This document outlines principles for effective classroom management. It states that classroom management is a necessary condition for teaching, as teachers cannot effectively teach classes that are inattentive or unruly. Some key principles discussed include establishing consistent routines, orchestrating smooth transitions to minimize downtime, balancing variety and challenge in activities to engage different learners, being aware of all classroom activities, addressing minor issues before they escalate, reinforcing positive behavior, and making good use of instructional time. The overall message is that proactive and organized classroom management is crucial to facilitating student learning.

1. UNIT 4 CHAPTER 1
Guiding Principles in
Classroom Management
“ Classroom management is not teaching; it is a
necessary condition to teaching”

2. INTRODUCTION
A common problem, sometimes the common
thatbeginning teachers faceis poor classroom
management. As the quotation beneath the title of this
Chapter states, classroom management is not yet
teaching, yet it is pre-requisite to teacching. We cannot
teach when are classes are inattentive, worse when they
are unruly. This is how critical classroom management
is.
As classroom managers, we manage
resources to facilitate learning. This resources includes
the 3 Ms- Moment, Materials and Man.

3.  Consistent, proactive discipline is the crux of
effective classroom management.
“Prevention is better than cure”, so goes the
adage. If we are proactive in our approach to
discipline we prevent unnecessary diciplinary
problems from cropping up. We have not to wait for
disciplinary problems to erupt for us to take a move.
PRINCIPLES IN CLASSROOM MANAGEMENT

4.  Establish routines for all daily tasks and needs.
Routinized collection of assignments, passing of papers,
and preparations for experiments saves as a lot of time and
effort. We have not to explain or instruct our pupils/students
on how to pass papers,
collect assignments, prepare for experiments
day in and day out because we have
establish the routines for
these everyday tasks.

5.  Orchestrate smooth transitions and continuity
of momentum throughout the day. Smoothe
transitios and continuity throughout the day ensure
us that every instructional moment is made use of
wisely. No necessary lull is created that
will breed classroom restlessness, which is the
father of disciplinary problems.

6.  Strike a balance between variety and challenge
in student’s activity. A variety of student activities
will ensurethat student’s multiple intelligences and
varied learning styles are considered in the conduct
of the student activities. Most of the time our
activities fall under the linguistically intelligent group
category. Games that require word use, talking
writing will certainly challenge the math wizards and
other groups of different intelligences. When
boredom creeps into the classroom, we have
disciplinary problems in our hands.

7.  Classroom manager, be aware of all actions
and activities in the classroom. Our heightened
awareness of everything that is happening in our
classroom puts our pupils and students on thier
toes all the time. While our back faces them when
we write on the board, our “eyes on the back of our
heads” will make our pupils and students feel that
we know what they are doing. This is what Kounin
calls wit-it-ness.

8.  Resolve minor inattention and disruptions
before they become major disruptions.
The ole adage “a stitch on time saves nine”
aptly applies here. We have not to wait until
or class is out of control. Misdemeanor has a
“ripple effect” if nor check early. Conflagration begins
with a spark. Put out the spark
early enough to avoid conflagration.
We ought to respond to inappropriate
behavior promptly.

9.  Reinforce positive behaivior. Be generous with
genuine praise. Some teachers are quite stingy with
praise. These are the teachers who think will
become less when they praise others. They have
so-called “subtraction mentality.” other teachers are
overgenerous with their praise. They praise
overflow so much that they give praise even when it
is nor appropriate. For our praise to be genuine it
must be given according to merit. It is our way of
appreciating and recognizing hardwork and good
behavior.

10.  Treat minor disturbance calmly. (Ornstein,
1990). “Do not make a mountain out of a mole.” If a
stern look or gesture can kill the inappropriate
behavior so be it. That’s the end period! Let us not
make fuss abou it.

11.  Work out a physical arrangement of chairs that
facilitate an interactive teaching-learning
process. There is no doubt that external
environment affects us. The most common
arrangement of tables and chairs in the classroom
is one where the teachers’ table and chairs are
infront and the student’s desk or chairs are
arranged in rows facing the teacher.this seat
arrangement does not always enhance interaction
among students. Let us work for a flexible seating
arrangement where we can re-arrange seats or
desk to suit our learning needs and condition.

12.  Make good use of every insructional moment.
Minimize discipline time to maximize instructional
time.