CENTRE

 REGIONAL  DES  METIERS  DE  L’EDUCATION  ET  DE  LA  FORMATION    

ENGLISH  DEPARTMENT  
Mrs.  Saada  

                                                                                   
 
 
 
 
 
 
What  is  classroom  management?  
 
 

effective
discipline  
Focus is on
maximum use being
of learning prepared for
time for class  
students  

being creative
controlling Classroom   and
the learning
environment   management   imaginative in
daily lessons  

motivating building your

your students’ self
students esteem
providing a
safe,
comfortable
learning
environment

 
 
 
Classroom  management  is  all  the  things  a  teacher  does  to  organize  students,  
space,  time,  materials,  so  that  student  learning  can  take  place.
 
Goal  of  Classroom  Management  
 
Good  classroom  management  helps  you  create    
a  healthy  learning  environment  where:  
u  students  and  teacher  treat  each  other  respectfully.    
u  rules  are  negotiated  and  followed  .  
u students  learn  to  control  their  own  behavior  
u  the  teacher  ‘inspires  confidence’  in  his/  her  students.  (J.  
Harmer,  2005)  
u  learning  objectives  are  achieved  easily.  
 
Some  Aspects  of  Classroom  Management  
 
Physical:      
• Arrangement  of  seats  in  the  classroom  that  allows  the  teacher  to  move  
easily  about  the  classroom  
• Storage  of  supplies  and  materials  so  they  are  easily  accessible  to  the  
teacher  and  student.  
• Posting  classroom  rules  and  routines  around  the  room.  
Time  Factors  Related  to  Student  Achievement:  
• Well  established  classroom  rules  and  procedures  
• Teacher  as  a  time-­‐on-­‐task  model  (teacher  does  not  waste  any  time)  
• Starting  on  time  
• Close  monitoring  of  behavior  and  performance  
• Clear  and  concise  directions  
Appropriate  questioning  techniques  
 
Beginning  a  new  year  
 
Take  advantage  of  initial  uncertainty  
• PLAN  for  a  favorable  beginning  
– Classroom  organization  
– Ongoing  routines  
• Use  learning  activities  with  easy-­‐to-­‐follow,  uncomplicated  directions.  
• Basic  Course  Outline  
• Grading  Procedures  
– Include  procedures  for  making  up  missed  work,  homework  
expected,  etc.  
• Attendance  Policies  (should  be  consistent  with  school  policy)  
• Other  class  rules,  policies,  procedures  
• Safety  considerations  as  necessary  
 
Managing  the  class  
 
1. Use  of  eye  contact:  
v  ensures  that  the  students  have  understood  what  they  are  supposed  to  do  
and  know  what  is  going  on.  
 v encourages  contributions  when  you  are  trying  to  elicit  ideas  or  specific  
language  from  the  students.  
v gives  the  teacher  an  idea  of  who  has  something  to  say  by  looking  at  them.  
                           helps  the  teacher  maintain  discipline  and  involve  distracted  students  in                          
                           what  is  going  on  in  the  classroom.  
 
2. Use  of  gesture,  facial  expressions  and  mime  
helps  the  teacher:  
v  convey  the  meaning  of  language.  
v  manage  the  classroom  –  for  example,  to  reinforce  instructions.  
cut  down  the  amount  of  verbal  explanation.  
 
 
3. Using  students’  names:  
v  is  an  important  step  creating  a  friendly,  co-­‐operative  atmosphere.  
v  shows  that  you  are  interested  in  them  as  individuals  (in  their  learning  
problems  and  in  their  interests)  
v  makes  it  possible  for  you  to  discuss  the  students  with  colleagues.  
v helps  teachers  manage  their  classrooms  effectively.  
 
4. Using  the  voice:  
When  considering  the  use  of  the  voice  in  the  management  of  teaching,  
there  are  three  issues  to  think  about:  
v Audibility:    
They  must  be  sure  that  the  students  at  the  back  of  the  class  can  hear  them  
just  as  well  as  those  at  the  front.  Teachers  do  not  need  to  shout  to  be  audible.  
Good  voice  projection  is  more  important  than  volume.  
v Variety:  
It  is  important  for  teachers  to  vary  the  quality  of  their  voices    -­‐  and  the  
volume  they  speak  at  –  according  to  the  type  of  lesson  and  the  type  of  
activity.  
v Conservation:  
Conserving  the  voice  is  one  of  the  things  teachers  should  take  into  account  
when  planning  a  day’s  or  a  week’s  work.  
5.  Time-­‐on-­‐Task:  
Time  is  wasted  when:  
v Teachers  have  no  consistent  plan  for  making  assignments.  
v Students  do  not  understand  the  kind  and  quantity  of  work  to  be  done  
during  a  period.  
v Teachers  have  no  uniform  plan  for  distributing  and  collecting  materials.  
v Students  do  not  understand  what  materials  and  supplies  they  are  
expected  to  bring  to  class.  
v Students  do  not  understand  procedures  for  receiving  individual  help.  
v Students  do  not  understand  when  it  is  OK  to  work  with  others  and  when  
they  are  expected  to  work  alone.  
v Teachers  have  not  carefully  planned  how  to  make  the  transition  from  one  
activity  to  another  one.  
 
 
Use  of  class  time  
• The  average  teacher  spends  far  too  little  time  actually  teaching,  compared  
to  the  effective  teachers.  
• Effective  teachers  are  rarely  off-­‐task.  
• Effective  teachers  take  care  of  organizing  activities  (checking  roll,  making  
assignments,  collecting  papers,  etc.)  more  quickly.  
 
Monitorin Monitori
g ng

Off-task Off Task

Organizin Organizi
g ng

Active Active
Instructio Instructi
n on
   
 
Characteristics  of  teachers  that  are  effective  classroom  
managers.  
 
Kounin  has  described  characteristics  of  teachers  that  are  
effective    
classroom  managers.    They  are:  
1.  Withitness:  
This  simple  term  means  to  know  what  is  happening  in  all  areas  of  the  
classroom  at  all  moments.  Teachers  are  much  like  managers  because  
they  must  know  what  is  going  on  with  all  the  students  just  like  a  
manager  must  know  what  all  the  employees  are  doing.    
2.  Momentum:  
Kounin  described  this  skill  as  "starting  lessons  with  dispatch,  keeping  
lessons  moving  ahead,  making  transitions  among  activities  
efficiently,  and  bringing  lessons  to  a  satisfactory  close"  (Charles  &  
Senter,  2004,  pp.58).  Momentum  keeps  the  lesson  moving.  It  creates  
discipline  through  lesson  management.  
3.  Smoothness:  
This  ability  is  important  in  a  classroom  in  order  to  keep  students  
focused  on  the  lesson.  Management  of  distractions  and  consistency  
will  add  to  discipline  throughout  the  lesson.  Smoothness  keeps  
students  involved  and  active  in  the  classroom.  
4.  Group  Alerting:  
Lesson  Management  and  discipline  rely  on  group  alerting  to  keep  
students  focused  in  the  busy  classroom.  Successful  teachers  have  
"systems  for  gaining  student  attention  and  clarifying  expectations"  (  
Charles  &  Senter,  2004,  pp.  58).  
5.  Accountability:  
Effective  lesson  management  is  achieved  through  the  theory  of  
accountability.  Teachers  can  manage  a  classroom  and  instill  
discipline  in  students  by  making  sure  to  keep  them  accountable  for  
the  actions  and  their  learning.  This  method  should  be  practiced  
"regularly  calling  on  students  to  respond,  demonstrate,  or  explain"  
(Charles  &  Senter,  2004,  pp.59).  
6.  Overlapping:  
When  trying  to  instill  discipline  in  a  classroom  overlapping  is  a  
valuable  tool.  Overlapping  requires  teachers  to  focus  on  more  than  
one  area  of  the  classroom  at  the  same  time.  A  teacher  must  be  able  to  
"attend  to  two  or  more  events  simultaneously"  (Charles  &  Senter,  
2004,  pp.60).  This  lesson  skill  will  achieve  lesson  management  in  a  
classroom  and  promote  discipline.  
7.  Satiation:  
In  effective  lesson  management  a  teacher  will  inspire  and  maintain  
students  involvement,  but  a  teacher  must  also  monitor  it.  Effective  
lesson  management  requires  a  teacher  to  know  when  "students  have  
had  their  fill  of  the  topic  as  indicated  through  disengagement,  
boredom,  and  misbehavior"  (Charles  &  Senter,  2004,  pp.61).  
Discipline  in  the  classroom  is  easier  to  achieve  when  students  remain  
interested  in  the  subject  matter.  It  is  important  for  a  teacher  to  know  
when  to  move  on.  
 
Classroom  Management  Routines  Should  Be  Taught  
 
• Don’t  assume  that  students  will  automatically  follow  the  procedures  you  
establish.  
• At  the  beginning  of  the  year  spend  time  teaching  (and  reinforcing)  the  
behaviors  you  wish  students  to  exhibit.  
• For  example,  if  you  expect  students  to  be  in  their  seats  when  the  bell  
rings,  you  will  have  to  be  consistently  firm  with  them  at  the  beginning  of  
the  year.    This  is  true  for  any  expectation  you  set.  
• Time  spent  in  teaching  and  reinforcing  your  rules  at  the  beginning  of  the  
year  will  save  time  all  year  long.  
 
Techniques  for  Better  Classroom    Control  
 
• Make  eye  contact  by  scanning  the  entire  room  as  you  speak  
• Deliberately  move  toward  and  be  close  to  each  student  in  the  room  
• Attribute  ownership  of  ideas  to  the  student  who  originated  them    
• Give  students  non-­‐verbal  cues  
• Make  sure  classroom  is  comfortable  and  safe  
• Come  to  class  prepared  
• Show  confidence  in  your  teaching  
• Learn  student  names  as  quickly  as  possible  
  
• Over  plan  your  lessons  to  ensure  you  fill  the  period  with  learning  
activities  
• Allow  and  encourage  ALL  students  to  be  part  of  classroom  discussions  
• Provide  appropriate  “wait  time.”  
• Emphasize  right  parts  of  wrong  answers  
• Encourage  collaboration  
• Restate  or  rephrase  the  question  
• Give  hints  or  clues  
• Provide  the  answer  and  ask  for  elaboration  
 
 
Is  Teaching  an  Art  or  a  Science?  
 
v Teaching  is  both  an  art  and  a  science.  
v The  art  comes  from  the  teacher's  personality,  experience  and  talents.  
v The  science  comes  from  knowledge  of  child  development  and  the  
structure  of  the  curriculum.  
 
 
Conclusion  
 
• Good  teaching  is  like  gardening.  The  most  important  part  of  the  
activity  is  preparation  of  the  soil  so  that  plants  can  grow.  The  
rest  is  about  providing  daily  nutrients  (lessons)  and  removing  
the  weeds  (incorrect  information  or  behavior).  
• Remember  that  good  classroom  management  teaches  skills  
students  will  need  in  the  adult  world.  The  role  model  we  
provide  is  the  most  powerful  instruction  they  will  ever  receive.  
References  
• http://teacher-­‐
educator.webs.com/Presentation/PPT_Classroom%20Management.pdf    
• http://files.peacecorps.gov/multimedia/pdf/library/M0088.pdf  
• http://voices.yahoo.com/kounins-­‐theories-­‐lesson-­‐management-­‐
discipline-­‐6243980.html?cat=4    
• http://www.usf.edu/atle/documents/handout-­‐classroom-­‐
management.pdf    
• http://www.slideshare.net/SmithaMatai/effective-­‐classroom-­‐
management-­‐30-­‐slides    
• Teaching  Practice  Roger  Gower,  Diane  Philips  &  Steve  Walters  
• How  to  teach  English    Jeremy  Harmer