Ahmed Sebbar The Summer Teacher Training Forum Rabat, July 6-10,2009

Objectives
By the end of this presentation, participants will be able to:
Understand the importance of effective classroom management

practices Understand key factors to effective classroom management Understand how to manage rules and procedures Understand how to handle discipline problems Develop a personal philosophy of effective classroom management

Outline
1. Defining effective classroom management 2. Factors for effective classroom management 3. Relationship between effective teaching and classroom

management 4. Teacher classroom management styles 5. Conclusion and Summary

Whats effective classroom management?

Effective classroom management is not..

the creation of an orderly classroom

the reduction of misbehabiour

What is effective classroom management then?

Definition 1
Effective classroom management is..
the creation of a learning environment. the increase of appropriate behaviour.

Definition2
Classroom management is all the things a teacher does to organize students, space, time, materials, so that student learning can take place.

Why classroom management?

Positive Indicators Teacher has excellent rapport with class and learners with each other Learners are motivated and participate readily and actively in different activities (no boredom) Task objectives are consistently achieved (increase in time on task) Increase in positive attitude towards the subject area ( increase in achievement) There is variety in groupings and room layout

4 key factors to effective classroom management

1. The physical environment of the classroom

2
3 4

Classroom climate
Rules and procedures Teacher-student relationships

I. The Physical Environment of the classroom

Things to consider:
The management of space should be conducive to learning The physical environment of the classroom should support the

tasks that will be carried out there

How will the students be working?

alone? In pairs? In small groups? (Student desks should be arranged accordingly)

II. Classroom Climate

Setting the classroom climate is key. Its about creating an environment:
Where people treat each other with courtesy and respect Where students follow rules, not out of fear, but because they feel ownership for them Where the teachers goal is not so much to control students behaviour, but to create opportunities for students to develop and exercise control over their own behaviour

III. Rules and procedures

Rules and procedures are a prerequisite for effective classroom

management and effective instruction. 4 principles:

Rules must be reasonable and necessary. Rules must be meaningful and understandable. Rules must be consistent with instructional goals. Classroom rules must be be consistent with school rules.

Behaviour Expectation
4 guiding questions:

What behaviour do I expect from my students? How can I convey that to my students? What will I do when a student misbehaves and breaks a rule? Will I have a hierarchy of consequences to deal with mild, moderate, and severe misbehaviour ?

Setting and implimenting rules

Remember ... To say what you mean. Mean what you say. Do what you said you would do.
"higher achievement is attained in classrooms that function in a businesslike manner, under high teacher direction, with a minimum of lost time or task disruption

(Crocker and Brooker, 1986)

Teacher managerial qualities

Effective classroom managers establish rules and procedures at the beginning of school . Effective classroom managers plan to prevent management problems. (proactive vs. reactive) Effective classroom managers monitor to prevent problems. Effective classroom managers use socialization as a way to resolve problem behaviour. Effective classroom managers avoid criticism. Effective classroom managers hold students accountable for their behaviour.

IV. Teacher-student relationships

Learners' opinions of teachers

Learners prefer teachers who are :

Slightly strict

Scrupulously fair
Treat them as individuals

Have a sense of humour, but not one based on sarcasm

Discipline: Functions of behaviour

4 Primary reasons for classroom misbehaviour

Attention
Power Revenge

Avoidance/Escape

Attention
Attention-seeking students prefer being

punished, admonished, or criticized to being ignored Give attention to this student when he or she is on-task and cooperating (praise for effort)

A power struggle occurs when teacher and student want to

control a situation. Dealing with power struggles can be difficult for teachers. When this happens to you, try to:
Ignore the student's attempt to engage you in a power

struggle Meet with the student individually to describe, in objective and explicit terms, the behaviour which you cannot accept Give a warning, stress the consequence, and then follow through

Factors leading to discipline problems (manage or discipline?) a gap in the lesson (bad planning, an activity loses momentum, a piece of equipment fails to work)

unclear instructions (they dont know what to do, they dont start and attention wanders)
overexcited students arrive from another class in a disorderly mood lack of teacher attention (you need constantly to scan the room and keep your eyes and ears open to what is happening, especially in large groups) work is too easy or too challenging (students give up or attention wanders)

Recommended strategies for class control without confrontation :

Establish eye contact. Move around the room and increase proximity to restless students. Send a silent signal. (shake your head) Give a quiet reminder. Re-direct a student's attention. (use students name!) Begin a new activity. Provide positive reinforcement. Wait quietly until everyone is on task. Ask a directed question.

Effective teaching effective classroom management

According to Wong et al. (2001), effective teachers share the following characteristics:
They are masters of their material. They are well prepared and well organized. They are enthusiastic about the the topic of the lesson.

They are warm and approachable, but not familiar.

They are alert and watchful. They are firm and reasonable; fair and consistent.

They have clear and well-moderated speech.

Teacher management styles

What is your classroom management profile?
Authoritarian teacher? 2. Authoritative teacher? 3. Indifferent teacher? 4. Laissez- faire teacher?
1.

Conclusion
Effective teachers MANAGE their classrooms. Ineffective teachers DISCIPLINE their classrooms. Effective teachers have a minimum of student misbehaviour problems to handle. Ineffective teacher s are constantly fighting misbehavior problems. Effective teaching and learning cannot take place in a poorly managed classroom. Effective teachers make effective use of classroom management strategies

Summary

ahmed.sebbar@gmail.com

THANK YOU VERY MUCH!

Selected Bibliography
Cangelosi, James S. (1988). Classroom Management Strategies: Gaining

and Maintaining Students Cooperation. New York: Longman Cangelosi, J.S. (2000). Classroom Management Strategies (4th ed.). New York: John Wiley & Sons Charles, C.M. (1992). Building classroom discipline (4th ed.). White Plains, NY: Longman Froyen, L.A. & Iverson, A.M. (1999). Schoolwide and Classroom Management (3rd ed.). Upper Saddle River, New Jersey: Prentice Hall Gallagher, J. D. (1998). Classroom assessment for teachers. Upper Saddle River, NJ: Merrill Marzano, R. et al (2003). Classroom Management that Works. Alexandria: ASCD

Bibliography (continued)
Emmer, Edmund T., Carolyn M. Evertson and Murray E. Worsham. (2002).

Classroom Management for Secondary Teachers (6th Edition). Allyn andBacon Wong, Harry and Rosemary Wong. (2001) The First Days of School: How to Be an Effective Teacher. Harry K. Wong Publications