Summary

Classroom Managment
What is Classroom Managment?
Classroom Managmente is the way of organizing the resouses,
pupils and helpers so that the teaching and the learning can
process in an efficient and safe manner. Classroom management
can be explained as the actions and directions that teachers use to
create a successful learning environment; indeed, having a positive
impact on students achieving given learning requirements and
goals.
PRINCIPLES IN CLASSROOM MANAGEMENT
-Consistent, proactive discipline is the crux of effective classroom management.
“Prevention is better than cure”, so goes the adage. If we are proactive in our approach to
discipline we prevent unnecessary disciplinary problems from cropping up. We have not
to wait for disciplinary problems to erupt for us to take a move.
-Establish routines for all daily tasks and needs.  Routinized collection of assignments,
passing of papers, and preparation for experiments saves as a lot of time and effort. We
have not to explain or instruct our pupils/ students on how to pass papers, collect
assignments, prepare for experiments day in and day out because we have established the
routines for these everyday tasks. They have become habitual for each member of the
class.
-As classroom manager, be aware of all actions and activities in the classroom.  Our
heightened awareness of everything that is happening in our classroom puts our pupils
and students on their toes all the time. While our back faces them when we write on the
board, our “eyes on the back of our heads” will make our pupils and students feel that we
know what they are doing. This is what Kounin calls with-it-ness.
-Resolve minor inattention and disruption before they become major disruptions.  The
old adage “a stitch on time saves nine” aptly applies here. We have not to wait until our
class is out of control. Misdemeanor has a “ripple effect” if not checked early.
Conflagration begins with a spark.
-Reinforce positive behavior  Be generous with genuine praise. Some teachers are quite
stingy with praise. These are the teachers who think will become less when they praise
others. They have the so-called “subtraction mentality.” Other teachers are overgenerous
with their praise.
-Work out a physical arrangement of chairs that facilitates an interactive teaching-
learning process. There is no doubt that external environment affects us. The most
common arrangement of tables and chair in the classroom is one where the teachers’
table and chairs are in front and the student’s desk or chairs are arranged in rows facing
the teacher.

Classroom managment techniques

Time is of the essence in learning. How much students learn depends upon the amount of
time they spend in learning. The impact of time however on achievement is influenced
also by the quality of instruction and the learning tasks. No matter what amount of time is
spent, no learning takes place if there is poor instruction and poorly devised learning
tasks. It is observed that classes where students are occupied with learning activities,
where time is managed properly, learn more.
THERE ARE SOME RESEARCH-BASED EFFECTIVE TECHNIQUES TO MAKE WISE ALL OF
TIME:
-Orchestrate smooth classroom transitions. Remain involved with the students during
the entire class period allowing for no idle time. Use fillers, in case you finish the lesson
ahead of time. Examples of fillers are reciting a favorite stanza then letting others explain
the meaning or conducting a short contest about the lesson.
-Use a common place to keep materials such as scissors, school supplies. This saves time.
You have not to look for them when you need them.
-Prepare materials in advance and make clear and smooth transitions.
FOR QUALITY OUTPUT WITHIN AN ALLOTTED PERIOD, HERE ARE SOME SUGGESTIONS:
-Schedule all activities with corresponding time allotment way ahead of time. Early
preparations could avoid haste and confusion.  Provide enough time for everything you
expect to happen.  Avoid rushing since you know you have carefully allotted required
time for every activity. Quality may suffer.  Anticipate difficulties or failure of some
operations in order to be able to pursue alternative actions.
- Be flexible with time assignments. If students are observed to be so interested and
eager to continue working, allow a little more time for them to complete and achieve the
objectives with satisfaction.  Set the example by showing that you are time- conscious.
They will develop the same precision regarding time utilization. Cont…
- Discipline is controlled behavior. It constitutes the next important concern of teachers
as part of good management. No matter how well- managed a learning environment is,
students will occasionally misbehave. Teachers must be ready to deal with them with
utmost care and consideration.

CAUSES OF DISCIPLINARY PROBLEMS

-The classroom may not be conducive to learning if it is:
• overcrowded with more than the regular number of students to a class.
• With poor lighting facilities and inadequate ventilation.
• Furniture and storage cabinets disorderly positioned, making the collection and
retrieval of tools less efficient.
• Inappropriate seating arrangement such that distractions can easily occur .
• Near sources of noise which obstruct understanding of the lesson.
• Teacher’s poor management skills
• The teachers’ lack of adequate knowledge and skills in handling occurrences of
misbehavior likewise contribute to a trouble-prone setting.

WAYS OF DEALING WITH DISCIPLINE PROBLEMS :

• Use verbal reinforcers that encourage good behavior and discourage bad tendencias
• Use nonverbal gestures, frown or a hard look to dissuade them from mischiefs.
• Dialogues can help in discovering problems and agreeing on mutually beneficial
solutions
• Award merits for good behavior and demerits for inconsistencies and lapses.
• A private one-on- one brief conference can lead to a better understanding of mistakes
that need to be remedied or improved.
• Give students the free to express or explain agitated feelings and misgivings rather than
censure them right away.
• keeping a student in a “detention area” during or after classes as a penalty for
misbehavior is a waste of time and occasion for learning. The shameful experience is not
easy to forget.
• 4 Denying a student some privileges due to unnecessary hyperactivity can all the more
encourage repetitions.