Classroom Management

Importance of Classroom Management

classroom management is the single most important factor

governing student learning. Three authors reviewed 50
years of research on student learning, encompassing
11,000 statistical findings. They discovered 28 factors
that help students learn and classroom management was
the number one. The way that teachers run their
learning/working environment determines whether the
individual will be successful or not.
C
larify the tasks and instructions.
L
earning is the thing for which all the
stage is set.
Learning Pyramid
A
rrange the seats according to activities.
Classroom Floor Plan/Seating Arrangement
S mile, smile and keep smiling, your
smile makes them smile too.
S ocialization is key to proper behavior.
R espect and recognize the
feelings of your students.
O rganize material and human
resources properly.
O rganize the time because you
can’t get it again.
Formula for Determining Effective Learning Time
M anagement is about
Planning, Organizing,
Directing and Controlling,
this is all you have to do
in your classroom.
Plan Your Lesson Before Entering The Classroom
M ake rules and share
responsibilities.
 Establishing Rules in The Classroom
 Keep the number of rules to a minimum -- about ten rules
for each classroom.
 Keep the wording of rules simple -- pictures or icons
depicting the rules help the understanding of younger
students.
 Have the rules logically represent the basic expectation
for a student's behavior in the classroom.
 Keep the wording positive if possible. Most rules can be
stated in a positive manner; some rules cannot. However,
the majority of classroom rules should be positive.
 Make the rules specific. The more ambiguous (i.e., open
to several interpretations) the rules are, the more difficult
they are to understand. Don't give any loopholes.
 Examples of Bad Rules
 Be responsible
 Be a good citizen
 Pay attention
 Be ready to learn
 Demonstrate respect for others
 Respect others' rights
 Respect authority
 Treat school property appropriately
 Do your best
 Take care of your materials
 Maintain appropriate behavior in the classroom
 Be kind to others
 Be polite
 Examples of Good Rules

 Turn in completed assignments on time.

 Bring paper, pencil, and books to class.
 Sit in your seat unless you have permission to leave it.
 Do what your teacher says immediately.
 Raise your hand and wait for permission to speak.
 Work when you are supposed to.
 Do not bother or hurt others.
 Walk, don't run, at all times in the classroom.
 Keep hands, feet, and objects to yourself.
 Bring books, notebooks, pens, and pencils to class.
Sharing Responsibilities
JOB CHART

Ali Ahmed And Helpers

Flag ................................................Mehmud Aslam
Calendar ........................................Tariq Mehmud
Librarian ......................................Mustafa
Line Leader ................................Hamza Asadullah
Caller ........................................Taha Yaqub
Boards ........................................Noman Munir
Equipment ................................Khalid Saleem
Floors ........................................Tariq Ejaz
Books ........................................Waseem Asghar
Papers ....................................Omer Abdullah
Erasers ...................................... Muhammad Yaseen
Computer ..............................Shabbir Hussain
A
sk questions frequently during your
lecture, it makes your teaching effective.
N egotiate to the problem child
separately, don’t scold him in
front of whole class.
A
ppreciate your students on every task
completion.
G enerate new ideas yourself
and accept ideas from your
students as well.
E stablish standards of good
behavior.
 The noise meter, as shown below, is a visual reminder of the agreed upon
or appropriate noise level. If the students’ noise gets too far above
this, they are reminded to work more quietly. If it is necessary to do this
again, the children practice saying a phrase in the appropriate voice and
volume. This way the students get to practice what their voices should
sound like, and they get to hear what it should sound like in the classroom
as a whole.
M isbehaviors should not
occur frequently, if this
happens, something is
wrong with your teaching
style.
E ngage every student through
mysteries, riddles, teasers,
jokes and puzzles.
N ot the punishment but the
the hearts.
reward can win
T hink twice before you leave.
 Teaching Slow-Learners
 Characteristics of the Slow
Learner
“This student always has a confused
look, always in for help, never
seems to understand material,
consistently does poorly on tests,
rarely finishes tests, can’t use
reference materials, can’t rephrase
information, has an extremely
difficult time with new concepts
and can stare at one problem for 45
minutes and be no farther along
than he/she was at the beginning.”
 Strategies for Teaching Slow
Learner
 · Have the student sit in the front of the room near
the teacher.
 · Have the student repeat directions to see if he/she
understands them.
 · Have the student rephrase the directions in his/her
own words.
 · Monitor the student’s work, ask him/her to show
you what he/she has done when half completed and
have him explain what he/she is doing.
 Strategies for Teaching Slow
Learner (cont)
 · Break down the directions into a sequence of
steps, number the steps, have the student
complete the task one step at a time.
 · Utilize an academically stable student to
help monitor this student’s work or help
explain directions.
 · Before each math lesson put problems on the
board to remind and reinforce the concepts
being applied.
 Strategies for Teaching Slow
Learner (cont)
 · Have the student do two or three problems with you, tell
him/her to do two on his/her own and then say you will be
back to check his/her work. Then remember to check.
 · Have the student do a shortened version of class projects.
 · Monitor him/her closely to be sure he/she isn’t putting
down just any answer.
 · When finished with an assignment, ask him/her to tell you
the main idea of the work or explain the process that he/she
used.
 Strategies for Teaching Slow
Learner (cont)
 · Try to check on him/her from time to time.
 · Allow student to do every other problem.
 · If possible, cut his/her assignments but make sure
he/she sticks to agreed upon cut.
 · Invite him/her in to a morning or afternoon private
session to show concern, possibly involve parents
by calling them about such a session.
 Strategies for Teaching Slow
Learner (cont)
 · Give him/her extra time on tests.
 · Ask another student, whom he/she likes, to help
him/her.
 · Read short stories followed by questions dealing
with the details, sequences, main idea, inferences,
and drawing conclusions.
 · Start by giving simple oral directions and progress
to more difficult ones.
 When your student experiences difficulty with reading...
 allow partner reading.
 use peer tutoring.
 use taped materials (text or study guides).
 use videos.
 use computer games, e.g., Oregon Trail, Carmen San Diego.
 allow students to quietly read aloud (sub-vocalization).
 teach self-questioning.
 paraphrase key points and have students paraphrase.
 summarize key points and have students summarize.
 sequence key points.
 identify main ideas.
 identify 5 W’s–who, what, when, where, why.
 allow highlighting of texts, passages, key words, or concepts.
 use prereading and post reading activities to pre-teach or reinforce main ideas.
 explain idioms that appear in reading passages.
 allow silent prereading
 use preparatory set–talk through what a reading passage is about using new
vocabulary and concepts.
Structuring Classroom Space For Disruptive Students

 Disruptive students should be placed in the front of the classroom near the
teacher, but not separated from rest of class.

 Two disruptive students should not be allowed to sit next to each other.

 Disruptive students need more frequent reinforcement than other students.

Having them close to the teacher makes this possible.

 If there are a group of difficult students, have the most difficult one sit close to
the teacher and spread the others out. Place appropriate students next to
disruptive students.

 Students should have only relevant materials on their desk.

 Do not place easily distracted students near the window or other location
where distraction is likely.
 When your student experiences difficulty with writing...
 shorten writing assignments.
 require lists instead of sentences.
 provide note takers.
 allow student to use a tape recorder to dictate writing.
 allow computer for outlining, word-processing, spelling and grammar check.
 provide fill-in-the-blank form for note taking.
 allow visual representation of ideas.
 allow collaborative writing.
 provide a structure for the writing.
 provide model of writing.
 allow use of flow chart for writing ideas before the student writes.
 narrow the choice of topics.
 grade on the basis of content, don't penalize for errors in mechanics or
grammar.
 use different writing utensils and paper.
 allow choices of manuscript, cursive, keyboarding.
 allow different position of writing paper and/or surface.
When your student experiences difficulty with speaking...
 give sentence starters.
 use visuals.
 use graphic organizers to organize ideas and relationships.
 allow extra response time for processing.
 say student’s name, then state question.
 use cues and prompts to help student know when to speak.
 use partners.
 phrase questions with choices embedded in them.
 use choral reading or speaking.
 use poems and rhythm.
 allow practice opportunities for speaking.
When your student experiences difficulty with attending...
 use preferential seating.
 build-in opportunities for movement within a lesson.
 use self-monitoring strategies.
 provide a structure for organization.
 help the student set and monitor personal goals.
 provide alternative work area.
 decrease distractions.
 use active learning to increase opportunities for student participation.
 provide opportunities to change tasks or activities more frequently.
 have small, frequent tasks.
 provide reminder cues or prompts.
 use private signal to cue appropriate behavior for more difficult times.
 teach skills of independence, i.e., paying attention.
 provide definite purpose and expectations especially during unstructured activities.
 prepare the learner for changes in routine.
 use computer.
 use graphic organizers.
 reduce assignment length.
 When your student experiences difficulty with following
classroom rules...

 teach rules/expectations; model/role play situations.

 post rules/expectations.
 teach skills of independence.
 be consistent.
 use proximity.
 have students set personal goals.
 use positive correction prompts.
 teach the use of positive and negative consequences.
 When your student experiences difficulty with
understanding new concepts...
 pre-teach new concepts.
 identify priority learning.
 provide adequate time.
 provide meaningful practice, review, repetition. • connect
previous learning to new information.
 use multiple means of learning the same material (visual,
auditory, tactile).
 have students set personal goals.
 use flow charts.
 use multiple intelligences.
 use peer tutors.
 use cooperative learning.
 provide cues.