Classroom Management (PDG1003)

Classroom
Management
Developed by:
Research & Development Section
AFAQ Training
1R&D Section - AFAQ Training
PDG1003

WELCOME PARTICIPANTS

Association For Academic Quality (AFAQ)
AFAQ, Association For Academic Quality, a private
‘not-for-profit’ organization, is a movement to uplift the
educational standards in Pakistan.
AFAQ has a vision to ameliorate the literacy rate in
Pakistan through a diverse range of services: curriculum
development, textbooks and children’s publications,
model school development, teacher training, youth
promotion, career counseling and student assessment
and evaluation.

AFAQ Vision & Mission
Vision:
Strengthening Education for Change
Mission:
AFAQ will mediate between the future and the present and will act as
a forerunner in shaping the destiny of the nation. In the name of
Allah and to serve the cause of Islam and Pakistan, AFAQ will
contribute to holistic development of schools, teachers, and
students. Keeping in view the contextual framework and global
standards, AFAQ will generate educational resources, support
services, and learning programs employing all mediums in non-
governmental settings.

Quality Policy
• In order to serve the cause of Islam and Pakistan, AFAQ
is committed to contribute in the holistic development of
schools, teachers and students, keeping in view the global
educational standards.
• We want to satisfy our customers with the objective to
develop teachers in the mould of a Mu’alim.
• We shall achieve our aims and goals by fulfilling quality
objectives, training our employees and ensuring a
consistent improvement in our working system.

Trainer’s Introduction
• My Name
• My Qualification
• My Position in AFAQ
• My Experience

Introduce Yourself.

Your Expectations?

Program Objectives
1. Difference between management and administration.
2. Dimensions of classroom management.

Training Norms & Penalties

Session 2

MANAGEMENT
By meaning, Management is the process of dealing with
or controlling things or people. According to business
dictionary management is the organization and
coordination of the activities of a business in order to
achieve set targets.

CLASSROOM MANAGEMENT
Process of dealing with students in a classroom and
controlling the environment of classroom is known as
classroom management.

ADMINISTRATION
Administration is the process of running a business or
any organization. According to Merriam-Webster
dictionary “the activities that relate to running a
company, school or any other organization” is known as
administration or “a group of people who manage the
way a company, school or other organization functions”.

CLASSROOM ADMINISTRATION
Classroom administration can be defined as the group of
people (teacher, head teacher) who manage different
functions of a class. The level of school administration
can best be judged through learning outcomes.

Dimensions of Classroom Management
1. Planning
2. Setting rules and procedures
3. Organization
4. Safe & secure environment
5. Layout of classroom
6. Sitting Pattern
7. Setting routine
8. Sharing responsibilities
9. Sanction & Rewards

1. PLANNING
A classroom management plan is a strategy you create
and implement to help you get and maintain control of
the classroom, as well as redirect and deal with negative
behaviors.

1. PLANNING (Continue…)

Whether you teach preschool, elementary, high school,
or college, you will know how to respond when faced
with disruptions to your learning environment.

Determine your philosophy.
Many classroom management plans begin with the
teacher's philosophy of motivation. Basically, it lays out
what you believe about education and how students
should learn. You can talk about the environment you
want to create and how you plan to create that
environment, both physically and emotionally.

A wise teacher once said, “If you don’t have a plan for
your students, they will have a plan for you”.

2. SETTING RULES AND PROCEDURES
Determining rules and
consequences, teaching them
to students and outlining the
benefits of working within
them, is a critical up-front
investment of a new
teacher’s time and energy.

(Continue…)
These pieces of your classroom management plan help
promote appropriate student behavior, prevent student
misbehavior and create a sense of order and
predictability in your classroom.

(Continue…)
Rules, and your explanation of them, tell students how
you expect them to behave.

CONSEQUENCES
Consequences outline what would happen if students
chose to break the rules.

1. Determining Rules
Determining Appropriate Rules are general standards of
conduct and should apply to student behavior in all
classroom situations

ACTIVITY
When crafting classroom rules, keep in mind three
general guidelines:
1. Phrase your rules in the form of a positive statement.
2. State your rules clearly.
3. Minimize your list of rules (most teachers have 3-5
rules).

Example
Characteristic
s
Rationale
Examples to
Follow
Examples to
Avoid
1. Rules should
be in the form
of a positive
statement.
Avoid rules
framed as
negative
statements.
Positive rules
explain what
students should be
doing. Negatively
stated rules simply
tell students what to
avoid and challenge
students to find
inappropriate
behaviors that fall
outside the scope of
the rule.
Respect your
classmates in
your words and
actions.
Listen when
someone else is
talking.
Class time is for
class activities.
No disrespectful
comments.
No talking out of
turn.
No toys or games
in class.

Example
Characteristi
cs
Rationale
Examples to
Follow
Examples to
Avoid
2. Rules need
to be stated
clearly. (Avoid
rules that are
vague unless
you intend to
discuss the
rule
extensively
with students).
Students should
be able to
understand the
behavioral
expectation.
Come to class
prepared with
all required
materials.
Follow the
teacher’s
directions.
Every student
will
demonstrate
habits of a
responsible
learner.
Always use
appropriate
conduct.

Example
Characteristics Rationale
Examples to
Follow
Examples to
Avoid
3. Rules should
be few.
Each rule appears
more important when
there are fewer of
them. Fewer rules are
also easier for students
to remember and for
teachers to enforce.
Finally, having just a
few rules avoids the
sense that you are
trying to control a
student’s every
movement.
Rules such as Class
time is for class
activities or Follow
the teacher’s
directions address
many behaviors in
one rule.
No gum, food, or
drink in class.
Bring your
homework, book,
notebook, and pen
to class everyday.
Be on time. No
profanity. No
leaving the room
without permission.

OTHER CONSIDERATIONS WHEN
DETERMINING RULES
When considering what rules to establish, you must
determine the kind of environment you would like to
maintain. As the leader of your classroom, what kind of
classroom atmosphere will you use your authority to
establish? You should also consider the age and maturity
of your students in order to be realistic and fair in your
expectations.

Determining Consequences
While consequences are often framed as something used
only after a rule has failed, they are more accurately
viewed as part of the structure that makes rules work. A
student needs to know, up front, what would happen if
she were to break a rule.

Determining Consequences
Helping students realize this cause and effect
relationship, and that they have the power to choose the
resulting “effect”.

Consequences: Positive, Negative, or Both?
Some classroom management experts limit their
definition of consequences to the negative results of a
student not meeting behavioral expectations. Others
assert that consequences can be either positive or
negative.

Consequences: Positive, Negative, or Both?
A rule has a positive consequence (praise, self-respect,
tangible rewards) while breaking a rule has a negative
consequence (warning, time after class, notification of
parents).

Effective rules have the following
characteristics
• They are stated in positive terms. Effective rules identify
the appropriate behavior and are specific enough to
eliminate any confusion or ambiguity regarding the
meaning.
• They are observable and measurable. When rules refer to
behaviors that can be seen and measured in terms of
accurate performance, there is no question as to whether
or not a rule has been followed.

Effective rules have the following
characteristics
• They are simple and age appropriate. Wording is brief and
is easily understood by the target population.
• They are kept to a minimum. Five classroom rules are
sufficient for most settings. A good package of rules will
address compliance, movement around the classroom,
talking, work completion, and readiness. Moving around
the room during class session keeps the student active and
alert.

Session 3

3. ORGANIZATION
Classroom organization affects the physical elements of
the classroom, making it a more productive
environment for its users.

3. ORGANIZATION
Classroom organization is evident in a room even if no
one is present. Furniture arrangements, location of
materials, displays, and fixed elements are all part of
organization.

Student Benefits
The prime benefits of a well-organized classroom will
accrue to your students. Your organization and
procedures are, after all, ever-present reminders to the
children of how to behave, how to conduct their
business, and how best to be effective without discord in
a group.

Student Benefits
Respect for others, consideration, efficiency, pride of
accomplishment, security in knowing what, how, when,
and where to do something—all these positive elements
are the hallmarks and characteristics of students who
learn in well-organized classrooms.

Teacher Benefits
• Reduced teacher fatigue
• Improved student-teacher relations
• Improved parent-teacher relations
• Increased job satisfaction
• Increased enthusiasm for professional growth
• Increased student academic progress

Here are three important points to remember
when organizing your classroom:
1. Create a positive and safe environment for your
students.
2. Create an environment that will maximize learning.
3. Create an environment that will minimize the
frequency of behavior problems.

4. SAFE & SECURE ENVIRONMENT
Students need to feel safe in order to learn. They need to
feel secure in order to want to participate.

• First, be sure the classroom is clean, orderly, and
inviting. Look at your classroom and ask yourself if
it is a place that is distracting, or a place that
encourages students to do their best.
• Make it easy to supervise your students.

• Arrange your classroom so that you have all the
resources you need all the books, calculators and
materials right where you can find them.
• Place mirrors next to the dry erase board and the
chalk board so that even when you may have to turn
your back to write on the board, you can still keep an
eye on students.

• Organize the physical space of your classroom for
movement and interaction. Make it easy for students
to pull their desks together to do small group work.
• Make it safe for students to participate and ask
questions. No matter what a student says, make it a
habit to respond with respect.

5. LAYOUT OF CLASSROOM
For students, the classroom environment is very
important. The size of the classroom and interior areas,
the colors of the walls, the type of furniture and
flooring, the amount of light, and the room arrangement
all influence how students learn. Thoughtful
arrangement of the indoor and outdoor environments
will support your learning goals for students.

6. SITTING PATTERN
There are generally three overall classroom desk
arrangement layouts with slight variations.
1. Traditional Classroom (Large or Small)
2. U-Shaped arrangement
3. Circle or Half Circle Arrangements

Traditional Classroom

U-Shaped Arrangement

Circle or Half Circle Arrangements

7. Setting routine
"Routines are the backbone of daily classroom life. They
facilitate teaching and learning…. Routines don’t just
make your life easier, they save valuable classroom time.
And what’s most important, efficient routines make it
easier for students to learn and achieve more."
Linda Shalaway

7. Setting routine
When routines and procedures are carefully taught,
modeled, and established in the classroom, children
know what’s expected of them and how to do certain
things on their own.

7. Setting routine
1. Arriving in the morning
2. Taking attendance and displaying schedule
3. Throughout the day
4. Ending the day

8. SHARING RESPONSIBILITIES
Including students as partners in classroom management
addresses several educational issues: order in the
classroom, the practice of citizenship skills, and effective
instruction.

Building a Teacher-Student Partnership
Classroom meetings are a useful way to introduce students to
the ways in which they can learn to effectively participate in
classroom management. At the start, the teacher can describe
how students will learn to balance enjoying privileges with
accepting responsibilities. Then, students should be given
opportunities to take small steps, several limited and
structured choices for meeting one learning assignment.

9. SANCTION & REWARDS
Punishment can be seen as a viable solution in which
students are forced into the desirable behaviors, e.g.
studying, doing homework, being prepared for class,
behaving in class, among other things. Rewards on the
other hand, can produce students who are only interested
in the reward rather than the learning.

Punishments
Teachers often find that punishments are an easy solution
to an undesirable situation. The initial short term effect is
that the student is generally inconvenienced in some way
by his/her actions or misdeeds.

Types of Punishments
• Contrived punishments are those which the teacher
determines. For example, a student who talks during
class is given a math assignment for homework.
• Corporal punishment in the schools, as defined by
Hyman, is "the infliction of pain or confinement as a
penalty for an offense committed by a student".
Corporal punishment can take many forms. It can be
present through verbal or physical abuse.

Types of Punishments
• Another type of punishment is that which is naturally
occurring. This is more of a natural consequence than
an administered punishment.

For example, consider a class of first graders. The
teacher has explained that at the end of the day they
will have a favorite story read to them. The only
thing they need to do is clean up the learning center
in which they are working. When the teacher asks
them to clean up and get ready for the story, the
students procrastinate, continuing their play and
conversation. Consequently, there is no time for a
story. The teacher responds to the students by saying,
"I am sorry but there will be no time for a story, since
you still have to clean up.

Rewards
Many teachers who can readily see that a program of
punishments is not effective are likely to choose a system
of rewards. Reward systems are sometimes referred to as
behavior modification. This is a system in which students
are given a prize for certain desirable behaviors.

Rewards
Rewards can include such items as cookies, candy, extra
recess time, no homework, among others. Rewards are
tangible items given to promote certain behaviors.

A New Approach
Research of discipline and motivational strategies within
the last five to seven years seems to suggest that students
will fare better if they are taught how to recognize the
natural consequences and rewards of their actions.
Natural rewards and consequences provide an
environment in which the student accepts responsibility,
not only for the chosen behavior, but also for the
resulting reward or consequence.

Classroom Management (PDG1003)

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