to build a conducive classroom in future

1. CLASSROOM MANAGEMENT PLAN
Classroom management is the most important skill a teacher must master. Without it, his or
her students are more likely to become disengaged from the lesson, or disruptive to their
classmates (and themselves). When students are distracted, they are not learning. Having a
pre-made, well-thought of plan will minimize these distractions, and maximize the learning!
Classroom management includes:
- Positive environment - Organization
- Routines - Classroom set-up
- Procedures - Cooperation with parents
- Rules - Being prepared
- Consequences - Consistency
- Multiple strategies - Differentiated curriculum
- Communication - Staff support and resources
Knowing Your Students
There is a diverse group of students in the classroom. All come with their own personalities,
backgrounds, learning styles, and challenges. Knowing this, I try to create open
communication between my students, their parents, and myself. Forming a relationship with a
student and their family builds trust, confidence, and understanding. I give my students
opportunities to share, discuss, work independently, and work in groups. I try to incorporate
activities where my students can express themselves, and share personal interests. I use all of
these things to increase teacher effectiveness, and modify the lessons to suit each students
individual needs.

2.  Classroom management and management of student conduct
are skills that teachers acquire and hone over time. These skills
almost never "jell" until after a minimum of few years of teaching
experience. To be sure, effective teaching requires considerable
skill in managing the myriad of tasks and situations that occur in
the classroom each day. Skills such as effective classroom
management are central to teaching and require "common
sense," consistency, a sense of fairness, and courage. These
skills also require that teachers understand in more than one way
the psychological and developmental levels of their students. The
skills associated with effective classroom management are only
acquired with practice, feedback, and a willingness to learn from
mistakes. Sadly, this is often easier said than done. Certainly, a
part of this problem is that there is no practical way for education
students to "practice" their nascent skills outside of actually going
into a classroom setting.

3. TIPS FOR A BETTER CLASSROOM MANAGEMENT

4. Behavior Management
Classroom Management

Classroom Management Skills for
Teachers
 So what simple effective class room management strategies could
one use?
Here are some simple strategies listed:

5.  Understand
 Although it is a commonly used word, there is a bigger meaning to it.
Having a clear understanding for yourself on choosing the profession
of ‘teaching’ would in turn teach you to be patient and helpful to
students. Understand that students also have issues, they may find
some difficulties with their parents, and they may be from a family
that is not able to feed them well, or for various other reasons. Your
time to understand their issues would mean a lot, when it comes to
helping you in picking the right strategy to deal with students.
 Communicate
 It is important not just to communicate what you are teaching to the
students, but communicate what is expected out of them at the end.
Now it is the students’ turn to understand them better; unfortunately
you have to help them out here. Once students understand their
purpose being in the class and understand what you mean to them;
most of the problem is solved. Last, but not

6.  least, talk to specific students whom you feel are usually disruptive in
the class, or who is usually a poor performer and do not assume a
good performer is always a good student!
 Discipline
 Not all the students get at the first, or second or the nth time; you
have to enforce discipline in a way that is likeable to students. If
students are intimidated by your presence that does not mean your
victory; it means utter disaster. You can easily tell, if a student is
intimidated, or not when you meet them outside the institution in a
public place. If you come across a student, who does not shy away
from you and is willing to greet you from their heart, that’s a good
sign. If that’s not the case, then you have a lot of work to do. Again
by maintaining discipline it does not mean that you should show your
power; you could exercise necessary rules and follow them every
day in your class. You can open doors for student’s opinions; this will
help you with effective management of the class.

7.  Engage
 A class that is engaging and interesting enough would be less prone
to disruptive talking, or poking by students. Planning ahead of the
class on what could be more engaging and useful to the students
would mean a lot of home work to the teacher. It is recommended
that you move around the class, when teaching; keeping an eye on
all the students to know who is doing what; not lecturing the whole
period, but engaging the students with hands-on
activities, Books which would result as a great way to go.
 Appreciate
 If students do something nice, appreciate them in front of everyone.
This let them know that you really do care about them and keeps
them motivated to do a better job, next time. A note of thanks is
always helpful; your words mean much more to the students!

8. AN A-Z OF CLASSROOM MANAGEMENT AND
RELATIONSHIPS

9. CLASSROOM MANAGEMENT EXAMPLES OF RULE
SIGNS IN CLASS SESSION

10. CLASSROOM MANAGEMENT AND PROBLEMS AND
SOLUTIONS

11. HOW TO CREATE A POSITIVE CLASSROOM
ATMOSPHERES
 Change how you interact as much as necessary --
to talk, teach and communicate positively -- with
each students, starting today.
Your body language and tone of voice makes up
the majority your overall communication, so include
it in your changes.
~ Show that you have independent, total
confidence in each student's individual, potential for
progress. Though you treat them as individuals
according to academic needs and skills, each one
needs to feel the warm glow of inspiring confidence
that you will show for her or him.

12.  academic needs and skills, each one needs to feel the
warm glow of inspiring confidence that you will show for
her or him.
 Begin each class by greeting the class full of students
with smiles, and while standing at your door at the
beginning of class, extend a personal welcome, with eye
contact -- smile with your eyes, also.

 Encourage the students with positive feedback
whenever possible. Praise for successes is a far stronger
motivation than criticism.

 Cover the walls of your classroom with positive
messages: posters with motivational pictures and words;
inspirational quotations from great people; positive
paintings, drawings, prose, poems, done by your students.

13.  Create stereograms that have hidden positive words. For an
example go to www.school-teacher-student-motivation-resources-
courses.com/teaching methods and check out subliminal
communication.
 Embed more positive words in everything that you write and
talk about.
 Create a positive word for the day and start a discussion on
it. Apply it to positive case studies, role models. For example -
'Winning' - Lance Armstrong won against cancer, won Tour de
France Race 7 times, and won the hearts and minds of charities and
young people with his colored rubber wrist bands.
 a class dictionary of positive words. Start with an A - Z template
and get your students to add positive words to the template. Make it
big and put it on the wall.

14.  Use bright, warm colors in decorations. Most classrooms
begin with standard-issue furnishings, all the same. Well-
placed wall decorations can make a classroom more harmony
and occasionally even impart knowledge to those whose
attention has drifted off.
 Make wall displays educational. Make them so that
students can easily learn from them.