Principles of

Classroom
Management
 One characteristic trait of an
effective teacher is the ability to
manage resources to facilitate
learning. These resources include
the 3Ms Moment, Materials and
Man. In the context of teaching,
learning, these are time teaching
materials and the learners
themselves. Below is a list of
principles on classroom
management backed up by
research as cited by James H.
Stronge in his book “Qualities of
effective teachers” (2002).
1. Consistent, proactive discipline is the crux
of effective classroom management.
-“Prevention is better
than cure”, so goes
the adage. If we are
proactive in our
approach to discipline
we prevent
unnecessary
disciplinary problems
from cropping up.
We have not to
wait for
disciplinary
problems to
erupt for us to
take a move.
2. Establish routines for all daily
tasks and needs.
 Routinized collection of
assignment, passing of
papers and preparation for
experiments saves as a lot
of time and effort.
We have not to explain or instruct
our pupils/students on how to pass
papers, collect assignments, and
prepare for experiments day in and
day out because we have established
the routines for these everyday
tasks.
 3. Orchestrate smooth transitions and
continuity of momentum throughout the
day.
 -Smooth transitions and
continuity of momentum
throughout the day ensure
us that every instructional
moment is made use of
wisely. No unnecessary lull
is created that will breed
classroom restlessness,
which is the father of
disciplinary problems.
 4. Strike a
balance
between
variety and
challenge
in
students’
activities.
-a variety of student activities will ensure that
students’ multiple intelligences and varied
learning styles are considered in the conduct
of student activities. Most of the time our
activities fall under the linguistically
intelligent group category. Games that
require word use, talking, writing will
certainly challenge the linguistically
intelligent students but bore the logic and
math wizards and other groups of different
intelligences.
When boredom creeps into the
classroom, we have disciplinary
problems in our hands.
5.As classroom manager, be aware of all
actions and activities in the classroom.
Research findings point
that “effective
classroom management
skills include the use of
space and proximity or
movement around the
classroom for nearness
to trouble spots and to
encourage attention.”
(Stronge, 2002)
6.Resolve minor inattention and
disruption before they become
major disruptions.
-The old adage “a stitch in
time save nine” aptly
applies here. We have not
to wait until our class is
out of control.
Misdemeanor has a
“ripple effect” if not
checked early.
Conflagration begins with
a spark. Put out at the
spark early enough to
avoid conflagration. We
ought to respond to
inappropriate behavior
promptly.
7. Reinforce
positive
behaviour,
be
generous
with
genuine
praise.
 Other teachers are
overgenerous with their
praise. Their praises
overflow so much that they
give praise even when it is
our way of appreciating and
recognizing hard work and
good behavior.
-Some teachers are quite
stingy with praise. These
are the teachers who
think will become less
when they praise others.
They have the so-called
“subtraction mentality.”
8.Treat minor disturbance calmly.
-(Ornstein, 1990).
“Do not make a
mountain out of a
mole.” If a stern
look or gesture
kills the
inappropriate
behavior so be it.
That’s the end
period! Let us not
make a fuss about
it.
 9.Work out a
physical
arrangement of
chairs that
facilitates an
interactive
teaching-
learning
process.
 There is no doubt
that external
environment affects
us. The most common
arrangement of tables
and chair in the
classroom is one where the teachers table and
chairs are in front and the student’s desk or chairs
are arranged in rows facing the teacher. This seat
arrangement does not always enhance interaction
among students. Let us work for a flexible seating arrangement where
we can re-arrange seats or desk to suit our learning needs and