 Identify classroom as a ‘happening place’

 Agree/disagree if it is a Complex place

 Acknowledge the nature of diversity in
classroom.
 Develop strategies to engage students
individually and in groups.
 Describe techniques to prevent disruptive
behavior
 Enlist interventions to cope with classroom
disruptions.
 Discuss strategies to manage learning and
teaching process in a diverse classroom.
 Identify different people/elements of the
classroom
 Discuss their roles and responsibilities
 Describe how today’s classrooms are
different from past.
 Shall we devise strategies to cope up with
problems?
 Or
 Think about the strategies to prevent such
events!
Be prepared: Good Planning ensures
50 % management done!

Every lesson needs:

 Set induction - in order to focus
pupils' attention on what you want
them to consider
 Closure - pupils need a chance to
recap on what they've learnt during
the lesson, and this may also be a
time for praise, and for looking
forward to the next lesson.
 Body language - are you standing stiff or do
you appear relaxed?
 Positioning - can everyone see you - are you
clearly ready to begin?
 Facial expression - do you look bored or
interested and involved?
 Tone of voice - is it dull and monotonous or
alive and enthusiastic?
 Eye contact - can you make eye contact while
you're talking?
 Gestures - do you use your hands to emphasize
a point?
 Voice control - projecting your voice without
shouting, starting firmly - possibly having to
compete with some pupil noise at first
 Set the rules after observing, listening to,
and assessing children.
◦ The rules are developed with the
students.
◦ The expectations are clear to all and
posted.
◦ Limit the number of rules to three to five.
◦ Make sure the rules appropriate for the
developmental level and cultural norms.
◦ Choose rewards and consequences
bravely and in accordance to the age
group and child’s attitude towards it.
 Questioning: open-ended/close-ended, low
level or high level, critical or evaluative.

 Gage Response: Individual, random

 Engage them through appreciation, positive

attitude and using ‘wait time’.
 Rules establishment
 Positive relationship
 Pairing
 Group Work through cooperative learning
1. Positive interdependence.
2. Individual and group accountability.
3. Interpersonal and small group skills.
4. Face-to-face promotive interaction.
5. Group processing.
 Assign responsibilities
For the problems like speaking out of turn,
leaving the seats with out permission, engage
in social talk while explanation is going on
needs, the following interventions can be
effective.
 Use nonverbal cues
 Keep the activity moving
 Move closer to the students.
 Redirect the behavior
 Give needed instruction.
 Directly and assertively tell the student to
stop.
 Give the student a choice.
 Withhold a privilege or desired activity
 Create a behavioral contract
 Isolate or remove students.
 Impose a penalty or detention
 Peer mediation
 Parent teacher conference
 Support from the principle or the
counselor
 Find a mentor
 Ignoring means:
to notice it
remember it
But not act on it immediately.
 Sarcasm
 Empty threats,
 Nagging and lecturing are detrimental
to teacher-pupil relations
 Avoid questioning about the incident.
Since your goal is to return the
misbehaving pupil to their work, an
investigation is pointless.
 If you feel the incident warrants it,
discuss it after class.
 Focusing the Cause
Try to find out the cause for specific disruptive behavior and often
when the cause is worked out, the behavior vanishes.

 Keep record
Maintain a discipline report for children engage in class
management problems, it is often helpful in acquiring an
understanding of the cause of behavior and its possible
intervention.

 Discuss
Discussion with the child about the problem, which will help him
to realize and modify his behavior.
Finally
 '... then we might be able to get away
from the idea that youngsters are
simply Plasticine creatures to be
moulded into sober and obedient
citizens. Meanwhile, let us relax a
little, remember that most kids have
something worthwhile to offer, and
that just occasionally it may be
worthwhile listening to their ideas
instead of talking to them all the
time.' (Turner 1973)