CLASSROOM MANAGEMENT

PRESENTED TO:
DR UMMARA SEHAR
PRESENTED BY:
AMINA SALEEM(2019-1527)
 CONTENTS
 Classroom management
 Classroom management as a process
 Techniques
 Classroom management as time managem
 Systematic Approaches ent
 Common mistakes in classroom behavior
 The Good management
Behavior Game
 Discipline with Dig
nity
 Tools for teaching
 Positive Classrooms
 Assertive Discipline
 Discipline without
Stress ,Punishment
s
or Rewards

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 CLASSROOM MANAGEMENT

 It’s effective discipline

 Its being prepared for class
 It’s motivating your students
 Its providing a safe, comfortable learning environment
 It’s building your students’ self esteem
 It’s being creative and imaginative in daily lessons
  the actions and directions that teachers use to create a successful learning
environment
 Satisfaction and enjoyment in teaching are dependent upon leading
students to cooperate
 Classroom management issues are of highest concern for beginning
teachers
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 Techniques
 Corporal punishment or physical punishment is a

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punishment intended to cause physical pain to a person. 

 corporal punishment was widely used as a means of

controlling disruptive behavior but it is now no longer
fashionable

 Rote discipline also known as "lines," rote discipline is a

negative sanction used for behavior management. It
involves assigning a disorderly student sentences or the
classroom rules to write repeatedly. Among the many
types of classroom management approaches, it is very
commonly used.
 Behavior Prevention Program approach, teachers
identify their expectations and teach the appropriate
behaviors directly. Key instructional strategies include
modeling, providing practice, rewarding good behavior,
and having students self-monitor their progress.
 Systematic Approaches
It is a network of elements or parts different from each other but each one is special
in the sense that each performs a unique function for the life and effectiveness of
the instructional system
.The
“
Good Behavior Game
 The Good Behavior Game is an approach to the management of classrooms
behaviors that rewards children for displaying appropriate on-task behaviors
during instructional times.
 The Game entails the class earning access to a reward or losing a reward, given
that all members of the class engage in some type of behavior (or did not exceed
a certain amount of undesired behavior).
 The GBG can be used to increase desired behaviors (e.g., question asking) or to
decrease undesired behaviors (e.g., out of seat behavior)
 The GBG has been used with preschoolers as well as adolescents, however
most applications have been used with typically developing students
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 Discipline with Dignity
 Discipline with Dignity is one of the most widely practiced
behavior management philosophies in the world the program is
utilized in more than 12 different countries.
 Discipline with Dignity, provides an in-depth flexible approach
for effective school and classroom management.
 Dignity refer with the respect for life and for one self.
 leads to improved student behavior through responsible
thinking, cooperation, mutual respect, and shared decision-
making.

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Tools for teaching

￮ Boost student participation (Class Charts, 

Stick Pick)
￮ Attendance
￮ Track and manage behavior (ClassDojo)
￮ Monitor noise levels
￮ Smart teacher
￮ Keep kids on task (Time Timer)
￮ Encourage collaboration (Groupmaker)
￮ Organize workflow (Skaffl, Showbie)

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 Positive Classrooms
 positive classroom management as the result of four factors:

 how teachers regard their students (spiritual dimension)

 how they set up the classroom environment (physical dimension)
 how skillfully they teach content (instructional dimension)
 how well they address student behavior (managerial dimension).

 Assertive Discipline
 Assertive discipline is an obedience-based discipline approach to 
classroom management developed by Lee and Marlene Canter.
 It involves a high level of teacher control in the class.
 It is also called the "take-control" approach to teaching, as the teacher
controls their classroom in a firm but positive manner.

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Conte…..
 The approach maintains that teachers must establish rules and
directions that clearly define the limits of acceptable and
unacceptable student behavior, teach these rules and
directions
Assumptions of this approach include:
 Students will misbehave.
 Students must be forced to comply with rules.
 Teachers have needs, wants and feelings and the right to
teach without interruption by students misbehaving.
 Punishment will make students avoid breaking rules and 
positive reinforcement will encourage good behavior.

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Classroom management as a process

  Evertson and Weinstein characterize classroom

management as the actions taken to create an
environment that supports and facilitates
academic and social–emotional learning.
 Toward this goal, teachers must
 develop caring, supportive relationships with
and among students
 organize and implement instruction in ways that
optimize students’ access to learning
 use group management methods that encourage
students’ engagement in academic tasks
 promote the development of students’ social
skills and self–regulation use appropriate
interventions to assist students with behavior
problems. 10
 without Stress ,Punishments or Reward
s

  Discipline Without Stress, Punishments, or Rewards,

A Classroom Management System: Raise Responsibility is from
Dr. Marvin Marshall's book: Discipline without
Stress Punishments or Rewards. The overarching theme is
student ownership of their behavior, and the goal of intrinsic
motivation.
 The approach is designed to educate young people about the
value of internal motivation.
 The intention is to prompt and develop within youth a desire to
become responsible and self-disciplined and to put forth effort
to learn.
 The most significant characteristics of DWS are that it is totally
non coercive (but not permissive) and takes the opposite
approach to Skinnerian behaviorism that relies on external
sources for reinforcement.
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 use Classroom

management as time
management

The goal of classroom management is to not only

maintain order but to optimize student learning.

They divide class time into four overlapping

categories:
1-namely allocated time
2-instructional time
3-engaged time
4-academic learning time ecou

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 Academic learning time
Academic learning time occurs when students
1) participate actively
2) are successful in learning activities.
Effective classroom management maximizes academic
learning time.
Allocated time
Allocated time is the total time allotted for teaching, 
learning, routine classroom procedures, checking
attendance, and posting or delivering announcements.
Allocated time is also what appears on each student's
schedule, for example "Introductory Algebra: 9:50-10:30
a.m." or "Fine Arts 1:15-2:00 p.m."

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Engaged time
1-Engaged time is also called time on task.

2-During engaged time, students are participating actively in

learning activities—asking and responding to questions,
completing worksheets and exercises, preparing skits and
presentations, etc.

Instructional time

1-Instructional time is what remains after routine classroom

procedures are completed.

2-That is to say, instructional time is the time wherein

teaching and learning actually takes place.

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Cont.…
3-Teachers may spend two or three minutes taking attendance, for example,
before their instruction begins.
4- The time it takes for the teacher to do routine tasks can severely limit
classroom instruction.
5-Teachers must get a handle on classroom management to be effective.

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 Common mistakes in classroom
behavior management

1-Not Communicating Expectations Clearly. ...

2-Being Inconsistent. ...
3-Not Creating an Action Plan. ...
4-Waiting Too Long to Intervene. ...
5-Going Big Too Quickly. ...
6-Not Following Through. ...
7-Failing to Triage an Issue. ...
8-Not Establishing Relationships .

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