CLASSROOM MANAGEMENT Group 9 and 10 ^^ EdSci 112M

1. Republic of the Philippines
Mindanao State University
Fatima, General Santos City
 Classroom Management

2. To understand what is this classroom management
To learn about the principles of classroom management
To cite about the factors that affects classroom management and its
solution.

3. -refers to all of the things that a teacher
does to organize, space, time, and
materials so that learning can take
place. This management includes
fostering student involvement and
cooperation in all classroom activities
and establishing a productive working
environment.

4. The Characteristics of a Well-Managed Classroom
In a well-disciplined classroom, the room itself is appealing. Many of us
teach in cramped and overcrowded rooms without enough basic materials and
certainly not expensive equipment such as interactive whiteboards and LCD
projectors.
Despite these restrictions, effective secondary teachers can manage to
create an environment where students focus on learning. We can arrange desks
to encourage collaboration as well as independent work, minimize traffic-flow
problems, and make sure materials are readily available. The walls can be used
to stimulate student engagement with displays of student work.

5. 2. Students understand
the rules and
procedures
The teacher has
obviously given much
thought to planning and
establishing a well-
organized learning
climate. Class rules,
procedures, and notices
of upcoming activities
are posted in convenient
places to help students
stay on track.

6. 3. Students are actively
engaged in the pursuit
of knowledge
There is movement
and laughter and noise. Active
learning generates a much
higher noise level than the
silent classrooms of the past.
Students are up and out of
their seats while engaged in a
variety of interesting activities
that encourage thought and
discovery.

7. 4. There is a persistent
tone of Mutual Respect
Teachers and students
treat each other with
obvious respect. This
is evident in such
nonverbal interactions
as body language and
tone of voice as well
as in what students
and teachers say to
each other.

8. 5. Students take
responsibility for their
learning
In a well-disciplined
class, students may be led by
their teachers, but they are not
coerced into good behavior
through threats of dire
punishment. Instead, they are
encouraged to understand the
importance of choosing good
behavior and its lasting rewards
over the short-term thrills of
bad behavior.

9. • • Make sure your classroom is ready. Teachers who
prepare their classrooms in advance maximize student
learning and minimize student misbehaviour. Readiness is
the primary determinant of teacher effectiveness.
• Do everything possible to welcome the students and
to make sure that they know where to go and how to get
there on time.
• • Keep in mind that what you do on the first day may
determine how much respect and success you will have
for the rest of the school year.
• • Arrange student seating to maximize the
accomplishment of the tasks and to minimize behavior
problems. Assign students to their seats on the first day of
school.
Classroom Management on the
First Day of School

10. PROCEDURE
It is a method or process for
accomplishing things in the
classroom—for example, what to
do when entering the classroom,
how to function in a lab group, or
what to do when you have a
question

11. So establishing a well-managed classroom early in the
school year can help a teacher avoid being part of the
40 percent each year who leave the profession
discouraged and overwhelmed.
Contrary to what many people believe, the number-one
problem in the classroom
is not discipline it is the lack of procedures and routines.
Behavior will rarely become a problem when effective
teaching is already taking place. On the first day of school,
you can begin teaching the procedures and routines that you
will use. Never assume that you will have time to tackle bad
behavior later. Becoming an effective teacher depends on
classroom management especially on the first day of school.

12. Procedure for the Beginning of the
Period or Day
1) have an assignment posted before
the students enter and
2) have it posted in the same
consistent location every day.

13. The Three-Step Approach to
Teaching Classroom Procedures

14. 2. Rehearse
-Rehearse and practice the
procedure under your
supervision.
3. Reinforce
-Reteach, rehearse, practice, and
reinforce the classroom procedure
until it becomes a student habit or
routine.

15. Common Classroom Management Issues
and Suggested Solution

16. Issue Solution
1. Undermining the
instructor’s authority
This is tricky as it speaks to "attitude." A student might belittle the
instructor or engage in a battle of the wills. This student would need
to be privately told that their attitude was confrontational and asked
how this might be resolved mutually.
2. Leaving class too
frequently You might privately ask the student if everything is OK so that they
know that you are concerned by their behavior. Don’t assume
disrespect – it might be a bladder infection or some other physical
problem.
3. "Spacing Out" or Sitting
With Back to Instructor
If this is a repeated problem, students need to know that their non-
verbal behavior is perceived as disinterest. You might ask them after
class if they need a more comfortable seat.

17. 4. Poor hygiene (possible cultural Let the offending student know that in close
considerations) quarters, some students have issues with strong
smell. It might be suggested that for the course (not
their outside of class lives) that the odor be masked
in some way.
5. Verbal or physical threats Verbal or physical threats are serious matters. They
are discussed in detail by experts in the field in
"Handling Crisis."
As a general rule consult professional experts for
assistance immediately.
6. Gum, Food, Pagers, and Cell Phone If decided upon by class, consequences for breaking
Disruption this policy might range from the loss of participation
points to the offender having to present on a topic of
interest to the class. Some instructors allow pagers
and cells to be on the vibrate setting as long as they
are attended to at the break rather than used when it
interrupts the class. Instructors need to abide by this
rule as well and allow for at least one mistake per
student as accidents do happen from oversight. The
idea here is to prevent habitual disruption from gum
popping and phones ringing.

18. 7. Monopolizing Discussions This is common but manageable. Many students are excited and
talkative so it might be good to give them a few class periods to settle
in. However, if it’s evident right away that this is a trend, it’s best to ask
them to stay after class. You might approach them initially by saying
that you are pleased with the amount of enthusiasm they have for
discussion but were hoping that they have suggestions for getting the
other class members equally involved.
8. Sleeping in class You have to take some consideration in dealing with this matter. You
might simply choose to wake the student and ask them if they are feeling
alright. with concerned approach. Most of the time, student's are so
embarrassed and so appreciative of your genuine concern that they don't
let it happen again.
Encourage students to actively participate, take notes and in particularly
long classes break up the session with activities or paired conversations
about a topic to ensure that students stay engaged. Students don't learn
much from listening, so remember that the more they "experience" the
learning process the more you are really teaching.
9. Repeated Tardiness: There should be clear parameters set around this issue up front – either
in your syllabus or in the class decided norms. Stick to your guns on the
policy. Some fair policies might include 3 tardies equals one absence.
It might be best to discuss this with students individually; some are
habitually late because they are dependant on bus routes or other drivers
for transportation to school.

19. 10. Refusal to Participate or Speak We cannot force students to speak in class nor participate in group
projects. This can be addressed and become a win-win situation by
either giving the student alternative options to verbal participation
(unless it’s a speech class) or simply carefully coaxing some response
out of them and praising whatever minimal effort you receive from
them. Remember, some students are terrified to be in a class setting –
especially if there are round tables rather than desks – allowing for
little anonymity.
11. Sexual Innuendo, Flirting, or This behavior should be curbed as soon as it occurs. It’s never
Other Inappropriate Suggestion comfortable to tell a student that they aren’t being appropriate and if
you are uncomfortable, a short, positive e-mail or phone call might
suffice. Your response should be not judgmental and you might discuss it
with your department chair or faculty mentor before broaching it with
your student.
12. Sharing/Copying Work In some cultures, students work together to produce homework. It may
come as a shock to these students that they cannot submit identical
work. This may also come as a surprise to couples, parent-child, siblings,
or close friends. Be careful to give thought to how you will handle this
before you encounter it and react as if it were intentional cheating. This
can also occur when the class does a great deal of group work. Make
sure you are clear about what is individual vs. group work in your
assignments.

20. 13. Plagiarism or Lying
Depending upon the class and the student’s prior knowledge of what
plagiarism entails, some faculty issue an automatic F for the first
instance, then expulsion from the class with a report to the department
chair and division dean on a second instance. Most colleges have
specific policies. Be sure to know you college policy before taking action
Plagiarism should be outlined in your syllabus with a reference for
students to the college catalog for more information.
14. Too Much Chit Chat
Give 2-minute chat times for groups or before class begins let them know
that you have material to be covered and that their talking isn’t helping
you achieve your goals for the class. Know too that some students
occasionally translate a word or phrase to a tablemate who might not
have as strong an understanding of English, be patient and observant
when curbing this behavior.
15. Disrespectful Behavior
The reality is that sometimes students just plain won’t like you. You will
find yourself in a conversation with yourself about why they don’t like you
and treat you with disrespect. Animosity will perpetuate itself so
remember your role and look for a way to positively invite the student to
engage more deeply in the class. Perhaps offer them a special task based
on a self-disclosed talent; for instance, a student whose hobby is Origami
(Japanese paper folding) might lead a lesson on

21. How Can Common Classroom
Management Problems be Prevented?
Circulate around the
class as you talk or ask
questions.

22. List and discuss your classroom
procedures and rule s on the first
day.
Tell the students (orally and
in writing) what your
attendance and grading
policies are.

23. Clarify and have students understand what is
acceptable and unacceptable behaviour in the
classroom.
Good eye contact

24. Throughout the school year , particularly during the
crucial first class sessions;
a. Stress a positive “you can handle it”
attitude
b. Emphasize your willingness to give
individual help
c. Point out the relevancy of the student
matters to the concern and goals of your
students.
d. Capitalize on opportunities to praise the
abilities and contributions of students
whose status in the class is in doubt.
e. Urge students to talk to you about their
problems in schools.
Have the counsellors visit your classes to
foster an awareness of counselling.

25. How to develop a Discipline
Plan
Discipline Plan
-a
classroom management
behaviour plan.

26. Ask the Students to Help Write Classroom
Rules
Be Proactive (rather the Reactive)and
Reflective Teacher

27. GROUP 9 & 10

28. END