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Classroom Management i
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o sensitize you towards key aspects of
classroom management and organisation.

o equip you with the necessary knowledge

base to ensure the establishment of a
classroom atmosphere conducive to learning.

o familiarize you with Jacob Kounin¶s

suggestions for preventing classroom
management problems.

Classroom Management 
 %& 

he administration or direction of activities
with special reference to such problems as
discipline, democratic techniques, use and
care of supplies and reference materials,
physical features of the classroom, general
housekeeping and social relationship of
pupils.
Carter V.Good: Dictionary of Education

Classroom Management -
 %&

Classroom management refers to the way
the teacher organizes, disciplines and
runs the class in order to ensure positive
student behaviors conducive to learning.

rlich et.al. (2007) Teaching Strategies: A Guide to

Effective Instruction.

Classroom Management 5
  ¦ %

the act of organising the classroom

so that a calm and conducive
atmosphere exist which can lead to
meaningful learning without any
disruption.

Classroom Management ·
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cn classroom management,

we organise the class so that

effective/meaningful learning can take place

Classroom Management 7

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Classroom Management 8
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Vas changed from


 

Classroom Management 9
  

wo important principles
1.
he teacher is the adult member: must
add the rational dimension in rule-
making.
i. Rules should reflect the wisdom of
fairness and patience of a judge.
Orlich et. al.

Classroom Management 10
 &¦c
§ Control of feelings and strong urge
to attain something.

§ Physical and mental training in self-

control and obeying rules.

§
raining for students to lead a

democratic way of life.

Classroom Management 11


  

..an integrated, combined

and cooperative effort is
needed so that students will
not be confused ..!

Classroom Management 1i


  ¦
) 
The Nation
Community
Relig. agencies
Parents
School
Peers
Self-worth
Classroom Management 1
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ight or loose?

cntrinsic discipline

xtrinsic discipline

Classroom Management 1-
 % c¦c*c+

eacher centred

ork centred

Peer centred

elf centred

Classroom Management 15
All are important!
  % ,

Rules for absenteeism
tand in class
end to discipline teacher
end to principal
Vow to handle class ³fight´
se of dangerous weapon(s) in class
..and many more
Classroom Management 1·
X %%
+
+
n accepted behavioral rule in society
cdeal standard of behavior under specific
conditions

hey provide for the control of group
behavior without any written laws!
ot conforming to norms result in negative
response.

Classroom Management 17
X %%
+
 

eacher¶s position in class gives him
power, but
rong use will result in students¶
resistance, thus affecting their learning.
Retaliation can result in formation of
groups, cliques against teacher!
se power wisely!

Classroom Management 18
 X %%
+
  
ttention into classroom environment.
atch out for student verbal/nonverbal cues.
atch out for student interactions.
e aware of communication:
Î etween teacher and student
Î etween students
Î which one to ignore, which one to respond.

Classroom Management 19
' c* 

-Prevention is better than cure.

-elf-control is better than imposed

control.

Î Î Î J.S.Farrant

Classroom Management i0
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he teacher must possess
two important qualities
1. uthority
i. fficiency

Classroom Management i1
  

Maintain your dignity
e consistent
e firm
se rewards and punishment wisely
e self-critical

Classroom Management ii
 %%
e methodical

rganise all routine matters

e punctual
Know your job well
e prepared
e energetic and enthusiastic

Classroom Management i
‰.%/

1. Planning
i. stablishing usable rules
. Getting off to a good start
-. Providing clear directions
5. Monitoring the classroom environment
·. Keeping records efficiently
7. Creating strategies for managing
interruptions. Orlich et.al. (2007)

Classroom Management i-

o manage well, you must know your

' ,', 0

Classroom Management i5
 %* ¦¦
 group of learners
lmost the same abilities
lmost the same age
Vas a special name for ease of
identification
 sub-system within a larger system

†uestion: Why do we group them that way?

Classroom Management i·
 [
112¦0

What are the differences

that exist within the group
called a class?

Classroom Management i7
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The o vious differences:
ames
aces
Physical appearances
Racial background
Religious beliefs etc.

Classroom Management i8
÷ifferences Not So Obvious
 Potentials
 Mental A ilities
 Socio-economic ackground
 Personalities
 Temperament
 Likes and dislikes Î Î Î etc..

Classroom Management i9
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Classroom Management 0
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tudents
at. du. Philosophy
ec. cntegrated Curr.
Physical acilities

chg-Lrng. Resources
chool Culture

he
eacher .
etc.
Classroom Management 1
 '¦¦

chg-Lrng. trategies
Learning tyles
chool Rules & Reg.
chool dmin.
chool Culture
iscipline
xaminations...
. etc..
Classroom Management i
'¦¦
e do not know how the student reacts
in the  
M.
e do not exactly know how he studies.
e only make educated guesses!
4 ü


hat is why some writers call this
 5 30

Classroom Management 


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will be knowledgeable
will be a balanced individual Pc:
has developed his potentials
wants to continue learning
can face challenges
is skillful
has high moral values
Õ 
 

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ü*¦

he chool
utside

r
  
 
 


  


Classroom Management 5
 
cmportant lements
1. Physical arrangement
i. cnteraction
. iscipline
-. Learning

Classroom Management ·
 ,

l aily classroom practices
l o reminders from teacher
l hared duties and daily/weekly
schedule exist
l ritten and implied rules exist
l ll students involved
l hared responsibility

Classroom Management 7
ü", 'c+

o help teacher carry out daily duties

o establish a conducive and
satisfactory learning environment

raining for pupils:
(initiative, leadership, cooperation etc..)

o save time

o heighten sensitivity towards rules
and regulations.
Classroom Management 8
 ,
'5
Keep classroom tidy
rrangement of furniture
³ eautify´ classroom
pdate notice/bulletin board
Proper material distribution/collection
Clean writing board after each lesson
Manage/update learning corners
Classroom Management 9
¦ "
Greet and give salam
Say ³Thank you´
Always e punctual
Well- ehaved
Responsi le and cooperative
Sincere and truthful
Respect property and rights of others
Decently and smartly-dressed
Does not mar peace and quiet««.
««.. and many more
Classroom Management -0
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% 

 5

6+ü4+'4' 4,

c¦+ 'c+* ¦¦0

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VR
R. CL
R.

PPcL

VR PPcL R

RC

Classroom Management -i
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utocratic
emocratic
Laissez-faire
Cooperative
narchy
Conflict

Classroom Management -
 
Closely related to school climate
ct is not just physical but a combination
of various variables which contribute to
a ³happy´ classroom.

Classroom Management --
 

he authority pattern and pattern of
social and emotional relationships
within a teaching group (instructors
and learners). ct can vary from
highly authoritarian to laissez-faire.
Ollington & Harris (1986)

Classroom Management -5
 ÿ".

 classroom management theorist.

wo well-known studies in 1970s on

classroom management.

Reference:
Kounin J.S. (1970). Discipline and Group
Management in Classrooms. Holt, Reinhardt
and Winston, N.Y.
Classroom Management -·
 ÿ-.-c 7 

rganization/Planning are keys to G


classroom management.

trong relationship between effective

management and effective teaching.

cntroduced some common as well as some

³new´ terms related to classroom
management.

Classroom Management -7
 -ü

r. knows what goes on in CR at all times.

his is communicated more by teacher¶s
behaviors than by words.
cf students perceive that teachers are ³with
it´ they are less likely to misbehave!
tudents must be convinced this happens.

Classroom Management -8
 - $

he ability to attend to multiple things at
the same time.
± e.g. hile teaching, teacher goes round
the room to control misbehaviors.

Classroom Management -9
 -



he flow of the lesson.

eacher must also be prepared what is
going to happen next.
Must be able to handle unexpected
events: e.g. light goes out, fire drill, etc.
ct also refers to pacing, momentum and
transition.

Classroom Management 50
 --¦
Maintaining direction in the lesson.
ot diverted from irrelevant information
and/or incidents.

elling students what is going to happen in
the lesson and sticking to it.
Moves smoothly from one step to another
in the lesson.
voiding ³jerkiness´

Classroom Management 51
 -
 
ble to keep students actively participating
in lesson and creating suspense/interest.
Pose question ± look round the class ± call
students at random.
Raise interest by inserting suspense
between questions.

Classroom Management 5i
 -
 
ble to keep students actively participating
in lesson and creating suspense/interest.
Pose question ± look round the class ± call
students at random.
Raise interest by inserting suspense
between questions.

Classroom Management 5
-
ometimes, get class to respond in
unison.
Move round the room, then ask
individual students.
sk one student to respond while
looking at others

Classroom Management 5-
 - '
[, %%2& when a teacher handles
one student¶s misbehavior, it has a
positive effect on other students and
prevents them from misbehaving.
[ 2& when a teacher reprimands
one student, other students also feel the
effect.

Classroom Management 55
 ¦
%ÿ.)
 
Know what is happening in every area
of the classroom at all times and
communicate that fact to students.

eacher able to deal with more than
one issue at a time.
Correct the appropriate target before
misbehavior escalates.

Classroom Management 5·

nsure smooth transitions from one
activity to another.
Maintain group focus through group
alerting and accountability.
Provide learning programmes that
emphasize progress, challenge and
variety.

Classroom Management 57
 , 

he best way
to maintain good discipline is
to keep students actively engaged
in class activities.

Classroom Management 58
u 
A dul Aziz Sultan,
INSTED, IIUM
Nov. 2010

Classroom Management 59