This document outlines strategies for classroom management. It begins with objectives around gaining knowledge of core competencies like managing relationships, students, and resources. It then describes an activity where teachers are grouped and given scenarios to discuss how they would handle situations involving disruptive students, equipment issues, or heated discussions. The document continues by explaining classroom rules setting, procedures, and prevention strategies. It provides tips for developing a positive approach including being fair, setting routines, and reducing student failure. Finally, it discusses how to address difficult situations by remaining calm, listening to student perspectives, and learning from the experiences.

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(DON’T FREAK OUT)

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5. Objectives:
1. Gain knowledge on the major core
competencies of classroom
management and the varied tips on
how to handle classroom management
scenarios;
2. Appreciate the importance of
classroom management core
competencies; and
3. Apply the classroom management
practices and tips in different
classroom scenarios and/or situations

6. Activity (How Would You Handle This?)
• Group the participants into five (5).
• Give each group the envelope with task cards
written are the classroom scenarios/situations.
• Read and study the classroom situation given.
• Solicit ideas from the group members. Write each
answer to a sheet of paper provided.
• Select the best answer to the situation among the
group.
• Write the answers in a sheet of manila paper.
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SITUATION 1

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SITUATION 1
THINGS YOU CAN
DO

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SITUATION 2

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THINGS YOU CAN DO
SITUATION 2

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THINGS YOU CAN DO
SITUATION 2

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SITUATION 3
at

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THINGS YOU CAN DO
SITUATION 3

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SITUATION 4

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THINGS YOU CAN DO
SITUATION 4

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THINGS YOU CAN DO
SITUATION 4

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SITUATION 5

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THINGS YOU CAN DO
SITUATION 5

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24. PREVENTION
• By providing clear rules,
monitoring students’ work,
moving around the
classroom frequently
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25. BEHAVIOR MODIFICATION
• strategies involving rules, praise
and ignoring; contingency
management, token
reinforcement; contingency
contracting
26

26. PEER GROUP
CONTINGENCIES
• The same rewards and
punishments for an individual’s
actions are applied to everyone
in the class
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27. PUNISHMENT
• Either removing a pleasant
stimulus or applying an
unpleasant one
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28. SELF-CONTROL
• Involving self-monitoring,
self-evaluation and self-
reinforcement
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GOALS OF

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More time for Learning
• To expand the sheer
number of minutes
available for
learning.
( Allocated Time)
• To improve quality
time use by keeping
students actively
engaged in
worthwhile learning
activities.
( engaged time or
sometimes called time
on task)

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Access to learning
The teacher must make sure that
everyone knows how to participate in
each specific activity.
Adapt participation structures

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PARTICIPATION STRUCTURES
• The rules defining who can
talk, what they can talk
about, and when, to whom,
and how long they can talk

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THE KEY IS
AWARENESS

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Some questions the
teacher should think
and answer

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MANAGEMENT FOR SELF-MANAGEMENT
•To help
students
become better
and able to
manage
themselves

41. T Task refers to those decisions schools and
teachers make about what tasks their students
will do
A Authority means the manner in which teachers
define and use their authority
R Recognition emphasizes the significance of
careful and pertinent rewards and reinforcement
G Grouping refers to the way students are grouped
in a classroom, which can encourage either
cooperation or competition
E Evaluation focuses on the type and basis of
evaluation which has particular relevance for
motivation
T Time means those class periods that teachers
have available and the ways they use the time
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42. Four (4) Major Core
Competencies
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MANAGING RELATIONSHIPS

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MANAGING RELATIONSHIPS

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MANAGING STUDENTS

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MANAGING STUDENTS

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MANAGING RESOURCES
( including Time-on-Task)

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MANAGING RESOURCES
( including Time-on-Task)

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The Top Time Wasters

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The Top Time Wasters
• Indecision
• Lack of priorities and planning
• Indifferent attitude
• Travel time
• Lack of proper and timely reporting
• Improper teamwork or coordination
• Incorrect, incomplete and delayed
information

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The Top Time Wasters
• Being personally disorganized or having a
messy table
• Trying to do too much in one go or
underestimating the time required
• Lack of proper facilities and conveniences
in the classroom
• Improper filing system
• Constant shifting of priorities and crisis
management

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The Top Time Wasters
• Lack of clarity about one’s authority and
responsibility
• Too many phone interruption
• No self-discipline

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The Top Time Wasters
 incomplete tasks at hand
• Lack of, or improper delegation
• Dual reporting or having more than one
superior
• Over socializing

57. RULES SETTING AND CLASSROOM
PROCEDURES
Classroom rules establish general
guidelines for acceptable student
behavior.
Rules should be clear, specific
and enforce consistently.

58. RULES SETTING AND
CLASSROOM PROCEDURES

59. Some Guides for the
Teacher in Formulating
Rules for the Classroom

60. 1. Decide on a few important rules
as possible.
2. Make rules absolutely clear to all.
3. Enforce rules for all.

61. 4. Avoid playing favorites.
5. Rules must be explicit.
6. Teachers should carefully explain
the reason for the rule.

62. 7. Display classroom rules, write
the rules and have them
displayed in the classroom.
8. Plan the consequences for
breaking rules.

63. Rules for Elementary School
• Be polite and helpful
• Respect other’s property
• Listen when others are speaking
• Do not hit, shove, or hurt others
• Obey school rules

64. Rules for Secondary School
 Bring required materials to class
 Seated and ready at the bell
 Respect and be polite to everyone
 Respect other people’s property
 Sit and listen while others speak
 Obey all school rules

65. Classroom procedures are systems for
dealing with routine classroom tasks
that help structure student activities
during the course of the day.
They help students understand what is
expected of them during the activities
and at different times.
As procedures become established, they
become routines.

66. Classroom Procedures
67

67. Morning Procedure
1. Walk in quietly.
2. Say, “Good morning to
your teacher.’
3. Unpack your bag.

68. How to Develop and Maintain
a Positive
Approach to Classroom
Management
69

69. 1. Be positive. Stress what should be
done, not what shouldn’t be done.
2. Use praise. Give praise according
to merit.

70. 3. Trust. Trust students but don’t be an easy
mark. Make students feel you believe in
them as long as they are honest with you
and don’t take advantage of you.

71. 4. Express interest. Talk to individual
students about what interests them, what
they did over the weekend, etc.

72. 5. Be fair and consistent. Don’t have “pets
or goats.” Don’t condemn an infraction
one time and ignore it another time.

73. 6. Show respect. Avoid sarcasm. Be
respectful and considerate towards
students. Understand their needs and
interests.

74. 7. Establish classroom rules. Make
rules clear and concise and enforce them.
Your rule should eventually be
construed as theirs.

75. 8. Discuss consequences. Students should
understand the consequences for
acceptable and unacceptable behavior.
Invoke logical consequences, that is,
appropriate rewards and punishment.
Don’t punish too often, it loses its effect
after a while.

76. 9. Establish routines. Students know
what to do and under what conditions.
Routine procedures provide an orderly
secure classroom environment.

77. 10. Confront misbehavior. Deal with
them in away that does not interfere with
your teaching. Don’t accept or excuse
serious or contagious misbehavior, even
if you have to stop your teaching. If you
ignore, it will worsen.

78. 11. Guide. There is a difference between
guidance, whereby you help students
deal with problems and discipline,
whereby you maintain order and control
by reacting to student surface behavior. Your
main goal should be a preventive measure,
whereby you can establish order and control
without having to assert authority.

79. 12. Avoid over controlling. Assert your
authority only when you need to and
without overdoing it.

80. 13. Reduce failure, promote success.
Academic failure should be kept to a
minimum since it is a cause of frustration,
withdrawal and hostility. When students see
themselves as failures, they will act as
failures. When students see themselves as
winners and receive recognition for success,
they become more civil, calm and
confident; they are easier to work
with and teach.

81. 14. Set a good example. Model what you
preach and expect.
For example, speak the way you want
students to be orderly; check homework if
you expect students to do homework.
.

82. 15. Be willing to make adjustments.
Analyze your disciplinary approach
and preventive strategies by yourself and
with the help of some experienced
colleagues. Be sure your managerial
techniques fit your disciplinary
approach..

83. Before, During, and After
Difficult Classroom
Situations
84

84. The Center for Instructional Development and Research (CIDR)
(206) 543‐6588 http://depts.washington.edu/cidrweb 85
1) Make your own expectations
clear from the start and lead
by example . It is easier to
prevent rather than attempt to
correct many potential problems.
.

85. The Center for Instructional Development and Research (CIDR)
(206) 543‐6588 http://depts.washington.edu/cidrweb 86
2) Explain your decision-making
processes to the class so they can
understand where you are
taking them and why.

86. The Center for Instructional Development and Research (CIDR)
(206) 543‐6588 http://depts.washington.edu/cidrweb 87
3) Get to know your students
(their learning styles, what they
want from your class) and let
them help you establish acceptable
and unacceptable behaviors in the
classroom.

87. 88
4) Don’t lose your cool. Defuse
the situation and try to find common
ground if you can and
lead things back to calmer waters.

88. 89
5) Learn from these situations
and try to create/refine appropriate,
meaningful responses.

89. Situation Issues to Consider Strategies
Students complain
that the test
or grading
practices are unfair
o Could the students have a point?
• How will you maintain your
authority and credibility and at the
same time communicate respect for
and interest in student opinion?
• Where is the right place and when
is the right time to discuss this?
• If the test was constructed by
someone else, is it appropriate for
you to discuss the issue with the
students?
o Listen and ask clarifying questions
even if students seem unreasonable.
• Avoid getting into an argument.
• If, after clarifying what the
problem is, it is not completely clear
to you how to resolve it, tell the
student you need time to think.
• If another teacher is responsible
for the grading or the test and there
is not a completely clear and obvious
answer to a student’s complaint,
suggest that he or she talk to the
other teacher. Tell the student you
will also mention it to the teacher.
Avoid agreeing with students or
defending the instructor.
State a policy that all
grade complaints must be made in
writing within a week.

90. Situation Issues to Consider Strategies
You can’t get
equipment to
work properly
in class.
How much class time do you
want?
to take to try to make it
work?
• How crucial is the
equipment to making your
points for the day?
• How can you maintain
credibility?
Double and triple check that
you
know how to use equipment
and that
the equipment you are using
works ahead of time.
• Have a plan B in case the
equipment doesn’t work. E.g.
be prepared to use the
board if power point fails.
• Sometimes students can
help.
• Avoid getting flustered.
Make a joke if you’re able to.
Otherwise, do your
best. If you can’t get it to
work, apologize and move on
to Plan B.

91. Situation Issues to Consider Strategies
Student makes
provocative or
insulting remarks
during
discussion. (Or
class discussion
gets heated and
unpleasant.)
Do you have ground rules for
the course that this behavior
is violating?
• How can you continue to
give the provocative student
a voice and yet avoid
validating their negativity or
allowing them to abuse
other students?
• Is the student clearly
unbalanced or out of
control?
If you teach a course that has any
potential for the discussion of
strongly held opinions, discuss
this potential in the first week of
class and what stance you want
to take on it
.(E.g. “The question of the
validity of evolution as a theory
is outside the scope of our
discussion in this course.
The course is based on the
premise that evolution is true
and you will need to explain
course content accordingly
whether you personally
believe in evolution or not.”)

92. Strategies
Situation Issues to Consider Strategies
Student makes
provocative or
insulting remarks
during
discussion. (Or
class discussion
gets heated and
unpleasant.)
 Do you have ground rules for
the course that this behavior
is violating?
• How can you continue to give
the provocative student a voice
and yet avoid validating their
negativity or allowing them to
abuse other students?
• Is the student clearly
unbalanced or out of control?
Look for a way to pull back from
the emotion of the comment.
(E.g.
“This is a very emotional issue
for many people. But let’s try to
phrase things as objectively as
possible. Are you wanting to
make the point that…?” Or “It’s
true some people feel this way,
but many others don’t.
Let’s step back and look at the
history and the reasons why
there is disagreement.”)

93. Strategies
Situation Issues to Consider Strategies
One student
dominates the
discussion
How can you encourage this
student to modify his/her
behaviour without discouraging
other students?
Take the student aside privately
and thank them for their
contributions to the class. Tell
him/her you would like others to
also contribute so you would
like this student to hold off for a
little.
Possible suggestions for this
student
might be to: Wait until you call
on him/her; limit his/her
contributions to 3 times per
class; after speaking
once, wait until at least two or
three other people have spoken
before speaking again.

94. Strategies
Situation Issues to Consider Strategies
One student
dominates the
discussion
How can you encourage this
student to modify his/her
behaviour without discouraging
other students?
 Have a system where you give
out participation chips to
students, say, three for each
student. Each time a student
speaks in class, they sign one
of their chips. After all three
chips are used up, they can’t
speak anymore for that class
period. They then turn in
signed chips for participation
points.
 Ask questions to certain areas
of the
class, “ Can someone from the
back row tell me…

95. Copyright 2001 by Allyn and
Bacon

96. Copyright 2001 by Allyn and
Bacon

97. Copyright 2001 by Allyn and
Bacon

98. Copyright 2001 by Allyn and
Bacon

102. Reflect
What are you doing?
Why are you doing it?
How efficient is it?
How are students responding?
How can you do it better?

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Situation Issues to Consider Strategies
Managing the learning
environment
Managing Students
Managing Resources
Managing Relationships

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105. The greatest sign of success for a teacher
is to be able to say,
“The children are now working as if I did
not exist.
Maria Montessori

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