Learning Objectives

At the end of meeting, students are expected to able to:

1. describe the idea of classroom management;
2. identify the purpose of classroom management;
3. recognize some practical tips for an effective classroom management;
4. mention implications for teachers to manage teaching situations;
5. describe the role of teacher in the classroom.
WHAT IS ‘CLASSROOM MANAGEMENT?’

Classroom management involves teacher actions to create a learning environment that

encourages positive social interaction, active engagement in learning, and self-motivation. It also
refers to the wide variety of skills and techniques that teachers use to keep students organized,
orderly, focused, attentive, on task, and academically productive during a class.
Classroom management focuses on three major components: content management, conduct
management, and covenant management.

Content classroom management deals with the strategies and techniques used by teachers
to organize and deliver content in an effective and engaging manner, while maintaining discipline
in the classroom.
Conduct management refers to the strategies and techniques used to manage student
behavior in the classroom. It involves establishing clear expectations for behavior, enforcing rules
and consequences, and addressing conflicts and disruptions in a calm and constructive manner.
Covenant management, also known as community building, concerns about the strategies
and techniques used to foster a positive classroom culture and build strong relationships between
students and the teacher. It involves establishing a sense of shared responsibility and mutual
respect, encouraging collaboration and communication, and promoting empathy and
understanding among students.

THE PURPOSE OF CLASSROOM MANAGEMENT

The central aim of effective classroom management is to promote a classroom environment

conducive for effective and meaningful teaching and learning process. Consequently, teacher's
classroom management strategies should serve the following purposes for efficiency and
effectiveness in the attainment of the goals of the lesson:
1. Creating a safe and supportive learning environment: Teachers aim to create a classroom
environment where students feel comfortable, safe, and supported. This includes developing
positive relationships with students, providing regular feedback and encouragement, and
ensuring that classroom rules are fair and enforced consistently.

2. Encouraging positive behavior: Effective classroom management aims to promote positive

behavior among students. Teachers may use a variety of strategies, such as praise and rewards,
to reinforce positive behavior and discourage negative behavior.

3. Maximizing student engagement and learning: Classroom management techniques are

often designed to maximize student engagement and learning. Teachers may use strategies
such as active learning, group work, and differentiated instruction to keep students engaged
and meet their individual learning needs.

4. Fostering independence and responsibility: Through effective classroom management,

teachers aim to promote students' independence and responsibility. This includes encouraging
students to take ownership of their learning, develop self-discipline, and take responsibility
for their actions.

5. Minimizing disruptions and distractions: One of the primary aims of classroom

management is to minimize disruptions and distractions that can interfere with student
learning. Teachers aim to create a structured and organized learning environment that helps
students stay focused and on-task.

PRACTICAL INSTRUCTIONS FOR AN EFFECTIVE MANAGEMENT

CLASSROOM

Managing a classroom is an essential task for any teacher. It involves creating a positive
and structured learning environment where students feel safe, respected and engaged. Managing a
classroom requires a combination of preparation, organization, communication, and effective
teaching strategies.

Here are some practical instructions for managing a classroom:

1. Establish Clear Expectations

It's important to set clear expectations from the start of the school year or semester. This
can include rules for behavior, expectations for homework and assignments, and consequences
for breaking the rules. Students should be informed of these expectations and consequences in
writing, and they should be reviewed periodically throughout the year.
2. Build Positive Relationships
Building positive relationships with students are essential in creating a positive learning
environment. There are a few key ways to build relationships with students. First, it is essential
to get to know each student individually. Take the time to get to know your students by listening
to them, showing interest in their lives, and treating them with kindness. Once you have
established a relationship with each student, you must maintain that relationship by regularly
interacting with them. This can be done through small group work, one-on-one tutoring, or
simply speaking with them during class.

3. Use Positive Reinforcement

Instead of focusing solely on negative consequences for bad behavior, teachers should use
positive reinforcement to encourage positive behavior. This can include praise, rewards, and
recognition for good behavior. It will encourage your students to maintain those actions and
inspire others to follow.

4. Have a Clear and Concise Behavior Policy

It is important to proactively teach and reinforce desired behaviors to create a positive
classroom environment. Be clear about your expectations for student behavior, and provide
explicit instructions on what you expect. Praise students when they display desired behaviors.
When students exhibit negative behaviors, use constructive discipline strategies to correct and
teach the desired behavior. Be consistent in your application of rules and consequences. Finally,
provide opportunities for students to reflect on their behavior and make positive choices in the
future.

5. Keep Students Engaged

When planning and delivering instruction, engaging and motivating your students is
essential. Offer interesting and challenging activities that provide students with multiple ways
of learning. Start by clearly stating your objectives for the lesson and providing any background
information your students will need. Use a variety of instructional strategies and activities to
keep your students engaged. Ensure your instructions are clear and concise and provide plenty
of opportunities for your students to practice what they’re learning. Monitor student progress
and give feedback that is specific and meaningful.

6. Use Group Work

Encourage teamwork, collaboration, and communication by dividing students into groups.
It also promotes respect for others and socialization.
7. Address Conflicts
When conflicts arise between students, try to resolve them calmly and respectfully.
Encourage students to resolve problems on their own to promote cooperation and problem-
solving.

8. Be Flexible
Be willing to adjust your teaching strategies as needed to meet the needs of your students.
This will help you to adjust your instruction that best matches the learning style of your students.

9. Maintain Effective Communication

• With Students: When communicating with students, it is vital to be an active listener. Make
eye contact, use facial expressions and body language to show engagement, and restate
what the student has said to ensure understanding. Active listening will help to build strong
relationships, resolve conflicts, and promote learning.
• With parents or guardians: provide regular communication with parents or guardians. Keep
them informed about student progress and any challenges. This can include regular
progress reports, phone calls or emails, and parent-teacher conferences. It is also essential
to listen to feedback from parents and use it to improve your practice. This can be done by
holding parent-teacher conferences, sending home surveys, or simply asking parents for
their input. Be sure to communicate any changes you make to parents.
• Communication is a two-way process. Be sure to allow parents and students to ask
questions and share their thoughts. This will create an open and supportive environment
where everyone can feel comfortable communicating.

SOME IMPLICATIONS FOR TEACHERS TO MANAGE TEACHING

SITUATIONS

q We teach by smiles, not by frowns.

q We can change a student’s attitude about himself better by being positive, encouraging and
enthusiastic; by telling them that they are important, they do count, they can make it, and
they do have values.
q Students behave in terms of what seems to true, according to how they perceive the facts.
q Teach not only the subject matter but what it means to them.
q Results are achieved not by telling someone he is worthy, but through trust, listening and
establishing an atmosphere of mutual respect.
q A warm and accepting teacher promotes self-concept, motivation and learning in students.
ROLE OF THE TEACHER AS A MANAGER

q Like executives in other settings, are expected to provide leadership to students.

q Coordinate a variety of activities as they and students work interdependently to accomplish
academic and social goals of schooling.
q As a manager, is concerned with all the three phases of teaching namely, pre-teaching,
teaching and post-teaching.

CONCLUSION

Overall, effective classroom management requires a combination of clear expectations,

positive reinforcement, appropriate consequences, and good communication. By creating a
positive and supportive learning environment and helping students learn to regulate their own
behavior, teachers can help to promote academic achievement and create a positive school
experience for all students.
Teacher and student relationships are essential to ensuring a positive school/classroom
atmosphere. Classroom management discipline problems can be dealt with either on an individual
basis (between teacher and student) or by group problem solving (class meetings). As mutual trust
builds up between teacher and students, the latter are gradually released from teacher supervision
by becoming individually responsible. This is how both “teachers and students become co-
participants in the teaching-learning process, striving to make the most of themselves and their
collective experience".

REFERENCES

Burden, P. R. & Bryd, D. M. (2010). Methods for Effective Teaching: Meeting the Needs of All
Students. USA: Pearson Education, Inc.

Marzano, R. J., Gaddy, B. B., Foseid, M. C., & Marzano, J. S. (2005). A Handbook for Classroom
Management that Works. Alexandria, USA: Association for Supervision and Curriculum
Development (ASCD)