MODULE 4: DEVELOPING

CLASSROOM MANAGEMENT
SKILLS

Dr Kimaro, A.
SoED Building, Office No. 120
Classroom management

 What is a classroom?
 What is classroom management?
 What characterize well managed classes?
 What characterize schools with behaving and
performing students?
 What are misbehaviors in the classroom context?
 Cont…
 What is classroom management?
 is broader than the notion of student discipline
 Is a process of establishing and maintaining effective
learning environments
 Is about creating environments for each students to feel
safe, comfortable, and to maximize learning of
academic and social skills
 Involve a range of counseling and behavioral methods
involving students in examining and correcting their
inappropriate behaviors
Cont…
 Classroom management is not only a collection of
tricks and reactions to behavior
 Classroom management should do more than
eliciting predictable obedience
 It should be a vehicle for enhancing students self-
understanding, self-evaluation and self-control
 Should enhance students sense of ownership,
responsibility, and sense of personal efficacy on their
own learning
 Cont…
 What characterize schools with behaving and performing
students?
 Goals: a strong emphasis on the academic mission of the
school
 Rules: clear disciplinary standards that are firmly, fairly,
and consistently enforced
 Climate: an ‘ethic of caring’ that guides interpersonal
relationships in the school
 Meeting students’ personal needs within the school
community
 Incorporate democratic principles in their school
Cont…
 Develop individualized behavior support plans for
students who present ongoing misbehaviors

 Modify curriculum and instructions for students

who experience academic difficulties

 School staff have a unified mission and work

collaboratively to support one-another in reaching
clear goals
 What are misbehaviors?
 Traditionally misbehavior has been equated to (treated
as) non-compliance to teacher’s requests
 Misbehavior in the classroom extends beyond
disruptive nature of the behavior to the impairment of
academic achievement and safety of the students

 A student behavior is labeled problematic when;

 It disturbs or disrupt the individuals in the environment
 It has an academic or social effects on the misbehavior
and others
 Cont…
 It may lead to injury to the misbehavior or other
students
 It is against adult expectations (not ethical)

 Questions
o Explain why do students may intentionally misbehave
in the classroom?

o What are the differences between classroom

misbehaviors and misbehaviors in the adult society?
Cont…
 Key issues to consider when examining a behavior
problem in the classroom
 Recognize what or who is the focus of the problem
 Understand how the environment around the
student contribute to the problem
 Understand how the problem impact the
environment
Categories of misbehaviors
 Primary Vs Secondary misbehavior

 Individual Vs Group misbehavior

 Misbehaviors can also be divided into minor,

serious, and chronic misbehaviors
categories…
 Minor misbehaviors include;
 Note passing
 Being noisy
 Not paying attention
 Arriving late
 Hindering others
 Restlessness
 Not getting on with work required
 Cont…
 More serious misbehaviors include;
 Verbal aggression
 Bad language
 Disobedience
 Refusal to accept authority
 Physical destructiveness
o They are likely to occur when the minor misbehaviors
are allowed to become common
o Also develop when students are reacting against
personal and academic difficulties
 Cont…
 Chronic problems include;
 Alcohol abuse
 Drugs abuse
 Harassment
 Bullying
o May not be stopped by using a short teacher
intervention
o Requires school cooperation as well as home support
for deterring them
Sources (causes) of misbehaviours
 Instructional sources such as;
 Lack of a variety of instructional techniques
 Inadequately communicated goals and objectives
 Students’ lack of prerequisite skills
 Bad pacing of instructions
 Motivational issues such;
 lack of self-esteem
 Negative students attitudes
 Teacher attitudes
Cont…
 Procedural sources such as;
 Unclear assignments
 Lack of a systematic routine for procedural
activities
 Teacher’s Failure to plan discussions groups in
advance
 Teacher not having the necessary materials in the
classroom
 Shortage of resources in the classroom
Cont…
 Emotional difficulties
 Lack of negative consequences
 Discipline
 The preservation of order and the maintenance of
control
 The order that is necessary in the classroom for pupils
learning to occur effectively
 The associated types include;
 Reactive discipline
 Proactive discipline
 Assertive discipline
 Forced discipline
 Self-discipline
Questions
1.What is the difference between classroom
management and classroom control?

2. Differentiate proactive discipline from reactive

discipline

3. Explain how do teacher’s language use may

promote secondary misbehaviors from students.
Preventive classroom management
 Emerged largely in the 1970’s

 Emphasis is not on what teachers should do in

response to students’ misconducts

 It emphasizes on how teachers should prevent or

how teachers contribute to unproductive behaviors
to students
Cont…
 Focuses on at least three sets of teacher behaviors
that influence students’ behavior and learning
which are;
 Teacher’s skills in organizing and managing
classroom activities
 Teacher’s skills in presenting instructional
materials
 Teacher-student relationships
Cont…
 Instructional skills for preventing misbehavior
o They encompass effective beginnings, attention
maintenance, and ending lessons. They include;
 Develop clear instructional goals
 Share instructional goals with students
 Monitor students’ progress
 Incorporate a wide range of instructional strategies
 Matching instruction to students’ readiness,
interests and learning styles
Cont…
 Pacing instructions appropriately
 Setting tasks with appropriate challenge

 Managing transitions between activities

Question
1. What is lesson management?
2. Explain any factors teachers should consider for
effective lesson management
3. Describe teacher practices essential for
maintaining students’ on-task behavior in the
lesson.
 Classroom rules and procedures
 Rules are behavior standards, behavior expectations
or norms in a particular classroom situation
 Rules may vary from teacher to teacher or class to
class
 They should be framed within school regulations or
policy
 The purpose of a rule is to give a formal, recognized
and public protection of one’s rights, highlight and
encourage responsibility
 Rules..
 Basics for formulating rules;
 Develop rules that focus on the core rights: a safe
place and safe behavior
 Express the rule behaviorally and positively where
possible
 Use inclusive language in framing the rules; e.g., “in
our classroom we….”
 Discuss the rules with students
 Obtain a commitment for obeying the rules
 Publish the rules on classroom poster
 Preventive…
 Conducive classroom atmosphere
 A large number of classroom problems can be
prevented by creating positive, safe classroom
environments

 These are environments that meet basic psychological

and academic needs

 Environments where learners perceive their relationship

with peers and teachers to be positive and supportive
Preventive…
 They also involve environments where learners feel
happy and excited about learning
 It include classrooms where love and trust prevails
 Creating conducive classroom atmosphere involves
creating;

 a positive teacher-student relationship

 Positive students-students relationships
 Preventive…
 a positive teacher-students relationship involves;
Being friendly with students
Showing personal interests in supporting students with
demands for solid academic and social problems
Establishing a caring relationship with students
Not being rigid, threatening and punitive
Making learning fun
Being democratic in classroom decision making
Being fair to the students
 Cont…
 Techniques for communicating caring and support
Get to know your students
Arranging individual conferences with students
Demonstrating interests in students’ special activities

Joining students’ in-school and community events

Communicating high expectation to your students
Sharing responsibilities with students
Cont…
 Students-students relationships
 Students caring about each other and their
properties
 Feeling valued, cared for, and supported by others
in the class
 Positive peer relationship promote attachment to
the group
 It also promotes commitment to group norms and
values
Preventive…
 Classroom organization
Classroom layout
Decorations and wall displays
Sitting plan (classroom composition)
Classroom cleaning
Classroom routines
Cont…
Classroom layout
 Include seating arrangement and storage places
 Should facilitate movements, and visibility
 Should be functional to purpose intended
 Common types of seating arrangement include;
o Rows seating
o Group seating (modular, or table seating)
o The seminar seating (U-shaped or horse shoe)
o Lecture mode
Preventive..
Questions
1. Describe four types of classroom seating
arrangements pointing advantages and
disadvantages of each.
2. What roles do classroom decorations and displays
play in classroom management?
3. Explain key factors to put into account when
planning for a seating arrangement
4. What is a sitting plan? What are the considerations
when assigning students seats.
Reactive classroom management
 ..\Desktop\CT 100 Module 4 .ppt
Questions
 Explain any five social factors outside school that
may negatively impact students’ behavior

 What are the key skills demonstrated by teachers

who are defined as being effective classroom
managers

 Describe any five teacher behaviors that may

negatively impact students behavior in the
classroom