CLASSROOM

MANAGEMENT
UNIT IV
PRINCIPLES OF TEACHING
 Guiding Principles in Classroom
Management
"Classroom management is not teaching, it is a necessary condition to
teaching."
A common or sometimes the most common problem of the beginning
teachers face is poor classroom management.
The quotation states that classroom management is not yet teaching, yet it is
a pre-requisite to teaching. We cannot teach when our classes are inattentive,
worse when they are unruly. This is how critical classroom management is.
As classroom managers, we manage resources to facilitate learning. These
resources include the 3 Ms: Moment, Materials, and Man.
 Principles in Classroom Management
List of principles on classroom management backed up by research as cited by
James H. Stronge in his book “Qualities of Effective Teachers” (2002)
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 prevent unnecessary disciplinary problems from
cropping up. We have not to wait for disciplinary problems to erupt for us to
take a move.
To be consistent in our classroom management, we apply at all times
established rules and policies to all pupils/students regardless of creed,
color, economic status, academic standing in class. We do not say this and
do another. That will be a blow to our credibility.
2. Establish routines for all daily tasks and needs.
Routinized collection of assignments, passing of papers, and preparation for
experiments saves as a lot of time and effort. Students/pupils 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, p.96)
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 use of wisely. No unnecessary
lull is created that will breed classroom restlessness, which is the father of
disciplinary problems.
4. Strike a balance between variety and challenge in students' activities.
A variety of student activities will ensure that students' multiple intelligences and varied
learning styles are considered in the conduct of student activities. When boredom creeps
into the classroom, we have disciplinary problems in our hands.
An extremely easy learning task does not challenge our pupils and students. Neither does
an extremely difficult one. It is the golden mean between the extremes of easy and
difficult that will keep our pupils/students reasonably occupied.
5. As 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 times. 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 Koumin calls with-it-ness.
Our visibility 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.
The old adage “a stitch on time saves nine" aptly applies here. We have not
to wait until our class is out of control. Misdemeanor has a "ripple effect" if
not checked early, Conflagration begins with a spark. Put out the spark early
enough to avoid conflagration. We ought to respond to inappropriate
behavior promptly.
7. Reinforce positive behavior. Be generous with genuine praise. Some
teachers are quite stingy with praise.
These are the teachers who think will become less when they praise others.
They have the so-called "subtraction mentality". Other teachers are
overgenerous with their praise. Their praises overflow so much that they
give praise even when it is not appropriate. For our praise to be genuine it
must be given according to merit. It is our way of appreciating and
recognizing hard work and good behavior.
8. Treat minor disturbance calmly.
(Ornstein, 1990) "Do not make a mountain out of a mole". If a stern look or
gesture can kill the inappropriate behavior so be it. That's the end. period! Let
us not make a fuss about it.
9. Work out a physical arrangement of chairs that facilitates an interactive
teaching-learning process.
There is no doubt that external environment affects us. The most common
arrangement of tables and chair in the classroom is one where the teachers'
table and chairs are in front and the student's desk or chairs are arranged in
rows facing the teacher. This seating arrangement does not always enhance
interaction among students. Let us work for a flexible seating arrangement
where we can re-arrange seats or desk to suit our learning needs and
conditions.
10. Make good use of every instructional moment. Minimize discipline time to
maximize instructional time.
 Management of Time
"Time lost is irretrievably lost." - Jose Rizal
We have two hundred five (205) days for the school year. If the average teaching-
learning hours is six (6) hours per day then we have one thousand two hundred thirty
(1230) hours for the entire school year. These are inclusive of hours and days devoted to
four periodic tests. These hours will be more than enough to master basic competencies.
The problem is that not all these hours are used for instruction. Many hours for
instruction are robbed of every student for several reasons. Some big reasons are:
 disruption of instruction due to disciplinary problems, interruptions due to
announcements, administrative tasks such as checking attendance, hardware not
working like an OHP with busted bulb, brown-out when you are scheduled for film
viewing, etc.
What can we do to minimize the time spent on discipline problems in order to maximize
the academic time for instruction and make students spend time on their academic task?
Some research-based effective techniques:

• Orchestrate smooth classroom transitions. (More details are discussed in

Chapter 6 on Routine)
• Remain involved with the students during the entire class period allowing for
no idle time.
• Use fillers, in case you finish the lesson ahead of time. Examples of fillers are
reciting a favorite stanza and let others explain the meaning or conduct a
short contest about the lesson. Puzzles can be given for the fast students to
work on while the rest of the class continue their academic task.
• Use planning or pacing material such as a copy of the scope and sequence of
the subject or a calendar for long-term, weekly, and daily planning. These
serve as a visual reminder for the both teacher and student on what comes
next.
• Use a common place to keep materials such as scissors, school supplies. This
saves time. You have not to look for them when you need them.
• Follow a consistent schedule and maintain the procedures and routines
established at the beginning of the year.
• Handle administrative tasks quickly and efficiently.
• Prepare materials in advance.
• Make clear and smooth transitions.
• Limit disruptions and interruptions through appropriate behavioral
management technique. (James H. Stronge, 2002)
For quality output within an allotted period, here are some
suggestions:
1. Schedule all activities with corresponding time allotment way ahead of time.
Early preparations could avoid haste and confusion.
2. Provide enough time for everything you expect to happen.
3. Avoid rushing since you know you have carefully allotted required time for
every activity. Quality may suffer.
4. Anticipate difficulties or failure of some operations in order to
be able to pursue alternative actions.
5. Be flexible with time assignments. If students are observed to be so interested
and eager to continue working, allow a little more time for them to complete and
achieve the objectives with satisfaction.
6. Set the example by showing that you are time conscious. They will develop the
same precision regarding time utilization.
 Discipline

"Self-discipline connotes internal motivation for one's behavior, the

internalization of domestic ideals and is most evident when external
regulations of behavior are absent." -George Bear
Discipline is controlled behavior. It constitutes the next important Disciplinary
concern of teachers as part of good management. No matter how well-managed
a learning environment is, students will occasionally misbehave. Teachers must
be ready to deal with them with utmost care and consideration.
Some Causes of Disciplinary Problems

Here are some causes of disciplinary problems and preventive measures that
may help in ensuring good discipline.
Unfavorable learning conditions. Some of the most common causes of
classroom problems point prominently to unfavorable learning conditions that
impinge on the learners' abilities needs and interests.
Following are some classroom situations that must be closely analyzed if the
objective is to conduct daily lessons successfully with the least disruptions due
to improper students' responses and reactions. The classroom may not be
conducive to learning if it is:
• overcrowded with more than the regular number of students to a class. This
results in immobility or discomfort in moving around, especially when there
is a need to operate instructional equipment and materials.
• with poor lighting facilities and inadequate ventilation. Attention and interest
will be difficult to sustain.
• with furniture and storage cabinets disorderly positioned, making the
collection and retrieval of tools less efficient.
• with inappropriate seating arrangement such that distractions can easily occur
• near sources of noise which obstruct understanding of the lesson.
Teacher's poor management skills. The teachers' lack of adequate knowledge
and skills in handling occurrences of misbehavior likewise contribute to a
trouble-prone setting.
The teachers' ability to meet discipline-challenging situations can spell the
difference between a good or distressed classroom control. So much depend on
their: a) knowledge and skill in employing a wide range of classroom strategies
and procedures, and b) personal and emotional attributes.
Students' varied background. The students bring to the classroom a surprising
record of individual attitudes, interests and abilities. Said characteristics could be
traced from their differences in: a) family background, b) physical and mental
capacities, and c) emotional traits among others. Students bred in families with
different socio-economic backgrounds may exhibit characteristics that are different
from the rest. Disciplinary measures practice in different homes may cause
unfavorable consequences as they relate with one another.
With varied abilities, they may greatly differ in expressing self-control, patience and
temper when challenged. Some may have special interests that must be attended to.
Others may have problems that would need immediate solution. Their relationships
with one another can bring about either positive or negative interactions as they study
and work together, hence it would be best that they know each other well for a warm
climate in the classroom.
Depending on the subject matter and the students' abilities and interests, the teaching
strategies will essentially be varied from time to time. There is not one strategy that
can work well for all kinds of lesson objectives.
"own learning actions" ̶ often branded as misbehavior
The teachers' way of dealing with the students may be wanting in developing a
congenial and harmonious relationship, one that is brought about by a pleasing
and gracious attitude. Some possess distinctive temperaments that can either
attract or distract students attention and can lead to truce or miscontrol of
behavior.
Teachers' personality and appearance are often obscured by personal problems
coupled with so many tasks to attend to. Instead some become so stiff,
unattractive and unapproachable such that students feel repulsed, with no one to
turn to.
How to Prevent Discipline Problems
"You must know how to anticipate trouble so that minor skirmishes may not erupt to full-fledged
battles."
The following are some proven effective measures:
• Depending on the students abilities and interests, teachers can implement group-oriented
methodologies such as: 1) cooperative learning approach, 2) team learning, 3) peer tutoring,
and 4) group projects and collections.
• Teachers who are sensitive to possible misdirection of efforts and interactions are fast to switch
from one technique to another as the need arises. There must be clear understanding of the
objectives of the lesson and the strategies to be used. Any misstep in the procedure will then be
avoided. But if the continuous flow of the activity is hampered by an uncontrolled action, then
the ability of the teacher to shift to an alternate activity will be necessary
• Of prime importance are the teachers' personal attributes such as: 1) patience, 2) compassion,
3) concern and caring attitude, and 4) respect and trust for others. A calm and composed
reaction in the midst of an untoward behavior can ensure an acceptable solution for all. A
compassionate teacher understands and feels sympathetic towards students' struggles and
sufferings. A deep concern for their welfare and growth are easily appreciated.
• The teachers' personalities are their surest "arms" that can either win or fail amidst a controllable learning
situation.
A warm, respectable relationship with students through sincere and straightforward communications can
demonstrate trust and credibility,
unpretentious gestures and genuine modes of receiving students' explanations bring about much-needed
peace of mind.
facial expressions can show all kinds of emotions
happiness, satisfaction, anger, dislike
kind words of praise, greetings, encouragement, and friendly conversations, about work accomplished.
Recognize and appreciate their progress and improvement.
A caring attitude can be modeled and the students will feel confident, secure and upright in return. They are
truly perceptive if you really care and want to help them.
Avoid showing unusual closeness or favoritism, and biased treatment for some. Treat them all equally well.
• The teachers' teaching style will determine how the students will respond, at times receptive, sometimes
withdrawn. Involving everyone from the planning to the implementing of the lesson results in well-coordinated
investigations and discussions of findings, thus leaving no one in drawing correct conclusions. The use of
appropriate assessment tools and evaluation techniques will show a final achievement of learning objectives.
Various Modes of Establishing Discipline/Classroom Control

Schools differ in how they achieve and maintain good discipline. Following are some
common practices.
1. Discipline is the students' responsibility. They participate in formulating rules for their
own behavior and they are expected to observe them. If they misbehave, the teacher
accepts no excuses. They must be ready for the consequences.
2. Discipline is the teachers' way of establishing a desirable student-oriented environment
for learning. Teams of learner work and study together for a common goal, thus lessening
the occurrence of discipline problems. The feeling of belonging and strength in their union
prevails.
3. Discipline is coupled with effective teaching strategies and techniques. A well-planned
learning activity will go on smoothly with less interruptions caused by misbehavior.
4. Discipline is achieved through the effects of group dynamics on behavior. Individual
behavior affects the group likewise the group's expectations win the individual behavior.
Classroom control is maintained.
5. Discipline is believed to be the exclusive responsibility of the teachers. They
have the right to insist on proper behavior. They announce the rules that students
are expected to follow. Good behavior is rewarded and bad behavior is dealt with
accordingly. It is termed "assertive discipline".
Assertive discipline exercised mainly by the teachers may lead to an "autocratic
classroom" with no choice but to obey as "set by the rules". They feel duty-bound
to follow strictly. The teachers' skill in employing interesting, challenging and
relevant teaching methodologies which motivate the students to actively
participate and manage their own learning serves as the best guarantee of
beneficial and respectful classroom control. Both enjoy a winning situation, the
students gaining knowledge and useful information on one hand and the teachers
feeling satisfied and rewarded in seeing them learn. Classroom discipline taken as
a conglomeration of all kinds of responses and manners that are exhibited by a
great diversity of learners is never entirely free from misdeeds, lapses or minor
offenses. The kind of discipline achieved will depend on the students'
personalities, level of maturity and interests, at the same time on the pedagogical
skill and managerial ability of the teachers.
Are you a good disciplinarian?
Here are some tips that could make a teacher a good disciplinarian:
1. Be prepared to face a class with multi-behavior tendencies. Each individual acts
in a unique manner. Not one will react in the same way as the other.
2. Know your students well - their names, family composition and socio-economic
status. In cases of misbehavior, you will understand them easily and an
appropriate assistance will come in time.
3. Show your sincere concern for their welfare. Knowing that you care will
develop among them self-control and self-discipline. As they grow they will be
more responsible for their own behavior.
4. Commendable behavior is reciprocal. Your winsome manners and positive
attitude will be watched and willingly duplicated in return.
5. Be calm, poised and tactful in solving discipline problems. Refrain from unkind
words and harsh punishments.
6. At all times be firm and consistent in following classroom "do's" and don'ts"
Students will likely test your patience and try how far they can go.
7. Be enthusiastic and the students will match your enthusiasm instead of being
drawn to trouble.
8. Let out your good sense of humor. Laugh with your students and sometimes
at yourself. It will reduce tension from all.
9. Speak with a good voice volume, not too loud and nor become noise nor too
soft to be heard.
10. Be humble in words and actions. It could produce a magnetizing affect.
Ways of Dealing with Discipline Problems
Acceptable and effective:
1. Use verbal reinforcers that encourage good behavior and discourage bad
tendencies.
2. Use nonverbal gestures, frown or a hard look to dissuade them from mischiefs.
3. Dialogues can help in discovering problems and agreeing on mutually beneficial
solutions.
4. Focus attention on one who is unruly and is about to disturb the neighbors. Lead
him/her to a secluded area and nicely convince him/her to be quiet.
5. Award merits for good behavior and demerits for inconsistencies and lapses.
6. A private one-on-one brief conference can lead to a better understanding of
mistakes that need to be remedied or improved.
7. Give students the freedom to express or explain agitated feelings and misgivings
rather than censure them right away.
Unacceptable and ineffective:
1. Scolding and harsh words as a reprimand will have a negative effect on the
entire class.
2. Nagging and faultfinding, together with long "sermons" are repugnant and
nasty.
3. Keeping a student in a "detention area" during or after classes as a penalty for
misbehavior is a waste of time and occasion for learning. The shameful experience
is not easy to forget.
4. Denying a student some privileges due to unnecessary hyper- activity can all
the more encourage repetitions.
5. Assignment of additional homework compared to the rest can make them
dislike the subject.
6. Use of ridicule or sarcasm could humiliate and embarrass a formentor.
7. Grades for academic achievement should not be affected due to misdemeanor.
 Managing the Physical Environment
"The external environment helps create the atmosphere conducive for
learning."

A well-designed utilization of classroom space is of utmost necessity if the aim

is to be able to manage all learning activities to a successful completion. How
should the environment be structured for effective teaching and learning?
Furniture Arrangement
The physical features in the classroom must be located in areas where the
contents could be viewed well, and be made available for use. Well-arranged,
they make the room look spacious and orderly Furniture such as chairs and tables
for demonstrations or displays must be positioned appropriately. Exhibit shelves
are either permanently pinned to the wall or are made to stand at the sides.
White board for writing and clarifying lesson discussions, together with bulletin
boards, are available for posting important messages and outstanding pieces of
students’ work, art and illustrations.
Seating Arrangement
The seating arrangement deserves foremost consideration since the students stay
in each at the longest time during the day. They either remain seated if there is a
lecture demonstration or leave every now and then to gather the materials needed
for an experiment or to operate a single equipment. Match the seating
arrangement with the format and activities of your lesson plan.
Physical condition of the classroom

Clean rooms, hallways and surroundings are wholesome places to stay in. The
teacher should schedule who is responsible for their neatness on a regular basis.
In case of accidental spills the students should be trained to mop or wash the area
immediately. Used instruments and devices must be returned to their proper
places. Always erase the board after use. Place a waste basket nearly.
The physical environment must also be a safe place where curious, overactive
and energetic children are always on the go. Avoid slippery floors, rickety chairs
and old furniture. In performing experiments where heat sources such as electric
stove, gas burners and bulbs are used, extreme care must be exercised in order to
prevent fires.
For a lively and fresh look, potted indoor plants can be placed at the corners
and flowers on the teachers table.
During class hours proper lighting and ventilation must be provided and
maintained for everybody's comfort.
Noise and discipline problems in the physical environment can be avoided in
an orderly and well-managed classroom.
Let us not forget that equally important, if not more important, is the
psychological atmosphere that reigns in the classroom. A facilitative
classroom atmosphere was discussed in Unit I, Chapter 3.
 Establishing Classroom Routine
"Routines are the groundwork for a well-orchestrated classroom.“
Routines have to be learned. We get used to doing them in order for them to become
routinized. It is, therefore, necessary that we identify and explain specific rules and
procedures in our classrooms. When? The first days of school will be most timely. It
is also good to rehearse classroom procedures (especially for elementary pupils)
until they become routines. Reinforcing correct procedure and re-teaching an
incorrect one will be of great help.
Some routines on the following can be of great help:
• Beginning and ending the class day or period
• Transitions
• Getting /distribution of materials and equipment
• Group work
• Seatwork and teacher-led activities
Beginning and ending the class day or period
Read this vignette to get an idea on how Mr. Castro efficiently begins and ends his class.
Mr. Castro's routines for starting and ending class were designed to get the most from
the 47-minute period and to shift some of the management responsibilities to the
students. To achieve this, students were organized into groups with specific roles
assigned on a rotating basis. One student in each group took on the role of "Organizer".
During the first minute of the class, the Organizer's job was to check with each group
member to determine if anyone needed make-up assignments explained and to ensure
that everyone had the required materials for class. Mr. Castro, at the same time, scanned
the room to mark attendance and tardies in his grade book. Within a minute or two, the
students and Mr. Lim were ready to begin working. At the end of the class, the
"Organizer" was given time to make sure that everyone had recorded and understood the
homework. If problems or confusion occurred that could not be addressed within the
group, the Organizer asked Mr. Castro for assistance. This group approach, in Mr.
Castro's opinion, helped to ensure that student's individual needs were addressed
immediately, which minimized the potential for classroom disruptions.
Any comment on the way Mr. Castro begins and ends his class?
Transitions
Management of most instructional interruptions is fully within the teacher's
control. Transitions can either be anticipated or unanticipated. Orlich, et al.(1994)
share some examples of anticipated and unanticipated transitions. Examples of
anticipated interruptions are:
• Beginning of an instructional episode
• Between instructional episodes
• After an instructional episode
• Equipment set up and take-down Material distribution/collection
• From teacher-to-student-centered activity
• Beginning/end of class or school day
Solving Pre-lesson Transitions
Orlich, et al (1994) offers the following suggestions:
 Delegate administrative tasks to students when possible.
 Attendance, announcements, material distribution and home- work collection should be routinized.
 Use the first few minutes of the class and the last few minutes to encourage creative thinking
activities.
The following are some sample routines for the first five minutes of the class:
• Problem of the day
• Brain teaser
• Vocabulary "Word of the Day"
• React to a quotation
• Warm-up problem on overhead to copy and solve
• Respond to a newspaper editorial
• Conundrum (e.g. What occurs once in a minute, twice in a moment, but never in a thousand
years?)
Solving Transitions during the Lesson
Here are examples of what you can do:
Give supplementary exercises for the fast workers.
Get the fast learners to tutor students in need of help.
Ask the fast learners to assist you in your administrative tasks like preparing for the next
learning episode.
Solving Post-lesson Transitions
To allow you time to shift to the next activity, create a routine for the last five minutes of the
day. Before the "curtain" activities you observe routinized dismissal procedures. This is how
one teacher does it:
Students, we will be working throughout the entire period of this class each day. We won't
pack up and get ready to leave five minutes before the bell rings. Instead, we will pause after
the bell rings to make sure that all garbage is picked up off the floor. Please look around you
to see that the area around your desk is clean and that materials are put away. Then when
we are ready. you will hear me say the magic words: "Thank you and have a great day!"
Those words are what will dismiss you to leave the room. The bell does not dismiss you. I do.
Unanticipated Transitions
Because you cannot anticipate when and for how long how such interruptions will last, all you can do is
prepare yourself and your classes for such eventualities. At the beginning of the school year, you take time to
explain your expectations for dealing with unanticipated interruptions such as those given situations before.
Use of Materials and Equipment
Make clear your rules and procedures on the distribution and collection of materials, storage of common
materials, the teacher's desk and storage areas, students' desks and storage areas, the use of the pencil
sharpener.
The following vignette illustrates the rules:
One of the major roles assigned in Mr. Carpio's cooperative groups was "Materials Captain. Each week, the
student in the group who was assigned this role took responsibility for handling out and collecting materials
throughout the school day. To ensure that all students understood this role, Mr. Carpio taught the students
the distinctions for each of the three major areas where materials might be kept. He labeled these areas
Yours, Mine and Ours. Yours referred to the materials in the students' own desks, materials that the Captains
were not to touch. Mine referred to the materials that belonged to Mr. Carpio and that were not to be used
by the students. Ours referred to all other classroom materials that would be distributed and collected by the
Materials Captain. All of the students, when it was their turn to be Captain, understood the importance of
these distinctions and that Mr. Carpio expected them to follow his procedures." You are the Captains, but
remember, I am the Admiral", Mr. Carpio often joked.“
Group Work
Research shows that group work like cooperative learning has a positive impact
on student achievement, interpersonal relationships and attitudes about learning.
(Marzano, 2003)
Rules and procedures on group work address the following areas:
Movement in and out of the group
Expected behaviors of students in the group
Expected behaviors of students not in the group
Group communication with the teacher
The vignette on the next slide may illustrate some of the procedures:
Mrs. Milanes had avoided using group work in her classroom for year, until she
took workshop on how to maximize group time. As a result of the workshop, she
realized that, in the past, she had never made group behavioral expectations
clear to the students. Now whenever she woes group work, she spends time at
the beginning and end of each work session going over the rules and then
processing with students how well the rules worked for the groups. For
example, one rule. "Two before me", is intended to remind students to ask each
other for help before coming to the teacher. On the first day of a new group
project, Mrs. Milanes reminds students of this rule and explains the importance
of helping each other. At the end of their work time each day she asks the
students to describe in their individual learning logs any example of how they
(1) received help from their group members and (2) might have helped each
other better. Every day, before they begin working, the students read to their
group members the learning log entry from the previous work session. This
starts their work with a review of what is going well and what behaviors need to
be improved.
Seatwork and Teacher-led Activities
Rules and procedures in these areas pertain to:
Student attention during presentations
Student participation
Talking among students Obtaining help
Out-of-seat behavior
Behavior when work has been completed
Here are some effective signals used by new and experienced teachers:
5,4,3,2,1 countdown • Raise your hand if you wish to
5 for freeze participate.
4 for quiet • To obtain teacher's attention:
3 for eyes on the teacher One finger = I need to sharpen my pencil.
2 for hands free (put things down) Two fingers = I need a tissue.
1 for listen for instructions Three fingers = I need your help
IDENTIFICATION:
1. It is the most common problem of the beginning teacher face.
2-4. What are the 3Ms that manage resources to facilitate learning?
5. It is a controlled behavior.
6. It deserves foremost consideration since the students stay in each at the
longest time during the day.
7. Good behavior is rewarded and bad behavior is dealt with accordingly.
8. These are the groundwork for a well-orchestrated classroom.
9. Can either be anticipated or unanticipated.
10. A cooperative learning that has a positive impact on student achievement,
interpersonal relationships and attitudes about learning.
Answers:
1. Poor classroom management
2-4. Moments, Materials, and Man
5. Discipline
6. Seating arrangement
7. Assertive discipline
8. Routines
9. Transitions
10. Group work
THANK YOU!!