A BLUEPRINT FOR BETTER CLASSROOM MANAGEMENT By: Mooni Sookram, PhD. ‘Maintaining students’ discipline is one of the most persistent challenges teaches face and is also one of his/her most important tasks. An acceptable level of student-conduct is a fundamental prerequisite in the teaching-leaming situation. The main purpose of discipline is to provide conditions which facilitate leaming, to ensure the safety of both person and property and to develop desirable character traits and good citizenship, By completing the following questionnaire, you may become a better teacher, improve your students behaviour, make your pupils better learners, and may transform your classroom into an exciting and ‘stimulating environment, where you and your students car live and work peacefully, happily and productively. Always Sometimes Never 1, Do you have the day’s lessons and activities well planned and prepared at least ten minutes before the class starts? ARE YOU IN YOUR CLASSROOM, ready to welcome your students and to listen and talk to those bubbling with excitement? o 2. Do you start classes promptly? Always be on time. Apologize to your students if you are unavoidably late. Being late for class is a NO-NO for all teachers, o 3. Are you the first one in the classroom after each recess bell? Your presence sets the “disciplinary tone” for the ensuring periods. oO Oo 4. Do you spend a few minutes each day with students to share “exciting news” or personal experiences with the class? Wasting Time! Wrong. You are purging their minds and getting them attuned for the leaning tasks that follow. ey 5. Before you begin, do you get the attention of EVERYONE? Give instructions clearly one at a time and in a manner suited to the grade level of the pupils Strengthen listening skills. Do not get into the habit of repeating every direction. If you do, your students will, gt into the habit of “not listening for the first time”. oOo oO 6. Better discipline will prevail when learning experiences relate closely to the present INTERESTS and NEEDS of children who see the use of what they are learning. Jey bes/3 19920036Always ‘Sometimes Never c/s Bos 92006 10. ML 12, 1B. 14, 15, 16. 17. 18, Wealll have “good days and bad days”. Ifyou find that a child is not “himself/herself” at any time, do you find ‘out what is bothering hin/her, privately? You may be surprised! Show that you care, Ifa student had to leave schoo! carly because of ill heath or an accident, do you phone the parents FROM YOUR HOME the same evening to find out how he/she is doing? If some bebaviour occurs which you regard as mischief, is it checked the first time? Be consistent in behaviour acceptance/rejection. Students should be constantly SUPERVISED, even ‘when they're engaged in seat work. Are your students kept within the range of your attention at all times? Is talking kept to a minimum? Plan for students to do ‘work for a good part of the period. Keep your voice LOW, but CLEAR and DISTINCT. Do you have a sense of HUMOUR? Laugh with the class even with yourself. Do not go out of the way to be funny, and avoid laughter which makes fun of a student. Do you look directly at inattentive students and deal with them? A “frown”, “a raised eyebrow”, “a question”, of just “stop” for a few moments .. until he/she is with you and the class. Do you use VARIETY? It leads to better learning, sreater interest, anda liking for school. Settle students’ misdemeanours and once settled ‘consider the issue CLOSED. Do not bring it up again. Do you seek help when dealing with persistent offenders? Discuss their behaviour with the principal, colleagues, school counsellor, parents, and the school psychologist. Are you interested in all aspects of the students’ lives and discuss their extra-curricular activities? Do you know your students? Not only in the classroom, but in other parts of the school, the street, shopping centres .. wherever you may meet them? ‘Treat them as real people.