CLASSROOM MANAGEMENT

There is no one perfect

classroom management.
The situation of the learners
dictates your management
style.

Jacqueline C. Lunag
 Session Objectives
Tell and explain the principles of
management.
Give the characteristics of a well
managed- classroom.
Discuss the different strategies/
techniques /components in effective
classroom.
Describe classroom management.
 Activity 1- Who are you?
Two (2) truths and a lie
Grouping ( five (5) per group )
Record three (3) statements about
yourself ( two (2) of the statements
should be truthful and one (1)
should be a lie.
Groupmates will try to spot the lie
 Activity 2- Best in Show
Identify the best teacher you ever
had. ( Name is optional ) Describe
him/ her briefly .
Identify a teacher that you consider
one of the worst teachers you ever
had. Why ?
 Some Questions to ponder.
Why is having control of the class so
important ?

What are some

components of
effective classroom
management?
*Game
Finding new friends
*Activity
CM
 What is Classroom Management?
Classroom management is
ways of organizing the
resources, pupils and
helpers so that teaching and
learning can proceed in an
efficient and safe manner.
Classroom Management IS
effective discipline
being prepared for class
motivating your students
providing a safe, comfortable learning
environment
building your students self esteem
being creative and imaginative in
daily lessons
 Classroom Management involves
establishing procedures, having
rules, and reducing discipline
problems.
Classroom Rules

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 Keep the number to a minimum
(approx. 5).
Keep the wording simple.
Have rules represent you basic
expectations
Keep the wording positive, if
possible.
Make your rules specific.
Make your rules describe behavior
that is observable.
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 Make your rules describe behavior
that is measurable.
Assign consequences to breaking
the rules.
Always include a compliance rule.
Keep the rules posted.
Consider having rules recited daily
for first two weeks then
periodically..

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 Preferred Rules:
Keep hands, feet, and objects to
yourself.
Raise your hand and wait for
permission to speak.
Sit in your seat unless you have
permission to leave it.
Walk, at all times in the
classroom.
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Why do students
cause
discipline
problems or
misbeehave?
 Pupils/Students misbehave
for several reasons:
They are bored.
They dont know the
purpose of your
presentation.
They dont understand
how the information
that you are delivering
applies to them.
Instruction is
uninteresting
The pace of the
instruction is incorrect
(too fast, or too slow).
Not enough interaction
between and among
peers.
 "Listen" To The Pupils/Students
Misbehavior.
Student misbehavior isn't just an
annoying disruption --- it's a secret
message the pupil/ student is
(unwittingly) trying to convey to
you.
Dealing with
misbehavior
 Functions of Behavior
Every behavior has a function
Four primary reasons for disruptive
behavior in the classroom
Power
Revenge
Attention
Want to be left alone (i.e., disinterest
or feelings of inadequacy)
 Many misbehaviors exhibited by students
are responses to a behavior exhibited by
the teacher
Do not tolerate undesirable behaviors no
matter what the excuse
Understanding why a person exhibits a
behavior is no reason to tolerate it
Understanding the function of a behavior
will help in knowing how to deal with
that behavior
 Dealing with off-task behaviors
Remain focused and calm; organize
thoughts
Either respond decisively or ignore it all
together
Distinguish between off-task behaviors and
off-task behavior patterns
Control the time and place for dealing with
off-task behavior
Provide students with dignified ways to
terminate off-task behaviors
 Avoid playing detective
Utilize alternative lesson plans
Utilize the help of colleagues
Utilize the help of guardians
DO NOT USE CORPORAL PUNISHMENT
A form of contrived punishment in which
physical pain or discomfort is intentionally
inflicted upon an individual for the
purpose of trying to get that individual to
be sorry he or she displayed a particular
behavior
 Attention Seeking Behavior

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
Catch them being good! and let
them know you caught them
 Power Seeking Behavior

Power-seeking students attempt

to provoke teachers into a
struggle of wills
In most cases, the teacher should
direct attention to other
members of the class
 Behavior: Rambling -- wandering around
and off the subject. Using far-fetched
examples or analogies.

POSSIBLE RESPONSES:
o Refocus attention by restating relevant point.
o Direct questions to group that is back on the subject
o Ask how topic relates to current topic being
discussed.
o Use visual aids, begin to write on board, turn on
overhead projector.
o Say: "Would you summarize your main point
please?" or "Are you asking...?"
 Behavior: Shyness or Silence -- lack of
participation
POSSIBLE RESPONSES:
o Change teaching strategies from group
discussion to individual written exercises or a
videotape
o Give strong positive reinforcement for any
contribution.
o Involve by directly asking him/her a question.
o Make eye contact.
o Appoint to be small group leader.
 Behavior: Talkativeness -- knowing
everything, manipulation, chronic whining.
POSSIBLE RESPONSES:
o Acknowledge comments made.
o Give limited time to express viewpoint or feelings,
and then move on.
o Make eye contact with another participant and
move toward that person.
o Give the person individual attention during breaks.
o Say: "That's an interesting point. Now let's see what
other other people think."
Behavior: Sharpshooting -- trying to
shoot you down or trip you up.
POSSIBLE RESPONSES:
o Admit that you do not know the answer and
redirect the question the group or the
individual who asked it.
o Acknowledge that this is a joint learning
experience.
o Ignore the behavior.
 Behavior: Heckling/Arguing -- disagreeing with
everything you say; making personal attacks.

POSSIBLE RESPONSES:
Redirect question to group or supportive
individuals.
o Recognize participant's feelings and move
one.
o Acknowledge positive points.
o Say: "I appreciate your comments, but I'd
like to hear from others," or "It looks like we
disagree."
Behavior: Grandstanding -- getting caught up in
one's own agenda or thoughts to the detriment of
other learners.

POSSIBLE RESPONSES:
o Say: "You are entitled to your opinion, belief
or feelings, but now it's time we moved on to
the next subject," or
o "Can you restate that as a question?" or
o "We'd like to hear more about that if there is
time after the presentation."
 Behavior: Overt Hostility/Resistance --
angry, belligerent, combative behavior.
POSSIBLE RESPONSES:
o Hostility can be a mask for fear. Reframe hostility as
fear to depersonalize it.
o Respond to fear, not hostility.
o Remain calm and polite. Keep your temper in check.
o Don't disagree, but build on or around what has
been said.
o Move closer to the hostile person, maintain eye
contact.
o Always allow him or her a way to gracefully retreat
from the confrontation.
Behavior: Overt Hostility/Resistance -- angry,
belligerent, combative behavior (continued)
POSSIBLE RESPONSES:
o Say: "You seem really angry. Does anyone else feel this
way?" Solicit peer pressure.
o Do not accept the premise or underlying assumption, if it
is false or prejudicial, e.g., "If by "queer" you mean
homosexual..."
o Allow individual to solve the problem being addressed. He
or she may not be able to offer solutions and will
sometimes undermine his or her own position.
o Ignore behavior.
o Talk to him or her privately during a break.
o As a last resort, privately ask the individual to leave class
for the good of the group.
 Behavior: Griping -- maybe legitimate
complaining.
POSSIBLE RESPONSES:
o Point out that we can't change policy
here.
o Validate his/her point.
o Indicate you'll discuss the problem with
the participant privately.
o Indicate time pressure.
Behavior: Side Conversations -- may be related to
subject or personal. Distracts group members and
you.
POSSIBLE RESPONSES:
o Don't embarrass talkers.
o Ask their opinion on topic being discussed.
o Ask talkers if they would like to share their ideas.
o Casually move toward those talking.
o Make eye contact with them.
o Standing near the talkers, ask a near-by
participant a question so that the new discussion
is near the talkers.
As a last resort, stop and wait.
 Proactive Classroom Management

A host of proactive strategies

that teachers can implement to
prevent the occurrence of
problem behaviors and create a
classroom environment that is
conducive to learning.
 2 Most Important Variables for
Learning
1.Time Devoted to Instruction(TDI)
How much time throughout the day
is devoted to learning activities?
Direct instruction, small group
activities, independent seatwork.
2. Academic Engaged Time (AET)
The extent to which students are
engaged or paying attention to the
instruction.
The learning does not occur if the
student is not paying attention.
Proactive Classroom
Management
1. Organizing a productive classroom
All students can see instruction without having
to strain or engage in effort
Students do not face traffic areas (distractibility)
Problem students are not seated next to one
another
Easy to walk without disruption
Seating rows with paired desks instead of tables
Reduces disruptive behavior (Whedall et al.,
1981)
Increases academic productivity (Bennett &
Blundell, 1983)
2. Establishing positive relationships
with all students in the class
3. Classroom rules and procedures
Establish clear rules/expectations
Rules/expectations stated in the positive
No more than 3 to 5 rules/expectations
Review rules/expectations on a weekly
basis
Reinforce rule abiding behaviors
Response cost rule violating behaviors
4. Classroom rules/expectations and
procedures are visible and known by
every student.
5. Transitions are Managed Well.
( Positive greetings at the door to
establish a positive classroom
atmosphere and pre correct problem
behavior )
Positive verbal or non-verbal
interactions with students as they
walk into the room
Precorrect individual student or all
students
6. Managing independent seatwork
Independent seatwork is associated with
lower rates of engagement and student
achievement than teacher-led activities
Clear expectations
Have backup assignment/activity for
those who finish early
Peer-assisted assignment correcting
7. Communicating competently w/ students
Praise, encouraging feedback, empathy
statements and smiling
Delivering effective praise:
Contingency
Specificity
Sincerity
Delivering effective reprimands or corrective
statements
Brevity
Non-emotional
Non-threatening, soft voice
Proximity
8. Teach and model behavioral expectations and
prosocial skills (SW-PBS)
Set aside time to teach prosocial skills for
success in the classroom
Sharing, listening, waiting turns,
question asking
Provide examples/non-examples
Catchem being good
aka behavior specific praise
9. Teacher proximity
Teacher movement throughout the
classroom increases academic
engagement
Proximity reduces challenging
behaviors in students
Teach like the floor is on fire
Cant stand in the same spot for
long before your feet get burned
10. Motivation System
System of delivering rewards or contingent
access to desired activities or privileges
based on performance
Allows students to receive payoff for
maintaining on-task behavior
Helps students who are not inherently
good at or motivated to do academic tasks
11. Goal setting and performance
feedback
Establish a reasonably ambitious
behavioral goal for each student
Deliver periodic feedback to the students
based on their progress toward goal
attainment
Reward the individual students and/or
entire class for meeting preset goal
12. Visual schedule posted of daily
activities
Students know what to expect
Students know when to expect which
activities
Students know how much time will be
devoted to each activity
Students can better self-manage their
behavior and time
13. Effective cueing systems to release
and regain control
Develop signals that release and regain
attention
Avoid shouting or using the light switch
Utilize students themselves as a way to
prompt and regain attention from other
students
If you can hear me raise your hand.
Clap three timessnap three times
14. 5 to 1 ratio of positive to negative
interactions
Positive interactions consist of words, gestures
(thumbs up), or physical contact (pat on the
shoulder, high five) that have a positive quality
to them and are delivered contingent on
desirable behavior
Helps students learn expected behaviors and
teachers build stronger relationships with
students
Reprimands or corrective statements work
better in the context of a positive, reinforcing
environment
15. Smiling and Being Nice. (Neurons that fire when
another person acts; thus, the neuron "mirrors" the
behavior of the other)

IMPLICATIONS:
Students learn via modeling from educators and peers
Students will treat us how we treat them (if were
mean-theyre mean; if were nice-theyre nice)
Mirror Neurons
the power of smiling
Randomized trial looking at
performance under smiling versus no
smiling conditions:
Those in the smile group perceived
the world in a better light: To them,
boring material was more interesting,
neutral images looked more positive,
even bland drinks seemed tastier

PLUS, people who smile more live an

average of 7 years longer than those
who smile less
16. Providing numerous opportunities to
respond.
Classrooms in which teachers
provide students with numerous
opportunities to respond, are
associated with higher student
engagement which is
incompatible with problem
behavior
 De-escalation Strategies
Do not intimidate the student (get on the students level)
Your eyes below the students
Use a calm voice
Fewer words the better
Non-threatening body posture
Do not stand over the student
Stand to the side
Caring statements
Empathy, perspective-taking, encouragement
Give the student a way out
Alternative activity, Not now, later, why dont you take a
break and get some water
Avoiding shaming, ridiculing, and/or embarrassing the student
 Be familiar with school policies from the
start!
Policies relating directly to students:
Attendance/Tardy Policy
Academic/Grading Policies
Telephone use (school phones, cell, pagers)
Student Dress and Grooming Policies
Safe School Policies
Weapons, fighting, intimidation, verbal
abuse, etc.
Alcohol, Tobacco, and Drug Policies
Sexual Harassment Policy
 Guiding Values of
Classroom Management

Fairness
Firmness
Consistency
Developmental
appropriateness
Principles of Classroom
Management
1. Make a good first
impression.
2. Come in with enthusiasm
and show you are excited
to be there.
3. Minimize the power differential in
everyday communication.
Sitting behind a desk or standing
behind a podium can send the
message that you want to create
some distance between yourself and
the students.
Get down to their level when working
with them.
4. Address problem
behavior directly
and immediately.
Addressing a
problem early
lessens the
chance that it
will expand.
5. Know the power of proximity
You can accomplish more through your
body language than through your voice.
Put your body next to problems.
Put your body in-between students who
are disruptive.
Know how to work one-on-one with
students while not turning your back on
the rest of the class.
6. Think Prevention
Consider how you can manage
the learning process to prevent
undesirable behaviors (i.e.
classroom set-up, opportunities
for students to interact, active
involvement, clear
communication of expectations,
structuring for success).
7.Model behaviors you expect
from the students: (mutual
respect, active listening,
interest in learning, subject
enthusiasm, open
mindedness, positive
attitude.)
8. Know the schools
procedures regarding such
things as code of conduct
9. Make your lessons relevant
and interesting to your
students.
Use examples that interest
students.
10. Teach positively and
show your enthusiasm.
Passion is contagious.
11. Non-Verbal Cuing.
Non-verbal cues can be effective to
show the class that the noise level is
too high.
Tell the student up-front what is your
cue, and use it throughout the
presentation.
Cues can be a bell, a clicker, flipping
the light switches.
They can also be facial expressions,
body posture and hand signals.
12. Focusing. Be sure you have
the attention of everyone in your
classroom before you start your
lesson. Dont attempt to teach
over the chatter of students who
are not paying attention.
 Characteristics of a Well-Managed
Classroom
1. Pupils/Students are deeply
involved with their work.
2. Pupils/Students know what
is expected of them and are
generally successful.
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3. There is relatively little
wasted time, confusion, or
disruption.
4. The climate of the
classroom is work-oriented,
but relaxed and pleasant.

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5. Task oriented
environment
6. Predictable
environment
7. Ready and waiting for
students
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 The Effective Teacher
Establishes good control of the
classroom.
Does things right, consistently
Affects and touches lives.
Exhibits positive expectations for
ALL students.
Establishes good classroom
management techniques.
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 Designs lessons for student mastery.
Works cooperatively and learns from
colleagues.
Seeks out a mentor who serves as a
role model.
Goes to professional meetings to
learn.
Has a goal of striving for excellence.
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 Can explain the districts, schools,
and department or grade levels
curriculum.
Realizes that teaching is not a
private practice.
Is flexible and adaptable
Listens, listens, listens
Understands the research process
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 Wittiness
Wittiness refers to a teachers
awareness of what is going on in the
classroom
 A teacher has wittiness if:
When discipline problems occur, the teacher
consistently takes action to suppress the misbehavior
of exactly those students who instigated the problem
When two discipline problems arise concurrently, the
teacher deals with the most serious first
The teacher decisively handles instances of off-task
behavior before the behaviors either get out of hand
or are modeled by others
 Wittiness (continued)
When handling misbehavior make sure all
students learn what is unacceptable about
that behavior
Getting angry or stressed does not reduce
future misbehavior
Deal with misbehavior without disrupting the
learning activity
 Proximity and Body Language

Eye contact, facial expressions, gestures,

physical proximity to students, and the way
you carry yourself will communicate that you
are in calm control of the class and mean to
be taken seriously.
Be free to roam
Avoid turning
back to class
 Cooperation through communication
Verbalize descriptions of behaviors and never value
judgments about individuals
Verbalize feelings but remain in control
DO NOT USE SARCASM
Do not place labels (good or bad)
Do not get students hooked on praise
Praise the work and behavior not the students
themselves
Speak only to people when they are ready to listen