Management of Classroom

Activities
LESSON 3
To promote an effective learning environment, teachers should
be able to manage the physical structure of the classrooms and
activities well.

• This lesson explores classroom management as a key to

effective teaching.
The objectives of this lessons are the following:

1. Observe how teachers manage classroom

structure and activities;
2. Determine how the classroom structure and
activities affect the students’ participation; and
3. Learn how to effectively manage classroom
structure and activities.
 Education Theory

According to Robert
Sommer (1977), the
classroom layout depends
on the teacher’s
philosophy, objectives,
activities, and priorities.
Teachers who believe that children learn
best by listening usually arrange desks and
chairs in rows and columns.
On the other hand, teachers who believe
that students should collaborate and
communicate arrange desks and tables in
clusters.
Aside from the teacher’s philosophy, learning activities
also affect how the physical space is set up. If the activity
requires students to work together, then there should be
areas where they can work as a group.
However, if students need to do their work individually,
then the chairs and tables should be arranged in rows and
columns (Fernandes et al. 2011).
Priorities and objectives also dictates how a
class is structured. Gremmen, et al(2016)Identify
academic and classroom management as top
considerations when determining the appropriate
class layout.
Teachers most often arrange the physical structure to
address the best way students can learn. Thus, the
best way for teachers to determine the ideal
classroom setup is to look into the activities that
the students are engaged in.
Finally, the classroom setup
should also account for behavior
management. Students who need
special attention should be
strategically placed in front so
that they can be attended to
immediately (Earp 2017).
Support for Learner
Participation
Lesson 4
Encouraging students to partake in class discussions
and class activities is one of the challenges
encountered by teachers.
This lesson shares strategies for increasing student
participation in class. The objectives of this lesson
are as follows:

1. Observe strategies implemented by teachers to

encourage students to participate in class; and
2. Discover how the learning environment in class
can increase student participation.
 Education Theory

▪ There are various ways to

improve student
participation in class
discussions and activities.
First, the teacher needs the students to understand that
participation is a collective undertaking of the class
and that their contribution can help in the learning
process (Hollander 2002).
If the students are given the opportunity to share what
they know and show what they can do, and if they
are recognized for their efforts, they will realize that
their contributions matter.
▪ Likewise, teachers should also make sure that the
learning environment is conducive to participation.
▪ The physical setup should make it easy for students to
communicate with the teacher and their classmates.
▪ Various ways of arranging the classroom layout should
be explored to make sure that students are facing not
only the teacher but also their classmates.
▪ The teacher should also make it a point to move
around the room.
▪ This will not only give the students more opportunities to
interact with the teacher , but it will also encourage
students to interact with one another.
▪ The tendency of students when the teacher is in front of
the room is to direct their questions and answers to the
teacher.
▪ It is important that the teacher gives the students the
opportunity to ask or even converse with each other
(Hollander 2002)
Lastly, the teacher should explore various teaching
strategies to ensure that all the students can
participate actively.
•The teacher should make sure that the students
can answer or discuss the lesson after a concept
is introduced.
•By anticipating this, the students are more likely
to be attentive. The teacher can also engage the
students in other non threatening activities
involving small groups, pairs or triads.
▪ These will allow students who are not confident
talking in front of the whole class to participate
(Hollander 2002).
THAT’S ALL