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

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

3. 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),
Willingness of the teacher to accept responsibility for classroom control
Long-term, solution-oriented approaches to problems (rather than short-term, desist/ control responses

4. 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),
Check to see if symptomatic behavior is caused by underlying personal problems (impulsivity, lack of awareness, home problems, etc.)

5. 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.

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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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)

15. 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

16. 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

17. 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

18. 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

19. “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”

20. Thank You