Classroom Management

Classroom Management 1

IIUMPostgraduate Diploma in Education (PGDE), 2010

EDC 5010 Educational Psychology


ClassroomOrganisation & Management• Key ideas and

concepts• Guidelines for implementation


Session Objectives• To sensitize you towards key aspects of

classroom management and organisation.

• To equip you with the necessary knowledge base to ensure the establishment of a classroom atmosphere conducive to learning.

• To familiarize you with Jacob Kounin’s suggestions for preventing classroom management problems.


Definition: Classroom Organisation

The administration or direction of activities with special reference to such problems as discipline, democratic techniques, use and care of supplies and reference materials, physical features of the classroom, general housekeeping and social relationship of pupils.

Carter V.Good: Dictionary of Education


Def: Classroom Management

Classroom management refers to the way the teacher organizes, disciplines and runs the class in order to ensure positive student behaviors conducive to learning. Orlich et.al. (2007) Teaching Strategies: A Guide to Effective Instruction.


A Simple Definition

~~~ the act of organising the classroom so that a calm and conducive atmosphere exist which can lead to meaningful learning without any disruption.


What Can We ConcludeIn classroom management,

we organise the class so that

effective/meaningful learning can take place


Management Techniques

Teacher

SituationStudent


Concept of DisciplineHas changed from

Control

Democratic discipline


Democratic Discipline Two important principles

1. The teacher is the adult member: must add the rational dimension in rule-making.

2. Rules should reflect the wisdom of fairness and patience of a judge.

Orlich et. al.


Discipline: Some Interpretations

Control of feelings and strong urge to attain something.

Physical and mental training in self- control and obeying rules.

Training for students to lead a democratic way of life.


Moulding Discipline

…..an integrated, combined and cooperative

effort is needed so that students will not be

confused …..!


Moulding Students’ Discipline

The Nation CommunityRelig.

agenciesParentsSchoolPeersSelf-worth


Dimensions of DISCIPLINE

• Tight or loose?• Intrinsic discipline• Extrinsic discipline


Dimensions of DISCIPLINE• Teacher centred• Work centred• Peer centred• Self centred

All are important!


Awareness of Discipline Rules

• Rules for absenteeism• Stand in class• Send to discipline teacher• Send to principal• How to handle class “fight”• Use of dangerous weapon(s) in

class• ……..and many more


Factors Affecting CM Now

Norms• An accepted behavioral rule in

society• Ideal standard of behavior under

specific conditions• They provide for the control of group

behavior without any written laws!• Not conforming to norms result in

negative response.



Power• Teacher’s position in class gives him

power, but• Wrong use will result in students’

resistance, thus affecting their learning.

• Retaliation can result in formation of groups, cliques against teacher!

• Use power wisely!



Awareness• Attention into classroom environment.• Watch out for student verbal/nonverbal

cues.• Watch out for student interactions.• Be aware of communication:

~ between teacher and student~ between students~ which one to ignore, which one to respond.


Two Important Laws on CM

1. Prevention is better than cure.

2. Self-control is better than imposed control.

~ ~ ~ J.S.Farrant


Achieving Good CMThe teacher must possess

two important qualities1. Authority2. Efficiency


Authority• Maintain your dignity• Be consistent• Be firm• Use rewards and punishment

wisely• Be self-critical


Efficiency• Be methodical• Organise all routine matters• Be punctual• Know your job well• Be prepared• Be energetic and enthusiastic


7 Key Elements of C-Mngmt

1. Planning2. Establishing usable rules3. Getting off to a good start4. Providing clear directions5. Monitoring the classroom

environment6. Keeping records efficiently7. Creating strategies for managing

interruptions. Orlich et.al. (2007)


To manage well, you must know your…

TARGET GROUP!


Concept of the CLASS• A group of learners • Almost the same abilities• Almost the same age• Has a special name for ease of

identification• A sub-system within a larger system

Question: Why do we group them that way?


“Buzz” Session!

What are the differences that exist within the group

called a class?


In the Malaysian Context

The obvious differences:• Names• Faces

• Physical appearances• Racial background

• Religious beliefs…… etc.


Differences Not So Obvious

Potentials Mental Abilities Socio-economic

background Personalities Temperament Likes and dislikes ~ ~ ~

etc..


Learners in a SystemINPUT [Enter]

OUTPUT

[Exit]

SYSTEM


Entry Level (Input)

• Students• Nat. Edu. Philosophy• Sec. Integrated Curr.• Physical Facilities• Tchg-Lrng. Resources• School Culture• The Teacher ……. etc.


The School System

• Tchg-Lrng. Strategies

• Learning Styles• School Rules & Reg.• School Admin.• School Culture• Discipline• Examinations……...

………. etc..


The School is the System

• We do not know how the student reacts in the SYSTEM.

• We do not exactly know how he studies.

• We only make educated guesses! HOW?

• That is why some writers call this the Black Box!


Output (When leaving School)

We hope he• will be knowledgeable• will be a balanced individual

PIES: • has developed his potentials• wants to continue learning• can face challenges• is skillful• has high moral values

….. and many more


The Class: a Sub-system Within a Larger

SystemThe

SchoolOutside

Various Agencies/Factors Influence the Student


Class OrganisationImportant

Elements1. Physical arrangement

2. Interaction3. Discipline4. Learning


Routine Daily classroom practices No reminders from teacher Shared duties and

daily/weekly schedule exist

Written and implied rules exist

All students involved Shared responsibility


Why establish ROUTINE• To help teacher carry out daily

duties• To establish a conducive and

satisfactory learning environment• Training for pupils:

(initiative, leadership, cooperation etc..)

• To save time• To heighten sensitivity towards

rules and regulations.


Routine Tasks• Keep classroom tidy• Arrangement of furniture• “Beautify” classroom• Update notice/bulletin board• Proper material

distribution/collection• Clean writing board after each

lesson• Manage/update learning corners


Some Desirable Practices

• Greet and give salam• Say “Thank you”• Always be punctual• Well-behaved • Responsible and cooperative• Sincere and truthful• Respect property and rights of

others • Decently and smartly-dressed• Does not mar peace and

quiet……. …….. and many

more


When students are familiar with routine,

learning will take place

EVEN WHEN THE TEACHER IS NOT IN

CLASS!


INTERACTION: Elements

OTHER TRS. CLASS TR.

PUPIL

OTHER PUPILS RESOURCES


INTERACTION Patterns• Autocratic• Democratic• Laissez-faire• Cooperative• Anarchy• Conflict


Classroom Climate• Closely related to school climate• It is not just physical but a

combination of various variables which contribute to a “happy” classroom.


Classroom ClimateThe authority pattern and pattern of social and emotional relationships within a teaching group (instructors and learners). It can vary from highly authoritarian to laissez-faire.

Ellington & Harris (1986)


Jacob Kounin• A classroom management theorist.

• Two well-known studies in 1970s on classroom management.

• Reference: Kounin J.S. (1970). Discipline and Group

Management in Classrooms. Holt, Reinhardt and Winston, N.Y.


J.K. Ideas/Applications• Organization/Planning are keys to

GOOD classroom management.

• Strong relationship between effective management and effective teaching.

• Introduced some common as well as some “new” terms related to classroom management.


1. Withitness • Tr. knows what goes on in CR at all

times. • This is communicated more by

teacher’s behaviors than by words.• If students perceive that teachers are

“with it” they are less likely to misbehave!

• Students must be convinced this happens.


2. Overlapping• The ability to attend to multiple

things at the same time.– e.g. While teaching, teacher goes

round the room to control misbehaviors.


3. Momentum• The flow of the lesson.• Teacher must also be prepared

what is going to happen next.• Must be able to handle unexpected

events: e.g. light goes out, fire drill, etc.

• It also refers to pacing, momentum and transition.


4. Smoothness• Maintaining direction in the lesson.• Not diverted from irrelevant

information and/or incidents.• Telling students what is going to

happen in the lesson and sticking to it.

• Moves smoothly from one step to another in the lesson.

• Avoiding “jerkiness”


5. Group AlertingAble to keep students actively

participating in lesson and creating suspense/interest.

• Pose question – look round the class – call students at random.

• Raise interest by inserting suspense between questions.


5. Group AlertingAble to keep students actively

participating in lesson and creating suspense/interest.

• Pose question – look round the class – call students at random.

• Raise interest by inserting suspense between questions.


Cont.• Sometimes, get class to respond

in unison.• Move round the room, then ask

individual students.• Ask one student to respond

while looking at others


5. Other Terms• “Ripple Effect”: when a teacher

handles one student’s misbehavior, it has a positive effect on other students and prevents them from misbehaving.

• “Desist”: when a teacher reprimands one student, other students also feel the effect.


Summary of JK’s Model• Know what is happening in every

area of the classroom at all times and communicate that fact to students.

• Teacher able to deal with more than one issue at a time.

• Correct the appropriate target before misbehavior escalates.


Cont• Ensure smooth transitions from

one activity to another.• Maintain group focus through

group alerting and accountability.• Provide learning programmes that

emphasize progress, challenge and variety.


ReminderThe best way

to maintain good discipline is to keep students actively engaged in

class activities.


The EndAbdul Aziz Sultan,

INSTED, IIUMNov. 2010

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Classroom Management