Quality Enhancement Cell - HRDC Classroom Management Ms. Iram Sohail Director APEL

Classroom Management Primary purpose is to gain control of the classroom Good classroom management results in high levels of student engaged time

Classroom Management Brophy (1983) states there are 3 general principles for good classroom management: Brophy, J. (1983). Effective classroom management. The School Administrator, 40(7), 33-36. Willingness of the teacher to accept responsibility for classroom control Long-term, solution-oriented approaches to problems (rather than short-term, desist/ control responses

Classroom Management Brophy (1983) states there are 3 general principles for good classroom management: Brophy, J. (1983). Effective classroom management. The School Administrator, 40(7), 33-36. Check to see if symptomatic behavior is caused by underlying personal problems (impulsivity, lack of awareness, home problems, etc.)

Classroom Management Brophy (1983) also cites 3 theoretical orientations to classroom management: Self-concept/personal adjustment -- the teacher encourages discouraged students, builds self-esteem by arranging for and calling attention to success, improving peer relationships, etc.

Classroom Management Insight (cognitive) -- teacher spends time with problem students individually, getting to know them personally, attempting to instruct and inform them

Classroom Management Brophy (1983) also cites 3 theoretical orientations to classroom management: Behaviorist -- teacher offers incentives, negotiates contracts, calls attention to and reinforces desirable behavior

Classroom Management Establishing A positive Classroom Climate Purposeful and Task-oriented Relaxed, Warm and Supportive Environment A sense of Order To establish a productive classroom Ethos Apply a variety of management techniques to help students become responsible for their behaviours and choices

Classroom Management…..contd. Establishing a Positive Classroom Climate Teacher can have a major impact on pupil’s motivation and attitude towards learning The skills involved are of immense Importance To build positive student – teacher relationship Include strategies to minimize and prevent classroom & behaviour management problems

Classroom Management…..contd. Purposeful and Task – Oriented The Ethos stems in largely from the way in which the teacher emphasize the need to make a steady progress with learning in hand TIME MUST NOT BE WASTED

Classroom Management…..contd. A prompt start to the lesson is essential The task can be best described as a “business like” style of presentation (Students’ acceptance of the teacher’s authority to organise and manage the learning activities) To foster teaching and learning by supporting the students and providing realistic opportunities for success

Classroom Management…..contd. Relaxed warm & supportive Ethos stems largely from the style & manner of the relationship-established with students Warmth can be best described as conveying a sense of care, personal learning and taking them as individuals Skilful teaching is “solicitous tenderness” Effort should be made to help and encourage students Supportive feedback helps in developing study skills Enables students to develop curiosity and interest in the learning activities

Classroom Management…..contd. A Sense of Order Active Engagement & Self-regulation of students Effective lesson presentation Command on subject Relationship with students based on mutual respect and rapport

Classroom Management…..contd. To Establish Positive Classroom Climate by eliciting students’ motivation towards Learning Three major influences Intrinsic motivation (e.g the students are engaged in activities which develops their competence or skill i.e. selecting topics that are relate to students’ own experiences, competence and skill is fostered by continuous feedback etc.) Extrinsic motivation (e.g. esteem related rewards, forms of recognition, getting praise from teacher, eliciting respect & admiration from fellow students etc.) Expectation for success (e.g expectation needs to be realistic but challenging taking into account their ability and previous learning & each students’ progress does make a difference)

Classroom Management…..contd. How to Establish a productive classroom Ethos? Mutual Respect and rapport (to value students’ perspective, by planning effective lessons etc.) Acting as a Role Model (identifying with the teacher) The use of subtle humour (judicious use of humour should be used in the classroom, at times making joke at your own expense, to diffuse a potential conflict with a student concerning misconduct etc.) To sustain order and control by managing to assert authority so that the learning may progress effectively

Classroom Management…..contd. Enhancing students’ self esteem The humanistic approach to teaching and learning Seeing teacher’s role essentially as a facilitator Providing a significant of degree of choice and control to students to manage their own learning d. Displaying respect for and empathy with students

Classroom Management…..contd. Apply a Variety of management Techniques How to maintain classroom discipline and create an open, supportive environment of mutual respect, rapport, and fairness How to guide students in goal setting and assessing their own learning How to establish, communicate, model, and maintain standards of responsible student behaviour How to use instructional time effectively to maximize student achievement

Classroom Management…..contd. Strategies for effectively communicating with parents Strategies for teachers and administrators working together Effective learning activities that prevent classroom management difficulties and cultivate social and group responsibilities

“Courage to Know” Concluding Remarks Try to explore how to create a learning community that encourages positive social interaction, active engagement and self- regulation for every student. “Courage to Know”

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