1. CLASSROOM
MANAGEMENT
– Classroom management refers to all of the things a teacher does to
organize students, space, time, and materials so student learning can
take place
– Management skills are crucial and fundamental
– A well-managed classroom has a set of procedures and routines that
structure the classroom
Effective teachers MANAGE their classroomsEffective teachers MANAGE their classrooms
Ineffective teachers DISCIPLINE their classroomsIneffective teachers DISCIPLINE their classrooms
The First Days of School, p. 82

2. Two Perspectives of a
Classroom
Classroom as
a workplace
Classroom as
an ecological
system

3. The Nature of Classrooms
1. Multi-dimensionality - refers to the large
number of tasks and events that a teacher has to
cope with in a busy and congested classroom
environment.
2. Simultaneity - refers to the many things that
happen all at the same time.
3. Immediacy – refers to the rapid pace of
classroom events and their instant impact on both
the teacher and the pupils.

4. The Nature of Classrooms
4. Unpredictability – refers to the
unexpected turns of classroom events.
5. Publicness – refers to the openness in a
classroom.
6. History – refers to the accumulation of
records, experiences, etc. after a period of
belonging to the classroom community.

5. FOCUS OF CLASSROOM
MANAGEMENT
KNOWLEDGE & SKILLS
(a) Content Knowledge
Firstly, a teacher should have the knowledge to teach proficiently subjects in the school
curriculum, for instance, English language, mathematics, science and social studies. A
teacher should be the content expert that pupils could look up to.
(b) Pedagogical skills
Secondly, a teacher also should have the pedagogical skills to effectively plan and deliver
each lesson.
(c) Knowledge of pupils
Thirdly, a teacher should have knowledge of the growth and development of pupils and
assists in the selection and use of appropriate strategies, whether for the managing of
instruction or pupil behaviour.

6. FOCUS OF CLASSROOM
MANAGEMENT
Managing strategies
– The strategies may include the setting of classroom rules, routines
and procedures , or initiating a system of rewards and punishment.
Whatever strategies a teacher employs, she should aim at the
inculcation of self-discipline among the pupils. Will the use of
subtlety work? Will innovative and creative ways be better? Will
carrot and stick be the best option? Will scolding and sanctions be
effective in bringing about desirable pupil behaviour?

7. FOCUS OF CLASSROOM
MANAGEMENT
Psycho-social
climate
- teacher-
pupils

8. secure creative
interesting motivating
enjoyable stimulating
relaxed inviting
cheerful pleasant
cohesive predictable
challenging task-oriented
Conducive
learning
environment
Figure 2.2 Nature of a conducive classroom environment

9. THREE TEACHER
ATTRIBUTES
Positive
(frame of mind)
Proactive
(plan of
action)
Preventive
(pre-emptive
action)

10. THREE TEACHER
ATTRIBUTES
Positive
- A teacher with a positive outlook will
have a positive influence over her
pupils.
 What are the indications of a
positive teacher?

11. THREE TEACHER
ATTRIBUTES
Proactive
 It means that you cannot just walk into class and
teach, even though armed with a lesson plan. It
means that you must undertake considerable overall
prior learning. To be able to plan adequately in
advance, you must have information concerning the
nature of your pupils and the subjects to be taught.
 Are they fast or slow learners, or of mixed
ability? What about gender differences?

12. THREE TEACHER
ATTRIBUTES
Preventive
 related to being positive and proactive is
the third P, preventive. This has much to do
with the saying, “Prevention is better than
cure”.

13. TEN GOLDEN GUIDELINES
FOR EFFECTIVE RULES IN
THE CLASSROOM
– Classroom rules usually concern pupils’ general behaviour
and inform pupils what they can or cannot do.
1. Classroom rules complement school rules.
2. Rules should be few in number.
3. Rules should be stated in positive terms for the
identified behaviours.
4. Rules should be clear and succinct.
5. Rules should be reasonable.

14. TEN GOLDEN GUIDELINES
FOR EFFECTIVE RULES
6. Rules should be enforceable.
7. Rules should be enforced consistently and
monitored all the time.
8. Be flexible when necessary.
9. Rules should be planned with consequences in
mind.
10. Commit agreed rules and consequences on
record.

15. LEARNING ACTIVITIES
IN THE CLASSROOM
 Group Work
- Judicious Grouping
- Assigning pupil roles
- Setting clear procedures
- Having accountability
- Monitoring and assisting
- Debriefing or appraising

16. LEARNING ACTIVITIES
IN THE CLASSROOM
Pair Work
Seatwork
Project Work
Oral presentations
Games and Quizzes
 Debates
Drama and role-play

17. Characteristics of Effective
Managing of Learning Activities
– ttH
Prompt and
smooth
beginning
and closure
Constructiv
e feedback
Good time
manageme
nt Skillful and
creative
use of
materials
Set and
enforce
ground
rules
Maintain
pupil
interest
and
attention
Clear and
specific
instructions
Appropriat
e level and
pacing

18. The 5 Cs of Managing Pupils
Behaviour
–Care
–Commitment
–Cooperation
–Consensus
–Creativity

21. Thank you!!!