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1. DR.MAHESWARI JAIKUMAR
maheswarijaikumar2103@gmail.com

2. • Classroom management is a
term used by teachers to
describe the process of
ensuring that
classroom lessons run
smoothly despite disruptive
behavior by students.

3. • The term also implies the
prevention of disruptive
behavior. It is possibly the
most difficult aspect of
teaching for many teachers.

4. CLASSROOM
MANAGEMENT
• Classroom management is
vital for successful teaching.

5. • A positive classroom
management establishes a
favourable conditions that
permit effective teaching
learning strategies.

6. • Although the factors that
affect a classroom are beyond
the teacher’s control, a good
teacher should overcome
handicaps by effective
planning & judicious
directions thus promote a
good atmosphere for learning.

8. • Classroom management refers
to :
• 1. Creating a safe and
inclusive environment for
students learning.
• It facilitates building a strong
positive relationship with and
among the learners.

9. • A strong classroom
management paves way to
understand the unique
adolescent body and mindset.
• A good classroom fosters good
understanding of the multi-
cultural and individual
differences within a classroom.

10. • A well managed classroom
promotes a love for learning
and success.
• It presents engaging
instructions to the learners.

11. • A well managed classroom is
consistent and fair for
discipline.
• It has well-practiced routines
and procedures to promote
teaching & learning.

12. • A good classroom states
simple and clear expectations
for rules to be followed.
• It stages appropriate
interventions to be
undertaken for the students.

13. NEED FOR CLASSROOM
MANAGEMENT
• Classroom management is
crucial in classrooms because
it supports the proper
execution of curriculum
development.

14. • Classroom management helps
in developing best teaching
practices, and putting them
into action.

15. • Classroom management is
closely linked to issues
of motivation, discipline and r
espect.
• A large part of traditional
classroom management involv
es behavior modification

16. TECHNIQUES
• Corporal punishment
• Rote discipline
• Preventive techniques
• Good teacher-student
relationships

17. CORPORAL PUNISHMENT
• Until recently, corporal
punishment was widely used as
a means of controlling disruptive
behavior but it is now illegal in
most schools. It is still advocated
in some contexts by ultra-
religious people such as James
Dobson

18. ROTE DISCIPLINE
• It involves assigning a
disorderly student sentences
or the classroom rules to
write repeatedly. Among the
many types of classroom
management approaches, it is
very commonly used.

19. PREVENTIVE APPROACH
• Preventive approaches to classroom
management involve creating a
positive classroom community with
mutual respect between teacher
and student. Teachers using the
preventive approach offer warmth,
acceptance, and support
unconditionally.

20. • Preventive techniques also
involve the strategic use of
praise and rewards to inform
students about their behavior
rather than as a means of
controlling student behavior.

21. GOOD TEACHER-STUDENT
RELATIONSHIPS
• A good teacher-student
relationships in the classroom
involves the appropriate
levels of dominance,
cooperation, and awareness
of high-needs students.

22. • Assertive teacher behavior
also reassures that thoughts
and messages are being
passed on to the student in an
effective way.

23. • Assertive behavior can be
achieved by using erect
posture, appropriate tone of
voice depending on the
current situation, and taking
care not to ignore
inappropriate behavior by
taking action

24. SYSTEMATIC
APPROACHES TO CLASS
MANAGEMENT

25. • Culturally responsive
classroom management
• The Good Behavior Game
• Positive classrooms
• Assertive discipline
• Discipline without Stress,
Punishments or Rewards

26. PROCESS APPROACH
TO CLASSROOM
MANAGEMENT
The goal is to:

27. • Develop caring, supportive
relationships with and among
students.
• Organize and implement
instruction in ways that
optimize students’ access to
learning

28. • Use group management
methods that encourage
students’ engagement in
academic tasks.
• Promote the development of
students’ social skills and self–
regulation.

29. • Use appropriate interventions
to assist students with
behavior problems.

30. • Dr. Tracey Garrett also
describes classroom
management as a process
consisting of key tasks that
teachers must attend to in
order to develop an
environment conducive to
learning.

31. • The tasks of classroom
management according to
Tracey include:
• (1) organizing the physical
environment.
• (2) establishing rules and
routines

32. • (3) developing caring
relationships.
• (4) implementing engaging
instruction.
• (5) preventing and
responding to discipline
problems

33. TIME MANAGEMENT
• Kauchak and Eggen
(2008)Kauchak, D., and Eggen,
P
. (2008), categorize class into
four categories as follows:

34. • The four overlapping
categories are:
• Allocated time.
• Instructional time.
• Engaged time.
• Academic learning time.

35. ALLOCATED TIME
• Allocated time is the total
time allotted for teaching,
learning, and routine
classroom procedures like
attendance.

36. INSTRUCTIONAL TIME
• Instructional time is what
remains after routine
classroom procedures are
completed. ie., instructional
time is the time wherein
teaching and learning actually
takes place.

37. ENGAGED TIME
• Engaged time is also called
time on task. During engaged
time, students participate
actively in learning activities—
asking and responding to
questions, completing
worksheets and exercises,
preparing skits, etc.,

38. ACADEMIC LEARNING TIME
• Academic learning time
occurs when students 1)
Participate actively .
• 2) Are successful in learning
activities. Effective classroom
management maximizes
academic learning time.

39. COMMON MISTAKES
• Two students with similar
looking misbehavior may require
entirely different intervention
strategies.
• Not every approach works for
every child.

40. • Teachers need to learn to be
flexible.
• Another common mistake is for
the teacher to become
increasingly frustrated and
negative when an approach is
not working.

41. • The teacher may raise his or
her voice or increase adverse
consequences in an effort to
make the approach work.
• This may impair the teacher-
student relationship.

42. • Inconsistency in expectations
and consequences is an
additional mistake that can
lead to dysfunction in the
classroom.

43. • To avoid this, teachers should
communicate expectations to
students clearly and be
sufficiently .

44. • "Ignoring and approving" is an
effective classroom management
strategy.
• This involves ignoring students
when they behave undesirably
and approving their behavior
when it is desirable.

45. • When students are praised for
their good behavior but
ignored for their bad
behavior, this may increase
the frequency of good
behavior and decrease bad
behavior.

46. • Student behavior may be
maintained by attention.

47. • If students have a history of
getting attention after
misbehavior, they may
continue this behavior as long
as it continues to get
attention.

48. • If student misbehavior is
ignored, but good behavior
results in attention, students
may instead behave
appropriately to acquire
attention.

49. • Therefore principles and
concepts like behaviour
management, behaviour
engineering, child
development and child
psychology are to be
optimally used for effectively
managing the classroom.

51. THANK YOU