Classroom Management workshop materials for teachers

1. Classroom
Management
BY – SUMAN TIWARI ( M.Sc.,M.Ed.)

2. Warm up
Introduction :
Name Game
Please introduce yourself with an action.

3.  Objectives of workshop
 Definition and goal of Classroom management
 Strategies and guidelines for good
classroom management
Agenda

4. Identify things you can do before and when the
class starts to help or facilitate learning.
Discuss the components of classroom
management.
To create a positive learning environment in the
classroom.
Develop strategies and guidelines for good
classroom management.
Objectives

5. Studies show that there is a strong relationship
between classroom management and student
achievement, and the most important factors
which affect student learning are classroom
management and teachers’ behaviour.

6. Impact of Teacher Effectiveness
on Student Achievement
Source –Kati Haycock study(2005)

7.  What is the first word that comes to mind
when you hear the term classroom
management?
Discipline? Control? Order?
A common misconception about classroom
management is that it is synonymous
with discipline.

8.  Classroom management can be defined
as a set of strategies that a teacher
creates and maintains in order to
establish effective learning environment
and promote positive students behaviour
in classroom.

9. Goals of classroom
management

11. Reflection Activity
Examine your current practices ...
Critical reflection is an important aspect of
both teaching and learning.
These reflection tools will help you to reveal your
weakest point so that you will know where to focus
your energy on strengthening the classroom
management practices.

13. Six strategies for classroom
management
Strategy 1: Create an effective learning
environment
Benjamin Franklin said: ―An ounce of prevention is worth a
pound of cure.‖ This is particularly true of a teacher’s
actions during the first week of school. If you are one step
ahead of your students and their day-to-day needs, you will
manage the unexpected more smoothly when it comes
along. Students will recognize and follow the classroom
routine earlier and more easily if you are prepared. Students
will also see that you are in charge of your classroom, you
have high expectations of them and you expect them to
succeed.

14. Set rules, boundaries and expectations.

15. Strategy 2: Establish classroom procedures
Classroom procedures communicate how to do daily
activities.
Teach and model procedures until they are routine.
For example
 Have students sit at their desks or in their groups.
 Have everyone get out the materials needed.
 Make sure all eyes are on you—use nonverbal cues.
 Test understanding by asking students, ―What is the
first step?‖or ―What are you supposed to do now?‖
 Work the first few questions or problems as a class
and have students record the answer(s).
 Walk around the classroom until you are sure all
students are on task.
Focus on building relationships- use QCT.

16. Strategy 3: Create a motivational environment
Encourage initiative-Promote growth mindset and use
variety into your lessons.
 Demonstrate consistently that you believe all students
will learn. For example, use short positive words to
praise good work and behaviour (e.g., great idea,
fantastic, good job, sensational, super).
 Create an attractive, enriched environment. Get
students involved by asking them to decorate their
own classroom. Use student work to decorate when
possible, to validate the work and to show examples of
good work.

17. “You hear and you forget, you see and you remember,
you do and you understand.”

18. Strategy 4: Make every minute count
Begin on time. End on time. A few minutes of class time saved
every day could add up to hours of additional academic
Revision time by the end of the school year.
 Plan each lesson in advance. Well-designed lesson plans
have clear learning objectives and provide meaningful
activities for students to reach the objective.
 Divide your board into three sections: (1) the left side for
organizational points (date, objectives, homework); (2) the
central and largest section for ongoing work that can be
erased as the lesson progresses; and (3) the right section
for reference points which students need throughout the
lesson.

19. Strategy 5: Keep everyone engaged
Challenging students to think actively involves them in
learning and develops critical skills. Expect both low and
high achievers to participate in classroom discussions and
answer questions.
Ideas to encourage all pupils to think
 Ask a question, wait three to five seconds (wait time),
then call on a student. Wait time encourages more
thoughtful responses and allows slower, as well as
quicker, students to respond.
 Use the echo technique: one student gives an answer
and you call on another student to repeat it. ―John, tell
us what Sara said.‖ ―Mia, rephrase Michael’s answer
for us.‖ This process reinforces correct answers,
involves more students, and improves listening skills.

20. Strategy 6: Teach life skills and good learning habits
As you work to create an organized learner-centred
classroom you can teach students many important
skills. Sometimes called character skills or life skills,
these are the skills that enable students to become
mature, confident, and successful adults who contribute
positively to their communities and society as a whole.

21. Balloon and toothpick Activity

22. Classroom Management Styles_ What's Your
Style_.mp4
Summary

23. Positive Note
―Any classroom has the potential to become a
well-managed,
smoothly running classroom. A good class can
become a great class
if the teacher has solid, consistent classroom
management skills.
No one is born with management skills; they
are learned.’’