Meeting 2

Analyzing Classroom Organization

Introduction

By examining classroom organization teachers can

identify ways of avoiding pupil misbehaviour which
develops as a means of warding off inadequacy and
identify ways of improving encouragement and
momentum.

•Encouragement is an affirmation of belief in the

pupil’s potential and capacity to do better.
•Momentum is the intrinsic phenomenon which
keeps learners moving forward even when difficulties
are encountered.
Three related aspects of teaching are:
This analysis of classroom organisation involves
consideration of milieu, methods and material.
I. The milieu or classroom environment within
which relationships develop.
II. The methods by which teaching is delivered.
III. The material through which learning is
experienced.
I. The Milieu

Relationships
Broby and Good give examples of how teachers observed behaved
differently toward pupils of whom they have high or low
expectations; over-reactive, reactive, and proactive.
Over-reactive
Teachers tended to under-estimate what less able children could do
and they were inclined to give up easily with them. These teachers
spent much more of their time with high achievers who were
encouraged to dominate class discussion.
Reactive
Teachers were less likely to be inflexible or negative in their approach,
but were passive in their acceptance of low achievement rather than
active in trying to compensate for differences in ability. Through neglect
rather than rejection, less able pupils received less attention than
brighter pupils.
Proactive
Teacher were readier to take initiative in over-coming problems with
learning, making realistic judgements in planning individual
instruction and engaging low as well as high achievers in balanced
participation in discussion and other activities.
 Rules and Routines
Other elements in determining the state of the classroom environment
are rules and routines.
Rules define the boundaries for behaviour within a classroom. They are in
effect the formal statement of the teacher’s expectation about what
pupils may and may not to do.
It is important therefore to state clearly and precisely, what are the
boundaries of permissible.
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Routines regulate the flow of activities

within the classroom and they also help
reduce the complexities of learning to
more predictable sequence which help
pupil to plan work and anticipate
events.
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Well-planned routines establish a balance between the work agenda
and the social agenda ensuring that teaching takes place with a clear
purpose in a congenial atmosphere.
II. The Methods.
(by which teaching is delivered.)
Teaching methods must still be sufficiently flexible to cope with a range
of capacities for learning. This requires making decision about teaching
methods which imply different arrangements for class, group and
individual teaching and consequent consideration of classroom layout
and design.
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When a teacher is deciding on their method, they need to be flexible

and willing to adjust their style according to their students. Student
success in the classroom is largely based on effective teaching
methods.
III. The Material

Three questions about work prepared for any lesson are suggested
by Braine (1990)
Is the prepared work:
- relevant to all pupil need?
- Presented in a way which will interest all?
- Sufficient to fill the allocated time?
Quiz

1. Encouragement is an affirmation of belief in the pupil’s ... and ... to

do better.
A. Potential and knowledge
B. Capacity and potential
C. Capacity and skills
D. Knowledge and skills
E. Skills and potential
Quiz continues

2. Which one describes over-reactive teachers?

A. Neglecting low achievers
B. Give up easily with low achievers
C. Passive approach
D. Initiative approach
E. Making realistic judgements
Quiz continues

3. Boundaries for behaviour within a classroom is also called ....

A. Milieu
B. Procedures
C. Routines
D. Regulation
E. Rules
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4. Which one describes proactive teachers?
A. engaging low as well as high achievers
B. less likely to be negative in their approach
C. spent much more time with high achievers
D. spent much more with low achievers
E. Passive approach
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5. Which is NOT a characteristic of routines?
A. Help pupil to plan work and anticipate events
B. Establish a balance between the work and the social
agenda
C. The teacher’s expectation about what pupils may
and may not do
D. Regulate the flow of activities within the classroom
E. Help reduce the complexities of learning to more
predictable sequence