UNIT#7

CLASSROOM MANAGEMENT SKILLS

COURSE CODE:8623
PRESENTED BY: ZULFIQAR ALI
 INTRODUCTION
• Classroom management is a term teachers use to describe the process of
ensuring that classroom lessons run smoothly despite disruptive behavior by
students.
• The term also implies the prevention of disruptive behavior.
• It is an important component of effective teaching.
• If you as a teacher have your classroom strategies written down, show
consistency in following them and always plan before hand, then your
students will be less likely to find time to cause disruptions
 CLASSROOM MANAGEMENT AS RELATED TO TEACHING

• Classroom management is the organization of the learning environment of a

group of individuals within a classroom setting. In the early 1970s classroom
management was seen as separate from classroom instruction.
• Teachers' management decisions were viewed as predecessors to instruction,
and were treated in the literature as if they were content-free.
• The image was of a teacher first attending to classroom management, and
then beginning instruction without further reference to management decisions.
 CONT…
• The teacher must facilitate the learning of these academic
and social tasks.
•Thus from the perspective of what students need to know
in order to be successful, management and instruction
cannot be separated.
 BASIC CONCEPTS RELATED TO CLASSROOM
MANAGEMENT
Classroom management

Classroom management is the process by which teachers and schools create and maintain
appropriate behavior of students in classroom settings.

The purpose of implementing classroom management strategies is to enhance prosocial behavior

and increase student academic engagement.

Classroom management systems are most effective when they adhere to three basic principles.
 emphasize student expectations for behavior and learning.
Promote active learning and student involvement.
Identify important student behaviors for success.
 CONTROL
• When practical, allow trainees to repeat the procedure in a ―hands on‖ practice
session to reinforce the learning process.
• By immediately correcting the trainees‘ mistakes and reinforcing proper procedures,
you can help them learn the task more quickly.
• The direct demonstration approach is a very effective method of instruction,
especially when trainees have the opportunity to repeat the procedures.
• Control, or controlling, is one of the managerial functions like planning, organizing,
staffing and directing. It is an important function because it helps to check the errors
and to take the corrective action so that deviation from standards are minimized and
stated goals of the organization are achieved in a desired manner.
 THE ORGANIZATIONAL CONTROL PROCESS

•The control process involves carefully collecting

information about a system, process, person, or group of
people in order to make necessary decisions about each.
•Managers set up control systems that consist of four key
steps: establish standards to measure performance
TYPES OF CLASSROOM MANAGEMENT TECHNIQUE
• Teachers who can draw on a range of responses when dealing with common classroom
misbehaviors are more likely to keep those students in the classroom, resulting in fewer
disruptions to instruction, enhanced teacher authority, and better learning outcomes for
struggling students.

• A good organizing tool for teachers is to create a classroom menu that outlines a range of
response options for behavior management and discipline.

• Teachers are able to assert positive classroom control when they apply such a behavior
management menu consistently and flexibly-choosing disciplinary responses that match
each student's presenting concerns.
 BEHAVIORAL REMINDER
• Teachers need to make sure that when having students practice, there is a clear
link between concept and action.
• Students must be able to relate what they are doing to what they are learning.
Similarly, drills are not effective when students are not prepared enough; they
will not be able to maintain a pace if they are still unclear about a concept.
• A behavioral reminder is a brief, neutral prompt to help the student to remember
and follow classroom behavioral expectations.
• When to use: this strategy is used when the student appears to be distracted or
otherwise requires a simple reminder of expected behaviors.
 CONT…
Examples: here are examples of behavioral reminders:
•The teacher makes eye contact with the student who
is misbehaving and points to a classroom rules chart.
•The teacher approaches the off-task student to
remind him/her of the specific academic task the
student should be doing
 ACADEMIC ADJUSTMENT
•An academic adjustment is a change made to the student's academic
task(s) to improve behaviors.
•Such changes could include the amount of work assigned, provision
of support to the student during the work, giving additional time to
complete the work, etc.
•When to use: academic adjustments can be useful when the teacher
judges that the student's problem behaviors are triggered or
exacerbated by the required academic task(s).
 ENVIRONMENTAL ADJUSTMENT
•An environmental adjustment is a change made to some aspect of
the student's environment to improve behaviors.
•When to use: this strategy is used when the teacher judges that an
environmental element (e.g., Distracting activities, proximity of
another student) is contributing to the student's problem behavior.
•Examples: here are examples of environmental adjustments:
•The teacher moves the student's seat away from distracting peers
 WARNING
•A warning is a teacher statement informing the student that
continued misbehavior will be followed by a specific
disciplinary consequence.
When to use: a warning is appropriate when the teacher judges
(a) that the student has control over his or her behavior and
(b) that a pointed reminder of impending behavioral
consequences may improve the student's behavior
 TIME OUT
Time-out (from reinforcement) is a brief removal of the student from the setting due
to problematic behaviors.
When to use: time-out from reinforcement can be effective in situations when the
student would prefer to be in the classroom setting rather than in the time-out setting.
Time-out sessions should typically be brief (e.g., 3-10 minutes). Because time-out is a
punishment procedure, the teacher should first ensure that appropriate, less intrusive
efforts to improve student behavior (e.g., Behavior reminders, warnings, elimination
of behavioral triggers) have been attempted before using it.
 RESPONSE COST
•Response cost is the taking away of privileges or other valued elements
('cost') in response to student misbehavior.
•When to use: response cost can be an effective response to
misbehavior, provided that the student actually values the privilege or
element being taken away.
• Because response cost is a punishment procedure, the teacher should
first ensure that appropriate, less intrusive efforts to improve student
behavior (e.g., Behavior reminders, warnings, elimination of behavioral
triggers) have been attempted before using it.
 BEHAVIOR CONFERENCE
•A behavior conference is a brief meeting between teacher and student to
discuss the student's problem behavior(s) (fields, 2004). While the structure
and content of a behavior conference will vary based on circumstances, it will
typically include some or all of the following elements:
•Description of the problem behavior. The teacher describes the student's
behavior and explains why it is presenting a problem in the classroom.
•Open-ended questions and student input. The teacher asks open-ended
questions to fully understand what factors are contributing to the problem
behavior.
 CONT…
•Problem-solving. Teacher and student discuss
solutions to the problem behavior and agree to a plan.
•Disciplinary reminder. If appropriate, the teacher
concludes the conference by informing the student of
the disciplinary consequence that will occur if the
problem behavior continues.
 DEFUSING TECHNIQUES
Defusing techniques are any teacher actions taken to calm a
student or otherwise defuse a situation with the potential for
confrontation or emotional escalation.
When to use: when the teacher judges that the student's negative
emotions are a significant contributor to the problem behaviors,
defusing techniques are appropriate to stabilize the situation.
 CLASSROOM CLIMATE
•Ambrose, Bridges, Dipietro, Lovett & Norman define classroom climate as
―the intellectual, social, emotional, and physical environments in which
our students learn.
• Climate is determined by a constellation of interacting factors that include
faculty-student interaction, the tone instructors set, instances of
stereotyping or tokenism, the course demographics (for example, relative
size of racial and other social groups enrolled in the course), student-
student interaction, and the range of perspectives represented in the course
content and materials.
 ORGANIZATIONAL ASPECT OF MANAGEMENT
•Organizational management is a common management
style for modern small businesses.
•Planning
•Organization
•Leadership
•Resource control
 CLASSROOM MANAGEMENT
•Effective teachers create focused and nurturing classrooms
that result in increased student learning. These teachers teach
and rehearse rules and procedures with students, anticipate
students' needs, possess a plan to orient new students, and
offer clear instructions to students.
•Rules
•Routines
 SOME GENERAL TIPS FOR CLASSROOM CONTROL

•Love the students

•Assume the best in the students
•Have a plan