Classroom Organization

UNIT 9 CLASSROOM ORGANIZATION and Management

AND MANAGEMENT*

Structure
9.1 Introduction
9.2 Objectives
9.3 Meaning and Importance of Classroom Organization and Management
9.3.1 Classroom Management
9.3.2 Classroom Organization
9.3.3 Classroom Management and Organization: How are they linked?
9.3.4 Significance of Classroom Management
9.4 Factors Affecting Classroom Management
9.5 Models and Approaches to Classroom Management
9.5.1 Models to Classroom Management
9.5.2 Approaches to Classroom Management
9.6 Managing Classroom Space and Material
9.7 Managing Diversity in Classroom
9.8 Managing Children’s Behaviour through Positive Discipline
9.9 Let Us Sum Up
9.10 Unit- End Activities
9.11 References and Suggested Readings
9.12 Answers to Check Your Progress

9.1 INTRODUCTION
Management is an integral part of our lives. We manage our everyday tasks
such as our daily assignments in school or at work, effort to achieve our
everyday goals in life, or organize an event where we need to manage as well
as organize time, people, and ourselves to do these tasks effectively.
Similarly, a class also needs concrete planning, management, and
organization to impart education. As a learner, you must have observed how
your class had different kinds of learners, some noisy, some quiet, all
different from one another for the teachers to manage. For instance, suppose
there is a very shy learner in your class who does not answer in spite of your
effort to participate in the class. On the part of teacher, s/he wants to find
strategies to help the learner to become more active. In addition to this, if
there is a learner who is hyperactive and keeps disturbing the class, the
teacher needs to come up with strategies to manage such diverse learnersto
maintain an effective environment for teaching. In this Unit, we will learn
about the various ways in which one can manage a classroom of learners and

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Dr. K.V. Sridevi 7
Classroom and Classroom and
the different methods of planning classroom management and organization.
Resource Resource
Management In the context of education, classroom management and organization are not
Management
just for maintaining discipline, but also help to impart many values, habits,
make learners responsible, and meet the goals of teaching. This is where
classroom management and organization are essential.

Classroom management and organization are two individual concepts, yet

very closely interlinked. The individuality and similarity of these two will be
elaborated in this Unit. Classrooms consist of a diversity of learners at
different levels of functioning and with different needs, where the role of
teachers becomes crucial for maintaining an environment to ensure learning
for every learner. Classroom organization and management have been
gaining more and more attention in research recently as being one of the most
important concepts to an effective teaching environment. In this Unit, we will
discuss on different aspects of the concept of classroom management and
organization, why it is necessary for teachers as well as for learners, and
ways to improve classroom environment.

9.2 OBJECTIVES
After going through this unit, you should be able to:

• explain the concept of classroom organization & classroom management;

• identify the factors associated with classroom management;
• examine how classroom organization and management influence
learning environment and teaching-learning processes; and
• describe the various approaches and strategies of classroom organization
and management.

9.3 MEANING AND IMPORTANCE OF

CLASSROOM ORGANIZATION AND
MANAGEMENT
Classroom management and organization are becoming a topic of great
importance. It deals with the maintenance of an environment that is beneficial
for teachers to conduct classroom transactions effectively without any
disturbance and help learners in learning. The practices in a classroom result
in a situation that influences the learner’s behaviour and performance.
Whenever the discussion is on the classroom management & learner
accomplishment, the focus is ought to be on the role played by the teacher.
Teacher’s role is that of a managers’ role who decides the order in the
classroom as well as enhances the active involvement of students in the
learning process. This is nothing but the act of facilitation. That is, teacher as
a facilitator also performs the act of manager of a classroom.
As a classroom manager, teacher focuses on the active involvement of
8 students in order to achieve the goal, which is learner accomplishment.
11 As an
Classroom Organization
effective manager of a classroom, a teacher has to sustain order in the Classroom Organization
and Management and Management
classroom and enhance active participation of students. Teacher’s ingenuity
in collecting, producing the art resources or the teacher’s mastery in content
cannot guarantee the effective management of classroom. Along with these, a
teacher should properly organize the physical set up to supplement the
accomplishment of his/her purpose; and the manner in which the teacher
presents himself/herself on various occasions in the classrooms utilizing the
commonsense, communication skills & self-disciplined behaviour. These
factors not only promote the act of facilitation of learning but also leads to
effective management of classrooms. This explanation also suggests you that
classroom management cannot exist in isolation. It is evident from the
research that both novice and experienced teachers believe that classroom
management is especially important and a zone of concern (Sokal, Smith, and
Mowat, 2003). A classroom is a rich source for teachers to learn about their
role and effectiveness of their techniques in managing the classroom. If a
teacher is strict, it does not mean that the learner in the classroom is managed
well. For an effective teacher, a well-managed class is one with a
preventative, proactive, and positive approach to ensure that learning is on
schedule for promoting learner achievement.

9.3.1. Classroom Management

A group of learners coming together to get familiar with a common subject or
point under the direction of a teacher is a class. All actions and strategies for
ensuring a positive learning environment for ensuring smooth transaction of
the curriculumare called classroom management. In other words, Classroom
Management is defined as “the actions and strategies teachers use to solve
the problem of order in classrooms” (Doyle, 1986, p. 397). To be an effective
teacher, s/he needs to understand how to manage a class well and teach
effectively ensuring that knowledge is being imparted. Classroom
management is an essential teaching skill. Teachers will not be able to teach a
class with constant disruptions. Different teachers have described the concept
of classroom management distinctly. In most broad terms, classroom
management includes the activities and procedures that teachers use to
maintain discipline and order in the classroom. Classroom management is an
extensive and far-reaching construct that portrays all teacher practices and
efforts to regulate a large number of activities in the classroom including
learning, social association, and learners’ practices. Classroom management
is believed to consist of three major dimensions- individual, instruction, and
discipline (Martin and Baldwin, 1996). Teachers can select from a group of
classroom management methodologies and approaches depending on their
own personalities and qualities as well as the personalities of the learners of
the class. A well-managed classroom can give an energizing and dynamic
learning experience for the learner and teacher.

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9.3.2 Classroom Organization Classroom and
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Management Management
Classroom organization is evident in a room regardless of whether anybody
is present or not as it is concerned with physical aspects. Furniture,
availability of learning materials, displays, and fixtures are all components of
an effective classroom organization. Effective teachers improve the learners'
experience by decorating the classrooms with learners’ work to motivate
them and have a comfortable working space. They additionally consider
learner needs by leaving space for wheelchairs to move; having walkways so
learners can get to materials, pencil sharpeners, and the dustbins with
minimal disturbance to other people; and sorting out to enable the teacher to
openly move around the space to supervise learner improvement (McLeod, et
al., 2003).

9.3.3 Classroom Management and Organization: How are

they linked?
Classroom management and organization are interlinked. While rules and
schedules impact learner conduct, classroom organization influences the
physical components of the classroom, making it an organized environment
for the learners. The way classroom condition is sorted out and organized,
influences the activities in it. For instance, physical aspects such as the
colour, shading and lighting in the room, books, and displays come under the
concept of ‘Classroom Organization’. The way a classroom is arranged
affects the learners’ learning and behaviour, thus the concept of classroom
organization becomes important. For example, the teacher plans to teach
about the Solar system by conducting a role-play with learners. However,
there is not enough space/stage area for conducting the activity, and when
conducted in a small area creates chaos that disrupts the lesson and
classroom. This is a simple example of how classroom organization is
essential for good classroom management. Similarly, the organization of
separate areas for lab supplies, study material for learners to refer and other
classroom supplies can dramatically affect classroom organization, and
thereby learning process. Effective teachers use procedures, rules, and
various routines to make an organized and managed classroom environment,
to make sure that their learners are involved in active learning. They must use
management not to control learner behaviour, but to influence and direct it in
a constructive manner to set the stage for instruction. This kind of classroom
management is ideal when it is constructive in nature.

People consider classroom management as a skill that can be learned, but

some researchers say it is not a gift that every teacher has. Some teachers
may not have it. Consider this example. If you want to provide some ‘hands
on’ experience to teach a science topic, classroom management cannot be the
same as that of a regular one. Try to do this case and you will convert the
classroom into a laboratory. For an effective classroom management in this
case, you are expected to first organize the physical environment of the
10 classroom to be transformed into a ‘tailor-made lab’. However, it should
13 be
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noted that,this organisation itself does not guarantee the desired learner Classroom Organization
and Management and Management
accomplishment. The teacher moves used to (a) sustain classroom
organization and (b) make active involvement of students in the process of
learning.

The above explanation implies two things:

– Effective classroom management incorporates good classroom

organisation
– Effective classroom management involves teacher’s common sense,
aptitude, ingenuity and teacher behaviour all through the class.

Now it is easy for you to realize that effective classroom management is not
everyone’s cup of tea! In addition, effectiveness varies at levels from teacher
to teacher.

9.3.4 Significance of Classroom Management

Classroom management is an essential component for successful teaching. It
helps the teachers and learners in multiple ways that help in the teaching-
learning process. Classroom management frameworks are of paramount
importance because of the potential to increase learner accomplishment by
providing for learning condition that improves learners' academic aptitudes
and skills, just as their social and enthusiastic advancement. It is important
and essential for the teachers to conduct their classes smoothly and facilitate
learning. Classroom management frameworks are best when they adhere to
three essential standards such as:

i) the frameworks must emphasize learners’ desirable behaviour and

learning,
ii) they should promote dynamic learning and learner involvement and
iii) identify significant learner practices for evaluating progress.

Effective classroom management helps both learners and teachers in many

ways. Some of them are mentioned under here:

1) Sets up and continues a systematic environment in the classroom: It

is very essential to have a positive and encouraging environment in the
classroom for learning. It is not just positive but also timely and
organized to impart the skills needed for the learner’s growth and
development. Classroom management helps to maintain a positive
environment that supports systematic learning and discipline.

2) Increases academic learning: When a healthy and positive environment

is provided with good time management, teachers can focus on executing
creative methods to teach the learners with patience and help in essential
academic learning useful to build their thinking.

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Classroom and 3) Rapport Building: An effectively managed classroom ensures thatClassroom
thereand
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Management is positive and healthy communication, as well as relationship Management
building
not only with learners but also with teachers. Classroom management
helps to develop a good rapport among learners because of the values
and discipline it strives to impart.

4) Encourages social growth: Healthy Communication facilitates social

development.

5) Decreases negative practices: Effective classroom management

eliminates or decreases negative practices like punishments.

Check Your Progress 1

Notes: a) Write your answers in the space provided after each item.
b) Compare your answers with those given at the end of the unit.
1) What is meant by classroom management?
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2) Explain the significance of classroom management in schools.
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9.4 FACTORS AFFECTING CLASSROOM

MANAGEMENT
Classroom management depends upon various factors like a classroom
environment, classroom climate, teacher-learner relation, the relationship
among teacher colleagues, etc. A few research studies found that poor
classroom management brought about the loss of significant teaching time for
learners. Poor classroom environment causes disturbances, pausing, long
breaks between lessons and activities, low motivation for the learner to study,
and different discipline problems, hence interfering with the classroom
teaching-learning process. As 70 percent of teachers need to improve their
classroom management skills (Aronson, Zimmerman, and Carlos, 1998), the
teachers must be aware of the factors that affect classroom management
practices.
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a) Teacher’s Approach and Class environment: Classroom Organization
and Management and Management
The way the teacher conducts the class, for instance, uses different
activities, builds rules, or maintains values directed in promoting positive
classroom interactions, has an impact on promoting the classroom
environment. A healthy classroom environment promotes effective
classroom management. A positive environment has learner discipline,
teacher discipline, positive learner-learner relationships, positive learner-
teacher relationships, healthy communication, no negative verbal or non-
verbal discrimination, and a set of rules and norms to maintain order.

b) Varied Competencies and Disabilities

Learners with learning disabilities or otherwise, inclining or something

else, will consistently influence the way you deal with the classroom.
When one learner has a learning problem or is a slow learner, the teacher
needs to be equipped to assist this learner more than the other learners
do. In such a case, the teacher must plan and execute lesson plans to
invest time into every learner.

Key elements of Classroom Management

Classroom management has two main components that form its key
elements. They are i) the effective role of teachers and ii) the classroom
environment.

Fig. 9.1: Key Elements of Classroom Management

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Classroom and Effective Role of Teacher Classroom and
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Management Management
Classroom management depends primarily on the role of a teacher in
practice. The way a teacher carries her/his duties towards oneself and one’s
learners forms the basis for good classroom space. For a teacher to be
effective, s/he must have exceptionally good communication and interaction
with the learners of her/his class. It is important to build a good rapport with
learners, as well as colleagues for better management of the classroom
interaction and for promoting a healthy classroom environment. An effective
teacher must keep good relations with learners as well as other teachers. It is
essential to maintain good rapport and to form positive relations using
communication skills effectively. The self-discipline of the teacher as
manifested through the ethics, principles, values, punctuality, discipline,
impacts the way a teacher carries out her/his duties closely. An attitude to
stay committed to the work, to the learners, and the demands of the role of a
teacher are qualities required to manage the learners, deliver the
responsibilities, and for promoting a conducive environment for learners.

Classroom environment

Classroom management can only be effectively done when the classroom

environment is made favourable by the teacher through his/her consecrated
efforts. Classroom environment refers to the mind-set, attitudes, conduct,
and tone that you and your learners feel when they are in your classroom. A
negative classroom environment can make the learners feel unfriendly,
closed(without any choice), or chaotic for learners’ expression and learning.
On the other hand, a positive classroom climate environment provides the
learners a sense of security, proactive, and conducive to learners’ growth and
learning. A positive classroom environment is formed by developing and
reinforcing rules and norms for the classroom that help in promoting positive
relationships among learners as well as teachers. It is possible to reinforce
discipline and nurture common positive values among learners through
consecrated actions, for instance, showing respect to the speaker, reinforcing
positive conduct with encouraging words, giving them emotional support,
and developing the same values in them. The elements mentioned above
facilitate the development of a positive atmosphere in the classroom for
effective teaching-learning process.

Types of Classroom Management:

Proactive classroom management depends on sorting out the classroom in a

manner that makes a positive physical and learning condition. Proactive
teachers build up schedules, exercises, and disciplinary methodologies that
show learners restraint. It involves planning the class well to avoid any
challenges at the same time be prepared to face any challenges.

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Classroom Organization Classroom Organization
Reactiveclassroom management is defined as responding to unexpected
and Management and Management
events in the classroom (behavioural or otherwise) by drawing on
predetermined principles to return the classroom to a positive learning
environment.

Check Your Progress 2

Notes: a) Write your answers in the space provided after each item.
b) Compare your answers with those given at the end of the unit.
1) List the factors affecting classroom management.
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2) What are the two types of classroom management?
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9.5 MODELS AND APPROACHES TO

CLASSROOM MANAGEMENT
There are various models and approaches to classroom management. First, let
us discuss the various models of classroom management.

9.5.1 Models to Classroom Management

As a learner yourself, you must have seen multiple ways in which your
teachers must have tried to manage you and your classmates. In an effective
classroom setting, classroom management is a multifaceted framework that
must address the huge number of factors that affect learner behaviour/
conduct. While constructing a classroom management plan, it is complex to
address that conceptual multifaceted framework. Fortunately, many
researchers have had the option to think about and assess countless teachers
and classrooms to recognize unmistakable ways to deal with classroom
management and organization. These methodologies or models are proposed,
by which teachers can form effective classroom management and
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organization. Following these models and theories, every teacher should thenand
Resource Resource
Management start to formulate a set of techniques and teaching practices toManagement
make a
thorough and useful process for classroom management and organization for
their practices and classrooms. The various models of classroom management
are proposed in relevance with different learners and their classroom conduct.
One model may or may not work for all the learners as due to their diversity,
and most of the time the models may not prove desired results for a group of
learners of the same age and intellect. While a high number of strategic
models exist, we will review some of the more popular ones (Krause,
Bochner, & Duchesne, 2006).

Non-Interventionist Interventionist Interactivist Model

Model Model

This model proposes that This methodology This model suggests

a learner's potential for recommends that that every teacher must
progress is learners' improvement try to comprehend the
predetermined. A is a result of natural behaviour of their
noninterventionist conditions expedited learners and assist
educator will help a by intercession of learners with
learner in meeting learners' day-to-day understanding their
his/her potential by environment. This activities and outcomes.
upgrading self- methodology can By getting learners to
improvement, building a normally be found in a comprehend the
solid, positive positive and principles of the
relationship, and helping encouraging classroom condition,
learners with creating classroom, one in they are given the onus
critical thinking which rules are built of overseeing
capacities that at last can up and conveyed and themselves.
be executed free of learners are either
teachers' practices and rewarded or given
direction. results dependent on
guidelines setup.

Glasser's Model of Choice Theory

William Glasser's choice theory starts by suggesting that behaviour of the

learner is not separate from choice and we cannot control anybody's conduct
but our behaviour. The basis for any given choice is to move from unfulfilled
needs to the pleasure of fulfilled needs. Glasser likewise had faith in the
essentialness of classroom management to improve communication and
taking care of actual classroom issues. In the classroom, for teachers, it is
important to "assist learners with imagining a quality presence in the school
and plan the decisions that lead to it". (Charles, 2008)

For instance, Ajay is an 18-year-old secondary school learner and plans on

going to school to become a software engineer. Glasser proposes that
19 Ajay
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could be learning as much as he can about PCs. Under Glasser's procedure, Classroom Organization
and Management and Management
teachers have a dialogue with learners, while introducing new points and
asking them to distinguish what they might want to investigate inside and
out. As a major aspect of the procedure, learners need to clarify why the
material is significant throughout everyday life. He focuses on the learner’s
responsibility, that they must take the responsibility to learn and teachers are
there to assist.

Similarly, other theorists that elaborated on a better understanding for

classroom management include Glasser’s Reality Therapy, Kounin Model,
Biophysical Theory, Psychodynamic Therapy and Jones Model.

9.5.2 Approaches to Classroom Management

Many teachers try several methods to classroom management and
organization. Out of these, some of the methods and approaches are used
basically to any teacher’s practice. Some of these approaches are mentioned
here:

● Exploratory approach

As a teacher, it is anything but difficult to fall into a cycle of introduction,

practice, revision, task, evaluating, and appraisal while managing learners in
the classroom. There is an effort to separate the subject into smaller topics,
plan a type of activity to help the learning, and plunge ahead, attempting to
get the lesson to learners in an important and vital manner. In any case, is
there a superior way? Particularly for learners who do not respond to your
methods of teaching.

In an exploratory approach to classroom management, you educate by

planting questions like seeds, that urge learners to examine their own ways to
deal with learning the material. The teacher must avoid hesitation in
addressing bad behaviour when a learner seems to disobey any rule.
Identifying the behaviours soon is essential to avoid conflicts with the learner
and among the learners. Failure to act may result in continuing poor
behaviour thus leading to difficult conversations. Recent research shows that
punishing learners in front of other learners have ‘less value’. The use of peer
teaching as a strategy can help in engaging and educating the fast learners,
disruptive as well as struggling learners. Peer learning activities can be
pairing learners in a group together and can be especially useful for learners
to improve in confidence and interpersonal skills.

Effective teaching helps all learners to succeed in his/her studies. Some

teachers while teaching become so preoccupied with trying out different
techniques for classroom management that they find it difficult to manage to
teach. Teachers ought to consider that with teaching comes discipline, but
research shows that when teaching goes together with classroom
management practices, it is more effective. When teachers can explore and
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Classroom and Classroom and
expand their range of teaching techniques, they improve in classroom
Resource Resource
Management management at the same time. Read the following case: Management

Case 1
Suppose Ravi, a V grade student of your class gets your attention by
interfering in your teaching and calls attention to the entire class to ask
questions unrelated to the teaching topic or classroom transaction.

How do you deal with this situation? Think about it. While there can be a
multitude of methods in dealing with this scenario, one of the ways that can
include is ‘descaling’ instead of ‘defending’. The teacher must listen
carefully and respond each time in a sensitive yet firm manner to reinforce
the conduct of the class.

● Permissive approach

In this approach, the teacher imposes minimal control. They provide an

environment of autonomy and free expression by learners wherein they
intervene little and let the learners express themselves. The teacher allows
learners to make many basic decisions. Let us go through another case.

Case 2: Miss. Kalindi is a newly appointed teacher to Class VI. She enters
the class and finds a learner, Rahul of her class shouting at another learner,
Sunil. Even when she has entered the class and greeted the class, these two
learners are still involved in themselves. Kalindi does not want to shout at
the learners, so she goes to Rahul and Sunil, starts listening to them. The
boys turn around as they see Kalindi teacher, then she asks them, ‘Hi! What
is the matter?’ Rahul says, ‘Ma’am Sunil took my pencil and he is not giving
it back’. Sunil says, ‘Madam that is my pencil, he’s lying’. They get into a
quarrel. Kalindi teacher decides to use the permissive approach and tries to
sort out the dispute by asking, when was the last time they each saw their
pencils. In the conversation, Sunil discovers that he did not get his pencil
today; he left it at home, while doing the homework yesterday. Kalindi
teacher makes them understand how to be patient and forgiving, Sunil
apologizes to Rahul. Kalindi makes them shake hands; they sit down with a
smile.

In this scenario, the teacher tried to understand perspectives of students,

giving space to their ideas without imposing her own and she sorted out the
dispute. The teacher also was not being authoritative as required in this
situation.

Benefits of Permissive approach

One of the major benefits of this approach is the consistent objective of the
development of autonomy for learners. In this approach, the learners are
allotted a lot of time for learning, as the teachers are involved in teaching the
course content rather than supervising their individual behaviours.
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Limitations of Permissive approach Classroom Organization
and Management and Management
The permissive approach leaves us with a few questions that do not guarantee
that learners are apt for learning. Would all learners benefit from this
approach and have an environment that is conducive to learning? This can be
described as a humanistic approach as it involves understanding and being
empathetic to incorporate learners in planning. For example, suppose a
teacher wants to teach about nationalism in the classroom. S/he might
provide different articles about nationalism to students. Students are then
allowed to make a list of questions they want to answer about nationalism
and then make them to choose articles on their own to read that is likely to
answer their questions.

Authoritative approach

It is a classroom management style that provides firm realistic boundaries in

a compassionate way. The authoritative teacher focuses on maintaining high
standards and projecting genuine warmth. It is different from being
authoritarian which makes teachers assertive. If teaching style is taken as a
continuum on one-end we will have permissive teachers; and on the other
extreme the authoritarian teachers. The authoritative teachers are in between
the two. Assertive teachers respond to circumstances that require the
administration of learner conduct unquestionably. In this type of approach to
classroom management, the goal is for learners to regulate their behaviour. In
an authoritarian approach, the teachers and learners together set rules by
giving the rationale but adjust as learners show their ability to regulate their
behaviour (Allen, 1996).

Example: Asking learners to put away phones to avoid distractions during

classes. Let us understand more about this approach through the following
case:

Case 3:Mung teaches social studies in the first period to Class VII. He
observed in his class that learners were almost late every day for his class
by at least 15 mins. To tackle this situation, he came up with an idea. He
asked students how to discourage late comers. He asked them if he allows 5
minutes for joining and then onwards he would not allow any student to
enter. He stuck up a chart paper with the rules to be followed in the class.
The first rule was punctuality. Mung told learners how important it is to
follow these rules to be able to attend and understand classes. He also
mentioned that if any learner fails to come on time, she/he will not be
allowed in the classroom for his class. This approach developed strictness in
the class and many learners were on time for his classes for the following
weeks. This approach is authoritative and is found useful in many situations
in classrooms.

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Classroom and Benefits of Authoritative approach Classroom and
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Management Management
Assertive control is one of the most universally used classroom management
strategies in teaching practices. It requests learner consistency and expects
teachers to be firm. This strategy draws an unmistakable line between
forceful order and assertive discipline. The norms and rules set up by
assertive control are supported by encouraging positive as well as negative
feedback. Teachers utilizing this methodology convey themselves certainly
and have no resilience for the class disturbance. They are not hesitant, and
stay reliable and just (Canter, 2010).

Limitations of Authoritarian approach

In the case of the authoritarian approach, a great disadvantage is that the

learner may not necessarily develop autonomy as they are used to follow
instructions or rules. In an authoritative approach, the success is dependent
on the teacher’s ability to convince the learners regarding the need for
following the rule. For example: When a small group of learners are using
their cell phones and disrupting the class, an authoritative approach where the
teacher discusses with them and allow some time for using mobiles after the
class. It helps regulate their behaviour by forming strict rules to avoid them
from using phones during class.

Behaviourist approach

The behaviourist approach consists of teachers’ role in encouraging learners

to develop appropriate behaviours, preventing as well as resolving behaviour-
related issues. It aims to govern learners by establishing behaviour regulation
systems, like positive reinforcements. The behaviourist approach allows an
increase in learner motivation and commitment. For example, when choosing
a teaching method, the teacher can utilize strategies that favour the interests
of learners.

Read the following case to understand this approach:

Case 4: An English teacher, Pratima, often uses classroom activities to

engage learners in her classes and effectively teach them. Recently, she was
assigned to a new class where learners were shy and scared to participate in
activities. Pratima wanted learners to develop an interest in participating in
classroom activities, not just for her English Class but in general. She tried
telling them how participating in classroom activities together can help them
be more confident and discover many of their own talents. But talking did not
resolve the issue. Pratima then started giving stars (★) for participation in
her class activities as rewards. Providing rewards was reinforcing the
behaviour of participating in the classroom. And the learners who did not
receive any stars tried to participate in the activities in the following classes.
Thus, the effect of positive reinforcement was clearly seen and helped
Pratima form a positive attitude towards teaching-learning process.

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Benefits of Behaviourist approach Classroom Organization
and Management and Management
This approach can help develop friendly competition among learners that can
be a positive influence on learner motivation. The approach can be utilized to
make a record of each learner’s skills and provide information about their
class participation.

Limitations of Behaviourist approach

It is a time-consuming approach that asks for the teacher’s effort and

prolonged attention. The teacher has to constantly follow up and record
learners’ behaviours.

Collaborative approach

In the collaborative approach, the teacher shares his/her role and authority
with learners. It involves ensuring cohesion among groups of learners. It also
involves maintaining the quality of the pedagogical relationship in learning
for the learners. The approach aims to make and maintain harmonious
relations with learners. The collaborative approach is more a democratic
approach that takes learners as an integral part of the decision-making
process. For example, the teacher can ask learners to write the rules of using
phones in classes. This involves learners feeling that they are a part of the
classroom management. In this approach, the responsibility of ensuring
compliance (authority) is shared with learners. Read the following case:

Case 5: Suresh is a science teacher in a secondary school. In his class, he

notices that learners have become irregular and the attendance of few
learners is very low. Instead of forming rules and asking the learners to come
every day, Suresh looks for an alternative. He does an activity in the class
where he encourages learners to give feedback on his teaching methods and
learning quality by using online evaluation forms with rating options. Then
he analyses, improves his teaching method and develops activities. Adapting
class lesson plans slowly stimulated the interest of learners in the subject.
This will help to maintain a good level of attendance.

Benefits of Collaborative approach

The major use of this approach is that it promotes learner participation and
solidarity. It is highly inspired by the concept of constructivism. The teacher
and learners develop a good rapport by the involvement of active learning
methods which is the core of the approach.

Limitations of Collaborative approach

This approach demands to set expectations well before its application. The
teacher can sometimes fail to address the consistency of learners by
considering the diverse needs of learners. For example, the teacher can offer
activities for learning in such an approach to promote effective learning and
help in the development of positive skills as well as behaviours.
22 21
Classroom and ● Anticipatory approach Classroom and
Resource Resource
Management Management
The anticipatory approach asks teachers to consider the prior knowledge of
learners, their interests, and needs when making lesson plans. The basic idea
of the anticipatory approach is that good lesson planning is the basis of
efficient classroom management. For example, the teacher while planning a
lesson plan must keep in mind the problems that may arise in executing the
lesson. In such cases, the teacher should plan alternative strategies to execute
the lesson.

Benefits of Anticipatory approach

The approach helps the teacher plan the class effectively by limiting the risk
of unintended distractions like forgetting materials, confusion related to
learners, etc., and ensuring smooth execution of activities. It helps the teacher
understand the characteristics of learners through the learning activities.

Limitations of the anticipatory approach

The primary limitation is that it needs more time to plan and revise the course
plan. During the transaction of the plan, the teacher needs continuous effort
to take notes after an activity. Such notes are to be used to make corrective
measures for the next class activity. One more major limitation is that it is not
feasible to anticipate every possibility and error with the class activity
planning. This approach can be used when the teacher has less or limited time
to present a class activity.

Check Your Progress 3

Notes: a) Write your answers in the space provided after each item.
b) Compare your answers with those given at the end of the unit.
1) How do interventionist, non-interventionist and interactivist models of
classroom management differ from one another?
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
2) What are the benefits of the permissive approach to classroom
management?
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
…………………………………………………………………………….
22 25
Classroom Organization Classroom Organization
9.6 MANAGING CLASSROOM SPACE AND
and Management and Management
MATERIAL
The classroom space and material affect student behaviour. In thinking about
how to arrange furniture and other items in classrooms, the following
questions need to be considered:

• Do interactions among students should be encouraged?

• Do students are allowed to move from place to place during the class
period?

In considering how to arrange the classroom, care should be taken on the

following elements:

• Classroom design
• Classroom ambience
• Class schedules
• Establishing Routines

Classroom Design: Arrangement of the desk and other classroom furniture

need to vary to accommodate different kinds of learning activities. The
classroom can have an enormous table for group projects and gatherings just
as there are individual spaces for learner-explicit work and individualized
timetables and schedules. When students are working in small groups, spaces
between students in each group need to be decreased. It is better to place the
teacher’s desk in the rear of the classroom. An arrangement where teachers
can go immediately to any place in the classroom can be made for promoting
on-task behaviour. The teachers must converse with each other and
conceptualize approaches to orchestrate the classroom to support autonomous
development.The lighting and shading in a classroom also has a significant
impact on learners.

Classroom Ambience: Ambience means the general atmosphere of a place.

The ambiance of a classroom helps shape students’ attitudes. A positive
classroom ambience results when teachers pay attention to establishing an
orderly overall classroom appearance.

Class Schedules: Classrooms may comprise various learners on numerous

levels with diverse needs and backgrounds. Structuring such a schedule that
accommodates all their needs can be challenging. Before the school year
begins, schedules related to subjects and activities must be planned that can
be used in the classroom.

Establishing Routines: You know that in classroom many events occur

repeatedly, these consist of collecting and distributing materials, making
announcements, responding to students’ requests, and taking attendance.
Much time will waste if these routines are not carefully planned and
executed.
24 23
Classroom and Classroom and
Resource 9.7 MANAGING DIVERSITY IN CLASSROOM
Resource
Management Management
In general, there exists diversity in the learners with respect to their
background (social, political, economic, linguistic, cultural, etc.), abilities,
attitudes, aptitudes, interests, etc. It is important to cater to the diverse needs
of each learner in the class. In the process, it becomes challenging to manage
the diversity in the classroom especially the learner behaviours. In the next
section, you will get familiarized with different ways to maintain positive
discipline in a classroom.

How to Manage Diversity?

Diversity is the exploration of differences prevailing among students (in

learner behaviour, background, social, political, linguistic, cultural etc.) and
incorporation of these differences, while planning to teach in order to enrich
learning. The following factors can be considered in order to manage
diversity:

– Make efforts to know your students.

– Maintain a working relationship with students through consistent
communication.
– Be aware of their weakness but acknowledge their strengths
– Show individual respect to each student.

9.8 MANAGING CHILDREN'S BEHAVIOUR

THROUGH POSITIVE DISCIPLINE
Learners in any class exhibit certain behaviours. A teacher needs to manage
all of these behaviours in harmony in order to conduct her/his class smoothly
to effectively teach the learners. Many theorists explained strategies to
manage child behaviour. When a child is disrupting a class by constantly
murmuring, or interrupting the teachers, fighting, etc. s/he needs to come up
with strategies to maintain discipline in the class.

Skinner's Model of Shaping Desired Behaviour

Human conduct can be moulded along desired lines by a systematic

utilization of the environment. Skinner proposed a set of key ideas for
shaping behaviour. Skinner by himself has never proposed a model of school
discipline. Different authors have taken his thoughts on learning and adjusted
them to regulate the conduct of learners in schools. The essence of Skinner's
model of shaping desired behaviour is given below:

a) Behaviour is formed by its outcomes.The precise application of

rewards/reinforcement can shape learners' conduct in desired ways.
b) Behaviour tends to be weaker if not pursued by reinforcement. It is also
weakened by negative reinforcements.
24 27
Classroom Organization
c) In the beginning times of learning, consistent support in the environment Classroom Organization
and Management and Management
delivers the best outcome. When learning has arrived at the desired level,
it is best kept up through irregular support, gave just occasionally.
d) Behaviour alteration is applied in these two fundamental manners:

Example 1: The teacher finds a group of learners interrupting the teaching by

asking doubts without waiting for the teacher to give them time or finish
speaking. If the teacher answers and gives them attention every time, that
reinforces their behaviour and the learners repeat it again. When the teacher
observes learners doing an undesired behaviour, and if the teacher reinforces
that behaviour, it is more likely to be repeated.

Example 2: In the same class, if the teacher appreciates the learner who raises
her hand and waits for the teacher to address the doubt, the other learners
who interrupt the class are less likely to repeat their behaviour, as there is no
positive reinforcement. When the teacher observes learners doing a desired
behaviour and teacher reinforces the positive behaviour while either ignores
or negatively reinforces the learner with undesired behaviour, the learner with
the undesired behaviour is less likely to repeat the same behaviour.

Behaviour adjustment effectively utilizes different sorts of reinforcers.

Reinforcers are classified in various ways by different authors. According to
Cherry, K. (2018), positive reinforcers can be classified as follows:

• Natural reinforcers- They occur directly as a result of behaviour. Eg. A

student gets excellent grades due to hard work.
• Social reinforcers– They involve expressing approval of a behaviour. Eg.
Teacher and peer attention, verbal remarks, outward appearance, and
body language;
• Tangible reinforcers- They involve presenting actual, physical rewards
such as prizes, toys, etc.
• Token reinforcers - They are the tokens or points awarded for
demonstrating certain behaviours.

The Skinner model can be a groundbreaking model for teachers’ practices,

one that can be effectively altered and implemented on learners belonging to
diverse backgrounds.

Positive Discipline, also known as PD is a practice that is designed to teach

learners to become resourceful, responsible, and respectful people in our
communities. The process teaches important life skills and social skills in a
way that is respectful and encouraging for children as well as adults,
including teachers, parents, and the school administration. Positive behaviour
support (PBS) is an open-ended, structured model that schools, and parents
follow. It promotes skills for positive decision- making, encourages positive
behaviours, and helps establish teaching expectations.

26 25
Classroom and Recent studies reveal that young individuals are "designed" fromClassroombirth toand
Resource Resource
Management interface with others and that kids who feel a feeling of association with their
Management
family, and school are more averse to behavioural issues in classrooms. To be
fruitful, contributing individuals from their locale, youngsters must learn
important social and fundamental abilities. Positive Discipline depends on the
understanding that order must be instructed, and that discipline additionally
educates. Positive discipline is an increasingly powerful approach to manage
the behaviour of learners in the classroom. It permits the learners to learn and
adjust their practices to meet the objectives and goals of the classroom, while
at the same time showing them how to settle on better decisions in their way
to adulthood. Some small-scale studies on PD have examined the impacts of
the practices of positive discipline to show positive results.

Benefits: Positive discipline can help the children find a connection with the
teachers, building a sense of belonging. It is a practice of being kind and firm
at the same time thus creating an environment of encouragement and
motivation. It is for long-term child growth. Using the right set of techniques
in the classrooms teaches learners great social and community skills to build
a positive community and work in cooperation with others. Helps the
children discover their own capabilities and potential.

Positive Discipline Techniques: Positive discipline is often known to result

in positive behaviours. There are many strategies that instructors can be used
to strengthen conduct with positive order in the class. They include:

• set the classroom rules toward the beginning of the year;

• formulate objectives before the class;
• implement the strategy planned;
• stay unbiased during clashes;
• find out the reasons for the bad conduct if any;
• respect the learner whatever may be;
• use appreciation;
• model fitting practices;
• provide opportunities to decide / give learners various decisions;
• as far as possible avoid contexts / objects in the condition that cause
interruptions, and
• most importantly stay tuned to learners.

Check Your Progress 4

Notes: a) Write your answers in the space provided after each item.
b) Compare your answers with those given at the end of the unit.

1) What are essential things that are needed to be developed and maintained
to effectively manage the resources in the classroom?

…………………………………………………………………………….

…………………………………………………………………………….
26 29
Classroom Organization Classroom Organization
and Management
……………………………………………………………………………. and Management

…………………………………………………………………………….

2) How is positive discipline beneficial to children/learners? What are the

techniques of positive discipline that can be employed in the schools?

…………………………………………………………………………….

…………………………………………………………………………….

…………………………………………………………………………….

…………………………………………………………………………….

…………………………………………………………………………….

…………………………………………………………………………….

9.9 LET US SUM UP

Classroom management is an essential skill for a teacher to impart education.
It is complemented by another concept called classroom organization, which
helps better management of any class. Classroom management and
Classroom organization are two individual concepts, yet very closely
interlinked. Classrooms consist of a diversity of learners on different levels of
functioning and with different needs, where the role of teachers becomes
crucial for maintaining an environment to ensure learning for every learner.
Classroom organization and management have been gaining more and more
attention in research recently, as being one of the most important concepts to
an effective teaching environment. Classroom management is the procedures,
actions, and strategies that teachers use to resolve classroom problems and
promote smooth teaching-learning process. Classroom management is
believed to consist of three major dimensions: individual, instruction, and
discipline. While rules and schedules impact learner conduct, classroom
organization influences the physical components of the classroom, making it
an organized environment for the learners. To be an effective teacher, s/he
needs to understand how to manage a class well and teach effectively
ensuring that knowledge is being imparted. Teachers can select from a group
of classroom management methodologies and approaches depending on their
personalities and qualities as well as the personalities of the class. Many
approaches are available to promote classroom management such as
authoritative, permissive, collaborative, anticipatory, along with some
discussed in western literature like the instructional and exploratory
approaches. Skinner’s behaviourist approach points out the importance of
behaviour change to indulge learners in discipline, and an overall positive
classroom environment. To manage a classroom effectively, the class must
have rules and boundaries set by the teacher. Learners’ positive behaviours
are reinforced
28 to maintain a positive classroom environment.
27
Classroom and Classroom and
Resource 9.10 UNIT-END ACTIVITIES Resource
Management Management
1) How do you think discipline, classroom routines and teaching methods
influence classroom management? Have a discussion with at least two of
your teachers about their ways of classroom management.

2) Do you think that the teacher’s goals for behaviour affect the way he or
she sets up classroom routines, his or her disciplinary practices and
lesson organization? If yes, explain how.

3) Conduct a discussion with your teacher about the problems s/he faces in
managing your classroom. Find out the ways how teachers tackle these
problems.

9.11 REFERENCES AND SUGGESTED READINGS

Allen, T. H. (1996). Seven models of discipline: Developing a discipline plan
for you. Retrieved from
https//www.tvtip.org/resources/DebbieCMresources/A9_Seven%20Models%
20of%20Discipline.pdf.
Aronson. J., Zimmerman, J., &Carlos, L.(1998). Improving learner
achievement by extending school: Is it just a matter of time?.Retrieved from
https://www.wested.org/online_pubs/po-98-02.pdf.
Brandt, R. (1995). Punished by rewards? A conversation with Alfie
Kohn.Educational Leadership, 53(1), 13–16.
Brophy, J., &Evertson, C. M. (1976).Learning from teaching: A
developmental perspective. Needham Heights, MA: Allyn and Bacon.
Canter, L. (2010). Assertive discipline; positive behaviour management for
today's classroom, 4th ed." Reference & Research Book News, Feb. 2010.
Academic
Charles, C.M. (2008). Building classroom discipline. (9th ed.). Boston:
Pearson Education.
Charles, C. M., (1989).Building classroom discipline: from models to
practice, New York: Longmans Inc.
Cherry, K. (2018).Positive reinforcement and operant conditioning. VeryWell
Mind. Retrieved by https://www.verywellmind.com/what-is-positive-
reinforcement-2795412
Doyle,W. (1986). Classroom organization and management. In M.
C.Wittrock (Ed.), Handbook of research on teaching. New York: Macmillan.
Henley, M. (2006). Classroom management: A proactive approach. Upper
Saddle River, NJ: Pearson Merrill Prentice Hall.
Hill, D. (1990). Order in the classroom, Teacher, 1(7), 70-77.
Kohn, A. (1996). What to look for in a classroom. Educational Leadership,
(54)1, 54–55.
28 31
 Krause, K.,
Classroom OrganizationBochner, S., Duchesne, S. (2006). Managing behavior and Classroom Organization
and Management and Management
classrooms. Education Psychology for Learning and Teaching (2nd ed.)
Melbourne, AU: Thomson Learning.
Martin, N. K., & Baldwin, B. (1996, April).Validation of an Inventory of
Classroom Management Style: Differences between novice and experienced
teachers. Paper presented at the annual meeting of the American Educational
Research Association, New York, N.Y.
Marzano, R. J., Norford, J. S., Paynter, D. E., Pickering, D. J., &Gaddy, B. B.
(2001). A handbook for classroom instruction that works. Alexandria, VA:
Association for Supervision and Curriculum Development.
McLeod, J., Fisher, J., & Hoover, G. (2003).The key elements of classroom
management: Managing time and space, learner behaviour, and instructional
strategies. Alexandria, VA: Association for Supervision and Curriculum
Development.
Sokal L., Smith D. G. &Mowat, H. (2003). Alternative certification teachers'
attitudes toward classroom management, The High School Journal, Vol. 86,
(3), 8-16.
Sugai, G., & Horner, R. (2002). The Evolution of discipline practices:
school-wide positive behaviour supports. Child & Family Behaviour
Therapy, 24(1-2), 23–50.
Skinner, B. F., (1971).Beyond freedom and dignity. New York: Alfred A.
Knopf.
Tauber, R. (1988). Negative reinforcement: a positive strategy in classroom
management, Clearing House, 56, 64-67
Winitzky, N. (1992). Structure and process in thinking about classroom
management: An exploratory study of prospective teachers. Teaching and
Teacher Education, 8(1), 1–14. DOI:10.1016/0742-051x(92)90036-3
Yadav.M. (2014). Dimensions in Classroom management:- Special Emphasis
on Indian Education System, Indian Journal of Research, Vol. 3(2).

9.11 ANSWERS TO CHECK YOUR PROGRESS

Check Your Progress 1

1) Classroom Management means the actions and strategies teachers use to

solve the problem of order in classrooms. The authoritative approach,
permissive approach, and collaborative approach are three approaches to
classroom management.
2) Classroom management is an essential component for successful
teaching. Classroom management frameworks are powerful because they
increase learner accomplishment by making an organized learning
condition that improves learners' academic aptitudes and skills, just as
their social and enthusiastic advancement. It is important and essential
for the teachers to conduct their classes smoothly and facilitate learner
learning.
30 Effective classroom management helps both learners and 29
Classroom and Classroom and
teachers in many ways - Sets up and continues a systematic environment
Resource Resource
Management in the classroom; Increases academic learning; Rapport Building;
Management
Encourages social and passionate growth and Decreases negative
practices.
Check Your Progress 2
1) The factors affecting classroom management are classroom environment,
classroom climate, teacher-learner relation, the relationship among
teacher colleagues, teacher’s approach, teacher and learner discipline,
varied competencies and disabilities of learners, etc.
2) Classroom management is of two types – Proactive and Reactive
classroom management
a) Proactive classroom management depends on sorting out the
classroom in a manner that makes a positive physical and learning
condition. Proactive teachers build up schedules, exercises, and
disciplinary methodologies that show learners restraint. It involves
planning the class in a way to avoid any challenges as well as be
prepared to face any challenges.
b) Reactive classroom management is defined as responding to
unexpected events in the classroom (behavioural or otherwise) by
drawing on predetermined principles and return the classroom to the
positive learning environment
Check Your Progress 3
1) Interventionist Model of classroom management recommends that
learners' improvement is a result of natural conditions expedited by
intercession of learners' day-to-day environment. It is normally be found
in a positive and encouraging classroom one in which rules are built up
and conveyed and learners are either remunerated or given results
dependent on their adherence to these guidelines. Whereas in the case of
non-interventionist model, the learner's potential for progress is
predetermined. A non-interventionist educator will help a learner in
meeting his potential by upgrading self-improvement, building a solid,
positive relationship, and helping learners with creating critical thinking
capacities that can be executed free of teachers' practices and direction.
Interactivist model suggests that every teacher must make an effort to
comprehend the behaviour of their learners also, to assist learners with
understanding their activities and outcomes. By getting learners to
comprehend the principles of the classroom condition, they are given the
onus of overseeing themselves.
2) One of the major benefits of permissive approach is the consistent
objective of the development of autonomy for learners. In this approach,
the learners are allotted a lot of time for learning, as the teachers are
involved in teaching the course content rather than supervising their
individual behaviours
30 33
Classroom Organization
Check Your Progress 4 Classroom Organization
and Management and Management
1) The essential documents that are needed to be developed and maintained
to manage the resources effectively are class schedules, adapted
schedules, tangible timelines, classroom design.
2) Positive discipline is designed to teach learners to become resourceful,
responsible, and respectful people in our communities. There are
numerous benefits of positive discipline. It can help the children find a
connection with the teachers, building a sense of belonging. It is a
practice of being kind and firm at the same time thus creating an
environment of encouragement and motivation. Using the right set of
techniques in the classrooms, teaches learners great social and
community skills to build a positive community and work in cooperation
with others. Helps the children discover their own capabilities and
potential. Overall, it is for long-term child growth.
There are many positive discipline techniques that instructors can use to
fortify great conduct with positive order. Some of them are as follows:
• set the classroom rules toward the beginning of the year;
• have reliable desires;
• set objectives toward the start of class;
• proper conduct ought to be fortified;
• stay unbiased during clashes;
• quest for the underlying driver of the bad conduct;
• learner’s respect matters;
• use appreciation;
• model fitting practices;
• give learners various decisions; and
• evacuate objects in the condition that cause interruptions.

32 31