TSL 3093

Managing the Primary ESL classroom

TOPIC 1
INTRODUCTION TO CLASSROOM MANAGEMENT
WEEK 1/1

1.0 SYNOPSIS
Topic 1 focuses on Concept of Classroom
Management and the role of teachers and
pupils in effective classroom management.
It provides teachers with a brief description of
classroom management, the function and
nature of classrooms, the role of instruction
as a central classroom activity, and classroom
instructions and management practices. It
also looks at teacher and pupil responsibility,
accountability, expectation, and consistency in
effective classroom management.
TSL3093

1.1 LEARNING OUTCOMES

By the end of Topic 1, you will be able to:

outline the concept of classroom
management
identify the functions & nature of classroom
explain the role of teaching as a central
classroom activity
identify classroom instructions &
management practices

TSL3093

1.2

Framework of Topics

TSL3093

What is Classroom
Management???

TSL3093

1. The Concept of Classroom Management

As teachers it is your professional

responsibility to manage your classroom
effectively to provide meaningful and
fruitful learning experiences to your
pupils.

TSL3093

What strategies should you

possess to be effective and
efficient in your classroom?

TSL3093

Study the scenario below and suggest how you would

manage this class:

It is an English language lesson and Amin is

copying an exercise from the board while the
teacher walks around monitoring the pupils at
work. One of his classmates Samy, reaches
over and pokes his side. Startled, Amin jumps
from his seat and this results in his exercise
book getting scribbled. He pushes Samy and
a scuffle follows (adapted from Hardin, 2008).

TSL3093

An inexperienced teacher, in a
disordely, unsafe and hostile
classroom environment as above,
may not be able to provide
favourable instruction and learning
experiences to his pupils.

TSL3093

Research findings on classroom management and

instruction:
poor classroom management skills and disruptive
pupils were major reasons for teachers to perform
badly.
a safe and orderly classroom is essential for
academic success.
classroom management is the most important
variable for pupil achievement.
planning instructional strategies to facilitate learning
and using classroom management techniques
effectively is vital for effective instruction.

(Marzano and Marzano, 2003)

TSL3093

Teachers need to posses effectual classroom

management strategies to manage pupil
behaviour and at the same time be able to
create a safe, orderly and pupil-friendly
environment to execute instruction
productively (Manning and Bucher 2013).

Albert and Troutman (1986) emphasised that

the ability of teachers to provide a conducive
environment for learning by cooperatively
managing time, space, resources, and pupil
roles and behaviours is the essence of
classroom management.
TSL3093

Def. of Classroom Management

strategies to provide physical and

psychological safety in the classroom;

techniques for changing pupil
misbehaviours and instruction selfdiscipline;
methods of assuring an orderly progression
of events during the school day;
instructional techniques that contribute
to pupils positive behaviours.
Manning & Bucher (2013)
TSL3093

The goal of classroom management

includes not only a favourable climate
that fosters pupils learning but also
instructional and behaviour
modification techniques that inculcate
positive behaviour and self-discipline
among the pupils.

TSL3093

The fundamentals of effective classroom

management are the methods and strategies
used to:

provide a safe and conducive classroom

environment,
instil self-discipline and prevent
disruptive behaviours,
maintain an orderly development of
daily
activities,
implement instructions successfully.
TSL3093

A positive and productive learning

environment is the key to academic
success and making sure your pupils feel
they are in an environment that allows
them to achieve is of utmost importance.

It is teachers responsibility to control

the environment and interaction in his
classrooms so that time is not lost due to
desruptive behaviours.

TSL3093

Keeping pupils focused in order to get

the most out of their daily classroom
experiences is also an important factor
which can be successfully done through the
employment of different instructional
techniques.

Time lost to disruptive behaviour and the

inability to keep the pupils focused on
the core processes of learning can result in
low achievement.

TSL3093

In managing their classrooms and executing

instruction, teachers need to recognise options,
make decisions and take actions based on their
own attitudes, intentions, beliefs and values as
well as researched educational theories.

If teachers are unable to positively recognise

options, make decisions and take actions they
would be faced with a disorganised classroom.
Undeniably, having poor classroom
management skills would make teachers less
effective instructional leaders as it could be
difficult for them to conduct instruction and
learning in a chaotic environment.
TSL3093

To be an effective classroom manager

teachers need to observe positive
behaviours, take into consideration the
diverse nature of the classroom population
and make appropriate decisions to facilitate
and maximise pupils learning.

This includes planning and preparing

effectual instructional materials and
activities, setting rules and procedures for
classroom routines, as well as organizing
and decorating the classroom to create a
productive learning climate.
TSL3093

The Function and Nature of Classrooms

The classroom generally functions as a place

for the process of instruction and
learning to take place. For pupils to be fully
engaged in the instructional process, the
classroom climate has to be conducive to
their intellectual, social and emotional
needs.

It has to be a safe, friendly and

comfortable environment for them to
interact productively with the teachers and
among themselves.
TSL3093

ContThe Function and Nature of Classrooms

Steele (cited in Ellen, 2002), to be an ideal

place for maximizing instruction and
learning, the classroom has to provide

security and shelter,

opportunities for social contact,
symbolic identification, task
instrumentality and pleasure.

TSL3093

i. Security and Shelter

Although the classroom should be a
safe and comfortable place for
instruction and learning, it should not
give a feeling of being inviting and
soft.
The classroom set up should not allow
for any form of intrusion and
interference, and at the same time it
should not make available
opportunities for privacy.
TSL3093

ii. Social Contact

As for social contact, the furniture should be

arranged in such a way that it allows pupils to
communicate during classroom activities, be it pair
work or small group work.

Arranging the physical setting for instruction is a

logical starting point for classroom management
because it is a task that teachers face before school
begins.

Teachers will find it easier to plan other aspects of

classroom management once teachers know how the
physical features of the classroom will be organized.
TSL3093

iii. Symbolic Identification

The

walls of the classroom should be

a source of information for the
pupils at all times.
The walls should effectively
communicate information about
the pupils through their classwork
and teachers through the types of
information they post on them.
TSL3093

iii. Symbolic Identification

Posters

and charts created by the pupils

should be displayed on the walls as a
source of information and motivation
for the pupils.

There

should be a bulletin board on the

wall where teachers can rotate pictures
that reflect the time or subject matter
that goes with the instruction units so the
pupils can see real pictures of the time.
TSL3093

iii. Symbolic Identification

It

would be helpful to tell pupils what is

expected of them and how to succeed in
the class.

Daily

routines and procedures should be

implemented and posted. A weekly calendar of
assignments and due dates should also be
visible.

consistent use of these things will make pupils

familiar with them and achieve a sense of
security in the classroom.
TSL3093

iv. Task Instrumentality

The classroom materials that would be used by the

pupils should be made available on bookshelves in a
neat, orderly way and arranged accordingly by
topic and when it would be used.

Pathways should be visible and pupils should have

the ease to carry their books and place any unused
books in their desks or shelves at the back of the
classroom.

The seating arrangement should allow for ease

and clarity of viewing for all aspects of instructional
presentations.
TSL3093

v. Pleasure

To make it pleasurable for pupils to be in the

classroom, the environment should have a
pleasant and relaxing atmosphere.

The walls should not be brightly coloured as

that would be a source for distraction.

The furniture should be neatly organised

and the floors clean to promote a healthy
and comfortable learning environment.
TSL3093

v. Pleasure

To be effective, teachers need to create a

positive learning environment through
actions and deeds. The foundation of a
positive climate is positive interaction
between teachers and the pupils and
among the pupils.

A positive environment encourages pupils

to be excited about their school experience
and about learning.
TSL3093

The Role of Instruction as a Central Classroom

Activity

The fundamental purpose of classrooms is to

provide an environment for the process of

instruction and learning.

Instruction is the academic process of carrying

out activities that induce learning among
pupils.

Effective instruction activities can motivate

pupils to learn in ways that make a sustained,
substantial, and positive influence on how
they think, act, and feel.
TSL3093

Instruction activities in the classroom to

involve interaction between the teachers and
pupils as well as between pupils and pupils.

Through these interactions teachers not only

impart content knowledge and language
skills, but educate pupils on social skills,
relationships, self-discipline, values and
beliefs.

It is through instruction and learning activities

that pupils learn to communicate and
develop confidence and self-esteem.
TSL3093

 The

role of instruction as a central

classroom activity is to positively

develop pupils and equip

them with the knowledge
and skills to be able to adjust
themselves to society and the
environment.
( In real-life situations)
TSL3093

Classroom Instruction and Management

Practices

Instruction and classroom

management are not two separate
entities (Manning & Bucher, 2013).
A classroom that is well managed can
act as a suitable setting for effective
instruction and a well planned lesson
which engages pupils in purposeful
and meaningful tasks will support
good behaviours in the classroom.
TSL3093

Classroom Instruction and Management

Practices
Poor

classroom management will

not be supportive toward instruction
even though a wide range of effective
instruction strategies are used.

Similarly,

instruction with weak

strategies may not work as expected
even if the classroom is effectively
managed.
TSL3093

i. Effective Classroom Instructions

The primary role of teachers is to plan and deliver
instructions effectively and efficiently by:
selecting

appropriate teaching materials

and suitable activities to facilitate pupil
learning;

making

effective use of classroom

management techniques to ensure a
conducive environment for learning
minimal disruptive behaviours.
TSL3093

Effective classroom instructions have:

a

wide array of instructional

strategies at your disposal;

to be skilful at identifying and

articulating the proper sequence and
pacing of your content; and being
highly skilled in classroom
management techniques.
TSL3093

ii. Instructional Strategies

Teachers need to employ instructional
strategies that make the most of class time and
keep pupils engaged. This involves:
considering pupils attention span when
planning instructional activities;
alternating teacher-centered activities such
as presentation and teacher modeling, and
pupil-centered activities like practice sheets
and independent reading; and
familiarising pupils with transition times
and procedures between activities like from
small group activities to whole group
instruction.
TSL3093

Teachers need to have a time limit for activities

so that they can be carried out successfully.

Excessively long or too short presentation

and independent activities will negatively
impact the overall effectiveness of the lesson
as well as hamper the pupils full
understanding of the concept being taught.

Group tasks or hands-on activities that

provide pupils with too much or too little
time to finish will hinder pupil learning.
TSL3093

If teachers are long-winded or the task takes

too long to complete, pupils may become
bored and tune out.

Too easy a task, will result in pupils finishing

before the allotted time, giving an opportunity
for mischief/misbehaviour

Teachers also need to prepare extra activities

for pupils who finish tasks early to keep them
actively engaged while the other pupils complete
the task.

TSL3093

 In

addition, focusing on effective

instructional strategies can prevent
academic and behaviour difficulties
and thereby facilitate increased pupil
achievement, especially among poor
and minority pupils who tend to lag
behind their more affluent peers.

TSL3093

Findings of researchers on effective instructional

strategies:

Effective teachers have higher rates of

positive pupil responses.

Pupils attending to academic tasks cannot

at the same time be engaged in disruptive,
off-task behaviour.

Effective instruction minimizes disruptive

behaviour through higher rates of academic
engagement.
(Espin, & Yell, 1994; Sutherland, Alder, &
Gunter, 2003 in Regina & Daniel, 2007).
TSL3093

Instruction that is effective in encouraging high rates of

academic engagement and on-task behaviour is
characterized by the following key features:
Appropriate level of instructional material or task

It is particularly important to provide pupils with planned,

sequential instruction, materials and tasks at their appropriate
instructional level. If information and materials are beyond
pupils current skill level it will frustrate them and they may
engage in behaviours that avoid engagement in the lesson
(Wehby, Symons, Canale, & Go, 1995 in Regina & Daniel 2007).

As a result, teachers may remove the instructional material or

task, or the offending pupils from the instructional
environment.

TSL3093

Too easy materials may result in pupils engaging

in inappropriate behaviours out of boredom and
lack of challenge. When pupils are provided with
materials of appropriate levels of instructional
difficulty, their on-task behaviour, task completion
and comprehension increases
(Gickling & Armstrong, 1978 in Regina & Daniel 2007).

Studies show that pupils who are actively engaged

and provided with frequent opportunities to respond
to academic tasks are less disruptive and
demonstrate improved academic skills (Sutherland
& Wehby, 2001 in Regina & Daniel 2007).

TSL3093

Effective instruction is even more critical for atrisk pupils who display poor academic and
social outcomes because they have fewer
academic skills and require increased
instruction in order to accelerate learning
(Donovan & Cross, 2002 in Regina & Daniel 2007).

As such, instruction has to be adjusted

appropriately (e.g. more opportunities for
practice and review, lower reading-level
texts, books on tape, or small-group
instruction) in order to increase successful
learning opportunities for them.
TSL3093

Feedback
Effective instruction provides feedback
for both the pupils and the teachers in
a variety of ways: through discussion,
in writing and non-verbally, but never
solely through testing.
Feedback serves to motivate both
pupils and teachers, promoting an
active learning situation.
TSL3093

Teachers personal qualities

Teachers personal qualities are also

important for effective instruction.

Having a mastery of the subject and the

enthusiasm to impart the knowledge are
paramount.

Other essential characteristics are being

approachable, accessible, a sense of
humour and having respect for the pupils.
TSL3093

Teachers personal qualities

Effective teachers are always willing to seize the

teachable moment. Teachers should take
advantage of a pupil's question or observation,
or some incident from real life and spin it into
their lesson.

Pulling all these together is genuine passion for

teaching which effective teachers show when
they enthusiastically and professionally engage
pupils in lessons to help them learn and retain
what is taught.
TSL3093

iii. Effective Classroom Management Practices

Although effective instruction can reduce

behaviour problems, it does not fully eliminate
them (Emmer & Stough, 2001 in Regina &
Daniel 2007).
The primary purpose of classroom
management is to gain control of the
classroom so that pupils time in the
classroom is optimised for learning.

TSL3093

According to Brophy, (1983 in Regina & Daniel 2007)

a good classroom manager adheres to three
principles:

be willing to accept responsibility for

classroom control;

advocate to long-term, solution-oriented

approaches to problems and abstain from
short-term, control responses; and

endeavour to discover underlying personal

problems (impulsivity, lack of awareness,
home problems, etc.) for symptomatic
behaviour.
TSL3093

Brophy also cited the following theoretical teacher

orientations:

the self-concept/personal adjustment orientated

teacher encourages discouraged pupils, builds selfesteem by arranging for and calling attention to
success and improving peer relationships;

the insight (cognitive) orientated teacher spends time

with problem pupils individually, getting to know them
personally, attempting to instruct and inform them;
and

the behaviouristic teacher offers incentives,

negotiates contracts, calls attention to and reinforces
desirable behaviour.
TSL3093

iv. Structuring the school and

classroom
environment

To structure a classroom so that it supports positive

pupil behaviour teachers need to have forethought and
planning. To be highly effective, teachers have to
structure the classroom environment so that it
decreases the likelihood of inappropriate pupil
behaviour, increases desirable pupil interactions, and
sets up pupils for success. Effective classroom
structuring requires attention to the following features:

Creating a physical arrangement that eases traffic flow,

minimizes distractions, and provides teachers with
good access to pupils in order to respond to their
questions and better control behaviour.
TSL3093

iv. Structuring the school and

classroom
environment
Making

efficient use of classroom time, including

transitions between various classroom activities.

Ensuring

that the nature and quality of pupil

interactions is positive by clearly communicating
appropriate behaviours for particular classroom
activities. For example, pupils may be expected
to interact with one another during cooperative
learning activities but not during independent
work at their seats.
(Paine et.al, 1983 in Carolyn and Weinstein 2006).

TSL3093

v. Rules and routines

The use of rules is a powerful, preventive component

of classroom organization and management plans.

Rules establish the behavioural context of the

classroom by specifying what behaviours are expected
of pupils, what behaviours will be reinforced, and the
consequences for inappropriate behaviour.

Rules stated or worded positively to describe the

expected behaviour, rather than what not to do, can
prevent problem behaviour easily (Colvin, Kameenui, &
Sugai, 1993; Kerr & Nelson, 2002 in Carolyn and
Weinstein, 2006

TSL3093

Guidelines for the construction of classroom rules

Rules should be kept to a minimum to allow

pupils to remember them.
Rules should contain language that is simple
and appropriate to the developmental level of
the pupils and classroom.
Rules should be positively stated.
Rules should be developed for various situations
or contexts as needed.
Rules should be consistent with the school wide
behaviour plan.
(Martella, Nelson, & Marchand-Martella, 2003)

TSL3093

After classroom rules and routines are

established, strategies to acknowledge and
encourage pupils appropriate use of these
rules and routines must be incorporated
into the classroom management plan. This
include:
specific, contingent praise;
a token economy system, in which pupils
earn rewards for behaviour; and
behaviour contracts

TSL3093

Introduction to classroom management

What

is classroom management?
The function and nature of
classrooms.
Discuss the role of teaching as a
central classroom activity.
Discuss classroom instructions &
management practices.
TSL3093

THE END

TSL3093