Classroom Management

1. PRACTICING
TEACHER’S TRAINING

2. Topics for Today
What is Classroom Management.
Classroom Management Styles.
Physical Environment and Classroom Management.
Curriculum and Classroom Management.
Rules & Procedures.
Routines, Schedules, Resources and Time Management
Behavior Management.
Teacher Student’s Relationship.

3. Classroom
management refers to the wide
variety of skills and techniques
that teachers use to keep
students organized, orderly,
focused, attentive, on task, and
academically productive during
a class.

4. Classroom Management Styles
 Authoritarian
The authoritarian teacher places firm limits and controls on the
students.
• Authoritative
The authoritative teacher places limits and controls on the
students but simultaneously encourages independence.
• Democratic
The democratic teacher places few demand or controls on the
students. "Do your own thing,”
• Laissez-faire
The laissez-faire teacher is not very involved in the classroom.
This teacher places few demands.

5. Authoritative style:
Helps to produce students who are socially competent
and responsible.
Authoritarian style:
Helps to produce students who are ineffective at social
interaction, and somewhat inactive.
Indulgent and laissez-faire styles:
Help to produce students that are immature, show poor
self-restraint, and who exhibit poor leadership skills.

6. •The mediocre teacher tells.
•The good teacher explains.
•The superior teacher
demonstrates.
• The great teacher inspires.
-William A. Ward

7. Physical Environment and Classroom Management.
Classroom layout can help
reduce discipline problems
when teachers can easily
access all areas to supervise.

8. • Are the chairs arranged in such a way that teacher- student interaction
is facilitated?
• Can every student view and read what is written on the board?
• Can teacher see all students while presenting?
• Is the classroom safe, clean and orderly?
• Is the classroom well- ventilated?
• Does the classroom have adequate lighting?
• Is the classroom wide enough to allow student movement and
activities?
• Does every student have a chair/desk?
• academic noise indicates students’ engagement in learning?
• Is the classroom attractive to enhance learning?
• Is the seat arrangement flexible?
Physical environment contains the following
aspects

9. Classroom layout styles

10. Independent Work/Tests/Beginning of the Year/Lecture

11. Group Work/Stations

12. Demonstration/Discussion

13. Curriculum and Classroom Management
.
Teachers tend to think of curriculum as something entirely separate from
classroom management
lack of attentiveness and engagement.
incompletion of assignments.
Disruption occur because of curricular weaknesses.
the taught content is too easy or too difficult.
curriculum contextually irrelevant to students 'lives and their world.
Curriculum taught in a way that fails to motivate or rouse interest, students
will remain disengaged.
Curriculum Managerial Disruption

14. How does the curriculum connect with classroom management?
What classroom management skills do I need to implement the
curriculum successfully?
How do I offer differentiated learning?
How can I plan lessons in a way that motivates and engages learners?
What organizational skills do I need to manage a multigrade
classroom?
Teacher’s should know…

15. Rules are to identify general expectations and standards.

16. Establish a few general rules of Classroom conduct with the help of students.
 Come to Class on Time:
 Attend to Personal Needs Before Class:
 Start Assignment Once the Tardy Bell Rings​:
 Remain in Your Assigned Seat :
 Do Not Eat in Class:
 Bring Required Materials Every Day:
 Talk When Permitted:
 Use Polite Speech and Body Language:
 Don't Cheat:
 Follow the Teacher's Directions​

17.  Procedures are usually unwritten but have been practiced enough so
students know them. It helps students to know what to do when.
 Procedures need to be clearly stated, modeled and practices until all the
students know them and become used to it.
 Procedures generally tell students “what to do when” and the best
procedures are not dependent upon direct supervision by teachers.
Procedures are to communicate expectations for specific behaviors

18. Assignments procedure
Not accepted after the 3rd day
Should be in publishable format
Clearly identified
Name, class, assignment, period, date
No name – no credit
Save to student’s folder on server
Not in folder – automatic zero (0)
Tests
Evaluation
Participation
Behavior
Absences/leave
While you are in class…
At the end of class…
Some procedures should be defined clearly as:

19. Routines, Schedules, Resources
and
Time Management
The student will
plan for you!!
If you don’t plan,
Effective teachers MANAGE their classrooms
Ineffective teachers DISCIPLINE their classrooms

20. Routines & Schedules,
The terms Routines and
schedules are often used
interchangeably.
Schedules represent the
big picture of routine—the
main activities to be
completed daily.
Schedule: Timetable for a program or project showing how activities and milestone
events are sequenced and phased over the allotted period.
Example: Time Table
Routines: Represent the steps done to complete the schedule
Morning prayer/Assembly
Attendance
Home work checking.
Break time
Group activates
Individual work etc

21. Time management
Organize the day by priorities: Teachers must be able to assess whether projects
can be put on hold if the outcomes are not as impactful as others.
Strategically plan homework assignments: Both teachers and students may find
that assignments that require repetitive practice is better suited for the home environment
Avoid “loaded” procrastination: Avoid piling on loads of grading assignments, and
try to knock out batches at a time. A small pile each day is easier to manage and allows a
teacher to properly evaluate the assignment and offer feedback to students. Teachers can
experience a sense of accomplishment from each completed batch.
Plan for potential crises: It is better to plan ahead for potential problems before
facing them in the classroom, as urgent crises can distract teachers from their goals within
the classroom.
Set aside personal time: Implementing time-saving plans only works when a teacher
is energetic, healthy and refreshed.

22. Define Resources
The term, resources, is normally used to describe funds.
What are learning resources
The inputs used in the process of acquiring knowledge, attitudes, or skills from
study ,instruction, or experience.
They could be classified as electronic or non electronic
Non Electric
Books
Handouts
Chalk and board
Models
Flip charts
Pictures
Electric
Over head projector
Slide projector
Computer

23. I believe you can talk for thirty minutes on this cartoon.
One picture worth ten thousand words:
old Chinese Proverb.

24. An ancient Chinese proverb
“Tell me and I will forget,
teach me and I will remember,
involve me and I will learn.”

25. Behavior Management

26. Teacher Student’s Relationship

27. What do you think
about a teacher’s
role in a class?

28. Behavior Management and Teacher Student’s Relationship
How to improve student
engagement and build a
positive climate for
learning and discipline
BUILDING CARIN RELATIONSHIPS
•Greet your students at the door
•Get to know one another
Design a Safe, Well-Managed and Friendly Classroom Environment
The right physical environment
Ask students to be designers of their classroom
Include Students in Creating Rules, Norms, Routines, and Consequences
Rules are different
Social Contracts
Development discipline
Create a Variety of Communication Channels
Teacher-Student Communication
Student-Student Communication

29. Modeling Positive Behavior
Trust is the beating
Calm
Fairness:
Consistency:
Know the Students You Teach
Address Conflict Quickly and Wisely
Integrate Positive Classroom Rituals
Recitation of Qurani ayah and Naat.
Share good thing with class mates.
Be cooperative with your fallows.

30. Keep it Real
 Discover the things
 Tap In to Prior Knowledge and Schemas
 Use Essential Questions:
 Authentic Assessment:
Partner with Parents and Guardians
 Intel First:
 Go Digital:
 Face to Face

31. Have a great day!
Thank you for your attention.