Classroom management involves ensuring a smooth classroom environment despite disruptive behavior. It can be classified into four dimensions: physical, psychological, social/cultural, and ethical. Good classroom management supports curriculum, develops teaching practices, and involves behavior modification. The teacher plays many roles, including manager, leader, philosopher, mentor, and researcher. They must understand students, be a role model, plan engaging activities, and establish clear rules to effectively manage the classroom.

2. INTRODUCTION
• CLASSROOM MANAGEMENT IS A TERM USED BY TEACHERS TO DESCRIBE THEPROCESS OF ENSURING
THAT THE CLASSROOM RUN SMOOTHLY DESPITE DISRUPTIVE BEHAVIOR BY STUDENTS.

3. DEFINITION
ROLLER BOARD

4. DEFINITION (CONT..)
CLASSROOM MANAGEMENT IS A SYSTEM OF ACTION AND ACTIVITIES ARE MANAGED IN CLASSROOM TO
INDUCE LEARNING THROUGH TEACHER-TAUGHT RELATIONSHIP. TEACHER AND STUDENTS ARE THE BASIC
COMPONENTS FOR MANAGING CLASSROOM ACTIVITIES.
-OPERATIONAL MEANING

5. NEED FOR CLASS ROOM MANAGEMENT
• CLASSROOM MANAGEMENT IS CRUCIAL IN CLASSROOMS BECAUSE IT SUPPORTS THE PROPER
EXECUTION OF CURRICULUM DEVELOPMENT.
• CLASSROOM MANAGEMENT HELPS IN DEVELOPING BEST TEACHING PRACTICES, AND PUTTING THEM
INTO ACTION.
• CLASSROOM MANAGEMENT IS CLOSELY LINKED TO ISSUES OF MOTIVATION,DISCIPLINE AND RESPECT.
• A LARGE PART OF TRADITIONAL CLASSROOM MANAGEMENT INVOLVES BEHAVIOR MODIFICATION.

6. DIMENSIONS OF CLASSROOM MANAGEMENT
• CLASSROOM MANAGEMENT CAN BE CLASSIFIED IN FOUR DIFFERENT DIMENSIONS :
1.PHYSICAL/ ENVIRONMENTAL DIMENSION: PHYSICAL DIMENSION OF CLASSROOM MANAGEMENT
INCLUDES LIGHT AND VENTILATION OF THE CLASSROOM, SEATING ARRANGEMENT FOR STUDENTS
AVAILABILITY AND FUNCTIONING OF BLACKBOARD AND OTHER AUDIO-VISUAL FACILITIES.
2.PSYCHOLOGICAL DIMENSION: PSYCHOLOGICAL DIMENSION OF CLASSROOM MANAGEMENT IS
CONSIDERED SIMILAR TO THE SOFTWARE OF THE COMPUTER. PSYCHOLOGICAL CLASSROOM MANAGEMENT
INCLUDES AN INFUSION OF MOTIVATION IN STUDENTS TO PROMOTE THE LEARNING PROCESS.

7. DIMENSIONS OF CLASSROOM MANAGEMENT (CONT…)
3.SOCIAL AND CULTURAL DIMENSIONS : CLASSROOM MANAGEMENT INVOLVES THE RELATIONSHIP OF
SOCIAL AND CULTURAL ENVIRONMENT IN ITS OVERALL MANAGEMENT WHICH DEPENDS ON CERTAIN
FACTORS SUCH AS RELATIONSHIPS AMONG STUDENTS, RELATIONSHIPS AMONG TEACHERS, THE
RELATIONSHIP BETWEEN TEACHERS AND THE HEAD OF THE INSTITUTION.
4.ETHICAL DIMENSION: ETHICAL DIMENSION OF CLASSROOM MANAGEMENT IS CONCERNED WITH FEELINGS,
ATTITUDES, VALUES, AND ETHICAL ASPECTS OF STUDENTS,

8. PRINCIPLES OF THE CLASSROOM MANAGEMENT
• CLASSROOM MANAGEMENT CAN PRIMARILY BE GOVERNED BY GENERAL AS WELL AS SPECIFIC PRINCIPLES:
1.GENERAL PRINCIPLES:
UNDERSTANDING AND ACCEPTANCE: TEACHERS MUST ENSURE THEY UNDERSTAND THE INDIVIDUAL
DIFFERENCES OF EACH STUDENT AND ACCEPT THEM AS THEY ARE.
SELF-CONTROL AND ROLE MODEL: TEACHER MUST FOLLOW THE PRINCIPLE OF SELF-CONTROL AND BE A ROLE
MODEL OF STUDENTS.
PRODUCTIVE LEARNING ACTIVITIES: TEACHERS MUST ENSURE THAT LEARNING EXPERIENCES PLANNED FOR
THE STUDENTS ARE PRODUCTIVE IN NATURE.

9. PRINCIPLES OF THE CLASSROOM MANAGEMENT (CONT.…)
STUDENT’S INTEREST AND ABILITY: TEACHING AND LEARNING ACTIVITIESMUST BE PLANNED ON THE PRINCIPLE OF
STUDENT INTEREST AND ABILITY.
2. SPECIFICPRINCIPLES:
PLANNING: PLAN INDEPENDENT ACTIVITIES AS WELL AS ORGANIZED LESSONS SO STUDENTS CAN BE MOTIVATED TO
ACHIEVE THEIR EDUCATIONAL GOALS.
ENCOURAGEMENT: ENCOURAGE EFFORTS AND CUES AND REINFORCE POSITIVEAND APPROPRIATE BEHAVIOR SO STUDENTS
CAN BE MOTIVATED FOR LEARNING.
MINIMUM DISRUPTION.

10. PRINCIPLES OF THE CLASSROOM MANAGEMENT (CONT.…)
CLEAR RULES: RULES ESTABLISHED FOR THE STUDENTS MUST BE CRYSTAL CLEAR SO THAT
IMPLEMENTATION BECOMES EASY.
CONDUCTIVE LEARNING ENVIRONMENT: CONDUCTIVE TEACHING-LEARNING ENVIRONMENT CAN HELP
A CLASS TEACHER TO ACHIEVE THE EXPECTED POSITIVE BEHAVIOR IN STUDENTS.

11. CLASSROOM MANAGEMENT PROBLEMS
HANDOUT

12. CLASSROOM MANAGEMENT PROBLEMS
• INADEQUATE FURNITURE AND LACK OF CONDUCTIVE SEATING ENVIRONMENT.
• INADEQUATE LIGHTING AND VENTILATION.
• OVERCROWDED CLASSROOM.
• LACK OF ROUTINE.
• LACK OF ADEQUATE DISTANCE BETWEEN CLASSROOMS.
• PROBLEMS OF INDISCIPLINE.
• POOR TEACHING TAUGHT IPR.

13. STRATEGIES FOR CLASSROOM MANAGEMENT
• PAMPHLET.

14. ROLE OF TEACHER IN CLASSROOM MANAGEMENT
LEAFLET

15. ROLE OF TEACHER IN CLASSROOM MANAGEMENT
• THE MAIN ROLES OF THE TEACHER IN CLASSROOM MANAGEMENT ARE:
1. TEACHER: THE CORE AIM OF CLASSROOM MANAGEMENT IS TO ACHIEVE THE EXPECTED OUTCOME OF THE
PARTICULAR TEACHING-LEARNING PROCESS.
2.MANAGER: CLASSROOM MANAGEMENT DEMANDS MANAGERIAL SKILLS FROM TEACHER. THEY ARE
EXPECTED TO PERFORM RESPONSIBILITIES OF PLANNING, ORGANIZING, SUPERVISING, DIRECTING,
COORDINATING AND CONTROLLING THE TEACHER LEARNING PROCESS.
3.LEADER: THE TEACHER IS EXPECTED TO LEAD THE CLASS AS A CLASSROOM MANAGER FOR ITS OVERALL
TEACHING.

16. 4. PHILOSOPHER: THE TEACHER IS EXPECTED TO HAVE A STRONGHOLD AND MASTERY OVER THE SUBJECT
CONTENT THAT HAS TO BE DELIVERED TO STUDENTS.
5. MENTOR AND GUIDE: A TEACHER IS EXPECTED TO PERFORM THE ROLE OF MENTOR OR GUIDE FOR A
PARTICULAR GROUP OF STUDENTS TO SOLVE THEIR PERSONAL AS WELL AS TEACHING LEARNING-RELATED
PROBLEMS.
6. RESEARCHER: A TEACHER FACES A LOT OF PROBLEMS RELATED TO CLASSROOM MANAGEMENT THAT CAN
BE EASILY SOLVED BY GENERATING EVIDENCE-BASED SOLUTIONS GENERATED THROUGH ACTION RESEARCH.

17. SUMMARIZATION
• INTRODUCTION
• DEFINITION OF CLASSROOM MANAGEMENT
• DIMENSIONS OF CLASSROOM MANAGEMENT
• PRINCIPLES OF CLASSROOM MANAGEMENT
• CLASSROOM MANAGEMENT PROBLEMS
• ROLE OF TEACHER IN CLASSROOM MANAGEMENT

18. ASSIGNMENT
• ROLE AND RESPONSIBILITY OF TEACHER IN CLASSROOM MANAGEMENT.
• DATE OF SUBMISSION :12-06-2022
• TIME : 10 AM
• VENUE: CLASSROOM NO. 2

19. REFRENCES
• A TEXTBOOK OF COMMUNICATION AND EDUCATIONAL TECHNOLOGY BY SURESHK. SHARMA,
PUBLISHED BY PV PUBLICATIONS.
• A TEXTBOOK OF COMMUNICATION AND EDUCATIONAL TECHNOLOGY BY DINESHKUMAR SHARMA,
PUBLISHED BY LOTUS PUBLICATIONS.
• WWW.SLIDESHARE.NET