THINK ABOUT IT.

If a doctor, lawyer, or dentist had 40 people in his

office at one time, all of whom had different needs,
and some of whom didn’t want to be there and were
causing trouble, and the doctor, lawyer or dentist,
without assistance, had to treat them all with
professional excellence for nine months, then he
might have some conception of the classroom
teacher’s job. -Donald D. Quinn (The importance of
teaching, 2004).
 OUTLINE

 Definitions of CM
 CM misconceptions

 Types of management

 What do we need to manage?

 Methods of classroom management.

 causes of failure.
 COMPLETE IT

 Classroom management is a process that…

 Classroom management includes…

 Classroom management is the management of

…
THE KEY TO CLASSROOM MANAGEMENT
 DEFINITIONS
“a well-planned set of procedures and routinesfor
avoiding problems, and having a plan in place
for when misbehavior does occur” (Rawlings, Bolton &
Notar, 2017, p. 399).

One idea agreed upon is that CM encompasses how

teachers deal with multiple issues inside the
classroom simultaneously: from keeping
learners on task, to changing the physical
environment of the classroom to foster learning, to
handling misbehaving learners, to deciding how to
transition into the next activity, all while working
with content and assessment. (Brown, 2007; Harmer, 2007;
Scrivener, 2011; Ur, 2012).
CM MISCONCEPTIONS

 • The best-managed classroom is one in which the

teacher (instead of the student) is in control of
learning.
 • The quietest classrooms are the best managed.
 • The goal of classroom management is peace and
discipline.
 • Classroom management relies on threats and
punishment.
 • Classrooms are homogeneous.
 • Each class has fixed content that must be
taught.
 • The same content must be taught to all the
students in one class.
 KEEP IT IN MIND
Just as the goal of managing a business is profit maximization,
the goal of managing a classroom is learning maximization. A
classroom may appear to be operating effectively and in an
organized manner, but if all the students are not engaged in
learning, this classroom is not well managed. In contrast, a
classroom might appear to be chaotic, with noise and activity that
make it difficult for the outside observer to tell what is going on.
However, if all the students are actively engaged in learning and
can name what they are doing to learn, the classroom is probably
well managed. Classroom management involves decisions
about what to teach and how to teach it. This is not simple.
Every classroom has diverse learners. In order to reach every
learner at their level, the teacher has to differentiate instruction.
Classroom management also involves rules, procedures, routines,
timetables, and managing the physical and social environments.
It also involves setting a protocol for acceptable behaviour and
communicating effectively so that students are clear about what
is expected of them.
TYPES OF MANAGEMENT STYLES.

 AUTHOCRATIC
 DEMOCRATIC

 CONSULTATIVE

 LAISSEZ FAIRE/ HANDS OFF

WHAT DO TEACHERS MANAGE?
Feelings and emotions
Time
Activities
Sitting
Behavior
Learning
Materiel
Instructions
Body language
T.T.T and voice projection.
Human relations.
METHODS OF CLASSROOM MANAGEMENT.

 Learning theories can be divided into the following

broad, simplified categories:
 Behaviourism: Behaviourists believe that
behaviours are learnt as a response to stimuli in the
environment. (Behaviourism is also called the
stimulus-response theory). Behaviourists believe that
humans (as well as animals) will repeat acts that lead
to favourable outcomes and stop acts that lead to
unfavourable outcomes. A behaviour that is rewarded
is repeated and eventually becomes a learnt habit.
Similarly, a behaviour that is punished is unlearnt.
Behaviourists measure human learning by studying
behaviours that are measurable and observable –
unlike thinking, which is internal, invisible, and
therefore, difficult to observe or measure.
 Cognitivism: Cognitivists challenge
behaviourist theory. They assert that human
learning cannot always be measured through
behaviours – learning is invisible; it occurs in the
mind and does not always translate into
observable action. They emphasize the role of
memory and prior knowledge in the
comprehension or construction of new knowledge
(e.g. using analogy or example to teach new
concepts). Cognitivists are interested in mental
structures – in how humans store, integrate, and
retrieve information. One attempt to explain this
is the ‘schema theory’, where a schema is an
organized pattern of thought.
 Constructivism: This theory suggests that
humans build their own unique knowledge and
understanding of the world. When a child
experiences and interacts with an environment,
then this allows the child to build an
understanding about the elements of this
environment.