This document discusses various aspects of classroom management including management of instruction, time, relationships, discipline, physical environment, and routines. It provides tips for maintaining smooth instructional flow, managing transitions between activities, maintaining group focus, developing witness and overlapping skills, organizing the physical classroom, and establishing routines to maximize instructional time and minimize disruptions. Effective classroom management requires planning procedures, rules, and activities to engage students and prevent misbehavior.

1. CLASSROOM MANAGEMENT
Our Survival Kit
MANAGEMENT
OF
INSTRUCTION
Refers to the smooth flow of
instructional processes
1. Maintain smoothness of
instruction:
Avoid jumping without transition
from topic to topic.
Avoid jarring breaks with the
activity flow.

2. 2. Manage transition from activity to
another, from subject or from
lesson to recess:
Give clear signals like a bell.
Be certain on what to do when
the signal is given.
Make transition all at once rather
than one student at a time.

3. 3. Maint ain group f ocus during
t he lesson:
Ensure that all students in the
class stay involve in the lesson
even if the teacher calls on only
one.
Hold all pupils accountable and
responsible for task performance
during choral responses.
Utilize group alerting through the
questioning strategies like calling
on students after a question or in
a random order.

4. 4. Maintain a group focus
during a seatwork:
Monitor the seatwork activities by
circulating to see how they are doing.
Resist the temptation to work too long
with an individual student.
5. Develop withiness
Beware of student’s behavior all time.
Respond immediately to student
misbehavior.
Scan the class frequently and
establish eye contact with individual
students

5. 6. Develop overlapping skill:
Attend to interruptions or behavior
problem while continuing a lesson.
Keep all students productively
busy.

6. MANAGEMENT
OF
TIME
Refers to the organization and use
of allocated time in the classroom
Make good use of all classroom
time.
Start teaching at the beginning
of the period and on time.
Establish routine procedures.
Minimize time spent on
discipline.
Maintain momentums by
making sure that the class have
something to and once started
are not interrupted.

7. Maintain a crisp, on time start on
a lesson
• Teaching lessons that are so
interesting, engaging, and
relevant to student’s interest.
• Maintain momentum through
avoidance of interruptions
or slowdown like phone calls,
knocks on the door and other
disturbance.

8. MANAGEMENT
OF
RELATIONSHIP
Refers to the emotional climate and
communications
1. Maintain positive climate
characteristics.
Encourage class members to
participate in goal setting.
Freedoms are expressed within
explicitly started and consistently
enforced limits.
Student’s progress, as much as
possible, according to
individual interest and abilities

9. Group cohesiveness and cooperation
are stressed over competition.
Democratic procedures are used to
maintain order and secure
compliance to reasonable limits.
Respect students being a human than
valuing them for what they can do.
Perceive feeing rather than controlling
as your purpose in teaching .
Tend to be more concerned with larger
than smaller issue.
Be self-revealing than self concealing

10. 2. Develop relationship qualities that
enhance wholesome emotional
climate.
Teacher and students can be direct
and honest with one another.
All members of the group feel other
members value them.
There is a sense of
interdependence, common bonds,
and defined group expectations.

11. • Each person is encouraged to
make the most of unique talents
and interest.
• No individual’s needs are met
without regard for the needs of
the others.
• Tend to be personally involved
rather than alienated.

12. 3. Develop communication
characteristics that promote
wholesome classroom relationship.
Conversations are positive,
constructive, and aimed at
understanding on another’s point of
view.
Blame-free messages, I-messages,
are used to convey a teacher’s
emotional reactions to a student’s
objectionable behavior.
Corrective measures are not
accompanied by sarcasm and ridicule.

13. • Disciplinary actions are aimed at the
situation not at the personality or
character of the student.
• Communication safeguard self-
esteem, conveys respect, and
encourages students to take charge
of their lives.
• Appreciation is expressed and
descriptive rather than evaluative
praise.

14. • Diagnostic and prognostic
statement that classify and
categorize students are avoided.
• Economical messages, verbal
and non- verbal, used to deal with
minor incidents.

15. 4. Render different forms
of assistance
Why questions, which evoke
defensiveness and deceit, are
avoided.
The temptation to reassure students
or offer them solutions to their
problem is resisted.
Problem-solving methods are used
to place power in the hands of the
students and increase their self-
efficacy.
Reflective listening is substituted for
giving advice so student can
formulate solutions to their problems.

16. • Class meetings are used to provide
students an opportunity to
examine the ideas and feelings
that influence value judgments
and decisions as well as the
ways chosen to fulfill them.
• Building confidence and fostering
involvement are viewed as
primary and enabling
objectives.
• Lesson content and activities help
students’ link school and life
outside of school

17. 1. Start the year right.
Develop a clear, specific plan for introducing
the student to classroom rules and
regulations.
Work with the whole class initially.
Spend much of the first days of schooling
introducing procedures and discussing class
rules.
Practice specific procedures such a lining
up quickly and quietly, responding to signals.
Use simple, enjoyable tasks, well prepared
clearly presented and valid materials.
Respond immediately to stop misbehavior.
Refers to preventing behavior from occurring to respond to
behaviors problems to educe their occurrence in the future
MANAGEMENT
OF
DISCIPLINE

18. 2. Set class rules.
• Should be few in number.
• Should make sense and be seen as fair
by students.
• Should be clearly explained and
deliberately taught.
• Should set by the students themselves.
3. Create an atmosphere.
Students respect each other.
Teacher respects students.

19. 4. Apply the principle of least
intervention for routine classroom
behavior problem.
Prevention through varied interesting
lessons.
Keeping students busy on meaningful
tasks.
Use simple nonverbal cues like eye
contact.
Praise other students for behaving.

20. 5. Manage serious behavior problems
through applied behavior analysis.
Identify target behavior and reinforcers.
Establish what constitutes the behavior.
Verbal reminders bring a student into line.
Repeated reminder or broken record
strategy.
Apply consequences that are mildly
unpleasant in duration and applied
immediately

21. • Select reinforces and criteria for
reinforcement.
• Select punishers and criteria for
punishment.
• Reduce the frequency of
reinforcement
• Apply behavior analysis program
such as home-based
reinforcement and daily report
card programs

22. 6. Prevent serious behavior problem.
Remove the causes misbehavior. (e.g.)
delinquent peer group.
Enforce rules and practices.
Enforce school attendance.
Avoid tracking (between class ability
group), as low track classes are ideal
breeding grounds for anti-social
delinquent peer groups
Practice intervention such as interactive
teaching and cooperative learning to
help low achieving group.

23. Request family involvement.
• Use peer mediation to resolve conflicts
between fellow students.
• Apply suspension and expulsion
judiciously.
7. Formally develop the desired
behavior.
• Prepare a “wish list” or desired
behaviors.
• Prioritize the list of desired behaviors.
• Talk, analyze each behavior.
• Teach (not tell the behavior).

24. MANAGEMENT
OF
PHYSICAL
ENVIRONMENT
Refers to the organization of the learning
environment, supplies, and materials
Organize supplies and materials for
activities that occur frequently in most
readily available accessible place, and
must be governed by the simplest
procedure.
Rules must go with territory and insist
on respect for them. Expectations
regarding beginning and end of class
behavior and during interruptions must
clearly expressed.
Identify traffic routes and clear the
way.

25. Arrange furniture that will facilitate
overall monitoring, making a visual
sweep of the room and detecting work
problem or social distractions.
Teacher’s desk should be in one of the
front corners facing the students.
Materials and equipment stations are
available in sufficient quantities
and are located to minimize
congestion in traffic lane.

26. Bulletin boards and wall spaces
are used to display student
work and complement current
class activities.
Set explicit procedures for
getting materials from and
returning them to designated
classroom locations.

27. MANAGEMENT
OF
ROUTINES
Refers to the established
activities or procedures that are
repeatedly done.
Establish routine to keep
administrative headaches to
minimum.
Teach pupils to learn how to
form a various grouping and
return to standard arrangement
with minimum confusion.
Do not use the first few minutes
of the class session when
students are potentially most alert to
instruction to collect materials.

28. “Overlapping” techniques is used
for collection and distribution of
materials. It refers to the teacher’s
ability to attend to the task a 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 newmaterial,
givingassignment, monitoringseatwork. Transitionsshouldbequickand
quiet.