The document discusses the critical role of classroom management in effective teaching and student learning, identifying it as a significant factor in teacher burnout and attrition. It outlines objectives for achieving good classroom management, such as establishing routines, maintaining discipline, and creating a conducive learning environment. Strategies for effective discipline, handling disruptive behavior, and fostering positive student-teacher relationships are emphasized, noting that effective classroom management is a skill that can be developed with training and practice.

1. CLASSROOM
MANAGEMENT
HOW CAN CLASSROOM MANAGEMENT AFFECT LEARNING?

2. CLASSROOM MANAGEMENT
• Classroom management has been cited as one
of the most serious obstacles in promoting
effective teaching.
• One of the most common reasons for teacher
burnout and attrition of first year teachers.

3. THE AIM THE FOLLOWING OBJECTIVES:
1. To clarify the meaning and significance of
classroom management
2. To establish the provisions that must be taken care
of in providing the proper learning situation
3. To explain how to maintain desirable classroom
discipline; and
4. To present some strategies and guidelines in good
classroom management and discipline.

4. WHY DO TEACHERS IN GENERAL
STRUGGLE WITH CLASSROOM
MANAGEMENT?
• The answer, this lies in lack of training. Whether it is
lack of training in school or on the job, teachers are
not “born” classroom managers. While some
teachers may excel in classroom management right
away through charisma with their students, truly
refined management comes from learning and
training and is accessible to all teachers.

5. WHAT IS CLASSROOM MANAGEMENT?
• Administration or direction of activities with special
reference to such problems as discipline, democratic
techniques, use and care of supplies and reference
materials, the physical features of classroom, general
house-keeping, and the social relationships of pupils
• Good classroom management creates an atmosphere
that permits activities to be carried on efficiently and
economically maximizing the time, effort and energy of
both the teacher and the students.

6. OBJECTIVES OF A WELL-
ORGANIZED CLASSROOM
A. To have efficiency in the teachers and
student’s time, efforts and energies;
B. To efficiently use the physical facilities of
school; and
C. To promote an atmosphere which foster
imaginative and creative activities

7. ASPECTS OF CLASSROOM
MANAGEMENT
A. Managing the Physical Environment
1. Physical Condition of the Classroom
2. Lighting
3. Furniture Arrangement
4. Seating Arrangement
B. Establishing Classroom Routine
C. Directing and Controlling Learning

8. PRINCIPLES IN CLASSROOM
MANAGEMENT
1. Consistent, proactive discipline is the crux of the
effective classroom management.
2. Establish routines for all daily tasks and needs.
3. Orchestrate smooth transitions and continuity of
momentum throughout the day.
4. Strike a balance between variety and challenge in
the students’ activities.
5. As classroom manager, be aware of all actions and
activities in the classroom.

9. PRINCIPLES IN CLASSROOM
MANAGEMENT (CONT..)
6. Resolve minor inattention and disruption before
they become major disruptions.
7. Reinforce positive behavior.
8. Treat minor disturbance calmly.
9. Work out a physical arrangement of the chairs that
facilitates an interactive teaching-learning process.
10. Make good use of every instructional moment.
Minimize discipline time to maximize instructional
time.

10. PRINCIPLE IN EFFECTIVE AND
CONSTRUCTIVE DISCIPLINE
• Students need control and direction but it is unlikely that
they can learn self-control and self-direction if they are
controlled and directed all the time and at every turn.
• In general, students should learn to discipline
themselves and thus grow up to become adults who are
responsible, law-abiding, considerate of the welfare of
others and able to carry on the important responsibilities
of life in the face of frustration, tempting distractions and
other difficulties. Schools should help the students
develop self-discipline by teaching them such values and
traditions.

11. PRINCIPLE IN EFFECTIVE AND
CONSTRUCTIVE DISCIPLINE
• Effective discipline aims for self-direction and
should be based on the tenets of democracy.
Discipline, to be effective, should be vital,
meaningful, sympathetic, and humane. The key
is consistency and persistence. Democracy
means freedom with restraint. Constructive
discipline is feasible only when a thorough
identification and study of the causes is made
by the teacher.

12. IMPORTANT FUNCTIONS OF
DISCIPLINE:
1) It is necessary for socialization – for the
learning of standards of conduct that are
approved and tolerated in any culture
2) It is necessary for normal personality
maturation.
3) It is necessary for the internalization of moral
standards and obligations.
4) It is necessary for the students’ emotional
security.

13. PRINCIPLES UNDERLYING EFFECTIVE
DISCIPLINE, THE TEACHER SHOULD:
1) Be responsible for his own class discipline;
2) Provide a wholesome atmosphere which results from
orderly and adequate classroom conditions;
3) Stimulate worthy motives and give the pupils every
opportunity to direct their own efforts;
4) Be aware of the pupils’ rights to be respected;
5) Be aware of the individual differences and should give
each children equal share of his attention, guidance,
and direction.

14. CAUSES OF DISCIPLINARY
PROBLEMS
1. Teacher factor
a) Teacher’s personal characteristics
b) Teacher’s scholastic qualifications
2. Pupil as a factor in discipline
3. School as a factor in discipline

15. STRATEGIES AND GUIDELINES IN
CLASSROOM 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.
• 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.

16. TEACHER SHOULD ALWAYS TAKE
NOTE OF THE FOLLOWING:
• Establish good routine habits and keep pupils busy.
• Stand at a place in the room where everybody can be
within your gaze.
• Be alert to detect any signs of boredom, discontent,
or misbehavior.
• Call on pupils who do not pay attention or who may
begin to be disorderly.
• Firmness and forcefulness in speaking can make the
pupils be attentive.
• Remain calm and poised even in an emergency.

17. • Discipline - is about teaching people appropriate
behavior and helping then become stronger or
more in control of his or her emotions and being
independent and responsible.

18. WAYS TO AVOID SERIOUS
DISCIPLINE PROBLEMS
• Know the subject matter and be well-prepared.
• Call on class to order as soon as the bell rings.
• Follow an established routine everyday until students
learn to follow it automatically.
• Have all the needed materials and equipment ready for
use so you do not waste students’ time getting things
arranged.
• Walk around the classroom whenever possible to make
sure all the students are doing what they are supposed to
be doing.
• Check on the previous assignment promptly.
• Make it clear to students that you expect them to work.

19. WAYS TO AVOID SERIOUS DISCIPLINE
PROBLEMS (CONT..)
• Allow reasonable amount of time for special activities.
• Avoid the use of threats.
• Keep your sense of humor.
• Compliment students on worthy contributions.
• Handle calmly all undesirable attempts to attract attention.
• Try to involve all students in class activities.
• Always have planned alternate activities ready for emergency
situations.
• Never be sarcastic.
• Implement group-oriented methodologies such as
cooperative learning approach, peer tutoring and team
learning.

20. MODES FOR ESTABLISHING
DISCIPLINE
• Discipline is the students’ responsibility.
• Discipline is the teachers’ way of establishing a
desirable student-oriented environment for learning.
• is coupled with effective teaching strategies and
techniques
• Discipline is achieved through the effects of group
dynamics on behavior.
• Discipline is believed to be the exclusive
responsibility of the teachers.

21. STRATEGIES FOR HANDLING
DISCIPLINE PROBLEMS
1. Deliberately ignore the misbehavior – to a
point.
2. Intervene with nonverbal signals.
3. Reduce the distance between the offender and
you.
4. Make an effort to rekindle lost interest.
5. Use humor to defuse tension.

22. STRATEGIES FOR HANDLING
DISCIPLINE PROBLEMS Cont.
6. Give functional assistance to perplexed
students.
7. Do things differently now and then.
8. Give support through routine-some students
need it more than other.
9. Use non-punitive exile.
10. Physical restraint is sometimes necessary

23. WHAT ARE THE MOST IMPORTANT
TOOLS WE AS TEACHERS CAN USE
FROM DAY ONE TO DEVELOP GREAT
CLASSROOM MANAGEMENT?
• Routines: also known as classroom procedures
• Rid students of distractions that waste time and
interfere with learning.
• Guesswork is minimized.
• Minor frustrations and inconveniences are fewer,
as are opportunities for misbehavior.
• The students, then, are left to focus on learning.

24. POSITIVE FRAMING AND GOOD
RELATIONSHIPS
• Positively Stated Rules are clear to students
and provide observable behaviors for teachers
to praise. Negatively written rules focus on
what's wrong and put our classrooms in
punishment mode.

25. CONSISTENCY
• As a teacher, I almost always found that if I was
angry with my students, I had waited too long to
address issues or that I was not using
consequences consistently.
• Using minor interventions and small
consequences that you can administer fairly and
without hesitation before a situation gets
emotional is the key to maintaining control and
earning students' respect.

26. HOW CAN WE AS TEACHERS SEEK
SUPPORT IN CLASSROOM
MANAGEMENT?
• Again, the answer is training and
implementation in your classroom.
• Seek help from your university.
• Seek professional development opportunities
from administrators.
• Pour through online resources and books.
• Seek out effective teachers to observe and learn
from.

27. LAST THOUGHT :
If we are to ever close the learning gap in
classrooms, it must first be with strong classroom
managers. Learning these skills will benefit any
teacher enormously and have a stronger effect on
better learning outcomes.
Being an effective Class Manager is not a talent
which some people just have and others do not – it
is a set of skills and an attitude learned through
patience and practice.

28. THANK YOU
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