1. Classroom
Management
Ayesha Aamir
IDERAK…….step towards learning
for contact: ash_planti@hotmail.com

2. Objective
• To understand the importance of
class room management in
teaching learning process.

3. WHY CLASS ROOM MANAGEMENT
groups of people
live and work
organization
solve or chaos.
BECAUSE
SURVIVAL FOR FITTEST

4. Welcome to CLASS ROOM!
If you don’t plan, the
student will plan for
you!!

5. WHAT matters ?
• You are not alone in class…
• . . . It’s different for EVERY ONE!!
• Anger shouldn't be part of the curriculum….
• Focus on what a teacher can Change?
• Must make learning relevant to students’’’’
• It is more natural to be off-task – ENGAGE…
• Listens, RESPECT, listens, RESPECT, listens,
RESPECT…….
• Design lessons for student mastery as
REMEBER
• Who Am I Planning For?
• What Am I Supposed To Do?

6. Class lesson - success
High
Expectations
10%S
Mastery teaching
25%
Class room
management
65%

7. Key - TIME
Transition vs. Allocated
Time
Increase the variety of learning activities but
decrease transition time
Student engagement and on-task behaviors are dependent
on how smoothly and efficiently teachers move from one
learning activity to another

8. Understanding Our
Students
Dealing With Student Behavior in
Today’s Classrooms

9. • One in six youths (age 10-17) has seen or knows someone who has
been shot.
• At least 160,000 students skip class each day because they fear
physical harm.
• More than 150,000 school age children bring a gun to school each
school day.
• 70% of those arrested in hate crimes are under age 19.
CHANGING FAMILY STYLE IN
PAKISTAN
• In the last two decades, there has been a 200% growth in single
parent households.
• The number of moms leaving home for work each morning has risen
65% in the past 20 years.
• Nearly 1 in 4 children in Pakistan are living below the poverty level.

10. Teachers who are ready
maximize student
learning and minimize
student misbehavior
are called
EFFECTIVE TEACHER

11. “Effective teachers MANAGE
their classrooms.
Ineffective teachers DISCIPLINE
their classrooms.”

12. PUNISHMENT
VS.
DISCIPLINE

13. Why Do We Punish?
– Because it works
• Punishment is effective for
approximately 95% of our students
– It’s quick
• Punishment produces a rapid (but often
temporary) suppression of behavior
– It requires lower level thinking skills.

14. My views
• D: strives to replace an unwanted behavior with a desirable behavior
• P: takes away a behavior by force, but replaces it with nothing
• D: Is firm and consistent, but peaceful
• P: inflicts harm in the name of good
• D: Positive behavioral change is expected
• P: The worst is expected, and the worst is often received
• D: Takes time and energy but consequences are logical and encourage
restitution
• P: Is immediate and high-impact but is hardly ever logical
• D: Is not threatening, dangerous or abusive
• P: Can be physically and emotionally dangerous
• D: is caring but takes time and planning
• P: is often “off the cuff” and emotionally charged

15. If you agree???
• Discipline: Concerns how students BEHAVE
• Procedures: Concerns how things are DONE
• Discipline: HAS penalties and rewards
• Procedures: Have NO penalties or rewards
A procedure is simply a method or
process for how things are to be
done in a classroom.

16. Four Guiding
Principles
of
Classroom
Management

17. Guiding Principle # 1
STUDENT
ACHIEVEMENT
Good Teaching Behavior Management
Remember that good teaching is one of our best behavior
management tools
– Active engagement
– Positive reinforcement

18. Guiding Principle # 2
Apply the three tiered prevention
logic to the classroom setting
Primary for all
Secondary for some
Tertiary for a few

19. CONTINUUM OF Tertiary Prevention:
Specialized
SCHOOL-WIDE ~5% Individualized
INSTRUCTIONAL & Systems for Students with
POSITIVE BEHAVIOR High-Risk Behavior
SUPPORT ~15% Secondary
Prevention:
Specialized Group
Systems for Students
with At-Risk
Primary Prevention:
Behavior
School-/Classroom-
Wide Systems for
All Students,
Staff, & Settings
~80% of
Students

20. Guiding Principle # 3
Link classroom to school-
wide
– School-wide expectations
– Classroom v. office managed
rule violations

21. School-wide Positive
Behavior Support
Classroom Systems
Setting Systems
School-wide
Systems

22. Guiding Principle # 4
Teach social skills like academic
skills
– Tell/model/explain
– Guided practice
– Monitor & assess
– Give positive feedback
– Adjust & enhance

23. ADJUST for DEFINE
Efficiency Simply
MONITOR &
ACKNOWLEDGE
MODEL
Continuously
PRACTICE
In Setting

24. 5TH R is
RELATION SHIP
The 4Rs in CLASS ROOM MANAGEMENT
Rights Responsibilities
Rules Choices
Negative Positive
consequences consequences
Routines Inevitability

25. Reinforce Positive
Behavior/
Redirect Inappropriate
Behavior

26. OUTSIDE
Effective classroom
management begins
_________
the classroom
door.

27. Elements of Classroom
Management
Instruction Motivation
Creating Creating
Independent Good
Elements
of Classroom
Management
Discipline
“Meaning

28. “There is absolutely no research correlation between
success and family background, race, national origin,
financial status, or even educational accomplishments.
There is but one correlation with success, and that is
ATTITUDE.”
Harry K. Wong (2)

29. References
•Colvin, G., & Lazar, M. (1997). The effective elementary classroom: Managing for
success. Longmont, CO: Sopris West.
•Colvin, G., Sugai, G., & Patching, W. (1993). Pre-correction: An instructional strategy for
managing predictable behavior problems. Intervention in School and Clinic, 28, 143-150.
•Darch, C. B., & Kameenui, E. J. (2003). Instructional classroom management: A proactive
approach to behavior management. (2nd ed.). White Plains, NY: Longman.
•Jones, V. F. & Jones, L. S. (2001). Comprehensive classroom management: Creating
communities of support and solving problems (6th ed.). Boston: Allyn & Bacon.
•Kameenui, E. J., & Carnine, D. W. (2002). Effective teaching strategies that accommodate
diverse learners (2nd ed.). Upper Saddle River, NJ: Merrill.
•Latham, G. I. (1997). Behind the schoolhouse door: Eight skills every teacher should have.
Utah State University.
•Latham, G. (1992). Interacting with at-risk children: The positive position. Principal, 72(1),
26-30.
•Martella, R. C., Nelson, J. R., & Marchand-Martella, N. E. (2003). Managing disruptive
behaviors in the schools: A schoolwide, classroom, and individualized social learning
approach. Boston, MA: Allyn & Bacon.
•Paine, S. C., Radicchi, J., Rosellini, L. C., Deutchman, L., & Darch, C. B. (1983).
Structuring your classroom for academic success. Champaign, IL: Research Press

30. Thank you
Any queries…. PLZ