2. Introduction
Classroom management is a term teachers use to describe the process of
ensuring that classroom lessons run smoothly despite disruptive behavior by
students.
The term also implies the prevention of disruptive behavior.
It is an important component of effective teaching.
If you as a teacher have your classroom strategies written down, show
consistency in following them and always plan before hand, then your
students will be less likely to find time to cause disruptions
3. CLASSROOM MANAGEMENT AS RELATED
TO TEACHING
Classroom management is the organization of the learning environment of a
group of individuals within a classroom setting. In the early 1970s classroom
management was seen as separate from classroom instruction.
Teachers' management decisions were viewed as precursors to instruction,
and were treated in the literature as if they were content-free.
The image was of a teacher first attending to classroom management, and
then beginning instruction without further reference to management
decisions.
4. Cont…
The teacher must facilitate the learning of these academic and social tasks.
Thus from the perspective of what students need to know in order to be
successful, management and instruction cannot be separated.
5. BASIC CONCEPTS RELATED TO
CLASSROOM MANAGEMENT
Classroom Management
Classroom management is the process by which teachers and schools create
and maintain appropriate behavior of students in classroom settings.
The purpose of implementing classroom management strategies is to
enhance prosocial behavior and increase student academic engagement
(Emmer &Sabornie, 2015; Everston& Weinstein, 2006).
Classroom management systems are most effective when they adhere to
three basic principles (Brophy, 2006, pp. 39-40):
Emphasize student expectations for behavior and learning. Promote
active learning and student involvement. Identify important student
behaviors for success.
6. Control
When practical, allow trainees to repeat the procedure in a ―hands on‖
practice session to reinforce the learning process.
By immediately correcting the trainees‘ mistakes and reinforcing proper
procedures, you can help them learn the task more quickly.
The direct demonstration approach is a very effective method of
instruction, especially when trainees have the opportunity to repeat the
procedures.
Control, or controlling, is one of the managerial functions like planning,
organizing, staffing and directing. It is an important function because it
helps to check the errors and to take the corrective action so that
deviation from standards are minimized and stated goals of the
organization are achieved in a desired manner.
7. The Organizational Control Process
The control process involves carefully collecting information about a system,
process, person, or group of people in order to make necessary decisions
about each.
Managers set up control systems that consist of four key steps: Establish
standards to measure performance
8. TYPES OF CLASSROOM MANAGEMENT
TECHNIQUE
Teachers who can draw on a range of responses when dealing with common
classroom misbehaviors are more likely to keep those students in the
classroom, resulting in fewer disruptions to instruction, enhanced teacher
authority, and better learning outcomes for struggling students (Sprick,
Borgmeier, &Nolet, 2002).
A good organizing tool for teachers is to create a classroom menu that
outlines a range of response options for behavior management and discipline.
Teachers are able to assert positive classroom control when they apply such a
behavior management menu consistently and flexibly-choosing disciplinary
responses that match each student's presenting concerns (Marzano, Marzano,
& Pickering, 2003).
9. Behavioral Reminder
Teachers need to make sure that when having students practice, there is a
clear link between concept and action.
Students must be able to relate what they are doing to what they are
learning. Similarly, drills are not effective when students are not prepared
enough; they will not be able to maintain a pace if they are still unclear
about a concept.
A behavioral reminder is a brief, neutral prompt to help the student to
remember and follow classroom behavioral expectations (Simonsen,
Fairbanks, Briesch, Myers &Sugai, 2008).
When to Use: This strategy is used when the student appears to be distracted
or otherwise requires a simple reminder of expected behaviors.
10. Cont…
Examples: Here are examples of behavioral reminders:
The teacher makes eye contact with the student who is misbehaving and
points to a classroom rules chart.
The teacher approaches the off-task student to remind him/her of the
specific academic task the student should be doing
11. Academic Adjustment
An academic adjustment is a change made to the student's academic task(s)
to improve behaviors.
Such changes could include the amount of work assigned, provision of support
to the student during the work, giving additional time to complete the work,
etc. (Kern, Bambara &Fogt, 2002).
When to Use: Academic adjustments can be useful when the teacher judges
that the student's problem behaviors are triggered or exacerbated by the
required academic task(s).
12. Environmental Adjustment
An environmental adjustment is a change made to some aspect of the
student's environment to improve behaviors (Kern & Clemens, 2007).
When to Use: This strategy is used when the teacher judges that an
environmental element (e.g., distracting activities, proximity of another
student) is contributing to the student's problem behavior.
Examples: Here are examples of environmental adjustments:
The teacher moves the student's seat away from distracting peers
13. Warning
A warning is a teacher statement informing the student that continued
misbehavior will be followed by a specific disciplinary consequence
(Simonsen, Fairbanks, Briesch, Myers &Sugai, 2008).
When to Use: A warning is appropriate when the teacher judges
(a) that the student has control over his or her behavior and
(b) that a pointed reminder of impending behavioral consequences may
improve the student's behavior
14. Time out
Time-out (from reinforcement) is a brief removal of the student from the
setting due to problematic behaviors (Yell, 1994).
When to Use: Time-out from reinforcement can be effective in situations
when the student would prefer to be in the classroom setting rather than in
the time-out setting.
Time-out sessions should typically be brief (e.g., 3-10 minutes). Because
time-out is a punishment procedure, the teacher should first ensure that
appropriate, less intrusive efforts to improve student behavior (e.g., behavior
reminders, warnings, elimination of behavioral triggers) have been attempted
before using it.
15. Response Cost
Response cost is the taking away of privileges or other valued elements ('cost')
in response to student misbehavior (DuPaul& Stoner, 2002)
When to Use: Response cost can be an effective response to misbehavior,
provided that the student actually values the privilege or element being taken
away.
Because response cost is a punishment procedure, the teacher should first
ensure that appropriate, less intrusive efforts to improve student behavior
(e.g., behavior reminders, warnings, elimination of behavioral triggers) have
been attempted before using it.
16. Behavior Conference
A behavior conference is a brief meeting between teacher and student to
discuss the student's problem behavior(s) (Fields, 2004). While the structure
and content of a behavior conference will vary based on circumstances, it will
typically include some or all of the following elements:
Description of the problem behavior. The teacher describes the student's
behavior and explains why it is presenting a problem in the classroom.
Open-ended questions and student input. The teacher asks open-ended
questions to fully understand what factors are contributing to the problem
behavior.
17. Cont…
Problem-solving. Teacher and student discuss solutions to the problem
behavior and agree to a plan.
Disciplinary reminder. If appropriate, the teacher concludes the conference
by informing the student of the disciplinary consequence that will occur if the
problem behavior continues.
18. Defusing Techniques
Defusing techniques are any teacher actions taken to calm a student or
otherwise defuse a situation with the potential for confrontation or
emotional escalation (Daly &Sterba, 2011).
When to Use: When the teacher judges that the student's negative
emotions are a significant contributor to the problem behaviors, defusing
techniques are appropriate to stabilize the situation.
19. CLASSROOM CLIMATE
Ambrose, Bridges, DiPietro, Lovett & Norman. (2010)define classroom climate
as ―the intellectual, social, emotional, and physical environments in which
our students learn.
Climate is determined by a constellation of interacting factors that include
faculty-student interaction, the tone instructors set, instances of stereotyping
or tokenism, the course demographics (for example, relative size of racial and
other social groups enrolled in the course), student-student interaction, and
the range of perspectives represented in the course content and materials.
20. ORGANIZATIONAL ASPECT OF MANAGEMENT
Organizational management is a common management style for modern small
businesses.
Planning
Organization
Leadership
Resource Control
21. CLASSROOM MANAGEMENT
Effective teachers create focused and nurturing classrooms that result in
increased student learning (Marzano et al., 2003; Shellard&Protheroe, 2000).
These teachers teach and rehearse rules and procedures with students,
anticipate students' needs, possess a plan to orient new students, and offer
clear instructions to students (McLeod et al., 2003; Emmer et al., 1980).
Rules
Routines
22. Some general tips for classroom control
Love the Students
Assume the Best in the Students
Have a Plan
