Management issues in classroom

• Large number of students: difficult to control,

class disrupted by students
• Classroom environment: lack of light, air, other
facilities: problematic for students’ concentration
• Seating arrangement: difficult for group
work/classwork
• Diverse students’ need
• Lack of resources:
• Lack of monitoring by teacher

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 Classroom Management
• It is providing a safe, comfortable learning
environment
• It is effective discipline
• It is motivating your students; building your
students’ self esteem
• And . . .

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 . . . It is different for EVERYONE!! WHY?

• Teaching Styles
• Personality/Attitudes
• Student population
• Hence, not all management strategies are
effective for every teacher

• Try different strategies to see if they work for

you
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 On-Task/Off Task behavior
• Classroom Management aims to provide effective
learning opportunities for students on planned
activities – that is, on-task activities
• The more time students spend with on task
activities, the greater the learning. On the other
hand, time spent by students off-task activities
reduces the opportunities for learning
• If you have to spend time managing students’ off
task behavior, students will get less time for on-
task activities

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Disruptive and non-disruptive behavior
• Disruptive: students not only stay away but
also prevent others from on-task activities
• Non-disruptive: Students only stay away from
on-task activities

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 Environmental factors influencing classroom
behaviors
• Physical Factors
– Seating arrangement
– Noise levels
– Space for working and movement
– Ventilation, light, temperature
• Social factors
– Students work individually or in groups
– Students behavior towards each other
– Group sizes and composition
– Students’ concentration/on task behaviours
• Educational factors
– Teachers mode of instruction
– Teacher’s acceptance
– Types of educational task required
– The pattern of activities required
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 Keys to successful classroom management

• Your plan and preparation for engaging students

• A positive classroom environment; a positive
relationship with the students
• Conducting lesson effectively
• Students manage their own behavior

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 Proactive Classroom Management Tactics
• Classroom rules and procedures
– Establish clear rules/expectations at the very beginning
– Rules/expectations stated in the positive
– No more than 3 to 5 rules/expectations
– Review rules/expectations on a weekly basis
• Organizing a productive classroom
– All students can see instruction without having to strain
or engage in effort
– Students do not face traffic areas (distractibility)
– Problem students are not seated next to one another
– Easy to walk without disruption

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 (Mirror Neurons!)

• Neurons that fire when another person acts; thus,

the neuron "mirrors" the behavior of the other

• Students will treat us how we treat them (if we’re

mean-they’re mean; if we’re nice-they’re nice)
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 • Establishing positive relationships with all students in the
class
– Utilize a communication style that establishing non-
threatening, comfortable environment
– Positive verbal or non-verbal interactions with students
as they walk into the room
– Attention to individual students/ involving
everyone/Gender equity/students with diverse
background
– However, establish an environment in which achieving
specified learning goals takes priority over other
concerns

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 • Independent seatwork and transitions are managed well
– Have backup assignment/activity for those who finish early
– Peer-assisted assignment correcting
– Plan and prepare well
• Communicating competently with students
– Clear instruction on what to do
– Praise, encouraging feedback, empathy statements and
smiling
– Delivering effective reprimands or corrective statements
• Be concise, assertive
• Non-emotional
• Non-threatening, soft voice
– Don’t talk over student chatter
– Silence can be effective sometimes

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 • Teacher proximity
– Teacher movement throughout the classroom
increases academic engagement
– Proximity reduces challenging behaviors in
students
• “Teach like the floor is on fire” - Can’t stand in the
same spot for long before your feet get burnt
• Teach and model behavioral expectations and
prosocial skills
– Set aside time to teach prosocial skills for success
in the classroom: Sharing, listening, waiting
turns, question asking
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 • Visual schedule posted of daily activities
– Students know what to expect
– Students know when to expect which activities
– Students know how much time will be devoted
to each activity
– Students can better self-manage their behavior
and time
• Regaining control
– Silence
– Clapping
– Raise your hand if you hear me

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 Functions of Behavior
• Every behavior has a function
• Four primary reasons for disruptive behavior in the
classroom
– Power
– Revenge
– Attention
– Want to be left alone (i.e., disinterest or feelings of
inadequacy)

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 Preventive discipline
• With-it-ness: refers to a teacher’s awareness
of what is going on in the classroom/having
eyes in the back of his/her head
– By scanning students constantly and not allowing
unsupervised events to start, a teacher can
prevent a lot of potential misbehavior from
occurring
• To plan for diversity, variety and versality in
your lessons

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 Supportive Discipline
• Minor misbehavior can be overcome without
being allowed to develop into a major issue
• Teacher isolate the problem and deal it
(communicate awareness to the student) with
the student concerned without making it a
whole class issue. (Figure 13.5)

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 Corrective discipline
• If misbehavior is occurred regularly by one or
a group of students, corrective discipline is
needed.
• Usually necessary to name the student,
identify the misbehavior and indicate what
behavior is needed

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