Handout 2N (For Activity 8)

Rate Your Classroom Disciplinary Practices (Individual Activity)

Analyze your classroom disciplinary practices with this checklist from the National Education
Association's "I Can Do It" Classroom Management training module, a program developed by the
California Teachers Association. Begin by placing a check in the appropriate column after each
item. Then add your points -- allowing 4 points for each "Usually," 2 points for each
"Sometimes," and 0 points for each "Never."
Rate yourself as follows:
 90-100 = Excellent
 80-89 = Good
 70-79 = Fair
 below 70 = Poor

S. Behaviour Usually Sometimes Never

No.
1 I get students' attention before giving instructions.
2 I wait for students to attend rather than talk over
chatter.
3 I quickly get students on-task.
4 I give clear and specific instructions.
5 I set explicit time limits for task completion.
6 I circulate among students at work.
7 I hold private conferences/conversations during class.
8 I model courtesy and politeness.
9 I use a quiet voice in the classroom.
10 I use a variety of cues to remind students of expected
behavior.
11 I teach students my cues.
12 I enrich my classroom to improve students' motivation.
13 I impoverish my classroom to improve attention.
14 I am aware of the effects of my dress, voice, and
movements on student behavior.
15 I use students' names as low-profile correctors of
inattention.
16 I use proximity to improve classroom control.
17 I communicate positive expectations of good behavior to
my class.
18 I have clear and specific rules that I teach my students.
19 I refuse to threaten or plead with students.
20 I consistently follow through with consequences to
enforce rules.
21 I use "I messages" assertively to tell students what I want
them to do.
22 I use "I messages" humanistically to communicate my
feelings.
23 I respond to behavior I like with specific, personal praise.
24 I use non-verbal, social, and activity reinforcers.
Adapted from National Education Association's "I Can Do It" Classroom Management training module, developed by
California Teachers Association.

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 Handout 2 O (For Activity 8)
Given below are the criteria for a good rule. Examine the rules as prepared by the participants
on the given criteria.

S. No. Proposed Rule Criteria

Clearly Stated Reasonable Enforceable General Stated Positively

10

11

12

13

14

15

16

17

18

19

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 Handout 2P (For Activity 8)
Rules, Procedures and Routines (Individual Activity)

Classroom Rules, Procedures and Routines

Rules and procedures are a prerequisite for effective classroom management and effective
instruction. Webster’s dictionary defines rule as “a fixed principle that determines conduct”.
According to Nakamura, 2000, Rules establish the boundaries for behavior and consistency
in their implementation is essential to effective classroom management. In reality rules in a
classroom do undergo occasional modifications keeping in mind the daily needs of all the
students in the class. So rules are guidelines that set expectations for student behavior. Teachers
should try to establish fair, reasonable and enforceable rules in the class that will make a
difference in the lives and behavior of the students in the classroom.

Procedures are more flexible than rules as they are specific ways of doing things. Classroom
procedures concern with how things are being done in the classroom and have nothing to do with
rewards and punishments. Procedures tell students how you want something to be done. It is lack
of set procedures in the classrooms that the students are not able to work responsibly.

“A rule is a dare to be broken, whereas, a procedure is not. A procedure is a do, a step to be

learned,” Harry Wong.

Routines are what the student does automatically without prompting or supervision. When
procedures are explained, rehearsed and reinforced, they eventually become routines. There are
several classroom procedures that should be routine for students…
• Procedure for dismissal at the end of the period or day
• Procedure for quieting a class
• Procedure for the start of the period or day
• Procedure for students seeking help
• Procedure for the movement of students and papers

According to Harry Wong, the number one problem in the classroom is not discipline; it is
the lack of procedures and routines. If there are set rules, routines and procedures in the
classrooms, then there will be less confusion and waste of time. They act as foundation that set
the class for achievement. So there must be rules and procedures in the classroom. In order to
accomplish some task in the class, the teacher must set some procedure for that to be followed.
Some procedures which each teacher must teach its students are as following:
 Entering the classroom
 Dismissing at the end of the day
 Asking for help in the class
 Working in a team or in groups
 Collecting and returning student work
 Moving about the room
 Getting materials without disturbing others
 Going to library, etc.

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If a teacher is able to teach basic routines and procedures to students, then most of the
behavioural problems on the part of the students can be minimized. The teacher must effectively
convey these procedures and routines to the students by demonstrating them, explaining them
and letting students rehearse and practice the procedures under his/her supervision until and
unless it becomes a habit on the part of the students.

Harry Wong’s Simple 3 step Approach for Teaching Procedures…

1. Explain
a. State or Define the procedure in concrete terms
b. Demonstrate the procedure; don’t just tell
c. Demonstrate complex procedure step by step
2. Rehearse
a. Have students practice the procedure step by step under your supervision.
After each step, make sure that the students have performed the step correctly.
b. Have students repeat the procedure until it becomes a routine. The students
should be able to perform the procedure automatically without teacher
supervision.
3. Reinforce
a. Determine whether students have learnt the procedure or whether they need
further explanation, demonstration, or practice.
b. Re-teach the correct procedure if rehearsal is unacceptable.
c. Praise the students when the rehearsal is acceptable.
d. Don’t address a student’s failure to follow the routine or procedure through
behavioural consequences.
(Re-teach, rehearse, practice, and reinforce the classroom procedure until it becomes a
student habit or routine):
Guidelines for preparing rules in the classroom
 Involve the class in making the rules.
 Rules should be necessary and reasonable.
 Keep the rules short and easy to understand. They should be stated clearly.
 Phrase rules in a clear and positive way so that the students know what is expected from
them.
 Remind the class of the rules at times other than when someone has misbehaved.
 Make different rules for different kinds of activities consistent with the instructional goals.
 Should be consistent with the school rules.
 Post the rules and review them every so often.

If a rule isn’t working, change it.

Source:

 McLeod, J., Fisher, J. & Hoover, G. (2003). The Key Elements of Classroom Management: Managing Time and
Space, Student Behavior, and Instructional Strategies.Alexandria Virginia: ASCD

Creating and implementing effective rules and consequences. (2011). Retrieved from
http://teachingasleadership.org/sites/default/files/Related-Readings/CMC_Ch2_2011.pdf

4
 Handout 2Q (For Activity 9)
Consequences and Rewards (Individual Activity)
Teachers who want to have effective classroom management should also be concerned with
students’ desirable behavior i.e. setting classroom situation in such a manner so as to facilitate
desirable behavior from the children and providing consequences for confirming their
appropriate responses. Consequences which strengthen children’s appropriate behavior are those
which are pleasant or desirable from the children’s point of view. Pleasant consequences make it
more likely that the children will behave in the same way again in response to similar
circumstances.

Children derive pleasant outcomes from their behavior itself, for example the satisfaction of
completing their work. But they receive consequences for their classroom behavior from their
teacher. For instance at the end of break, bell rings and the students enter the classroom quietly
and are back into their seats; the teacher praises them for doing so. The teacher’s praise serves
two purposes. The behavior demonstrated by the students in response to the end-of-break bell is
what the teacher wants, and if the children like his/her praise then the teacher is also making it
more likely that they will respond to the end-of-break bell in a similar way in future.

In order to serve this dual purpose effectively, consequences provided by the teacher often
combine two elements. These are feedback (knowledge of results as to what the children did
which was appropriate) and a reinforcer(a pleasant event).

1. Feedback (knowledge of results)

When a teacher provides feedback to students, he/she points out that behaviour was appropriate.
By pointing out appropriate behaviour, the teacher enables the students to be more aware of their
own behaviour. Feedback is therefore crucial when teaching new skills, be they academic or
social, in helping students to see how well they are doing and what improvement they have made.
2. Reinforcement and Reinforcers
Teachers need to choose and use appropriate consequences for rule following and violating. This
should come in the form of reinforcement. Reinforcement is a powerful tool to use for managing
behavior of the students in the classroom. Reinforcement is an event (e.g. activity, access to
preferred item, or social interaction) that maintains or increases the future probability of the
response that it follows. Reinforcement can be positive, which is the presentation of the preferred
event following the student’s desired behavior, or negative reinforcement, which is the withdrawal
of the preferred event but it allows the student to avoid something. Reinforcement must be
delivered to students consistently and promptly. The reason of the type of reinforcement
delivered must be made clear both to the recipient and to the whole class.
Students are more likely to do things they will be rewarded for than punished for
(Grossman, 2004).But unfortunately, teachers often focus more attention on punishing
poor behavior, than on rewarding appropriate behavior (Martin et.al., 1999).

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Reinforcers
A reinforcer is something which leads to an increase in the desired behavior.

Using powerful reinforcers:

According to Grossman, 2004, rewarding certain behaviours is likely to be more effective when
you meet certain conditions which are as follows:
 Reward students for behaviour that you think deserve to be rewarded – not when students
seek or ask for it.
 Students need to be aware of the specific behaviour that is being rewarded.
 Your words and actions must be congruent: i.e. – no point saying you’re really pleased
with someone’s effort if you have an angry look on your face, or are showing that you’re
not really interested.
 The reward must be rewarding to the student!
 Rewards are more powerful and reinforcing when they are spontaneous and unexpected.

Of course, what one person finds pleasant another may not. This is particularly an important
consideration when a teacher is providing consequences for good work and behaviour in class.
Some students may continue to work hard at their tasks for teacher praise, whilst others may
respond better to good marks for their good performance. The teacher can establish which events
or things can be the effective reinforcers for the students by knowing them well, observing what
they work for and what they do not and by finding out what they enjoy.
The real test for the teacher would be to try something which he/she thinks to be suitable
as a reinforcer and see what happens. If the behaviour which it follows occurs more often
over a period of time, this consequence is indeed reinforcing. If there is no change or the
behaviour occurs less often, the consequence is not acting as a reinforcer.
Intrinsic and extrinsic reinforcers
When students derive satisfaction and pleasure from completing their work and making progress
that means students are intrinsically motivated. This is the goal for which the teachers should be
working for. We would like them to value learning for its own sake. Students are introduced to
new educational and social skills throughout their schooling. Many of these are complex, and for
a large number of students it will take some time to achieve the competence necessary for
intrinsic consequences to occur. Let us illustrate this by comparing behaviour of two students.
For example there is one student who enjoys reading. There are several observations which might
lead us to this conclusion: the amount of time he spends reading, his frequent requests to take
books home, his descriptions of stories he has read, and so on. For him, reading brings about its
own reinforcers. He finds satisfaction in being able to read books. His competence at reading is
such that his reading behaviour is strengthened and maintained by these intrinsic reinforcers
which follow directly from the behaviour itself.
A second student is unwilling to share his things with others at his table. We can readily
understand that sharing might not be intrinsically reinforcing. In the absence of intrinsic
reinforcers, he/she needs some external source of reinforcement in order to encourage him/her to
share. The teacher may provide this by praising him/her i.e providing external or extrinsic
reinforcement. The long-term goal of treating sharing in this way and by giving him/her
reinforcement every time he/she shares with others will ultimately help the student to gain
intrinsic satisfaction from sharing.

6
 The teacher's direct part in providing external sources of feedback and reinforcement obviously
becomes less important as student’s awareness of their own behaviour increases. The way is then
prepared for students to monitor and regulate their own behaviour, without the need for
mediation by their teacher.
Reinforcers, rewards and bribery
The terms 'extrinsic reinforcers' and 'rewards' are often confused. There is difference between
them.
Reinforcers are consequences for which we have confirmatory evidence that they actually work.
That is, they are known to increase or to maintain the particular behaviour they follow. Rewards,
on the other hand, are a 'best guess' at what events or things may act as reinforcers for particular
children. For example we might anticipate that many young children value teacher praise or stars
and so use these as rewards in class. However, until we can confirm that these rewards do indeed
increase or maintain the behaviour they follow, we cannot say they are reinforcers.
A bribe is often given before the expected behaviour to be displayed by the children; whereas
rewards always follow the behaviour. They are consequences and must always be earned before
they are given. The use of rewards in classroom management is directed towards strengthening
behaviour of the students which is socially acceptable in class and which assists the student's
learning on educational tasks. However, many rewards which occur in school are deliberately
arranged by teachers.
Types of Rewards
A teacher can use four types of rewards in conjunction with feedback to strengthen student's
appropriate behaviour but which of these will be effective reinforcers for a particular student will
depend on a number of factors.
These different types of reward, together with classroom examples, are shown in table below

Types Main features Examples

Social Involve pleasant Praises; applause; the opportunity to sit with friends or show
rewards interaction with other good work to favorite teacher;touch; hugs (young children); a
people written note to parents about good progress or behavior.

Activity Involve opportunities for Any preferred activity: play as individual or group; games; work
rewards enjoyable activities on topic of interest; free choice of activity etc. It may also involve
social reinforcers e.g. playing a group game with friends.

Token Visual, tangible signs of Stars; points; grades;ticks; badges; merit; cards; etc.These can be
rewards approval or progress; easier used alone or exchange for activity or material rewards later.
to be arranged immediately

Material Tangible/usable/edible Sweets, playing things, prizes or presents of all kinds. Always
rewards items; effective with young pair these with other types of rewards to strengthen the
children. effectiveness of the new reward.

Adapted from “Classroom Management: Principles to Practice” by Shirley L.Bull and Janathan E. Soility

7
It is important for the teachers to provide suitable rewards that will indeed act as reinforcers and
strengthen the student’s appropriate behavior. When rewards are used together with the
reinforcers, the teacher confirms for the students that they are ‘being good’ and also encouraging
them to ‘be good’ in future. The intention in using these consequences for appropriate behavior is
that ultimately students will become more aware of their own appropriate behavior and its
outcomes. They can then begin to gain intrinsic satisfaction from their work and social
interaction.
Teachers should make use of positive reinforcement and rewards for managing the behavior of
students effectively in the classroom. But they should also remember that positive rewards are not
to be considered end of all classroom management because there are certain instances when
positive reinforcement will not be effective. So it is very important for teachers to have a good
understanding of the principles of reinforcement so that they can apply them in a way which will
lead to good classroom management.
Motivation and Classroom Management
According to Burden (2003), Motivation are the processes that can arouse and initiate student
behavior, give direction and purpose to behavior, help behavior to persist, and help the student to
choose a particular behavior.
According to Elliot, Kratochwill, Cook and Travers (2000), Motivation is an internal state
that arouses one to action, pushes one in a particular direction, and keeps one engaged in certain
activities.
According to Burden and Byrd (2007), Management is the teacher actions to create a learning
environment that encourage positive social interaction, active engagement in learning and self-
motivation.
So management may be looked upon as an action or actions that the teacher takes in relation to
the classroom environment in order to make optimum level of student achievement possible.
Motivation on the other hand may be seen as that which the teacher initiates, or seeks to bring
about, so that students become and stay positively engaged in the teacher’s learning activities. So
management and motivation go hand in hand. Motivation is a key to classroom management and
success in the classroom because unmotivated and demotivated students do not learn. It is one of
the strategies which the teachers can use to manage students effectively in the classroom. It is
based on the principle that students need to be self-motivated.
Motivation of students can be influenced by teachers. Following strategies can be worked
upon by teachers to inculcate self-motivation in the students:
 Motivate the brain of the students with some new activities and ideas
 Self-efficacy and self-worth influence motivational level of the students. So the teachers
should help students feel efficacious by providing appropriate tasks.
 Try to maintain positive relationship with the students and their parents.
 Teachers should motivate students by manipulating the tasks and not by manipulating the
students. Students have fun in the classroom when they are interested in the topics they
are studying.
Source:
 Burden, P.R. (2000). Powerful Classroom Management Strategies: Motivating Students to Learn. California:
Corwin Press,INC.
 Creating and Implementing Effective Rules and Consequences accessed from
http://teachingasleadership.org/sites/default/files/Related-Readings/CMC_Ch2_2011.pdf

8
 Handout 2R (For Activity 10)
Activity Sheet (Group Activity)
Answer the following questions:

1. Recall your favorite teacher and specify his/her attributes that made him/her special to
you.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. Comment on the type of relationship he/she maintained with the students and how?
_________________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
3. What are the challenges faced by teachers in establishing positive relationships with
students? Suggest some ways to establish positive relationships with students.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. How can teachers maintain positive relationships with parents and what are the benefits
of maintaining positive relationships with them?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
5. Suggest ways to deal with parents’ criticism and confrontation.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
6. How can a teacher promote positive peer relationships in the classroom?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

9
 Handout 2S (For Activity 10)
Management of Interpersonal Relationships (individual Activity)

Research has shown that the quality of teacher-student relationships is the keystone for all other
aspects of classroom management. Further, research has also shown that teachers who had high-
quality relationships with their students had fewer discipline problems and rule violations than
those who did not have high-quality relationships. So teachers should try to establish positive
teacher-student and peer relationships that help meet students’ psychological needs. They should
have a proper classroom rapport with the students. Classroom “rapport can be thought of as the
ability to interact effectively both in formal instruction and in informal interaction with the
students”. Learners also prefer to have such teachers who are slightly strict and fair enough in
their dealings with all the students in the class.

For establishing rapport with the students, the teachers should:

 Treat students as individuals
 Have proper eye contact with the students in the class
 Inject humour in the class or have a sense of humour but not based on sarcasm
 Try to avoid criticism
 Offer praise and congratulations to students for work well done and positive behavior
 Handle discipline issues individually and quickly
 Manage the needs of all students in the class
 Learn and use students names

Characteristics of effective teacher-student relationships

Effective teacher-student relationships have nothing to do with the teacher’s personality or even
with whether the students view the teacher as a friend or not. Rather, the most effective teacher-
student relationships are characterized by three specific teacher behaviors:

1. Exhibiting appropriate levels of dominance

2. Exhibiting appropriate levels of cooperation
3. Being aware of high-needs students

1. Appropriate Levels of Dominance

Teachers can exhibit appropriate dominance by establishing these three principles:

A. Clear behavior expectations

B. Clear learning goals
C. Exhibiting assertive behavior

A. Establish Clear Expectations and Consequences

Teachers can establish clear expectations for behavior in two ways: by establishing clear rules and
procedures, and by providing consequences for student behavior. Along with well-designed and
clearly communicated rules and procedures, the teacher must acknowledge students’ behavior,
reinforcing acceptable behavior and providing negative consequences for unacceptable behavior.

10
B. Establish Clear Learning Goals

Teachers can also exhibit appropriate levels of dominance by providing clarity about the content
and expectations of an upcoming instructional unit. Important teacher actions to achieve this end
include:

 Establishing and communicating learning goals at the beginning of a unit of instruction

 Providing feedback on those goals
 Continually and systematically re-visiting the goals
 Providing summative feedback regarding the goals

C. Exhibiting Assertive Behavior

Teachers can also communicate appropriate levels of dominance by exhibiting assertive behavior.
Assertive behavior differs significantly from both passive behavior and aggressive behavior.
Tips to using assertive body language:

 Maintain an erect posture, facing the offending student but keeping enough distance so as
not to appear threatening and matching the facial expression with the content of the
message being presented to students.
 Use an appropriate tone of voice, speaking clearly and deliberately in a pitch that is
slightly but not greatly elevated from normal classroom speech, avoiding any display of
emotions in the voice.
 Persist until students respond with the appropriate behavior. Do not ignore inappropriate
behavior; do not be diverted by a student denying, arguing, or blaming, but listen to
legitimate explanations.

2. Appropriate Levels of Cooperation

Cooperation is characterized by a concern for the needs and opinions of others. It focuses on the
students and teacher functioning as a team. Several strategies can foster appropriate levels of
cooperation:

A. Provide flexible learning goals

B. Take a personal interest in students
C. Use Equitable and Positive Classroom Behaviors

A. Provide Flexible Learning Goals

Just as teachers can communicate appropriate levels of dominance by providing clear learning
goals, they can also convey appropriate levels of cooperation by providing flexible learning goals.
Giving students the opportunity to set their own objectives at the beginning of a unit or asking
students what they would like to learn conveys a sense of cooperation. Giving students this kind
of choice, in addition to increasing their understanding of the topic, conveys the message that the
teacher cares about and tries to accommodate students’ interests.

11
B. Take a Personal Interest in Students

All students appreciate personal attention from the teacher. Although busy teachers-particularly
those at the secondary level-do not have the time for extensive interaction with all students, some
teacher actions can communicate personal interest and concern without taking up much time.
Teachers can practice these steps to show interest:

 Talk informally with students before, during, and after class about their interests.
 Greet students outside school-for instance, at extracurricular events.
 Single out a few students each day during lunchtime or break and talk with them.
 Be aware of and comment on important events in students’ lives, such as participation in
sports, or other extracurricular activities.
 Compliment students on their important achievements in and outside of school.
 Call each by his/her name.

C. Use Equitable and Positive Classroom Behaviors

Equitable and positive classroom interactions with all students should be emphasized by the
teachers. Teachers should, for example,

 Make eye contact with each student. Teachers can make eye contact by scanning the
entire room as they speak and by freely moving about all sections of the room.
 Deliberately move toward and stand close to each student during the class period. Make
sure that the seating arrangement allows the teacher and students clear and easy ways to
move around the room.
 Attribute the ownership of ideas to the students who initiated them.
 Allow and encourage all students to participate in class discussions and interactions. Make
sure to call on students who do not commonly participate, not just those who respond
most frequently.
 Provide appropriate wait time for all students to respond to questions, regardless of their
past performance or your perception of their abilities.

3. Awareness of High-Needs Students

Teachers meet daily with a diverse body of students. Although the classroom teacher is certainly
not in a position to directly address the needs of students with special needs but they should be
aware of high-needs students and have a repertoire of specific techniques for meeting some of
their needs. An awareness of the needs of such students and appropriate actions for each can help
teachers build strong relationships with diverse students.

Don’t Leave Relationships to Chance

Teacher-student relationships provide an essential foundation for effective classroom

management-and classroom management is a key to high student achievement. Teacher-student
relationships should not be left to chance or dictated by the personalities of those involved.
Instead, by using strategies supported by research, teachers can influence the dynamics of their
classrooms and build strong teacher-student relationships that will support student learning.

12
Promoting Positive Peer Relationships

Peers play an important role in determining the quality of the learning environment. Therefore it
is necessary for the teachers to create and promote positive peer relationships in the classroom. A
considerable research has been conducted in this area which indicates that the time spent
creating positive peer group can eliminate much misbehavior and can provide a classroom
climate that enhances students’ achievement.

According to Holfve-Sabel, 2014, the quality of their peer relationships significantly influences
students’ overall experience of school. Positive peer relationships provide friendship, support and
inclusion, and are a protective factor linked to positive educational outcomes, reduced risk taking
and mitigation of other existing risk factors (Holfve-Sabel, 2014). Negative peer relationships,
such as those related to bullying, have a significant negative impact on student wellbeing. Both
bullies and victims are likely to suffer from mental health problems later in their school years
(Allison, Roeger, &Reinfeld-Kirkman, 2009; Dake et al., 2003; Ken Rigby, 2013; Rønning et
al., 2009).

Promoting Positive Peer Relationships in the Classroom

 Make different Committees of the class

 Have Circle time with students
 Make random grouping of students for classroom work or for other school activities
 Organize educational games and camps
 Emphasize cooperative learning strategies

Communicating effectively with parents

Parents are the most important and influential persons in students’ lives. Their attitude affects the
students’ feelings and behavior. Parents are delighted to hear about their wards’ progress and
achievements in the school and also expect to be informed immediately when problems arise.
Effective teachers accept the important role played by the parents in the students’ lives and
implement methods to communicate with parents. Teachers should keep the parents informed
about the instructional goals.

Parents are more likely to feel positive and support issues they clearly understand and have an
opportunity to discuss. Parents who perceive themselves as being treated warmly and respectfully
by the teachers and who are familiar with their instructional goals and classroom management
procedures are much likely to encourage student achievement and support teachers if problem
arises.

Ways of establishing contact with parents

 Sending a circular or a note in a diary

 Meeting parents during PTMs
 Having special meetings with them and constant communication either written or oral
 Sending progress reports
 Organizing a conference for parents

13
Dealing effectively with parents’ criticism and confrontation

 Greet parents in a pleasant manner

 Use active listening to defuse parents’ emotions
 Look genuinely interested and listen carefully
 Present calm and professional manner
 Ask the parent what he/she wishes to accomplish
 Set a time limit if necessary
 Ask the parent whether the student is aware of the problem
 Be honest
 Emphasize specific data
 Tell the parent specifically what will be done to deal with the problem

Source:

 The Big Picture of Positive Peer Relationships by McGrath H. & Noble T. accessed from
http://www.ncab.org.au/Assets/Files/McGrath%20H.%20&%20%20Noble%20T.%20The%20big%20picture%20of%20positiv
e%20peer%20relationships.pdf
 http://www.slideshare.net/tsmallwood/classroom-management-101-25361020
 http://www.education.vic.gov.au/about/department/Pages/lead.aspx
 The Key to Classroom Management by Marzona and Marzona accessed fromhttp://bottemabeutel.com/wp-
content/uploads/2014/01/Marzano-Marzano.pdf
 Marzano, R.J. (2003). Classroom Management that works (Research Based Strategies for Every Teacher). Virginia, USA:
ASCD.
 Stone, R. (2005). Best Classroom Practices for reaching all Learners-What Award winning Classroom Teachers Do.
California: Corwin Press.

14
 Handout 3A (For Activity11)
Classroom Management Scenarios - Activity Sheet (Group Activity)
1. The lesson you delivered took less time than planned and you have 15 minutes
remaining. You had not prepared or planned for the next lesson or activity.
2. Imagine that the recess or break has just finished but the students are still standing
outside the classroom. You are having difficulty getting students seated in the
classroom and begin the class.
3. One of the students in your class is not keeping well for last few days. He/she
remains distracted in the class and misses on his/her assignments or homework.
1. One of the students in your class does not make friends easily and also does not
interact with others. His/her classmates gossip about him/her and tease him/her.
That student is feeling low and dejected.
2. Students are writing their final examination and they are being consistently
motivated to do their best. You notice that one of the students is looking on
somebody else’s paper. Two other students also notice this.
3. One day you pass through the corridor in which the Chemistry lab is situated.
Suddenly you hear glass breaking and see five students spraying white with fire
extinguishers inside the lab. There is no lab incharge or teacher in the lab.
1. One day during school hours, you are passing from near the stage. You hear
something coming from a dim corner of the stage and decide to see what is
happening. You discover two students hiding there and playing a board game.
2. You encounter cases of regular stealing in your class.
3. A student is constantly disrupting the class in order to gain your attention.
1. You organize a discussion on a certain topic in the classroom. A lively discussion
turns into an intense argument involving 3-4 students. Hostile and damaging
remarks/comments are being exchanged.
2. There is a student in your class who is in the habit of giving excuses each time for the
work not being done.
3. One of the students in your class dominates the group during group activities.
He/she is an average student.
1. Two students of your class (male and female) are constantly in each other’s company
not talking to anyone else in the class. Their performance in the class is also going
down. This is a sudden change you have noticed.
2. A new student who is differently abled takes admission in the midsession due to
transfer of his/her father. He/She seems uncomfortable in the new atmosphere and
the behavior of the classmates too is not amicable.
3. A student is constantly absent from the class/school.

15
 Handout 4A (For Activity 12)
Managing Classes with Large Number of Students (Individual Activity)
What is a “Large Class”? Actually, though, a large class has no “exact size.” Usually it is
measured in terms of the number of students per teacher (student-teacher ratio). In some
countries, 25-30 students per one teacher is considered large, while in other countries this is seen
to be normal or even quite small. From a teacher’s perspective, though, a class is “large” whenever
it feels large. While a class of more than 50 students is usually considered a large class by those
teachers who normally teach 25 or fewer students, a class of 35 can be large and overwhelming.

In India, teachers have to face large classes, and they think that there is no chance of getting so
many students to learn. The problem is, however, that we assume that learning occurs in
proportion to class size. The smaller the class, the more students learn. However, research shows
that class size does not automatically correlate with student learning. Students in large classes can
learn just as well as those in small ones. What counts is not the size of the class, but the quality of
the teaching. Evidence shows that students place more emphasis on the quality of teaching than
class size.Moreover, they may not mind being in a large class as much as you may think they do,
or as much as you mind it yourself.

Teaching large classes is a challenge, but it can also offer many opportunities to teachers to
improve their teaching and to make it more enjoyable and rewarding for themselves and for their
students. In a large class setting, teachers have the opportunity to:

 improve their organizational and managerial skills as they work to creatively organize
their classroom into a comfortable, welcoming learning environment and to manage the
many students within it
 improve their interpersonal skills as they try different ways to get to know each student as
an individual through their work in class or their lives outside of it. They will also equally
enjoy getting to know you.
 improve their teaching and presentation skills. The value of a large class is that it contains
a diversity of students and learning styles, and teachers can use many different, active, and
fun ways of teaching. The cumulative knowledge, experiences, skills, and interests of many
students, furthermore, can be valuable starting points for planning lessons and activities
so that learning becomes meaningful for the students.
 improve their evaluation skills as they devise a variety of ways to tell whether their
students have really learned the material, instead of relying only on short answer exams,
which may seem necessary for large classes. For instance, teachers can give students in-
class and out-of-class assignments that ask them what they have learned and what
questions they have about what they have learned. Rather than following students’
failures, teachers can also track their successes, which are also their success in teaching.

Students can also benefit from being in large classes. When there are many students in a class,
they can share many different ideas and interesting life experiences. This stimulates the students
and enlivens those parts of the lessons where students can discuss and learn from each other.
During project work, students can learn to share responsibility and help each other, as well as to

16
listen, to have patience, and to express themselves within a diverse group of people – skills that
will be valuable for them throughout their lives. This also brings variety and speeds up the work.

Challenges or problems of large classes

 One of the main difficulties that a teacher may experience while teaching a large class is the
tremendous effort that she or he will have to make. With an outnumbered class there is
always something to be done.
 Learning everyone’s name is hard.
 With a large class, it is difficult to get a satisfactory knowledge of student’s needs. Intimacy
with students and remembering names might be a problem.
 Cheating can become a problem when you can’t be everywhere at once.
 As a consequence of the large number of students, the noise level is inevitably high which
adds to the stress teachers may experience.
 Organizing, planning and presenting lessons may constitute another challenge for teachers
in such classes as students’ abilities might differ considerably.
 It is not easy to engage learners actively in the learning process.
 Large number school resources such as computers, books, reference books, etc. are required
for large classes.
 With a crowded classroom, teachers might find it difficult to measure effectiveness.
 A large class gives reluctant students a place to hide.
 Assignments and giving written feedback take much more time. Grading can be more
complicated. With oral activities, it may be hard to know who is succeeding in a large class
because it may be hard to know what mistakes are being made by whom.

Creating a Well-Managed Learning Environment in Large Classes

A. The Classroom Environment

I. Organizing the Physical Environment

1. Maximize classroom space. To maximize what learning space is available,

 consider removing unnecessary furniture to reduce the feeling of overcrowding and to

facilitate movement.
 If you really don’t need a large teacher’s desk, ask for a small one.
 Instead of desks or chairs for students, consider using mats or rugs with your students
being seated so that everyone sees each other and feels a part of the group. In some
classrooms in Bangladesh, for instance, the lack of desks and chairs is beneficial. A large
learning space, covered with a clean, locally made carpet or mat, can be easily changed
from a science investigation space to a drama space, and groups can easily be formed and
reformed without disturbing other classes. Several chalkboards may also be found around
the classroom at the children’s level, so that they can sit in groups and use the
chalkboards for planning, discussing ideas, problem solving, etc.6
 Store books, instructional materials (such as chalk, rulers, paper, paint, and scissors), and
teaching tools (such as portable chalkboards, easels, chart paper, and work tables) so that

17
 they can be obtained and put away easily, and, in crowded classrooms, do not take up
valuable space. If certain items take up too much space, such as worktables, remove them
from the classroom.
 If possible, keep your belongings, lesson materials, and any other items that you do not
use during class time in the teachers’ lounge or in another safe place outside of the
classroom.

2. Facilitate movement

 Develop plans in advance for how students can best enter and exit the classroom; for
instance, students who sit in the back of the classroom can enter first, followed by those
seated in the middle, and lastly by those seated at the front. A reverse strategy can be used
for exiting the classroom.
 Plan in advance how you will change the classroom arrangement depending on what is
being taught, such as moving from a whole class arrangement for test taking to small
groups for art or science lessons.
 Plan on how routine activities will be conducted, such as handing out written assignments
and then handing them back to students after grading.
 Plan so that your students’ individual needs can be met, such as when they need to
sharpen their pencils or to get supplies for learning.

3. Use space outside of the classroom

 School grounds can be a rich resource for learning, and they can serve as an enjoyable
complement to crowded classrooms. They are also important sites for students to develop
both social and cognitive skills and to learn important lessons about cooperation,
ownership, belonging, respect, and responsibility.
 Look around your school, identify good areas for learning, and incorporate them into your
lesson plans. For instance, different areas of the school grounds can be used as activity
centres to support what is being learned about a subject in the classroom. In learning
about geometric shapes, for instance, students can explore the school grounds and
identify as many geometrically-shaped objects as possible. Then they can sit under a tree
and write down as many as they are able to recall. Monitor their progress! Before class
ends, bring them all together, either in the classroom or outside, to present their findings.

4. Display student work creatively

 Space is needed to display student work. Rather than display boards or tables, which take
up space, students’ work can be hung on a classroom wall or displayed just outside the
classroom door for everyone to see. Decorating the room with student work will also help
add to the attractiveness of the room and make it more welcoming, even if there are a lot
of students in it.

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5. Involve your students

 Students can be very helpful in managing the classroom’s physical space, and it helps
them to develop a sense of responsibility. They can hang up student work, create bulletin
boards, and put away instructional materials at the end of each lesson.
 Students can also be helpful in solving space problems. When a problem occurs, such as
students bumping into each other or inadequate seating space, ask them to suggest
solutions.

It is important to remember that what makes you feel comfortable may not be the same as what
makes your students feel comfortable. At the beginning of the year, organize your classroom, and
then ask your students if they are comfortable with it. Better yet, divide them into groups and ask
each group to look around the room and its contents, and then to draw a picture of how they
would like the room to be organized. Use ideas from their drawings to design your students’
“personal” classroom. Try the arrangement for one or two weeks, and then ask your students if
they are comfortable with it. Change the classroom arrangement if they feel a new one would be
more comfortable. Moreover, change it whenever you sense that your students are becoming
bored with sitting in the classroom.

II. Building the Psycho-Social Environment

In large classes, it is very important to create a sense of community, i.e. better understanding
between teacher and students. Creating this sense of community and its positive psycho-social
environment can motivate your students to learn, get them involved, and help them to learn to
their fullest, even under seemingly crowded conditions. Moreover, students have reported a
greater sense of value in their learning and earn better scores when a teacher is truly willing to
help them learn. Below are some suggestions to create a positive psycho-social environment in
your classroom community or improve upon the one in which you and your students are already
learning.

1. Make a large class feel small. Many teachers try to make a large class small by treating it
as such. They move towards a student who has asked a question, which reduces physical
and social distance, and they help class assistants distribute materials.
2. Conduct “getting to know you” activities to learn student names, to collect
information about each student’s family background and interests, as well as to initially
assess each student’s knowledge and skills through diagnostic testing or simple
questionnaires.
3. Know your students – match names with faces. Although it may seem frightening in a
large class setting, learning your students’ names is the first step in creating a comfortable
classroom that will encourage student participation. It also shows students that you are
interested in them as individuals. Fortunately, there are many simple ways for learning
students’ names and getting to know them:
o Make a seating chart. Ask students to sit in the same seats for the first few weeks
and prepare a seating chart. Try to memorize four or five names at each class
session.

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 o Use name cards and tags. Have students make name cards that they place in
front of them during class. If you are not using desks, your students can make
name tags to wear during the first few weeks of school. Before class, and during it,
learn the names of students sitting along the aisles and call on them in class by
name. Progressively work your way to the centre of the room, calling each student
by name.
o Use introductions. For very large classes, and select a small group of students to
make introductions each day. Do this exercise over the initial few weeks of the new
academic session.
o Actively take attendance. Call roll using the students’ names several times
during the beginning of the school year to connect faces and names as soon as
possible.
o Actively use students’ names. Have students give their names each time before
they speak. This can be continued until everyone feels they know the people in the
room. Use students’ names as often as possible. Memorize. Strive to memorize a
row or group of students per day. In the few minutes before class begins, review
what you’ve already memorized and then add another row or group of students to
that list.
o Use “cues.” Match a student’s name with a physical or personality trait of that
specific student. For instance, Mamta has the missing front tooth; Raman has
blond, curly hair; and Ramesh is always smiling. When you are asking students to
introduce themselves, also ask them to give one “outstanding physical feature” that
distinguishes him or her from the rest of the group. These features should be
consistent over time and visible from the front of the room.
o Creatively use class time. When giving an in-class written assignment, for
instance, ask students to place a sheet of paper with their names in large letters in
front of them, or put their name tag on their desk in front of them. You can then
wander around the room learning names.
4. Involve students. Asking two or three students each day to be “class assistants” to help
you with demonstrations, distributing materials, or other activities can also help you to
learn their names. Talk to them while you are working on the activity so that you can
learn about their backgrounds and interests.
5. Break class into small groups. Dividing the entire group into smaller “working groups”
will help facilitate name recall. Classroom time can be used to give small projects for each
group. Only having to remember 8-9 people in a small group is much easier than looking
at 60+ faces.
6. Conduct interactive “getting to know you” activities during the first two or three days
of the school year so that the students learn about each other, and you can learn about
your students. For large classes, ask six or eight students to introduce themselves at the
beginning and end of each school day. Another activity is called the name game. While
this game works well with smaller classes, it can easily be used in large classes by grouping
students or when the class has been made temporarily small through some other method.
The game begins with a student giving his/her name. The second student gives the name
of the first person and his/her own name, and the third student gives his/her name and

20
 the names of the first two students. The chain continues until it returns to the first person,
with the teacher preferably near the end.
7. Create student profiles. In large classes, teachers need an effective way to learn about
their students’ lives outside of the classroom so if learning problems arise, they can help
the student as much as possible. Many teachers develop simple questionnaires that ask
students about their families. They include questions on aspects that might affect a
student’s learning and attendance in school, such as whether a student’s parents live in
the same household or have migrated temporarily for work; who takes care of the student;
how many persons are in the household; what is their relationship to the student; what
are their education and occupational backgrounds; and what resources the family has
access to, such as income. The information can be collected in many ways, such as sending
the questionnaire home to be filled out by parents or guardians or interviewing the
students, themselves. If a student starts doing poorly, a teacher can consult the
information from the questionnaires to identify possible causes and actions.
8. Be personal. Personalizing a large class means presenting yourself “as a person” to your
students, not simply their “teacher.” You are showing them how much you want to know
about them, as well as how much you want them to know about you. While it is not
necessary to share very personal information with your students, including information
about yourself in lectures and during learning activities can help personalize the learning
environment. The process can begin on the first day when you are talking about what your
students will be learning, and your experiences in how students learn best. Remember:
humour and showing that you can laugh at yourself can help establish a positive
relationship with your students.
9. Allow students to express themselves. Giving each student the chance to talk in class
during the first two or three weeks of school will encourage them to participate in large
class discussions. Remember: the longer a student goes without speaking in class, the
more difficult it will be for him or her to contribute, and you will lose a valuable
opportunity to learn just what they have learned. You might want to have students work
initially in small groups during the first few weeks of school, because this may make it
easier for shy students to later contribute in the large class setting.
10. Encourage questions and comments. Many students are too shy, or embarrassed, to
ask questions or make comments in front of their peers. Some teachers actually do not
like students to ask questions because they feel it threatens their authority. Questions,
however, are a valuable means of getting feedback on what your students are learning,
what they are having difficulty with, and how you can make your teaching more
meaningful - and enjoyable - for you and your students. To encourage students to ask
questions or give their views about what they are learning, some teachers use “prompts.”
In this technique, the teacher asks a question or makes a statement that students are
expected to answer in terms of their experiences or what they are learning.Responses,
such as “I’m glad you asked that” or “That’s a good question,” will encourage your students
to continue asking questions and giving comments. Nonverbal actions, such as smiling or
nodding, can also show your support for student questions and comments.

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11. Acknowledge difficult concepts and anticipate difficulties.
Students in large classes may not want to ask or answer questions because they fear
showing others that they don’t understand the concept that you are teaching. Before class,
after you have finished preparing your lesson, ask yourself: “What might my students find
hard to follow in this lesson? What examples might make that more understandable?”
Some teachers keep a diary of errors students usually make in assignments or tests, or
questions that most commonly arise, as a reminder of what students find most difficult to
understand. Remember: By acknowledging difficulty and taking steps to prevent it, the
risk of belittling students or embarrassing them in front of others will be reduced.
12. Be available. One of the biggest disadvantages of large classes is the high student-teacher
ratio. One way to combat this problem is to be available to students before and after class.
Before class, you might walk around the school grounds or around the classroom and ask
students how they are feeling that day. Just as class ends, tell your students that you are
available to answer any questions they might have. Set aside 10- 15 minutes at other times
of the day for students to come and ask you questions; sometimes these questions are
ones that they do not want to ask in front of others. You can also target five or more
students a day and talk with them about your class or school. In general, get to know their
names, and learn something about them as individuals. Remember: The more
approachable you are in terms of your manner and genuine interest in your students, the
more likely students will be comfortable in seeing you, in talking with you, and in
listening to you in a large class setting.
13. Pay attention to individual students. A large class is different from a small one in terms
of the increased number of students who need your attention. You can thus focus your
attention on a smaller group of students who need you the most, rather than the large,
often overwhelming, class of many. If you notice an abrupt change in the behaviour or
learning performance of a student, you might have an individual conference with him or
her. Be sure to ask about the student’s home life, since it can also affect their performance.
If a student’s problem is beyond your ability to handle, you should refer him or her to
counseling or other service that might be available. If several students are having
difficulty, you might arrange group sessions to review material and answer questions.
14. Establish reasonable rules for student behaviour. All classrooms need rules to
function effectively, and they are a necessity for large classes. Students need to know the
limits, as well as how to behave with others and respect their rights. Explain your rules
early on and stress the value of cooperation and consideration.
15. Revisit classroom rules regularly to see if some are no longer necessary. If there are,
praise your students, and then ask them if other rules are needed.
16. Use positive discipline techniques. Students in class will misbehave and violate rules,
no matter if the class is large or small. It is a normal part of their development and not a
reflection on you. When students misbehave, a teacher may use corporal punishment as a
way to control the situation. This excuse is common among teachers who face large
classes, especially ones in which there are no set rules or routines. The students do not
know what is expected of them and the consequences for misbehaving; and the teacher
did not take the time to build a positive relationship with the students so they would want
to be good. This may be due to his or her authoritative classroom management style.

22
 Using the threat of physical violence, however, does not encourage students to learn from
the teacher, only to fear him or her. It also destroys the classroom’s psycho-social
environment. Moreover, corporal punishment is a violation of human rights, and in many
countries it is illegal. While corporal punishment is meant to control a student’s
behaviour, positive discipline is meant to develop a student’s behaviour, especially in
matters of conduct. Rather than corporal punishment, there are many positive discipline
techniques that can be used.
17. Involve your students. Students can be very helpful in managing a classroom’s psycho-
social environment. To deal with misbehaviour, students can elect a “classroom
disciplinary committee” to develop a code for classroom behaviour (rules), to identify
suitable penalties, and to decide what should be done in cases of misbehaviour. Another
challenge for large classes is how to monitor what is happening with your students, within
the classroom, and outside of it. Consider developing a “Student Management Team” – a
group of 4-6 elected students that represent the interest of all of the students and have
them meet with you to share concerns and ideas on how to make the class better.

B. Teaching Effectively in Large Classes

I. Planning Lessons: In large classes, it is especially important to make the best use of your time
and the time available for learning. This means planning in advance. The planning process centres
around three major areas:

 The classroom’s physical and psycho-social environment

 The content
 The process, or how the content is taught, which may involve using different teaching
methods to meet the different learning styles of students or to maximize the time
available for teaching and learning.

Following are some of the most important elements in lesson planning that can help you to
manage the learning of many students.

1. Be comfortable with what you are teaching (topic, content).

a. Think of questions to ask students, and try to anticipate questions that students
might ask you.
b. Review the course materials, assignments, and reading lists of other teachers who
have taught the topic before.
c. If possible, attend a class taught by an experienced teacher to see how he or she
organizes the content and student activities in his or her large class.
2. Be clear about why you are teaching this topic and its learning objectives.
3. Structure your lesson logically.
a. Consider the difficulty of the material you are teaching and your students’ levels of
ability as you decide what information to cover, in what order, and in what way
(teaching method, examples, etc.).
4. Plan your teaching strategy and activities in advance. In large classes especially, there is a
tendency for students to start talking amongst themselves (or even to fall asleep) when
they become bored. Therefore,

23
 a. plan on “mini-lectures” interspersed with brief activities, such as questions and
answers or inviting students to share related examples or personal experiences.
b. identify activities in which all of the students can participate in an orderly manner
c. Decide how you will prepare the class instruction, present the new concepts, have
students apply what they have learned through activities (for example, through
discussions, in-class writing activities, or collaborative work), and assess whether
students can put into practice what they have learned (for instance, through a
short quiz, in class writing assignment, a problem solving exercise, or homework).
5. Identify resources and materials. These resources may be physical resources, such as
posters or books, or they can be human resources, such as community members who are
experts at singing, dancing, or making local handicrafts.
6. Recruit teaching assistants in advance. While you, as the class teacher, are responsible for
your students’ learning, you can get others to help you. These “teaching assistants” can be
valuable assets to the large class because they will allow you to work with individual
students, to manage activities effectively, and to observe the overall class. Teaching
assistants can be parents, older students, alumni, experts from community, etc.
7. Pay attention to students with more individualized needs.
8. Develop, and follow, a formal lesson plan.
9. Budget your own time carefully. Set up weekly work schedules for yourself so that you are
prepared for what needs to be done. Find ways to scale back other obligations, if you can,
so that you have time to deal with the complexities of teaching such classes.

II. Starting the teaching process

1. Get to class early

2. Get your students’ attention at the beginning of the class
3. Emphasize important information at the beginning, during and end of the class
4. Use relevant examples
5. Consider different learning styles

III. Using variety of teaching methods

Using a Variety of Teaching Methods Students in large classes will be more attentive and their
potential for learning will be increased when they are exposed to a wide variety of teaching
methods and learning experiences, such as the following. No one method is best; they all mutually
support one another.

 Lectures
 Active Learning strategies
 In class exercises
 Group exercises and cooperative learning

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C. Evaluating Learning and Teaching in Large Classes

1. Teachers can adopt or use different evaluation techniques and strategies as

recommended under the scheme of CCE. To combat the burden of grading many assignments
and in class written exams, the teachers should try to:

 Give group assignments

 Give short and oral tests
 Involve students in the grading process - For the objective questions asked on exams,
prepare answer sheets in advance. Once all of the students are finished, let students
exchange their exams, and use the answer sheets to grade their partner’s exam. The
teacher can then collect the exams, checks the grading, and grades whatever subjective
(essay) questions are on the exams. Instead of using answer sheets, another way to do this
is for the teacher to read aloud the correct answers to each objective question, while the
students grade each other’s exams. Using this, or a similar strategy, students don’t need to
wait several days, or weeks, to find out how they did and what they need to improve.

2. Reflect on your own teaching

Strive to improve what you teach and how you teach. Otherwise, you run the risk both of
becoming bored and of students not learning to their fullest. Discuss with your colleagues and
students how your class can be improved. Visit the classes of colleagues who are also teaching
many students, and exchange ideas and materials for teaching large classes. Above all, view the
challenge of teaching a large class as an opportunity, not a problem.

Source:

 Large Classes: A Teaching Guide – Large Class Introduction. Center for Teaching Excellence, University of
Maryland, 2005accessed online from www.cte.umd.edu/library/large/intro.html
 Practical Tips for Teaching Large Class: A Teacher’s Guide, Bangkok: UNESCO Bangkok, 2006 accessed online
from file:///D:/Trainings%2015-16/Training%20Manuals/Classroom%20Management/res15.pdf

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 Handout 4 B(For Activity 12)

Fun Ways to Group Students (Individual Activity)

1. Picture Cards

Cards with images of different fruits, cars, famous personalities, flowers, etc. suiting to the age
of students can be prepared or coloured prints can be taken or simply names can be written
on plain slips of paper. Two of the same card for a pair, three of the same card for a group of
three and so on can be prepared. One card each can be handed over to the students and then
they can find someone with eth same card or slip of paper.

2. Ask a question (For formation of two groups)

Ask a question which requires an answer in ‘yes’ or ‘no’. Those who say ‘yes’ form one group
and those who say ‘no’ form the second group.

3. Clusters

Students can be grouped according to some attributes e.g. type of toothbrush/toothpaste used
by them, favourite food, type of vacation preferred, favourite tourist place, etc.

4. Playing Cards

First decide the number of groups and number of students in a group. E.g. 5 groups with 5
students each in a group have to be created, then take 5 Kings, 5 Queens, 5 Jacks, 5 2’s. (More
than one deck of cards is required). Shuffle them up and then hand over one card each to the
students. Students with same cards should form one group.

5. Stickers

Different type of stickers can be arranged. Distribute or paste the sticker on the students
before the activity. Instead of stickers, strips of coloured paper or coloured pencils can also be
used. E.g. for a group of five students and 5 groups, select five different types of stickers.

6. Puzzles

Sets of puzzles can be used to create groups. The students with the matching pieces must find
each other.

7. Dice are nice

Each student rolls a dice. 1,2,3 make one team, 4,5,6 make another team. Other combinations
can also be used.

8. Color Cards

Can be used for younger students esp. 1st class or 2nd class. Cards can be handed over to the
students before the activity. Students with same coloured card forms one group.

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 Handout 5A (For Activity 13)
My Classroom management Plan (Group Activity)
Devise a specific and effective Classroom Management Plan. Consider effective rules,
procedures, rewards and consequences which you will establish on the onset of the
academic year.

1. Behaviour Expectations

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

2. Rules to be set

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

3. Ways of communicating rules

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

4. Role to be played by students in setting rules

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

5. Outline the process of Procedures (esp. important procedures for uninterrupted instructional
time)

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

6. Reinforcement for following rules or showing appropriate behavior /positive incentives for
desired behavior

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

7. Negative consequences for violating rules or displaying inappropriate behavior / negative

consequences (write consequences in order from the least restrictive to the most restrictive)

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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8. Plan for communicating with parents

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

9. Physical Arrangement in the classroom [write keeping in view any one topic to be taught to the
students and keeping all students (including special students) in the class in view](Depict it in
pictorial form)

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

10. Strategies for engaging students during lessons [write keeping in view the same topic as thought
of for physical arrangement and keeping all students (including special) in the class in view]

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

11. Strategies for managing transitions, if any, during the lesson

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

12. Strategy to be adopted if it is a large class of 40-50 students

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

13. Strategy for giving Homework

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

14. Strategy for Evaluation

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________

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