1. Classroom Management

2. Rationale
Good classroom management is a key factor in teachers’ professional life. It helps to maintain congenial and positive learning environment in the class. It also helps to set standard procedures and rules to carry out in day-to-day teaching effectively and smoothly. This subsequently helps the students to learn skills which they need in the adult world.

3. Classroom management makes you swim or sink!
Remember !
Classroom management makes you swim or sink!

4. Gardening and Knitting-an analogy !

5. Gardening:
Good teaching is like gardening. The most important part of the activity is preparation of the soil so that plants can grow.
Knitting:
If you don’t get the very first row right, later in the pattern, you have to go back, rip out all the yarn, and start over again…

6. What is Classroom Management?
“The actions taken by the teachers to create and maintain a learning environment conducive for successful instruction.”
Evertson & Weinstein
2006

7. What is your classroom management profile?
Activity 1.1

8. Authoritarian Style
The authoritarian teacher places firm limits and controls on the students. Students will often have assigned seats for the entire term. The desks are usually in straight rows and there are no deviations. Students must be in their seats at the beginning of class and they frequently remain there throughout the period. This teacher rarely gives hall passes or recognizes excused absences.

9. Authoritative Style
The authoritative teacher places limits and controls on the students but simultaneously encourages independence. This teacher often explains the reasons behind the rules and decisions. If a student is disruptive, the teacher offers a polite, but firm, reprimand. This teacher sometimes metes out discipline, but only after careful consideration of the circumstances.
The authoritative teacher is also open to considerable verbal interaction, including critical debates. The students know that they can interrupt the teacher if they have a relevant question or comment. This environment offers the students the opportunity to learn and practice communication skills.

10. Laissez-Faire Style
The laissez-faire teacher places few demand or controls on the students. "Do your own thing" describes this classroom. This teacher accepts the student's impulses and actions and is less likely to monitor the behavior.

11. Indifferent Style
The indifferent teacher is not very involved in the classroom. This teacher places few demands, if any, on the students and appears generally uninterested. The indifferent teacher just doesn't want to impose on the students. As such, he/she often feels that class preparation is not worth the effort. Things like field trips and special projects are out of the question. This teacher simply won't take the necessary preparation time. Sometimes, he/she will use the same materials, year after year.

12. Kids. You Just Can’t beat them. “Survival of the fittest
Kids ! You Just Can’t beat them! “Survival of the fittest!” When there is no organization, strong start dominating the weak.

13. Your Classroom Management starts before the first day of the school !
Be Proactive!

14. Activity 1.2 Make a list of things to do before school starts.
Room Environment
Find out about
Students Prep
Getting Organized
Procedures For

15. Components of Classroom Management
Good classroom management has three basic and necessary components:
Rules and Procedure
Consequences
Relationships

16. Rules & Procedures

17. Rules Facilitate best learning environment
Classroom rules should be set cooperatively. Establish a few general rules of classroom conduct.
Rules need to be established as a result of a meaningful classroom discussion.
Minimum rules with maximum consistency is the BEST guideline.
(Video)
The importance of establishing classroom rules during the first day and the first week can’t be emphasized enough.
If we treat classroom rules and standard procedures lightly and don’t understand their importance at the beginning of the year …

18. Procedures
Procedures are usually unwritten, but have been practiced enough so students know them. It helps students to know what to do when.
Procedures need to be clearly stated, modeled, and practiced until ALL the students know them and become automatic.
(Video)

19. Do not abide by the rules Negative Consequences Positive Consequences

20. Disciplinary Interventions
The most effective deterrent of inappropriate behavior is good instruction!
After that comes physical presence.
A friendly reminder.
A firm reminder – in private
“Go to the office!!!!” should not be the first response unless the offense is totally reprehensible, dangerous, thoroughly disruptive and against a hard and fast school rule.
Misbehavior is frequently a call for attention – ours or the other students’
If we focus on good behavior, the misbehavior often ceases.

21. Relationships Attentive to Student Needs High Level of Cooperation
Clear Purpose and Strong Guidance
Modeling
Effective Instruction
Teacher to Student Relationship
Positive relationships may just happen, but they can also be developed
Positive recognition and reinforcement develop positive behavior and build the relationship
Attentive to Student Needs
High Level of Cooperation

22. Case Study Activity 1.3 Pick a case from the basket
Read it and identify the reason of mismanagement
Discuss and suggest measures to improve the situation

23. Action/Strategies for good classroom Management
Use assertive body language
Use appropriate tone of voice
Persisting until the appropriate behavior occurs
Establishing clear learning goals
Providing flexible learning goals
Talking informally with students before, during and after class about their interests
Greeting students outside of school
Be innovative while setting your class
cont……

24. Allow and encourage ALL students to be part of classroom discussions
Provide appropriate “wait time.”
Emphasize right parts of wrong answers
Encourage collaboration
Restate or rephrase the question
Give hints or clues
Provide the answer and ask for elaboration
Use humor
Develop a set of written expectations you can live with and enforce.
cont…..

25. Be consistent. Be consistent. Be consistent.
Be patient with yourself and with your students.
Make parents your allies. Call early and often. Use the word "concerned."
When communicating a concern, be specific and descriptive.
Don't talk too much. Use the first 15 minutes of class for lectures or presentations, then get the kids working.
Break the class period into two or three different activities. Be sure each activity segues smoothly into the next.
Make eye contact by scanning the entire class while you speak.

26. What to do ………….?? Teacher, I’m Finished. Now What Do I Do?
Quiet Choices
Control the noise element
Class Volume Control
Clapping in Pattern
Make all the students attentive all the time
Wisdom Jar
Reduce tiredness
Brain Break

27. Reflection
How am I doing?
How do I know?
What am I going to do now?

28. “Never forget the power of one person to make a difference in the life of a child.”