CLASSROOMMANAGEMENT

Activity no. 1: Dyad

When you hear the phrase, “classroom management” what immediately comes to your mind?

Classroom management is a comprehensive term for a variety of teacher actions designed to facilitate teaching and learning in the classroom.”

Ornestein (1990)

“Classroom management is a major factor in helping children meet their potential”

Ronit Wrubel (2002)

“Classroom management is a comprehensive term for a variety of teacher actions

designed to facilitate teaching and learning in the

classroom.”

Ornestein (1990)

Question No. 1:

What is classroom management?

•process and provisions that are necessary to create and maintain an environment in which teaching and learning occur.

Crater V. Good’s- dictionary of Ed. Defines classroom management as:the administration or direction of activities with special references to such problems as:

•discipline•democratic techniques•use and care of supplies, care references materials•physical features of the classroom•general housekeeping•social relationship of pupils

Lardizabal classroom management includes:

•the operation and control of classroom activities•seating arrangement•attendance•use of instructional materials and equipments•classroom courtesies

Question No. 2:

What are the aspects of classroom management?

1.Setting up the Classroom Physical Environment

”Good management involves … a carefully laid out physical

environment”

(Jere Brophy and Thomas Good 1984)

ARRANGING TABLES, CHAIRS AND OTHER FURNITURE.

“The arrangement of classroom furniture and materials help determine the type of teaching that will take place there”

(Ronet M. Wrubel 2002)

ORGANIZING SUPPLIES “In arranging learning

materials, the goal is to make them as accessible as possible and to encourage students to use them independently and responsibly.”

(Marlynn K. Clayton 2001)

CLASSROOM DISPLAYS“Classroom displays that celebrate

students’ effort and have a connection to the daily life of the classroom are one of the most powerful – and overlooked – tools for teaching.”

(Marlynn K. Clayton 2001)

2. Creating Classroom Routines and Procedure.

“Routines are the backbone of daily classroom life …”

Routines doesn’t just make your life easier, they save valuable classroom time. And what’s more important, efficient routines make it easier for students to learn and achieve more”.

(Linda Shallway 1998)

3. Guiding and directing classroom activities

“Don’t ever ask children to do nothing. When children aren’t sure what they are supposed to be doing or they are waiting for you to tell them what to do, they will come up with something to do, and in most cases, this will be something you don’t particularly want them to do.”

(Deborah Diffily and Charlotte)

• plan rules and procedures properly

• teach the planned rules and procedures systematically to students

• organize instruction to maximize student task engagement and success.

• Communicate directions and expectations to students

Activity 2: Small Group Sharing

Recall what your teachers did which made you study well and behave well in their class. What caused you to like their subjects?

When students are actively engaged in learning, they are focused on the task and are involved with the material, so fewer behavior problems exist. Therefore an effective teacher has to prepare meaningful lessons that involve students every minute of class time.

How to Avoid Boredom in the Classroom?

Keep classes lively

Give challenging but not discouraging work.

Vary the stimulus

Providing Feedback

A well-managed classroom is a task

oriented and predictable

environment.

HARRY WONG 1998

1.Every teacher must develop effective classroom management.

2.One does not learn the techniques of proper classroom management from books.

Students Developmental Characteristics and

Implications for Classroom Management

-have subject matter expertise, relationship skills, and abilities to control, yet give freedom.

- more mature Upper High School

- focus on subject matter expertise, relationship and motivation.

- experience peer pressure and most students are more concerned with pleasing friends rather than teachers.

Upper Elem. & Lower High School

- concentrate on curriculum task.

- conscious of the school’s routine.

ElementaryGrades 1-3

- possess positive qualities such as nurturing, caring

- usually curious, very energetic and highly motivated

Preschool

So Teachers should…Students are …Stages

Question No. 3:

What are the Functions of Classroom Management?

1.Planning

2. Communication

3. Control

Question No. 4:

What are the Approaches to Classroom Management?

Approaches to Classroom Management

1. Assertive Approach

2. Business Academic Approach

3. Group Guidance Approach

4. Acceptance Approach

Activity 3: Role Playing by Groups

Recall a classroom situation/incident where students’ behavior caused disruption in the on-going class activities.

How did you handle such “happening’?

Remember;

1. Effective classroom management is not about rewards and punishments. The key to effective classroom management is keeping students actively in the entire lesson.

2. Teachers are like salesmen. If students dislike you and your product, they will not buy from you.

3. When students experience success, they raise their goals; after failure, they lower them. Success builds one’s self-esteem. A wise teacher must accentuate the positive.

4. When you show students that you confidently expect them to do well, you raise their aspiration levels and self-esteem.

5. But students must understand that if they misbehave or neglect their work, they must suffer the consequence. Misbehavior deserves disciplinary measures.

Question no. 5:

What are the Major Reasons Why Teachers Fail with Regards to Classroom Management?

100% reported that inconsistency is the major reason.

93% reported that ineffective teacher planning is a major contributor.

91% reported that students lack of respect for the teachers give rise to the problem.

Question no. 6: Survey

What is your classroom Management Profile?

CLASSROOM MANAGEMENT STYLE

AUTHORITARIAN – Relationship with students is characterized by centralized control.

LAISSEZ FAIRE RELATIONSHIP - Pupils can say and do anything.

DEMOCRATIC RELATIONSHIP – It is usually characterized by an interchange of ideas between teacher and students.

Question no. 7:

What are some Principles of Classroom Management?

Establish Routines for Daily Tasks and Needs

Work out a Physical Arrangement of chairs that facilitates an interactive teaching-learning process.

Strike a Balance between Variety and Challenge in Student’s Activities

Be aware of all actions and activities in the classroom.

Reinforce positive behavior. Be generous with genuine praise.

Question no. 8:

What are some Organizational Practices that may help Establish Effective Classroom Management?

GET TO A GOOD START

LEARN SCHOOL POLICIES

ESTABLISH RULES

“OVER PLAN” LESSONS

LEARN NAMES

BE FIRM AND CONSISTENT

Question no. 9:

What are some Basic Classroom Techniques?

Activity no.4:

List down at least 3 classroom techniques that you use?

SOME BASIC CLASSROOM TECHNIQUES

1. LOOK at ALL the students in the class.

2. Use their names correctly.

3. Vary your techniques for asking questions.

4. Don’t go round the class when making an explanation. Go round the class when pupils are working on seatwork projects.

5. Make sure the class is seated in the best possible way.

6. Limit teacher-talking-time. Write clearly. Be careful with the use of grammatical terms.

7. Encourage your students. Encourage them students to speak in English even outside the classroom.

8. Take account of different levels of students within the class.

9. Correct your students systematically. Discipline individual students privately.

10. Begin and end class period on time. If needed, break the class period into two or three different activities.

Reflection: Something to Think About !!

“How Effective… A Classroom Manager Are

You?”

CONCLUSION

Creating effective classroom management does not automatically happen.

Classroom management is a process which teachers and students collaboratively undertake.

A teacher who has good classroom management can make a difference in the lives of students.

“An ounce of prevention is better than a pound of cure” It is far easier, less traumatic for teachers and students, to establish from the very beginning standards of discipline and to maintain them with firm serenity than to have them restore order because the scaffolding of class discipline has collapsed into chaos.

“When we create classroom environments that are attractive, comfortable, and purposeful, providing materials that support our work with children, structuring our time to support our goals, then we will surely reap the results of our efforts.”

(Sharon Taberski 2000)