What is Classroom Management?

Classroom management is a way of organizing the pupils, resources, and helpers so

that teaching and learning can be processed efficiently and safely.

Why is Classroom Management Important?

● Good classroom management encourages students to take accountability for following
established policies and processes. It also fosters an environment in which students
hold each other accountable for exhibiting strong engagement and good behavior.
● Enjoyment and satisfaction in teaching are dependent upon leading the students to
cooperate.
● Classroom management issues are of the highest concern for new teachers.

Principles in Classroom Management

1. Consistent proactive discipline is the heart of effective classroom management.
● "Prevention is better than cure". If we are proactive in our approach to
discipline, we prevent unnecessary disciplinary problems from cropping up.
We have not to wait for disciplinary problems to erupt before we take a move.
2. Establish routines for all daily tasks and needs
● Routinized collection of assignments, passing of papers, and preparation for
experiments save time and effort. We do not have to explain to our students
how to pass papers, collect assignments, and prepare for experiments day in
and day out because we have established the routines for these everyday tasks.
They have become habitual for each member of the class.
3. Orchestrate smooth transitions and continuity of momentum throughout the day
● Smooth transitions and continuity of momentum throughout the day ensure
that every instructional moment is made use of wisely. No unnecessary full is
created that will breed classroom restlessness, which is the father of
disciplinary problems.
●
4. Strike a balance between variety and challenge in students' activities.
● A variety of student activities will ensure that students' multiple intelligences
and varied learning styles are considered in the conduct of student activities.
Most of the time our activities fall under the word use, talking, and writing
will certainly challenge the linguistically intelligent students but bore the logic
and math wizards and other groups of different intelligences. When boredom
creeps into the classroom, we have disciplinary problems in our hands.
5. As classroom manager, be aware of all actions and activities in the classroom.
● Our heightened awareness of everything that is happening in our classroom
puts our pupils and students on their toes all the time. While our back faces
them when we write on the board, our "eyes on the back of our heads" will
make our pupils and students feel that we know what they are doing. This is
what Kounin calls with-it-ness.
6. Resolve minor inattention and disruption before they become major disruptions.
 ● The adage "a stitch on time saves nine" aptly applies here. We have not to wait
until our class is out of control. Misdemeanor has a "ripple effect" if not
checked early. Conflagration begins with a spark. Put out the spark early
enough to avoid conflagration. We ought to respond to inappropriate behavior
promptly.
7. Reinforce positive behavior
● Be generous with genuine praise. Some teachers are quite stingy with praise.
These are the teachers who think less when they praise others. They have the
so-called "subtraction mentality." Other teachers are overgenerous with their
praise. Their praises overflow so much that they give praise even when it is
not appropriate. For our praise to be genuine it must be given according to
merit. It is our way of appreciating and recognizing hard work and good
behavior.
8. Treat minor disturbances calmly.
● "Do not make a mountain out of a mole." If a stern look or gesture can kill the
inappropriate behavior so be it. That's the end period! Let us not make a fuss about it.
9. Work out a physical arrangement of chairs that facilitates an interactive teaching-learning
process.
● There is no doubt that the external environment affects us. The most common
arrangement of tables and chairs in the classroom is one where the teachers' table and
chairs are in front and the student's desk or chairs are arranged in rows facing the
teacher. This seating arrangement does not always enhance interaction among
students. Let us work for a flexible seating arrangement where we can rearrange seats
or desks to suit our learning needs and conditions.
10. Make good use of every instructional moment. Minimize discipline time to maximize
instructional time

Classroom Management Techniques

Management of Time
● Time is of the essence in learning. How much students learn depends upon the
amount of time they spend learning. The impact of time however on
achievement is influenced also by the quality of instruction and the learning
tasks. No matter what amount of time is spent, no learning takes place if there
is poor instruction and poorly devised learning tasks. It is observed that classes
where students are occupied with learning activities, where time is managed
properly, learn more.

HERE ARE SOME RESEARCH-BASED EFFECTIVE TECHNIQUES TO MAKE

WISE ALL OF TIME:
● Orchestrate smooth classroom transitions.
● Remain involved with the students during the entire class period allowing for no idle
time.
 ● Use fillers, in case you finish the lesson ahead of time. Examples of fillers are reciting
a favorite stanza and then letting others explain the meaning or conducting a short
contest about the lesson.
● Use a common place to keep materials such as scissors, and school supplies. This
saves time. You do not have to look for them when you need them.
● Follow a consistent schedule and maintain the procedures and routines established at
the beginning of the year.
● Prepare materials in advance.
● Make clear and smooth transitions.
● Limit disruptions and interruptions through appropriate behavioral management
techniques.

FOR QUALITY OUTPUT WITHIN AN ALLOTTED PERIOD, HERE ARE SOME
SUGGESTIONS:
● Schedule all activities with corresponding time allotment way ahead of time. Early
preparations could avoid haste and confusion.
● Provide enough time for everything you expect to happen.
● Avoid rushing since you know you have carefully allotted the required time for every
activity. Quality may suffer.
● Anticipate difficulties or failure of some operations to be able to pursue alternative
actions.
● Be flexible with time assignments. If students are observed to be so interested and
eager to continue working, allow a little more time for them to complete and achieve
the objectives with satisfaction.
● Set the example by showing that you are time-conscious. They will develop the same
precision regarding time utilization.

Management of Discipline
Discipline is controlled behavior. It constitutes the next important concern of teachers
as part of good management. No matter how well-managed a learning environment is,
students will occasionally misbehave. Teachers must be ready to deal with them with utmost
care and consideration.

SOME CAUSES OF DISCIPLINARY PROBLEMS

Unfavorable learning conditions

The classroom may not be conducive to learning if it is:
● Overcrowded with more than the regular number of students in a class.
● Poor lighting facilities and inadequate ventilation.
● Furniture and storage cabinets are disorderly positioned, making the collection
and retrieval of tools less efficient.
● Inappropriate seating arrangement such that distractions can easily occur.
● Near sources of noise that obstruct understanding of the lesson.
Teacher's poor management skills
 ● The teachers' lack of adequate knowledge and skills in handling occurrences of
misbehavior likewise contribute to a trouble-prone setting.
Students' varied background
● The students bring to the classroom a surprising record of individual attitudes,
interests, and abilities. Said characteristics could be traced from their differences in a)
family background, b) physical and mental capacities, and c) emotional traits among
others.

HOW TO PREVENT DISCIPLINE PROBLEMS

To prevent discipline problems, teachers can:
● Implement group-oriented methodologies such as:
● 1) cooperative learning approach,
● 2) team learning,
● 3) peer tutoring
● 4) group projects and collections.
● Use varied teaching techniques
● Develop patience, compassion, genuine respect, and care for the students.

Schools differ in how they achieve and maintain good discipline. Following are some
common practices.
1. Discipline is the students' responsibility. If they misbehave, the teacher accepts no
excuses. They must be ready for the consequences.
2. Discipline is the teachers' way of establishing a desirable student-oriented
environment for learning.
3. Discipline is coupled with effective teaching strategies and techniques.
4. Discipline is achieved through the effects of group dynamics on behavior.
5. Discipline is believed to be the exclusive responsibility of the teachers.

WAYS OF DEALING WITH DISCIPLINE PROBLEMS ACCEPTABLE AND

EFFECTIVE:
1. Use verbal reinforcers that encourage good behavior and discourage bad tendencies.
2. Use nonverbal gestures, frowns, or a hard look to dissuade them from mischief.
3. Dialogues can help in discovering problems and agreeing on mutually beneficial
solutions.
4. Focus attention on one who is unruly and is about to disturb the neighbors.
5. Award merits for good behavior and demerits for inconsistencies and lapses.
6. A private one-on-one brief conference can lead to a better understanding of mistakes
that need to be remedied or improved.
7. Give students the freedom to express or explain agitated feelings and misgivings
rather than censure them right away.

UNACCEPTABLE AND INEFFECTIVE:

1. Scolding and harsh words as a reprimand will have a negative effect on the entire
class.
 2. Nagging and faultfinding, together with long "sermons" are repugnant and nasty.
3. Keeping a student in a "detention area" during or after classes as a penalty for
misbehavior is a waste of time and occasion for learning. The shameful experience is
not easy to forget.
4. Denying a student some privileges due to unnecessary hyperactivity can all the more
encourage repetitions.
5. Assignment of additional homework compared to the rest can make them dislike the
subject.
6. The use of ridicule or sarcasm could humiliate and embarrass a student.
7. Grades for academic achievement should not be affected due to misdemeanors.

Management of Physical Environment

FURNITURE ARRANGEMENT
● Furniture such as chairs and tables for demonstrations or displays must be positioned
appropriately.
● Exhibit shelves are either permanently pinned to the wall or are made to stand at the
sides.
● Whiteboards for writing and clarifying lesson discussions, together with bulletin
boards, are available for posting important messages and outstanding pieces of
students' work, art, and illustrations.

Seating Arrangement

1. Traditional rows in columns are ideal for

establishing classroom management. This
arrangement allows students to focus on you
when you are lecturing or teaching routines and
procedures. It is great for direct instruction.

2. Position student desks so that they face

the center when you are facilitating classroom
discussions. The outer area is ideal for skits,
role-playing, and student demonstrations. It
creates a friendlier atmosphere and can be used
instead of Traditional rows.
 3. Situate chairs around tables so that students
do not have their backs facing you. When it is time
for small group activities, they can move their
chairs to face each other. This arrangement is ideal
for cooperative learning activities. Be aware that
seating students in groups invites dialogue, which
is great if that is your purpose.

4. This format is wonderful if you have desks

because you can rearrange them from traditional
rows into groups and back again, depending on
your lesson plan. Teach students how to quickly
rearrange the desks to facilitate small group work.

PHYSICAL CONDITION OF THE CLASSROOM

● Clean rooms, hallways and surroundings are wholesome places to stay in. the teacher
should schedule who is responsible for their neatness on a regular basis.
● The physical environment must also be a safe place where curious, overactive and
energetic children are always on the go.
● During class hours proper lighting and ventilation must be provided and maintained
for everybody's comfort.

Management of Routines

Refers to the established activities or procedures that are repeatedly done.

1. Teach pupils to learn how to form various groups and return to standard arrangement
with minimum confusion.
2. Do not use the first few minutes of the class session to collect materials when students
are potentially most alert to instruction.
 3. The "Overlapping" technique is used for collection and distribution of materials. It
refers to the teacher's ability to attend to the task at hand and at the same time prevent
an extraneous situation from getting out of control.
4. Prepare for the transition by planning distinct types and sequences of teacher- pupil
activity e.g. checking homework assignments, presentation of new material, giving
assignments, and monitoring seatwork. The transition should be quick and quiet.

Management of Relationship

This refers to emotional climate and communications affecting learning conditions.
1. Maintain positive climate characteristics that allow students to choose a variety of
activities to achieve common goals.
2. Develop a sense of interdependence, common bonds, defined group expectations, and
relationship qualities that enhance wholesome emotional climate.
3. Develop communication characteristics that promote wholesome classroom
relationships like positive constructive conversations aimed at understanding another's
point of view.
4. Render different forms of assistance by providing class meetings or students to have
an opportunity to examine the ideas and feelings that influence value judgment.