Classroom Management
Classroom Management
Classroom Management
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o sensitize you towards key aspects of
classroom management and organisation.
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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
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Classroom management refers to the way
the teacher organizes, disciplines and
runs the class in order to ensure positive
student behaviors conducive to learning.
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cn classroom management,
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Vas changed from
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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.
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§ Control of feelings and strong urge
to attain something.
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The Nation
Community
Relig. agencies
Parents
School
Peers
Self-worth
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ight or loose?
cntrinsic discipline
xtrinsic discipline
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eacher centred
ork centred
Peer centred
elf centred
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All are important!
%
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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·
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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.
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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!
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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.
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Î Î Î J.S.Farrant
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he teacher must possess
two important qualities
1. uthority
i. fficiency
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Maintain your dignity
e consistent
e firm
se rewards and punishment wisely
e self-critical
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e methodical
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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)
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o manage well, you must know your
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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
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The o vious differences:
ames
aces
Physical appearances
Racial background
Religious beliefs etc.
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÷ifferences Not So Obvious
Potentials
Mental A ilities
Socio-economic ackground
Personalities
Temperament
Likes and dislikes Î Î Î etc..
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c
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tudents
at. du. Philosophy
ec. cntegrated Curr.
Physical acilities
chg-Lrng. Resources
chool Culture
he eacher .
etc.
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chg-Lrng. trategies
Learning tyles
chool Rules & Reg.
chool dmin.
chool Culture
iscipline
xaminations...
. etc..
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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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he chool
utside
r
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cmportant lements
1. Physical arrangement
i. cnteraction
. iscipline
-. Learning
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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
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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.
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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
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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
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5
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PPcL
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utocratic
emocratic
Laissez-faire
Cooperative
narchy
Conflict
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Closely related to school climate
ct is not just physical but a combination
of various variables which contribute to
a ³happy´ classroom.
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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)
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classroom management theorist.
Reference:
Kounin J.S. (1970). Discipline and Group
Management in Classrooms. Holt, Reinhardt
and Winston, N.Y.
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classroom management.
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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.
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he ability to attend to multiple things at
the same time.
± e.g. hile teaching, teacher goes round
the room to control misbehaviors.
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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.
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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´
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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.
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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.
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ometimes, get class to respond in
unison.
Move round the room, then ask
individual students.
sk one student to respond while
looking at others
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[, %%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.
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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.
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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.
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,
he best way
to maintain good discipline is
to keep students actively engaged
in class activities.
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A dul Aziz Sultan,
INSTED, IIUM
Nov. 2010
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