Classroom Management

The Powerful Teacher

“ I’ve come to a frightening conclusion that I

am the decisive element in the classroom.
It’s my personal approach that creates the
climate. It’s my daily mood that makes the
weather. As a teacher, I possess a
tremendous power to make a child’s life
miserable or joyous. I can be a tool of
torture or an instrument of inspiration. I can
humiliate or humor, hurt or heal. In all
situations it is my response that decides
whether a crisis will escalate or de-escalate
and a child humanized or de-humanized. “
Haim Ginott
 What is classroom management?
• The administration or direction of activities with
special reference to such problems as discipline,
democratic techniques, use of supplies and reference
materials, the physical features of the classroom,
general home keeping, and the social relationships
of pupils (Aquino, 1988)
Other Elements: clerical duties, routine tasks,
and the teacher’s own self-management.
 Classroom Management
 Well organized environment that is
conducive to both teaching and
learning.
 Objectives of a Well-Organized
Environment
1. to have efficiency in both the teacher’s and her
students’ time, efforts and energies.
-efficiency includes efficient use of materials,
equipment and teaching aids.
-routines should be established to save time and
effort.
2. to efficiently use the physical facilities of the
school, such as the library, the laboratory, the
gymnasium and so forth.
designation of various areas for different subjects
3. to promote a climate
or atmosphere which
will foster imaginative
and creative activities.
 Elements of classroom management
I. Discipline
 punishment
 control by enforcing obedience or orderly conduct
 training that corrects and strengthens
 schools should help students develop self-
discipline by teaching them such:
 values and traditions as fair play
 respect for the opinion of others
 freedom to search for the truth
 the right of weaker and subordinate officials to be
heard.
 Discipline as punishment
 Guidelines:
1. Learn what type of punishment can be given.
2. As punishment, never prohibit students from
attending a favorite class such as physical education
or art.
3. Never assign extra homework as punishment.
4. Do not assign a punishment which is actually a
reward.
5. Never strike a student.
6. Arrange for all punishment to follow the
offense as closely as possible.
7. Be consistent with punishment.
8. Before accusing or punishing any student, get the
facts.
9. Be prepared to document any serious
incidences of misbehavior.
 Ways to avoid Serious
Discipline Problems
1. know your subject matter and be well
prepared
2. stand at the door of your classroom
or be at the door when students
arrive for class.
3. call the class to order as soon as the bell rings.
4. follow an established routine everyday until
students learn to follow it automatically.
5. have all needed materials and equipment ready.
6. Keep your sense of humor
7. Compliment students on worthy contributions
 Strategies for handling discipline
Problems
1. Deliberately ignore the misbehavior to a point.
2. Intervene with non-verbal signals.
3. Reduce the distance between the offender and
you.
4. Make an effort to rekindle lost interest.
5. Use humor to diffuse tension
6. Give functional assistance to prepared students.
7. Do things differently now and then
8. give support through routine-some students need
it more than others
9. use non primitive exile
10. special restraint is sometimes necessary
 II. Democratic Technique
 Interrelated with discipline which lie between
laissez-faire permissiveness and authoritarianism.
 There is a minimal degree of external control
necessary for socialization, personality maturation,
conscience development, and emotional security of
the child.
 It is as rational, non-arbitrary and
bilateral as possible.
 III. Ways and Means to handle
behavioral problem children.
1. anecdotal records
2. behavioral rating scales
3. observational methods
4. Seek the help of the administrator/ school
counselor and the school psychologist if
available
 IV. Clerical Duties
Executive and Psychologically Self-Oriented
Administrative Oriented Roles Roles
Roles
Initiator, Educational •Social Service
director and Psychologist worker
evaluator of -Artist in human •Learner and
learning relations scholar
Representative -Mental Hygiene •Parent figure
of Society worker •Power seeker
•Subject matter Security seeker
expert
•Disciplinarian

•Clerk

•Youth Group
Worker
•Interpreter to
the public
V. Care of Equipment and Materials
• Responsible for the care of all materials and
equipment in the classroom.
 VI. The teacher’s self-management
• Four areas of concern
1. on the inventory comes her desk.
2. her habits of punctuality
3. her movements about the room reflect
determination and ordered thought
4. does she always follow rules of courteous
behavior
• These and similar questions when answered in
the affirmative will indicate the importance of a
teacher’s self-management
Effective Classroom
Management
Classroom management is one
of the major headaches of most
teacher. The following
guidelines can help you build a
strong foundation for your
classroom control techniques.
Establish your classroom control during the
first few days of the school year, and in the
best way possible for you.

Have a few rules and regulations as absolutely

necessary, and enforce them
Involve students in making and enforcing
classroom rules and regulations

Learn the names of your students quickly, and

use them

Establish and maintain classroom routines

Use caution in making any threats, and
when you do threaten, make it clear,
understandable, and one that you can carry
out
Maintain a sense of humor about
misbehaviors, trying to be firm, fair but
friendly
Learn about policies, attitudes and practices
of your colleagues and of the chief
administrator
Use your eyes, voice, feet, and body posture to
effectively communicate nonverbal clues
Discuss misbehavior in private with the
student whenever feasible
 Involve students in making and enforcing
classroom rules and regulations
Be yourself as only the real you can succeed in
the classroom

Use reason and logic in your behavioral

requests and in your consequences
Vary classroom activities, with occasional
breaks and changes in pace

When you use consequences. Make it as

immediate and as appropriate as possible

Avoid using the process of writing as a

consequence of misbehavior

Avoid punishing the entire class for the

misbehavior of a few

Be cautious with use of sarcasm in the

classroom
Be a positive model for your student in your
personal behavior

Be aware of personality conflicts (between you

and individual students) and don’t feel guilty
about them, you can handle it.

Spend time outside of the class time

diagnosing problems and planning strategies.

Be aware of your own mood levels, and

personal high stress days, and anticipate that
your own tolerance levels on those days may be
low.
Be aware of individual student problems that
may be sources of high stress of those students.
Through individual talks, you may be able to
help those students to cope
“ For the best part of a teacher is that it is
more than just another job. It is almost a
sacred calling. All teachers are called, not
only to instruct students in their subject
(although to do this well is an enormously
valuable service), but to be good influences
on them, especially if they are young and
impressionable…”
“Look back on your own school days.
Remember how much you looked up to
your teachers for guidance and
inspirations? Those who taught us in
colleges we remember mostly for what
they did for our minds. But those who
taught us in primary and secondary
school made their mark on our
characters, our ways of thinking about
life, our ambitions, and even our
immortal souls…”
Thank You