary Your Teaching Style
• Relate Instruction to Student’s Interests
• Make Instruction Relevant to Real World
• Provide Hands-on Activities
• Apply “Meaningful Work”…CHAMPs
• Allow Student Some Control over What and How He Learns
• Praise Student’s Efforts and Accomplishments
• If Student is Too Cool, consider incentives, rewards, group recognition ( spark
some competition)
• Challenge the Student

111
Teachers who are successful at behavior instruction and
reinforcement…
• Have a keen AWARENESS of the classroom
• ATTEND to more than one matter at a time
• Train students to follow established classroom PROCEDURES/ROUTINES without
disturbing others
• PACE their instruction without unnecessary delays
• Use a variety of techniques to keep students INTERESTED and INVOLVED
• Use various techniques to check student INVOLOVEMNT, LEARNING, and ATTENTION
• Use EFFECTIVE TECHNIQUES with individual students that guide other student’s
behavior

What makes a good teacher
Rate the following teacher qualities in order of importance?
A. They are good looking.
B. They are entertaining.
C. They can control the class.
D. They give interesting classes.
E. They know their students.
F. They can keep control.
G. They prepare well.
H. They know their subject.

One hallmark of effective teachers is that
they create a positive atmosphere in their
classrooms and schools.

We give them roots, we give them wings
And great joys from, little things,
A hope that they will soar ,
A hope that they will try,
We are sure that one day ,
Our children will learn to fly.

Classroom Management

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