Classroom Management

Dr Tan Hui Leng

Deputy Principal

KDU College

Major Aspects in CR ManagementMajor Aspects in CR Management

• Physical arrangement“How safe and comfortable is my classroom?”

• Social environment“How conducive is my learning environment?

• Discipline management“Can we discipline without stress?”

Reflections:Which is your classroom; is it safe & comfortable?

Reflections:Which is your classroom; is it safe & comfortable?

Pair

Individual

Group

Mixed

Arrangement 1Arrangement 1

Arrangement 2Arrangement 2

Arrangement 3Arrangement 3

TaskTask

Draw an “ideal” classroom arrangement for your lesson

Display your drawing and tell us why you prefer this arrangement

Considerations:Which is your classroom; is it safe & comfortable?

Considerations:Which is your classroom; is it safe & comfortable?

Physical Aspect Purpose

Tables & chairs -Teaching/ delivery method-Individual, group, class activity-Space, movement, interaction

Boards -Communication-Display; acknowledgement

Cabinets/ storage -Neatness and efficiency-Security

AVA - Facilitate teaching & learning

Ventilation & Lighting - Comfort

Personal Theory 1:Physical Environment

Personal Theory 1:Physical Environment

Physical climate is firstly about safety

Then COMFORT & AMBIENCE

Does the social climate support the physical?

We need a HAPPY place to study

GroupingInteractionDiscipline

Personal Theory 2: Social EnvironmentPersonal Theory 2: Social Environment

People enjoy being with friendsThey work well in GROUPS

WHEN AND WHY?

HOW?

GroupingGrouping

• Cliques• Pairs• Stars

• Chains• Peripherals

• IsolatesSTUDY GROUPS:

4-6, different for different purposes/ subjects, need to change, train LEADERSHIP AND TEAMWORK

TASK:Write down the names of students by

their group behaviour

Personal Theory 3:Grouping for Team Success

Personal Theory 3:Grouping for Team Success

COMMUNICATION

and

QUALITY OF INTERACTION

need to be managed well

People’s hearts are important

Interaction/ Communication IInteraction/ Communication I

Least Effective. The teacher attempts to maintain one-way communication with students in the class.

Bored/ Lazy students

Interaction/ Communication IIInteraction/ Communication II

More Effective. The teacher tries to develop two-way communication with students in the class.

Students do not learn from friends

Interaction/ Communication IIIInteraction/ Communication III

Even More Effective. The teacher maintains two-way communication with students and permits some

communication among students on a formal basis

Good outcomes for students and teacher

Interaction/ Communication IVInteraction/ Communication IV

Most Effective. The teacher becomes a participant in the group and encourages two-way communication among all

members of the group

Best potential for excellent outcomes: NOISE?

Formal vs Informal CommunicationFormal vs Informal Communication

FORMAL: PLANNED• Teacher-centred: Instruction, explanation,

demonstration, stories/ cases, discussion• Student-centred: Simulation/ role play,

experimentation, games, stories/ cases, discussion, field trips

INFORMAL: UNPLANNED/ INCIDENTAL• Individual or small group conversations, progress

incentives: encouragement, praise, tick-off/ punishment

InteractiveEngaging

DiscoveryInsights

Rapport

Personal Theory 4Building relationships

Personal Theory 4Building relationships

Relationship is about establishing rapport

(good regard and respect for each other)

and

maintaining good relations

(monitoring, keeping in touch)

In all of these, HUMOUR goes a long way

DisciplineDiscipline

OR does this happen in your class?Friendly teacher: NOISY CLASS?

Students skip class..?Students skip class..?

Students do not do homework..?Students do not do homework..?

Parents are not always cooperative..?Parents are not always cooperative..?

What is this school’s major disciplinary problems?

Teacher- DirectedDo you do this?

Teacher- DirectedDo you do this?

GuidelinesTeacher-Directed Discipline

GuidelinesTeacher-Directed Discipline

1. Punishment is more effective if the teacher already has a positive relationship with the pupil.

2. Punishment, if it must be used, should come early in a sequence of misbehavior and should be systematically applied.

3. Greater firmness at the onset of misbehavior may be more effective than the practice of gradually escalating the intensity.

4. The child should understand clearly what it is he is being punished for.

5. Punishment is more effective if child has the choice of engaging in an activity that is an acceptable alternative to the behavior.

6. The same treatment should not be used repeatedly

7. It is generally better if reprimands can be delivered privately, rather than publicly, to the pupil concerned.

Group-DirectedGroup-Directed

• Class monitor• Group leaders• Subject leaders

• Prefects• Librarians• Heads of ECAs• House Captains

1. Influential2. Shared vision with school

Task-DirectedTask-Directed

• Significant: Subject relevant

• Interesting: Engaging

• Time-based: Start, monitor and end time

Personal Theory 5:Discipline without Distress

Personal Theory 5:Discipline without Distress

Managing discipline is about surrendering control

Begin with teacher-directed discipline,

proceed on to group and

task-directed discipline

with a plan to develop

SELF DISCIPLINE among students

SUMMARYClassroom Management

SUMMARYClassroom Management

• Physical arrangement“Need to keep it SAFE but should change it from time to time to

make it a comfortable and HAPPY classroom?”

• Social environment“There should be effort to include GROUP work to facilitate

INTERACTION and good COMMUNICATION”

• Discipline management“The way forward is to nurture SELF DISCIPLINE by direct

instruction, peer sanctions and work discipline