This document discusses principles of effective classroom management. It defines classroom management as ensuring lessons run smoothly by preventing disruptive behavior and engaging students. Reasons students may be disruptive include being bored, feeling lessons are irrelevant, or lacking understanding. Key principles of classroom management include building good relationships with students by addressing them by name, showing care and concern, using humor, and involving students in decisions. Effective classroom management also involves setting clear rules, routines, and procedures, as well as using techniques like overlapping to monitor students and transitions between activities.

2. Today’s Session
Need of Classroom Management
Define Classroom Management
Why students are disruptive
Principles of Classroom Management

3. Are Teachers Born Or Made?
Teaching is a
SKILL
Skill need Retraining and refreshing

4. Classroom Management is….
 The process of ensuring that lessons run smoothly
 The prevention of disruptive behavior
 The process of managing behaviors
 Designing activity, monitoring it, and following up
 The techniques we use to engage students and keep them
engaged
KEY: Classroom management is more than just managing
student behavior. It's important to remember that we need to
look at our instruction first and foremost, and the ways in which
we engage our students.

5. Understanding Why Students are
Disruptive (i.e. Not Engaged)
 Bored Due to Lack of Challenge
 Lessons as irrelevant
 Don't feel the teacher cares
 Lack of understanding
 Need for power or control

6. Principles
of Classroom
Management

7. 1. Building a good relationship between
teacher and student
 Address every students with name
 Show care and concern
 Use humor
 Involve class in some decision making
 Work hand-in-hand with students

9. 2. Setting Rules , Routines and
Procedures
Rules – general expectations that are usually
written on the paper.

10.  “Overlapping” technique is used for
collection and distribution of materials.
It refers to the teacher’s ability to
attend to the task at hand and at the
same time prevent an extraneous
situation from getting out of control.
 Prepare for transition by planning
distinct types and sequences of
teacher- pupil activity e.g. checking
homework assignment, presentation
of new material, giving assignment,
monitoring seatwork. Transition should
be quick and quiet.