TAM2601
Teacher as Classroom Manager
LEARNING UNIT 2: INTRODUCTION TO CLASSROOM
MANAGEMENT ROLES
Structure of Learning Unit 2
Classroom management
tasks
Learning Unit 2
Approaches to
classroom management
Management functions in
the classroom
2.1 Introduction
The aim of this unit is to introduce you to basic classroom management practices. If
you are already a teacher, this unit will enrich your classroom management practices.
If you are still learning to become a teacher, this unit will introduce you to the primary
management tasks of the teacher in the classroom. Successful teaching and learning
are possible if you learn how to apply appropriate classroom management practices.
For successful teaching and learning to take place, it is essential for acceptable
discipline to exist in the classroom, and for learners to be on their best behaviour, thus
creating an environment conducive to learning. Therefore, it is the role of the teacher
to embed discipline (managing the learners) in his or her approach.
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2.2 LEARNING OUTCOMES
After studying this unit, you should be able to:
• Identify the fundamental classroom management tasks
• Explain the function of the classroom management
• Describe the role of the teacher as a classroom manager
• Differentiate between the various approaches to classroom management
• Identify the general management principles that can guide the teacher in
classroom management
• Identify a variety of skills that the teacher needs to be a successful
classroom manager
Reading
To learn more about this Unit, study the section in your prescribed
textbook as indicated below:
Prescribed textbook: ‘The Teacher as Classroom Manager
Chapter 3: Introduction to classroom management tasks
2.3 The nature and aim of classroom management
Managing a classroom is going to be demanding for you as you are required to take
full responsibility in your classroom. You can apply effective management practice if
you learn how to manage yourself (self-management for the educator was discussed
in learning unit 1 and in the prescribed textbook: chapter 2). As part of classroom
management, you need to manage the following:
• tasks (things to be done)
• people (learners)
• time (timetable, target dates)
• resources (teaching media, parental support)
To learn more about self-management strategies, refer to Chapter 3 of your
prescribed textbook: The Teacher as Classroom Manager
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2.3.1 The management of technology in the classroom
Education technology innovation outstrips many teachers’ ability to integrate new tools
effectively into their teaching practice. The challenge continues to be how to empower
teachers to invest their time, money and energy in discovering and integrating these
new tools into their classroom practice.
Activity
It is important that you learn more about the ‘Technology adoption theories’ and the
theories listed in Table 3.1. Study the section in your prescribed textbook as indicated
below:
Prescribed textbook: ‘The Teacher as Classroom Manager
Chapter 3: Introduction to classroom management tasks
Study the theories that are listed in Table 3.1. Choose the theory model that you
identify with most. Give reasons why you identify the theoretical models that you
selected.
2.4 Approaches to classroom management
There are multiple approaches that you might need to apply to effective classroom
management practice. You might develop your own approaches based on your
personality, your teaching style, and the philosophy that informs your teaching
practice. A selection of teaching approaches is listed below:
• Assertive approach
• Business academic approach
• Behaviour modification approach
• Group management approach
• Group guidance approach
• Acceptance approach
• Success approach
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It is important that you learn more about classroom management approaches.
Study the section in your prescribed textbook, as indicated below:
• Prescribed textbook: The Teacher as Classroom Manager
• Chapter 3: Introduction to classroom management tasks
Educators must adopt an approach – or related approaches – to managing their
classrooms in an acceptable manner. In some cases, the classroom management
approach you choose might reflect your personality, your teaching philosophy, and
your teaching style. The approaches discussed in section 3.2 of the prescribed book
may serve as a starting point to analyze your own approach. To learn more about
classroom management approaches, study the section in your prescribed book listed
below. It is important that you learn more about the ‘Technology adoption theories’ and
the theories that are listed in Table 3.1. Study the section in your prescribed textbook as
indicated below:
Prescribed textbook: ‘The Teacher as Classroom Manager
Chapter 3: Introduction to classroom management tasks
Activity: Reflective Discussion Forum
Engaging with your classmates in a Discussion forum is important. This Discussion
forum will allow you to share your knowledge and experiences. You will also be able
to learn about your classmates’ knowledge and experiences. This activity requires that
you study the section that is indicated below:
Prescribed textbook: ‘The Teacher as Classroom Manager
Chapter 3: ‘Approaches to classroom management in table 3.2, on page 17.
In this Discussion forum, you are required to post your answers to share them with
your classmates. Make sure that you also read your classmates’ posts and reply to
them so that you can take lessons from their experiences.
• Identify the approaches that resonate with your preferred classroom management
style.
• Discuss with your classmates and explain why you think the classroom
management approaches you chose are relevant to you.
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Culturally responsive classroom management
In any classroom, there is an interaction between two or more world views. This means
that, in South Africa, we need to take cognisance of the African worldview of Ubuntu
and the relevance of indigenous knowledge and Africanisation for school and
classroom management. Culturally responsive classroom managers should recognise
their biases and values, and reflect on how these viewpoints influence the
expectations of learner behaviour in the classroom.
In order for post-colonial Africa to enjoy the dignity that it deserves, it needs to
recapture the values and principles enshrined in the philosophy of Botho/Ubuntu –
that is, of becoming humane – that are achieved only by becoming a member of one’s
community. This then implies that the goals of the classroom community become
important for each learner’s achievement of his/her own goals.
Ubuntu is one’s individual humanity, expressed in relationship with others, as well as
one’s awareness of one’s own being and one’s duties towards others. The classroom
situation needs these values in order for the learners, while learning, to ensure that
others’ learning is also not inhibited as a result of selfishness.
Activity
Quiz:
The quiz you are about to complete contains statements that are true or
false. Read the questions carefully. The correct answers will form part of
your continuous assessment.
State if the following statements are true or false:
1. Knowledge of learners’ cultural backgrounds is explained as Culturally
responsive classroom managers base their classroom management decisions
on an understanding of cultural diversity.
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2. Ability and willingness to use culturally appropriate management strategies
include establishing clear expectations for behaviour that all learners can
understand.
3. Recognising one’s own cultural lens and biases means educators shouldn’t
reflect on where their assumptions, attitudes, and biases come from.
4. An educator’s view of the world cannot influence his/her interpretation of the
behaviour displayed by culturally different learners.
5. Commitment to building uncaring classroom communities means that learners
often base their decisions on how they behave in class on their perception of
whether the educator cares for them.
6. Learners are likely to succeed if they feel disconnected from the school and a
good relationship with the educators can promote such an environment.
2.6 Management functions in the classroom
Teachers are expected to be good classroom managers. Classroom management
may be seen as all the provisions and procedures that the teacher uses to create and
maintain a classroom environment in which teaching and learning can occur
successfully.
There are four primary management functions in the classroom, as listed below:
• Planning
• Organising
• Leading, and
• Controlling
Activity
Quiz: This forms part of the Continuous Assessment
In order for you to answer the questions below, you need to study and
understand the ‘Management function in the classroom’, as described in
Chapter 3 of your prescribed textbook:
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• Make a list of all the necessary components of the lesson plan.
Self-assessment: Role-play
Imagine that you are an educator. Get two or three people to role-play as your
learners. Find another one, who will record a video as you are teaching.
Remember to apply the classroom management tasks that you have learned in
this learning unit. Thereafter, upload the video to the group on myUnisa.
You also need to view your classmates’ videos and learn from them, where
possible.
Reflective Questions:
Answer the questions below and provide reasons for each of your answers.
Share your answers with your classmates in the group on myUnisa.
• Did you manage to identify the fundamental management tasks?
• Were you able to explain the functions of classroom management?
• Were you able to describe the role of the educator as a classroom manager?
• Did you manage to differentiate between the various approaches to classroom
management?
• Did you manage to identify the general management principles that can guide
the educator in classroom management?
• Were you able to identify a variety of skills that the educator will need to be a
successful classroom manager?
References:
Bauer, AM & Shea, TM 2003. Parents and schools creating a successful partnership
for students with special needs. Upper Saddle River: Merrill Prentice Hall. Gauteng
Department of Education (GDE) 1995. School Education Act 6 of 995. Johannesburg:
The Province of Gauteng.
Mosana, MS 2002. Effectivity and productivity in education: An ubuntu perspective.
Master’s dissertation. Potchefstroom: Potchefstroom University for Christin Higher
Education.
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Okeke, CI 2014. Effective home-school partnership: some strategies to help
strengthen parental involvement. South African Journal of Education, 34(3): 1-9.
Olsen, GW & Fuller, ML 2008. Home-school relations: Working successfully with
parents and families, 3rd ed. North Dakota: Pearson Allyn Bacon Prentice Hall.
Van Deventer, I & Kruger, AG 2003. An educator’s guide to school management skills.
Pretoria: Van Schaik.
