Classroom Management:

Once a teacher loses control of their classroom, it

becomes increasingly more difficult for them to
regain that control-Moskowitz & Hayman
(1976)
Ineffective teachers discipline their classrooms
with consequences and punishments, whereas
effective teachers manage with procedures and
routines – Wong, H.K. (2006)
The very first day, the very first minute, the very
first second of college, teachers should begin to
structure and organize their classrooms, to
establish procedures and routines.-Wong H.K.
(2004)
 PURPOSES OF CLASSROOM MANAGEMENT:

To ensure that classroom teaching run smoothly

despite the disruptive behaviour shown by some
students.
To intimate the students what is expected from
them
To maximize the time of academic learning
To prevent or minimize disruptive behaviour
shown by students.
To provide an environment to the students this is
conducive to learning
To exploit the maximum time for teaching
learning activities.
 PRINCIPLES OF CLASSROOM MANAGEMENT:

According to Brophy (1983), there are three

general principles for good classroom
management:
Willingness of the teacher to accept responsibility for
classroom control.
Long-term, solution-oriented approaches to problems
rather than short-term, cease/control responses.
Check to see if symptomatic behaviour is caused by
underlying personal problems, e.g. , impulsivity, lack
of awareness, home problems, and sickness.