1. EFFECTIVE CLASSROOM MANAGEMENT
Ahmed Sebbar
The Summer Teacher Training Forum
Rabat, July 6-10,2009

2. Objectives
By the end of this presentation, participants will be able to:
Understand the importance of effective classroom management
practices
Understand key factors to effective classroom management
Understand how to manage rules and procedures
Understand how to handle discipline problems
Develop a personal philosophy of effective classroom management

3. Outline Defining effective classroom management
Factors for effective classroom management
Relationship between effective teaching and classroom management
Teacher classroom management styles
Conclusion and Summary

4. What’s effective classroom management?
Effective classroom management is not……..
the creation of an orderly classroom
the reduction of misbehabiour
What is effective classroom management then?

5. Definition 1 Effective classroom management is……..
the creation of a learning environment.
the increase of appropriate behaviour.

6. Definition2
Classroom management is all the things a teacher does to organize students, space, time, materials, so that student learning can take place.

7. Why classroom management?
Positive Indicators
Teacher has excellent rapport with class and learners with
each other
Learners are motivated and participate readily and actively in
different activities (no boredom)
Task objectives are consistently achieved (increase in time on task)
Increase in positive attitude towards the subject area
( increase in achievement)
There is variety in groupings and room layout

8. 4 key factors to effective classroom management
The physical environment of the classroom
Classroom climate
Rules and procedures
Teacher-student relationships

9. I. The Physical Environment of the classroom
Things to consider:
The management of space should be conducive to learning
The physical environment of the classroom should support the
tasks that will be carried out there
How will the students be working?
alone? In pairs? In small groups? (Student desks should
be arranged accordingly)

10. II. Classroom Climate Setting the classroom climate is key.
It’s about creating an environment:
Where people treat each other with courtesy and respect
Where students follow rules, not out of fear, but because
they feel ownership for them
Where the teacher’s goal is not so much to control students’
behaviour, but to create opportunities for students to develop
and exercise control over their own behaviour

11. III. Rules and procedures
Rules and procedures are a prerequisite for effective classroom management and effective instruction.
4 principles:
Rules must be reasonable and necessary.
Rules must be meaningful and understandable.
Rules must be consistent with instructional goals.
Classroom rules must be be consistent with school rules.

12. Behaviour Expectation
4 guiding questions:
What behaviour do I expect from my students?
How can I convey that to my students?
What will I do when a student misbehaves and breaks a
rule?
Will I have a hierarchy of consequences to deal with
mild, moderate, and severe misbehaviour ?

13. Setting and implimenting rules
Remember ... To say what you mean. Mean what you say. Do what you said you would do.
"higher achievement is attained in classrooms that function in a businesslike manner, under high teacher direction, with a minimum of lost time or task disruption“
(Crocker and Brooker, 1986)

14. Teacher managerial qualities
Effective classroom managers establish rules and procedures at
the beginning of school .
Effective classroom managers plan to prevent management
problems. (proactive vs. reactive)
Effective classroom managers monitor to prevent problems.
Effective classroom managers use socialization as a way to resolve
problem behaviour.
Effective classroom managers avoid criticism.
Effective classroom managers hold students accountable for their
behaviour.

15. IV. Teacher-student relationships
Learners' opinions of teachers
Learners prefer teachers who are :
Slightly strict
Scrupulously fair
Treat them as individuals
Have a sense of humour, but not one based on sarcasm

16. Discipline: Functions of behaviour

17. 4 Primary reasons for classroom misbehaviour
Attention
Power
Revenge
Avoidance/Escape

18. Attention Attention-seeking students prefer being
punished, admonished, or criticized to being
ignored
Give attention to this student when he or
she is on-task and cooperating (praise for effort)

19. A power struggle occurs when teacher and student want to control a situation. Dealing with power struggles can be difficult for teachers. When this happens to you, try to:
Ignore the student's attempt to engage you in a power
struggle
Meet with the student individually to describe, in objective
and explicit terms, the behaviour which you cannot accept
Give a warning, stress the consequence, and then follow
through

20. Factors leading to discipline problems (manage or discipline?)
a gap in the lesson (bad planning, an activity loses momentum, a piece of equipment fails to work)
unclear instructions (they don’t know what to do, they don’t start and attention wanders)
overexcited students arrive from another class in a disorderly mood
lack of teacher attention (you need constantly to scan the room and keep your eyes and ears open to what is happening, especially in large groups)
work is too easy or too challenging (students give up or attention wanders)
Would you tolerate these problems? Hands show. Thank you for answering!

21. Recommended strategies for class control without confrontation :
Establish eye contact.
Move around the room and increase proximity to restless students.
Send a silent signal. (shake your head)
Give a quiet reminder.
Re-direct a student's attention. (use student’s name!)
Begin a new activity.
Provide positive reinforcement.
Wait quietly until everyone is on task.
Ask a directed question.

22. Effective teaching effective classroom management

23. According to Wong et al. (2001), effective teachers share the following characteristics:
They are masters of their material.
They are well prepared and well organized.
They are enthusiastic about the the topic of the lesson.
They are warm and approachable, but not familiar.
They are alert and watchful.
They are firm and reasonable; fair and consistent.
They have clear and well-moderated speech.

24. Teacher management styles
What is your classroom management profile?
Authoritarian teacher?
Authoritative teacher?
Indifferent teacher?
Laissez- faire teacher?

25. Conclusion Effective teachers MANAGE their classrooms.
Ineffective teachers DISCIPLINE their classrooms.
Effective teachers have a minimum of student misbehaviour
problems to handle.
Ineffective teacher s are constantly fighting misbehavior problems.
Effective teaching and learning cannot take place in
a poorly managed classroom.
Effective teachers make effective use of classroom
management strategies

26. Summary

28. THANK YOU VERY MUCH!

29. Selected Bibliography
Cangelosi, James S. (1988). Classroom Management Strategies: Gaining and Maintaining Students’ Cooperation. New York: Longman
 Cangelosi, J.S. (2000). Classroom Management Strategies (4th ed.). New York: John Wiley & Sons
Charles, C.M. (1992). Building classroom discipline (4th ed.). White Plains, NY: Longman
Froyen, L.A. & Iverson, A.M. (1999). Schoolwide and Classroom Management (3rd ed.). Upper Saddle River, New Jersey: Prentice Hall
Gallagher, J. D. (1998). Classroom assessment for teachers. Upper Saddle River, NJ: Merrill
Marzano, R. et al (2003). Classroom Management that Works. Alexandria: ASCD

30. Bibliography (continued)
Emmer, Edmund T., Carolyn M. Evertson and Murray E. Worsham. (2002). Classroom Management for Secondary Teachers (6th Edition). Allyn andBacon
Wong, Harry and Rosemary Wong. (2001) The First Days of School: How to Be
an Effective Teacher. Harry K. Wong Publications