Classroom Management

Pre & Primary Students

 • "What if they don't listen to me?"
• "What if they don't do what they were
asked to?"
• Not being able to gauge the
Frequent student's attention
Thoughts of a • Student talking while teacher is talking.
• Not knowing the answer to the
Teacher student's questions
• Students calling out answers.
• Students not completing their work
 Encouraging

• students to develop self-control

Encouraging

• students to be accountable and self-responsible

Positive
Promoting
Classroom • student participation through well-ordered and controlled
Management learning experiences ·

Increasing

• student interaction through more active participation

Providing

• better use of teacher time in positive experiences, rather than in

disciplinary measures.
On / Off Task • Classroom management aims at providing effective

Behaviour learning opportunities for students on planned activities

– that is, on –task activities
• More time spent on on-task activities, learning will
be greater.
• If students spend time on off-task activities, it reduces
the opportunity to learn.
• If students spend too much time off-task, then the
teacher's management skills will be tested.
 Can be divided in disruptive or non-
disruptive categories.

Disruptive behaviour occurs when a

student interferes with other students
Off-Task during their assigned activities.

Behaviour These students not only fail to co-

operate with the teacher, but distract
others.

Also of concern are the non-disruptive,

off task students, who do not appear
to be motivated or concentrating.
Effective Classroom
Management
Techniques
 For example, the
blocks and other
Separate noisy
1. areas of the
classroom from the
quiet ones.
activities should be
on the opposite
side of the room

Education
from the reading
center.

and Fun If the ‘boundaries’

of each space are
“Difficult situations
occur less often

Space clear, it facilitates

the relationships in
the room, Cole
and can be
resolved more
quickly.”
says.
 the atmosphere you create by your tone
and demeanor.

2. Emanate trying to comfort the child and reassure

comfort and them that they are not alone is worth trying
when a student is upset
reassurance If you make yourself open to your students,
they might be able to communicate why
they are upset and help you solve the issue.
3. Give Little ones don’t always
know how to manage
their emotions or
encourages teachers to
offer children options of
song, art, movement in a

them tools communicate their

feelings.
quiet space set apart
from the group.

to express they should be allowed

their
Teachers can offer gentle
to manage their feelings
assistance if students do
either by waiting in the
not know how to
‘safe’ place until they are
manage their feelings,
able to participate, or by
with the goal of

feelings having their feelings and

being with the group
anyway.
continuing the flow of
the day.”
 several times throughout the day when
children are transitioning from one activity or
area of the room to another

4. Make a suggests using a countdown as part of your

plan for plan so children are ready to move on when
the time comes.
transition Announcing that you’re going to countdown
from 10 to one before moving on to the next
activity will help children feel prepared for
the transition.
 • There are times to put the plan aside when you
can tell it would be beneficial for your students.
• “One time I found that all my students had
abandoned my circle and had gotten interested
in playing under the table. So I got under the
5. Follow the table with them. That's where we continued
class.”
kids from • Whether it’s teaching under a table, moving
time to time free time around or focusing on something the
kids are particularly interested in that day, being
flexible and matching their natural interests can
make the day more interesting and exciting for
them.
 • Consistency is important for everyone, but
especially for children.
• If your preschoolers know their routine, they
begin to have an innate sense of
6. Refer to accountability to follow it.
the routine • Even something as simple as writing the
day’s schedule on the board or making
pictures to represent activities can help
children anticipate the routine and feel more
comfortable.
 • Dedicating spaces to auditory, visual
and social/emotional development
areas will help toddlers make
connections between their
7. Create experiences and the world around
them.
integrated • Focus on creating a space that is
'learning conducive to a child’s visual, auditory
and emotional development,”
environment' • Sand and water tables are popular as
well as a block or building center
8. Balance 'active & passive' activities

Certain activities will get

your students’ pumped up Finding a balance and
and giddy with excitement, switching between the
and others will help them two.
mellow and calm down.
9. Tackle
on-going
issues with
Creativity
 If they see you enjoying the
teaching process, think of how
much more likely they are to
enjoy the learning process.
10. Enjoy
your job! Approaching the day with
enthusiasm can lead to a positive
feedback loop that might just
make your day a little brighter.