Classroom management involves organizing and controlling student behavior to create an effective learning environment. It aims to encourage desired student behavior, build teacher-student relationships, maximize learning time, and reduce disciplinary issues. Key elements of classroom management include the physical classroom space, the teacher's role in organizing the space and students, and fostering student independence and engagement. Effective classroom management creates a positive atmosphere where students feel respected and actively participate in the learning process.

1. CLASSROOM MANAGEMENT

2. TAKE A FEW MINUTES TO:
• Define what “Classroom management” means for you.
• Then share your ideas with a partner and identify similarities
and differences.
• What is the basis of such definition you provided?

3. CLASSROOM MANAGEMENT: DEFINITION
• Richard (1990), classroom management is defined as an
organisation and how a teacher controls the students’
behaviour so that the teaching and learning process can
happen effectively.
• Alberto& Troutman (1986), classroom management is a skill
which requires the teacher to manage the time, space,
resources and students´ behaviour in preparing a conductive
learning environment.

4. • Your classroom management is the way that you manage
students´ learning by organising and controlling what
happens in your classroom….
• Or the way that you consciously decide not to organize and
control.
• Or the way that you delegate or relinquish such control to the
learners.

5. • Your classroom management choices play a large part in
creating the individual working atmosphere or your class—
how it feels to be in a room with you as a teacher.
• Such choices reflect what you believe about teaching and
learning.
• Behind each selection of a technique is an intention—the
thing that you want to happen.

6. THE AIMS OF CLASSROOM MANAGEMENT:
• Encourage the desired behaviour from the students
• Create positive learning environment
• Form an interpersonal relationship between the teacher and
students
• Use the time allocated for learning to optimal
• Encourage the involvement of students in the teaching and
learning process
• Reduce the disciplinary problems
• Manage an effective routine
• Students will become more independent

7. CLASSROOM MANAGEMENT VS METHODOLOGY
• The techniques of classroom management are independent of
whichever method is used since they undelie all methods.
• The most effective teaching and learning is going to happen
when learners are actively involved, interested and engaged in
their work.
• All effective teaching requires an active momento-by-
momento processing of the current situation and a flexible
ever-changing reflection as to what might be the best thing to
do next.

8. • Good classroom management involves learning from
experience, but never allowing that experience to put you into
automatic pilot.

9. KEY ELEMENTS IN CLASSROOM MANAGEMENT
• The classroom
• The teacher
• The learner

10. THE CLASSROOM
• The teaching/learning space and how best to organise it and
exploit what it offers.

14. CLASSROOM LAYOUTS

15. SETTING UP THE ROOM FOR SPECIFIC ACTIVITIES

17. IMPROVING THE CLASSROOM ENVIRONMENT
• Teachers’ main job is to create the conditions within which
learning is most likely to happen.
• What kind of environment was it? It is a vital question to ask
yourself (without reflecting on it, your are likely to uncritically
reproduce learning environments that you grew up in as a
child, even if you hated them at a time)

18. THINK ABOUT THE FOLLOWING:
• Atmosphere (physical and psychological aspects?
• Learners’ view of me (authority, manager, colleague, etc.)
• My view of my role as a teacher (What do I understand by a
‘teacher’?)
• Rapport (relationships among participants)
• Ownership of the room
• Democracy (who will decide things?)
• Respect

19. REFLECT:
• Is your classroom a place that you feel happy to walk into?
• How do you think your students feel?
• What small changes could make the biggest improvements?

20. WATCH THE VIDEO AND PAY ATTENTION TO:
– Classroom layout
– Teacher’s actions
– Atmosphere
– Learners’ view of the teacher
– Rapport
– Ownership of the room
– Democracy
– Respect