Guiding Principles in Classroom Management

• “Classroom
management is not teaching; it is a
necessary condition to teaching.”
As classroom managers, we manage
resources to facilitate learning, these
includes: the 3Ms

⫸ Moment

⫸ Materials

⫸ Man
 Principles in Classroom
Management
1. 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 avoid
unnecessary
disciplinary
problems from
cropping up.
2.Establish routines for
all daily tasks and
needs.
We have not 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.
Students already know what to do and under what
condition. Routine procedures give rise to orderly learning
environment and maximum and optimum use of precious
time.

Doyle says, “Routinization makes classroom activities less

susceptible to breakdowns and interruptions because
students know the normal sequence of events and what is
expected of them.” (Ornstein)
3. Orchestrate smooth transitions and continuity of
momentum throughout the day.
Smooth
transitions and
continuity of
momentum
throughout the
day ensure us
that every
instructional
moment is made
us wisely.
No unnecessary
null is created
that will breed
classroom
restlessness,
which is the
father of
disciplinary
problems.
4. Strike a balance between variety and challenge in
student’s activities.
A variety of student activities will ensure that
students’ multiple intelligences and variedlearning
styles are considered in the conduct of student
activities. Most of the time our activities fall
under linguistically intelligent group category.
Games that require word use, talking, and writing
will challenge linguistically intelligent studentsbut
bore math and logic.
5. As a 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.
• Ourvisibility in and outside the classroom may serve as
a deterrent in the outbreak of untoward students’
behavior. Research findings point that “effective
classroom management skills include the use of space
and proximity or movement around the classroom for
nearness to trouble spots and to encourage attention.”
(Stronge, 2002)
6. Resolve minor inattention and disruption before
they become major disruptions.
• “A stitch on time saves nine.”
We have not to
wait until our class
is out of control.
Misdemeanor has a
“riffle effect” if
not checked early.
We ought to
respond to
inappropriate
behavior promptly.