Provides tips that help teachers in managing their classes.

1. Classroom Management:
Strategies and Techniques,
Collected and organized by:
Dr. Tahraoui Ramdane
Head, Department of Curriculum and Instruction
Kulliyyah of Education
International Islamic University Malaysia

2. Meeting outcomes…
Understand and apply what effective teachers do to
encourage appropriate behaviour and how they respond
to students when they choose to misbehave.

3. Imagine you are in your class, and a kid comes in with a hat on.

4. You tell him to take it off, and he does.

5. You begin teaching, and after some time you notice he has put his hat
back on.

6. You ask him to take his had back off, and he escalates the situation.

8. Do any of these come to mind?

9. In the USA, 83% of African-American boys were suspended at least once from
7th to 12th grade. Most of these suspensions were for minor things like
disrespect, insubordination, and willful defiance….

11. Two Dimensions
What effective teachers do to encourage appropriate
behaviour, and
What effective teachers do to respond to misbehaviour
when it occurs

12. Just for a reality check …list all the misbehaviours you
can think of that occur in your classroom and school.

13. Pushing, kicking, hitting, listening to Ipod,
daydreaming, chewing gum carving on desk, running in
hall, passing notes, not working, refusing to work in a
group, swearing, rude comment under breath, chatting,
cheating on test, coming late, rocking in chair, getting
up and walking around, racial slur, gender slur, cell
phone ringing, self mutilation.

14. General Rules for Promoting Effective Classroom
Management
1. Be consistent. Be consistent. Be consistent.
2. Be patient with yourself and with your students.
3. Make parents your allies. Call early and often. Use the word
"concerned."
4. When communicating a concern, be specific and descriptive.
5. Don't talk too much. Use the first 15 minutes of class for lectures or
presentations, then get the kids working.
6. Break the class period into two or three different activities. Be sure
each activity segues smoothly into the next.
7. Keep all students actively involved. For example, while a student does
a presentation, involve the other students in evaluating it.
8. Discipline individual students quietly and privately. Never engage in a
disciplinary conversation across the room.
9. Keep your sense of perspective and your sense of humor.
10. Know when to ask for help.

15. Classroom Setup
It is typical for classrooms to be set up in rows, or
lately, in groups of 3-4 tables (which allow for easier
cooperative learning). However, there are fundamental
problems for each:
 In rows, studies have shown that the further back you go,
the more discipline problems there are. The visual, aural
and physical stimulation from the teacher is increasingly
diminished as you move further back. This allows boredom
to set in, and as a result, potential disruption.

16. Important Strategies
These are teacher-recommended techniques for maintaining control without
confrontation:
 Establish eye contact.
 Move around the room and increase proximity to restless students.
 Send a silent signal.
 Give a quiet reminder.
 Re-direct a student's attention.
 Begin a new activity.
 Offer a choice.
 Use humor.
 Provide positive reinforcement.
 Wait quietly until everyone is on task.
 Ask a directed question.

17. Solid Organizational Practices
(SOP)
The following set of organizational practices should
help to establish effective control of the classroom by
the teacher:

18. 1. Get Off to a Good Start
The first “honeymoon” encounter between the
teacher and the students is when they formulate
their impressions of the teacher. Students sit quietly,
raise their hands to respond and are generally well
behaved. The teacher is easily misled into thinking that
this is an ideal class and may relax their vigilance.
Students within a week will begin to test the waters to
see what they can "get away with". It is during this
period that the effective teacher will establish the
expected ground-rules for classroom behavior.

19. 2. Learning School Policies
Prior to meeting the class for the first time, the teacher
should become familiar with school policies
concerning acceptable student behavior and
disciplinary procedures. The teacher should definitely
know what the school expects from both student and
teacher in regard to discipline.

20. 3. Establishing Rules
Establish a set of classroom rules to guide the
behavior of students at once. Discuss the rationale of
these rules with the students to ensure they understand.
Keep the list of rules short. The rules most often involve
paying attention, respect for others, excessive noise,
securing materials and completion of homework
assignments.

21. 4. Overplanning lessons
“Overplan” the lessons for the first week or two. It is
important for the teacher to impress on the students
from the outset that he or she is organized and confident
of their ability to get through the syllabus.

22. 5. Learning Names
Devise a seating arrangement whereby students'
names are quickly learned. Calling a student by his or
her name early in the year gives the student an increased
sense of well being. It also gives a teacher greater
control of situations. “Ahmed, stop talking and finish
your work” is more effective than “Let us stop talking
and finish our work”.

23. 6. Be Firm and Consistent
A teacher can be firm yet still be supportive and
friendly with students. A firm teacher can provide an
environment where the students feel safe and secure.
Many teachers report that it is easier to begin the year in
a firm manner and relax later, than to begin in a lax
manner and then try to become firm.

24. In the End
 If you do not plan, the students will plan for you.
 The effective teacher organizes and structures the
classroom for his/her success, but most importantly,
for the success of the students.

25. Thank you for
coming to this
session on
Classroom
Management