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Classroom Management

Effective classroom management is essential for creating a productive learning environment where students are motivated and focused. It involves establishing control over student behavior through prevention and response strategies, along with thoughtful lesson planning and a supportive atmosphere. General tips for success include emphasizing positive behavior, maintaining engagement, and addressing inappropriate behavior promptly.

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3 views

Classroom Management

Effective classroom management is essential for creating a productive learning environment where students are motivated and focused. It involves establishing control over student behavior through prevention and response strategies, along with thoughtful lesson planning and a supportive atmosphere. General tips for success include emphasizing positive behavior, maintaining engagement, and addressing inappropriate behavior promptly.

Uploaded by

kevokelvinmwangi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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CLASSROOM

MANAGEMENT
• Effective teaching requires a well-organized, businesslike, classroom in which
motivated students work diligently at their learning tasks, free from distractions and
interruptions. Providing such a setting for learning is called effective classroom
management.

• Essential for effective classroom management is the establishment and

maintenance of classroom control, that is, the process of controlling student

behavior in the classroom.

• Classroom control involves two issues:

• steps for preventing inappropriate student behavior (the establishment aspect)

• Ideas for responding to students whose behavior is inappropriate (the maintenance


aspect).
In a well-managed classroom, students –

• know what to do

• have the materials needed to do it well

• stay on task while doing it.

• The classroom atmosphere is supportive,

• the assignments and procedures for doing things are clear,

• the materials of instruction are current, interesting, and readily available

• the classroom proceedings are businesslike.

To be a successful classroom manager you need to

• Plan your lesson thoughtfully and thoroughly

• Provide students with a pleasant and supportive atmosphere

• Establish control procedures that you can firmly and consistently apply

• Prevent distractions, interruptions, and disturbances and deal quickly with those not
preventable.
General Tips in Classroom Management

Remember that preventing a Ship from Sinking is Easier Than Is


Saving a Sinking One.
• In Classroom Management no one should expect to be
perfect.
• However, it is estimated that as many as ninety percent of
class control problems are teacher-caused and preventable.
• To avoid making mistakes in classroom management, you
need to know both the potential errors and a reflection of
your own behaviour in relation to them.
The following tips are generally helpful in achieving this:
• Attend adequately to long-range and daily planning.

• Emphasizing the positive rather than the negative.

• Require students to raise hands and be acknowledged before responding.

• Do not allow students’ hands to be raised too long.

• Do not spend too much time with one student or one group. Monitor the entire
class.

• Gain the students’ attention before beginning a new activity.

• Do not pace your talk and learning activities too fast.

• Do not use a voice level that is always either too loud or too soft.

• Do not stand too long in one place.


• Do not sit while teaching.

• You should not be too serious. Create some fun.

• Do not use the same teaching strategy or combination of strategies day after
day.

• Use silence (wait time) after asking a content question.

• Do not use instructional tools poorly or inefficiently.

• Use facial expressions and body language effectively.

• Rely less on talking to achieve classroom control.

• Use time efficiently and effectively. Be businesslike.

• Ensure interaction with the whole class.

• Do not wait to collect and returning students papers before assigning them
something else to do.
• Do not interrupt students while they are on task.

• Avoid using “Shh” as a means of quieting students.

• Position yourself in the classroom effectively.

• Try to get the most from student responses. Do not settle for less when you can
get more from them.

• Never use threats.

• Avoid using global praise. It does not help.

• Use colour meaningfully.

• Avoid verbally reprimanding a student across the classroom. You may do so


privately and politely.

• Avoid interact with only a “chosen few” students. Rather spread interactions
around to all students.
• Intervene quickly in cases of inappropriate student behavior.

• Learn and use student names.

• Be interested in the process of student thinking and not final answers only.

• Use time plans by putting these on the board for students.

• Avoid asking global questions that nobody is likely to answer.

• Do frequent comprehension checks (every few minutes in most situations)to see


if students are understanding.

• Avoid using poorly worded, ambiguous questions.

• You need not try to talk over student noise. Try some other technique.

• Wanting to be liked by students does not help.

• Call students to attention especially when using educationally useful media.


• Avoid unnecessary distractions to classroom activities, especially at the
beginning of such activities.

• Do not introduce many topics or issues simultaneously such as talking to them


about several issues not related to the activity.

• Always give students a pleasant greeting on Monday or following a holiday and


remind them to have a pleasant weekend or holiday.

• Never sound egocentric when talking to students.

• Do not take too much time to give verbal directions for an activity. Be precise.

• Avoid taking too much time for one activity.

• Check yourself from being anxious and nervous. Students easily get to know
this and become nervous too.

• Do not overuse punishment for classroom misbehavior. Try alternatives.

• Be concise and consistent.

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