Teachers must treat all students respectfully and equitably.

When students
perceive unfair treatment in the classroom, whether they are on the receiving end
of it or just a bystander, discipline problems can ensue.

There is a case to be made for differentiated discipline, however. Students come

to school with specific needs, socially and academically, and educators should not
be so set in their thinking that they approach discipline with a one-size-fits-all
policy.

Additionally, zero tolerance policies rarely work. Instead, data demonstrates that
by focusing on teaching behavior rather than simply punishing misbehavior,
educators can maintain order and preserve a student's opportunity to learn.

It is also important to provide students with specific feedback about their

behaviors and social skills, especially after an incident. More »

06
of 07

Set and Keep High Expectations

Ñ
Setting high expectations is important to good classroom management.
JGI/Jamie Grill/Getty Images

Educators should set high expectations for student behavior and for academics.
Expect students to behave, and they likely will.

Remind them of expected behavior, for example, by saying: "During this whole
group session, I expect you to raise your hands and be recognized before you start
speaking. I also expect you to respect each other's opinions and listen to what
each person has to say."

According to the Education Reform Glossary:

The concept of high expectations is premised on the philosophical and

pedagogical belief that a failure to hold all students to high expectations
effectively denies them access to a high-quality education, since the educational
achievement of students tends to rise or fall in direct relation to the expectations
placed upon them.

In contrast, lowering expectations -- for behavior or for academics -- for certain

groups perpetuates many of the conditions that "can contribute to lower
educational, professional, financial, or cultural achievement and success." More »

07
of 07
Make Rules Understandable
 Students should have a voice in creating classroom rules. Thinkstock/Getty
Images

Classroom rules must align with the school rules. Revisit them regularly, and
establish clear consequences for rule-breakers.

In making the classroom rules, consider the following suggestions:

 Involve students in all aspects of creating the classroom management plan.

 Keep things simple. Five (5) simply stated rules should be enough; too
many rules make students feel overwhelmed.
 Establish those rules that cover behaviors that specifically interfere with
the learning and engagement of your students.
 Keep the language appropriate to the developmental level of the students.
 Refer to rules regularly and positively.
 Develop rules for various situations in and out of school (fire drill, field
trips, sporting events, etc.).
 Use evidence-based practices to see how rules work -- or not. Monitor the
effectiveness of school-wide rules using data.

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3
way, by
overcoming
barriers of
distance, language
and culture, and by
using multiple
Internet-connect
devices.It is
important to say
that the use of
multimedia
technology has
great significance
in
colleges,universitie
s and research
institutions in the
Western countries.
In these countries,
thetechnology is
being seen as a key
player to
development in all
ramifications and
essentialcomponen
t of
education.Howeve
r, Babajide (2003)
identified different
types of
multimedia
communication,
some of which
include computer
hardwares,
computer
softwares, public
address systems,
slides,overhead
projectors, opaque
projectors, videos,
cassettes,
audiotapes,
cassette recorders,
flip,time sequence,
streamcharts,
Diorama still
motion
pictures among
others.
MULTIMEDIA
IN EDUCATION
Multimedia in
Education has been
extremely effective
in teaching
individuals a wide
range of subjects.
Multimedia is
changing the way
we communicate
with each other.
The way we
sendand receive
messages is more
effectively
done and better
comprehended.Wh
ile a lecture can be
extremely
informative, a
lecture that
integrates pictures
or video imagescan
help an individual
learn and retain
information much
more effectively.
Using interactive
CD-ROMs can be
extremely effective
in teaching
students a wide
variety of
disciplines,
mostnotably
languages and
music.A multi-
sensory experience
can be created for
the audience,
which in turn,
elicits
positiveattitudes
towards its
application (Neo
and Neo,
2001). Multimedia
has also been
shown to elicitthe
highest rate of
information
retention and result
in shorter learning
time (Ng and
Komiya,2000).On
the part of the
creator, designing
a multimedia
application that is
interactive and
multi-sensory can
be both a challenge
and thrill.
Multimedia
application design
offers new
insightsinto the
learning process of
the designer and
forces him or her
to represent
information
andknowledge in a
new and
innovative way
(Agnew et
al, 1996).However,
information
technology
application serves
different purposes,
such as
knowledgesharing-
portal, search
engines, public
administration,
social service and
business
solution.Oshodi
(1999) posits that
awareness created
towards the use of
information
andcommunication
technology over
the years is
increasing in the
classroom learning
environment
4
in the third world
such that mere
verbalization of
words alone in the
classroom to
communicateideas,
skills and attitude
to educate learner
is futile.Omagbemi
(2004) supporting
this view
expressed that
access to
multimedia
information
couldstimulate
changes and
creates conductive
learning
environment and
make learning
moremeaningful
and responsive to
the localized and
specific needs
of learners.There is
certainly no lack of
vision within
educational
communities
concerning the
central roleand
importance of ICT
in the educational
contexts of the
future (Wood,
1993). That vision
isshared by many
and
is accompanied by
an
acknowledgement
that in order
to realize this
vision,three factors
 –
access, training
and targets must be
provided (DFE,
1995; Simpson,
Payne,Munro and
Hughes, 1999).
However, Hoffman
(2001) suggested
that successful
implementationof
ICTs need to
address five
interlocking
frameworks for
change namely the
infrastructure,attitu
de, staff
development,
support (technical
and administrative)
and also
sustainability
andtransferability.
The many kind of
ICTs implemented
at teaching and
learning can be
used in education
fordifferent
purpose. For
instance, some of
them help students
with their learning
by improvingthe
communication
between them and
the instructors
(Valasidou,
Sidiropoulos,
Hatzis
andBousiou-
Makridou,
2005).In a study
conducted by
Simpson et al
(1999) it was
found that 64% of
the teacher
educatorused ICT
in the production
of traditional
resources of
overhead
transparencies and
hand outsusing
standard word
processing
package; 27%
indicated that they
made use of and
hadexperience
with more
powerful
communication
and presentation
software; 32%
incorporatedthe
use of any ICT
software into the
lectures and only
24% made use of
CDi resource
materials.
The study also
revealed that in the
tutors’ delivery of
the courses, the
students
seldomexperienced
demonstrations of
the use of ICT as a
teaching tool, that
is, the tutors
seldommodelled
its use through
their own
practices.
However, these
tutors gave lack of
time topractice
skills and the
limited
accessibility of
some specialized
facilities as
constraint factors
ontheir use of ICTs
in teaching.
Studies have shown
that, there are some
factors that
determine
academics’ use and
non
-use of new
technologies for
teaching and
learning in the
advanced countries
and these include,
theneeds of the
learner, the
characteristics and
experiences of
academics, the
technologyavailabl
e, the environment
within which
academics work
and how valuable
they perceive
theuse of
technology to be
for teaching their
students (Spotts,
1999; Jager and
Lokman,
1999;Chun and
Kwan, 2005; and
Munoz
–
Repiso and
Tejedor, 2006) and
the disciplinary
context of which
the academic is
part (Rowley,
Banwell, Childs,
Gannon
–
heary, Londsdale,
Urguhart and
5
Armstrong, 2002).
However, research
have demonstrated
that there are
disciplinary
andsubject
differences in the
way ICTs are
being used and
adopted in
teaching and
learning (Jagerand
Lokman, 1999;
Jones, Zenois and
Griffiths, 2004 and
Eynon, 2006).In
developing
countries, Nigeria
inclusive, factors
like le
cturers’ attitude,
(Agbonlahor,
(undated);
Perception and use
of media
(Mabawonku,
1987); Perceived
ease of
use(Mabawonku,
1987;
Ehikhamenor,
2005) quoted by
Agbonlahor
(undated);
Perceivedusefulnes
s (Aghonlahor,
(undated);
Characteristics of
lecturers (Gender,
Age,
Experience;Qualifi
cation etc);
Adekunmisi, Ojo,
Amusa and
Obadeyi 2009;
Training (Osunade,
Philips and
Ojo (undated);
Opinions of
“significant others”
and or peers in the
university
community
(Agbonlahor,
(undated);
Availability of
infrastructural
facilities (Osunade
et al
(undated);Iloanusi
and Osuagwu
(undated); Cost of
Purchasing
(Ehikhamenor,
2005; Iloanusi
and Osuagwu(unda
ted); Management
attitudes (Sife,
Lwoga and Sanga,
2007);
Use/knowledge of
computer(Anadaraj
an, Igbaria and
Anakwe, 2002);
Power supply
(Osunade et al
(Undated);
Iloanusi
andOsuagwu
(Undated) amongst
others.
INSTRUCTIONA
L MEDIA FOR
EFFECTIVE
TEACHING AND
LEARNINGWhat
Are Instructional
Media?
According to
Azikiwe (2007),
instructional media
cover whatever the
teacher uses to
involve allthe five
senses of sight,
hearing, touch,
smell and taste
while presenting
his/her lessons. In
asimilar vein
Adegun (1997)
says instructional
media are things
which are intended
to help theteacher
to teach more
effectively and
enable the students
to learn more
readily.
Instructionalmedia
are information
carriers designed
specifically to
fulfill objectives in
a teaching-
learningsituation.
They are very
important in
language teaching,
especially the
foreign
language,because
they facilitate the
direct association
between sounds
and their symbols
and also wordsand
the objects they
represent. They
help to vividly
illustrate meanings
of things because
theyare associated
with materials used
by the teacher to
improve the
quality of his
teaching.
Types
of Instructional
Media
Instructional media
according
Mustapha et al.
(2002) and
Azikiwe (2007) are
usually
classifiedbased on
the characteristics
they exhibit. There
is a wide variety of
instructional media
whichcould be
profitably and
effectively used in
the second
language
classroom learning
situation.They
could be broadly
classified into four
groups namely
visual aids, audio-
visual aids,
audioaids and
resources (human
and materials).
Visual aids are
resource materials
and devices
thatappeal to the
sense of sight and
touch as well as
sense of smell.
They consist of :i.
Non-projected aids
which
include chalkboard
and adhesives.ii.

Pictorial aids
which include
charts and pictures
6
iii.

Mobileiv.

Three-dimensional
aidsv.
Projected aids
which include
film-strips and
slides, and slides
projectorvi.

Laboratory
equipment,
chemical and
apparatusvii.

BooksLearning
resources that fall
under audio-visual
aids appeal to the
senses of sight,
hearingand touch.
They include line
sound film, sound
strip projector,
television and
video tape-
recorders and
tapes. The audio
aids are
instructional
materials that
appeal to the sense
of hearing and
touch too. They
include records
and record players,
tapes and tape
recorder,radio and
language
laboratories.
Resources could be
human or
materials. Human
resourcesinclude
the teacher, the
pupils and other
resource persons in
the community.
Materialsinclude
all those physical
objects mentioned
earlier such as
chalkboard and
realia (realobjects
such as bottle,
yam, cup, stone,
spoon and
knife).Instructional
media, according
to Adegun (1997),
may be bought by
the school for use
bythe teacher.
They may be made
by the teacher
(improvisation).
They can be
borrowed bythe
school or the
teacher or obtained
free of charge by
him/her. Some can
be donatedfreely
by individuals or
non-governmental
organization
(NGO) to
school(s).
Fundamental
Principles Guiding
the Selection of
Instructional
Media
The teacher of
English is solely
responsible for
appropriate
selection of
instructional
mediaand should,
therefore, be
guided by some
fundamental
principles. The
instructionalmateri
als to be used must
be1)

related to the topic

of the lesson;2)
within the age and
maturational level
of the learners -
bold and colourful
ones atpre-school
and primary school
levels;3)
pre-viewed by the
teacher before the
actual lesson to
ascertain that
everything is
inorder; and4)

accurate in content
and acceptable in
other places for
same lessons.
The Selection and
Uses
of Instructional
Media
Instructional media
facilitate teaching
and learning
activities and,
consequently, the
attainmentof the
lesson objectives.
However, this
depends on the
adequacy and
appropriateness
of materials so
selected. This, in
effect, means that
learning resources
are not
selectedhaphazardl
y (Azikiwe, 2007).
Indeed, resource
materials to be
used should be
carefully selected
7
by the teacher.
This is an aspect of
the teacher's duty
where special
skills in
educationaltechnol
ogy and
psychology of
learning will come
to his
assistance.Azikiwe
(2007:98)
identifies at least
six guidelines for
selecting resource
materials which
theEnglish teacher
must not lose sight
of when planning
his /her lessons.
An important
criterion
forselection and
use of resource
materials is
availability of the
needed materials.
In other
words,before the
teacher decides on
materials to use,
s/he must be
certain that they
are available
aswell as
accessible to
him/her and the
learners. More
often than not, the
best materials to
beused are not
available due to
the lack of fund.
Herein lies the
need for every
teacher to
availhim/herself of
the skills for
improvisation of
instructional
materials. If the
need arises,
thematerials could
be improvised.The
language teacher
does not decide to
use any materials
just because it has
beentheoretically
stated that the
materials are
effective
for teaching a
particular topic,
whereas theyare
not physically
available. Rather,
the availability of
the materials
should be
ascertainedbefore
the decision to use
them. Availability
implies, therefore,
that the resources
to be usedmust be
physically
provided and made
accessible to both
teachers and
learners as and
whenneeded.
Secondly,
consideration
should be given to
the possibility of
having enough
formembers of the
class to be
equitably involved
in the class
activities.
Furthermore,
materialsmight
require other
special facilities
such as recorder,
socket, adaptor and
electricity
beforethey could
be used. The
teacher should,
therefore, ascertain
that everything
needed for the
useof materials is
available and
within easy reach
to him and the
learners before it is
selected.
Thequestion form
for this criterion is
Are the needed
instructional
materials available
andaccessible to
teachers and
learners?The
instructional media
to be selected must
be relevant to the
objectives as well
as to thetarget
population (i.e.
learners) for whom
the materials are to
be used. This is
importantbecause
the objectives that
the materials are
designed to
achieve should be
similar to thosethat
the teacher and the
learners are trying
to achieve. Being
relevant to the
learner meansthat
the characteristics
of the learner such
as the age, level of
attainment or
maturation,
ability,aptitude and
capability, should
all be borne in
mind to enable the
teacher to select
relevantmaterials
for their needs,
interest and
aspirations. When
resources are
relevant to the
learnersthey make
for easy and
meaningful
teaching and
learning activities.
This criterion
could be putin a
question form thus:
What are the
educational and
instructional
objectives set out
to beachieved
using the
materials.In view
of the cultural
differences
between
communities,
though the
curriculum might
be the
8
same, resource
materials that have
been found
effective in one
cultural context
may not besuitable
and effective in
another.The
teacher, therefore,
should endeavour
to select
appropriate
materials from the
communityfor
teaching its
learners instead of
using materials
because they have
been used and
foundeffective in
other areas. This is
especially
important for
teaching and
learning language,
andsome other
subjects. Any
resources selected
for use must be
appropriate to the
objectives aswell
as to
the learners.The
question form of
the criterion is:
How useful are the
resources in terms
of the
educationaland
instructional
objectives and the
characteristics of
the learners?The
physical features
of learning
resources are a
very important
factor for their
selection anduse.
Physical features
here means
attractiveness,
durability, size and
clarity of the
resources.Also,
considered under
quality are
accuracy, clarity
and usefulness of
the illustrations,
drawingsand
paintings and
weight of the
materials for ease
of handling and
storage. All these
factorsshould be
considered before
selection is made.
As a result of the
present economic
recession inthe
country, efforts
should be made to
conserve funds by
purchasing
resources that are
of highquality, and
so will last for a
long time. The
question under
quality is: What
are the
physicalfeatures of
the instructional
materials?In many
developing
countries that are
experiencing
economic
depression, the
teacher, in
theselection of
instructional
materials should be
economical. The
resources should
be cheap, butthis
does not mean
sacrificing quality
for cost. The
teacher and
learners should
find ways
andmeans of
providing
necessary
materials which
are very expensive
by improvising
them,
usingavailable
local materials.
Furthermore, it
will be more
economical to
invite resource
persons tothe
schools rather than
take the learners to
the person. But
when the use of
resource materialis
inevitable and the
attainment of
curriculum
objective is
jeopardized
without it, such
aresource material
should be
purchased at all
cost and properly
stored. Other
considerationsunde
r this criterion are
the cost in terms of
time and energy to
be expended by the
users. Thequestion
to be asked
therefore is: How
much would it cost
in terms of money,
time and energyto
use the
instructional
materials?The
Usefulness of
Instructional
Media in Teaching
and Learning of
English as
a Second
LanguageEnglish
as a second
language in
Nigeria is foreign
and very abstract
to the learners,
especially asthe
language manifests
features that are
different from our
mother tongues
(MTs). The use
of instructional
media in teaching
and learning of
English is,
therefore, more
imperative than
anyother subject.
READ PAPER
THE WHY AND HOW OF CLASSROOM MANAGEMENT

As Compiled by Frank Brunette (Adjunct University Supervisor)

PREFACE

Classroom management refers to all of the things that a teacher does to organize students, space, time
and materials so that instruction in content and student learning can take place. In all that you
communicate, no matter how insignificant or innocuous it may seem, it contributes to your status as a
teacher and your ability to manage the classroom.
Ginott states, “that good classroom management, like surgery, requires precision – no random cuts, no
rambling comments. Above all, a teacher demonstrates self-discipline and good manners – no tantrums,
no insults, no blistering language. His/Her management plan is never sadistic. He/She lives by the law of
compassion, even when challenged by children to defy it.”

Research tells us, “The amount of time students are actively engaged in learning contributes strongly to
their achievement. The amount of time available for learning is determined by instructional and
management skills of the teacher…” This implies that teachers must plan and prepare well, be
organized, maximize student time on task, keep students actively engaged, efficiently utilize time, and the
list goes on.

In a study reviewing 11,000 pieces of research that spanned fifty years, three researchers determined
that there are twenty-eight factors that influence student learning and these have been ranked in
order. The most important factor governing student learning is classroom management.

THE LITANY FOR SUCCESSFUL CLASSROOM MANAGEMENT

 Look at yourself! Be mindful of your self-confidence, voice, attitude, enthusiasm, personal

appearance, manners, values, and most of all, composure and self-control. Losing composure
and shouting does not enhance classroom management. The teacher sets the tone and creates
the learning environment in the classroom. Consequently, the classroom climate takes on the
characteristics of the teacher’s personality and disposition.

 On the first day of school introduce written rules and procedures and post them. Above all, be
generous with appreciative praise, encouragement, and reward for achievement and positive
behavior. Delineate the boundaries for unacceptable behavior.

 Have the students practice, learn, and be able to explain classroom procedures (grade
appropriate). The procedures need to become routine. Student should be able to perform the
procedures automatically.

 Establish a cue (words, sound, hand signal, etc.) to which the students are taught to respond to
immediately. Be consistent in using the cue. Practice it! Use the cue only when you are
absolutely ready to get the students’ attention. Once you give the cue do not engage in any other
activity or have your attention diverted. Wait! Wait time is a very effective and important know-
 how and ability for teachers to possess. Non-verbal communication consistent with the cue is
powerful. Silence can be thunderous!

 Set and convey high expectations of your students. However, there must be a support system in
place and materials available to attend to individual differences to assure achievement.

 When planning, schedule time for presentation and study, select the best activities to facilitate
learning, and delimit content to be studied. When students work cooperatively, have them use a
“work voice”.

 Communicate goals and objectives. Be clear about requirements and consequences for
unsatisfactory performance. Children tend to be more cooperative and willing to attack a task if
they have a clear understanding of what they are to do, why they are being asked to do it, and
how they are to proceed.

 Regulate the learning activities. First, sequence content so that knowledge builds on itself by
linking new information to students’ existing knowledge. Secondly, pace the instruction so that
students are ready for subsequent learning. Then, monitor students’ success rates. This will
assure that students stay productively engaged regardless of how quickly they learn. Finally,
adjust instruction based upon what the monitoring and or assessment indicates.

 Learn to use non-verbal behavior to communicate. Provide non-verbal feedback (smiles, frowns,
nods, move closer to students, etc.) for acceptable and unacceptable behavior. Eye contact
and/or facial expressions communicate pleasure, concern, interest, mood, etc. Be certain that
your verbal communication is consistent with your non-verbal behavior.

 Gesture to accent points. Research tells us, “that of all the parts of the human body used to
communicate information, the hands and face are the most powerful”. Scientists are studying the
link between the body gestures and the mind. This issue has given raise to an international
Society for Gesture Studies. Gestures provide another dimension to instruction by adding visual
cues, which may trigger understanding.

 Voice inflections stress points of interest and importance. Studies on the effects of voice
inflection have shown that variety in pitch and intensity affects receptivity of the
listener. Additionally, where the inflection is placed affects credibility of the sender.

 Reinforce appropriate behavior, praise appropriate behavior and name it. (“Thank you for
doing…”) Ginott warns that all praise may not be beneficial. He makes the distinction between
 evaluative praise and appreciative praise. In his view judgmental or evaluative praise most times
is harmful to students. The inverse power of praise is being studied in New York schools and
their findings support Ginott’s premise. Productive praise describes a child’s efforts and
accomplishments and our feelings about them. The fundamental rule in praising is: describe
without evaluating, report – don’t judge. Guide the child toward evaluating his or her own
behavior.

 When students recite have them speak loud enough for all in the classroom to hear. Call upon a
student most distant from the speaker to check if he or she was able to hear. This approach will
help keep students actively engaged.

 Use proximity control. Moving close to the student causes a change in his or her
behavior. Room arrangements can maximize the teacher’s ability to effectively move toward all
students.

 The best reward is the satisfaction of a job well done. Students can be shown the way to buy into
this mindset. For example, to extend rewards when a student answers a question and others in
the classroom knew the answer they hand signal. The teacher’s nod or facial expression
provides acknowledgement and reward. This, too, keeps students engaged.

 Work to master the artful management of non-confrontation. Approach trying situations with
calmness, finesses, self-assurance and composure. These same behaviors will serve well during
times of emergency. Avoid approaching tense situations in the heat of anger.

 Do not take unacceptable behavior as an affront. Use the power of wisdom to affect events.

PRECIS

How one manages the classroom is the primary determinant of how well your students learn. Conversely,
when students are successful and actively engaged in their work, they tend to be well
behaved. Therefore, keep students involved in their work, have students understand what is expected of
them, maximize time on task, prevent confusion or disruption, and run a work simulated but relaxed and
pleasant classroom. Remember that in the adult world the workplace is one that is not always quiet, on
the contrary, people continually interact, ask questions, brainstorm, seek help and so on.

In accepting the premise that all that the teacher does in the classroom contributes to quality instruction
and management, instruction and classroom management should not be viewed as separate
entities. When teachers apply their knowledge, training, communication mastery, skills and values and
caring, they coalesce and the student cooperatively become an active part of the teacher/learning
process.

EPILOGUE

Frank Riessman’s Blueprint for the Disadvantaged tells of the disadvantage in the troubled schools of the
1960’s and of their deplorable conditions. Through his studies of these inner city schools, amidst the
chaos, he and his colleagues occasionally came upon classrooms within which there was order and
instruction taking place with students on task. Being impressed with what they had observed, his group
reasoned that if they could carbon copy how those teachers taught, likewise others could be trained. The
obstacle in that thinking was that all of the teachers observed were so dissimilar. The labels he gave
them illustrate those differences. He characterized them as the coach, boomer, actor, professor,
etc. Also, he vividly described their teaching performances.

Nevertheless, he and his associates did agree that there was a common quality that all of those teachers
observed possessed and communicated, though not verbally. That was, in some way all of the teachers
conveyed to the students that it made a difference to them that they, the students, learn. [1]

At first glimpse it seems elementary – all that needs to be done to teach and manage a classroom well is
for the teacher to tell students, “It makes a difference to me that you learn.” Be sure, this is an over
simplification and students are too perceptive to buy into that. It very well may be that therein, the
insights of students, lies the key to good teaching. Consistent with Riessman’s findings, it is incumbent
upon teachers to demonstrate through attitude, knowledge, dedication, skill, commitment, values, and
everything else they do, that they care.

Works Cited
1) Harry K & Rosemary T Wong (1998) The First Days of School Harry K Wong Publications, CA p.84
2) Haim G. Ginott, Teacher and Child (New York NY: The Macmillan Company), 1972 p.149
3) US Department of Education, “What Works” p.34
4) Wong p.82
5) BJ Enz, SJ Cook, BJ Weber, Professional Partnership in the Student Teaching Experience Kendall
Hunt Publishing Co, Iowa p.61
6) Ibid
7) Ginott p.125
8) PO Bronson, How Not to Talk to Your Kids New York Magazine (Feb. 19, 2007)
9) Frank Riessman, 1968 Blueprint for the Disadvantaged, B’nai Brith, NY NY
[1]
Frank Reissman, 1968 Blueprint for the Disadvantaged, B’nai Brith, NY NY

THE WHY AND HOW OF CLASSROOM MANAGEMENT

As Compiled by Frank Brunette (Adjunct University Supervisor)

PREFACE

Classroom management refers to all of the things that a teacher does to organize students, space, time
and materials so that instruction in content and student learning can take place. In all that you
communicate, no matter how insignificant or innocuous it may seem, it contributes to your status as a
teacher and your ability to manage the classroom.

Ginott states, “that good classroom management, like surgery, requires precision – no random cuts, no
rambling comments. Above all, a teacher demonstrates self-discipline and good manners – no tantrums,
no insults, no blistering language. His/Her management plan is never sadistic. He/She lives by the law of
compassion, even when challenged by children to defy it.”

Research tells us, “The amount of time students are actively engaged in learning contributes strongly to
their achievement. The amount of time available for learning is determined by instructional and
management skills of the teacher…” This implies that teachers must plan and prepare well, be
organized, maximize student time on task, keep students actively engaged, efficiently utilize time, and the
list goes on.

In a study reviewing 11,000 pieces of research that spanned fifty years, three researchers determined
that there are twenty-eight factors that influence student learning and these have been ranked in order.
The most important factor governing student learning is classroom management.

THE LITANY FOR SUCCESSFUL CLASSROOM MANAGEMENT

Look at yourself! Be mindful of your self-confidence, voice, attitude, enthusiasm, personal appearance,
manners, values, and most of all, composure and self-control. Losing composure and shouting does not
enhance classroom management. The teacher sets the tone and creates the learning environment in the
classroom. Consequently, the classroom climate takes on the characteristics of the teacher’s personality
and disposition.
On the first day of school introduce written rules and procedures and post them. Above all, be generous
with appreciative praise, encouragement, and reward for achievement and positive behavior. Delineate
the boundaries for unacceptable behavior.
Have the students practice, learn, and be able to explain classroom procedures (grade appropriate). The
procedures need to become routine. Student should be able to perform the procedures automatically.
Establish a cue (words, sound, hand signal, etc.) to which the students are taught to respond to
immediately. Be consistent in using the cue. Practice it! Use the cue only when you are absolutely
ready to get the students’ attention. Once you give the cue do not engage in any other activity or have
your attention diverted. Wait! Wait time is a very effective and important know-how and ability for
teachers to possess. Non-verbal communication consistent with the cue is powerful. Silence can be
thunderous!
Set and convey high expectations of your students. However, there must be a support system in place
and materials available to attend to individual differences to assure achievement.
When planning, schedule time for presentation and study, select the best activities to facilitate learning,
and delimit content to be studied. When students work cooperatively, have them use a “work voice”.
Communicate goals and objectives. Be clear about requirements and consequences for unsatisfactory
performance. Children tend to be more cooperative and willing to attack a task if they have a clear
understanding of what they are to do, why they are being asked to do it, and how they are to proceed.
Regulate the learning activities. First, sequence content so that knowledge builds on itself by linking new
information to students’ existing knowledge. Secondly, pace the instruction so that students are ready for
subsequent learning. Then, monitor students’ success rates. This will assure that students stay
productively engaged regardless of how quickly they learn. Finally, adjust instruction based upon what
the monitoring and or assessment indicates.
Learn to use non-verbal behavior to communicate. Provide non-verbal feedback (smiles, frowns, nods,
move closer to students, etc.) for acceptable and unacceptable behavior. Eye contact and/or facial
expressions communicate pleasure, concern, interest, mood, etc. Be certain that your verbal
communication is consistent with your non-verbal behavior.
Gesture to accent points. Research tells us, “that of all the parts of the human body used to
communicate information, the hands and face are the most powerful”. Scientists are studying the link
between the body gestures and the mind. This issue has given raise to an international Society for
Gesture Studies. Gestures provide another dimension to instruction by adding visual cues, which may
trigger understanding.
Voice inflections stress points of interest and importance. Studies on the effects of voice inflection have
shown that variety in pitch and intensity affects receptivity of the listener. Additionally, where the
inflection is placed affects credibility of the sender.
Reinforce appropriate behavior, praise appropriate behavior and name it. (“Thank you for doing…”)
Ginott warns that all praise may not be beneficial. He makes the distinction between evaluative praise
and appreciative praise. In his view judgmental or evaluative praise most times is harmful to students.
The inverse power of praise is being studied in New York schools and their findings support Ginott’s
premise. Productive praise describes a child’s efforts and accomplishments and our feelings about them.
The fundamental rule in praising is: describe without evaluating, report – don’t judge. Guide the child
toward evaluating his or her own behavior.
When students recite have them speak loud enough for all in the classroom to hear. Call upon a student
most distant from the speaker to check if he or she was able to hear. This approach will help keep
students actively engaged.
Use proximity control. Moving close to the student causes a change in his or her behavior. Room
arrangements can maximize the teacher’s ability to effectively move toward all students.
The best reward is the satisfaction of a job well done. Students can be shown the way to buy into this
mindset. For example, to extend rewards when a student answers a question and others in the
classroom knew the answer they hand signal. The teacher’s nod or facial expression provides
acknowledgement and reward. This, too, keeps students engaged.
Work to master the artful management of non-confrontation. Approach trying situations with calmness,
finesses, self-assurance and composure. These same behaviors will serve well during times of
emergency. Avoid approaching tense situations in the heat of anger.
Do not take unacceptable behavior as an affront. Use the power of wisdom to affect events.

PRECIS

How one manages the classroom is the primary determinant of how well your students learn. Conversely,
when students are successful and actively engaged in their work, they tend to be well behaved.
Therefore, keep students involved in their work, have students understand what is expected of them,
maximize time on task, prevent confusion or disruption, and run a work simulated but relaxed and
pleasant classroom. Remember that in the adult world the workplace is one that is not always quiet, on
the contrary, people continually interact, ask questions, brainstorm, seek help and so on.

In accepting the premise that all that the teacher does in the classroom contributes to quality instruction
and management, instruction and classroom management should not be viewed as separate entities.
When teachers apply their knowledge, training, communication mastery, skills and values and caring,
they coalesce and the student cooperatively become an active part of the teacher/learning process.

EPILOGUE
Frank Riessman’s Blueprint for the Disadvantaged tells of the disadvantage in the troubled schools of the
1960’s and of their deplorable conditions. Through his studies of these inner city schools, amidst the
chaos, he and his colleagues occasionally came upon classrooms within which there was order and
instruction taking place with students on task. Being impressed with what they had observed, his group
reasoned that if they could carbon copy how those teachers taught, likewise others could be trained. The
obstacle in that thinking was that all of the teachers observed were so dissimilar. The labels he gave
them illustrate those differences. He characterized them as the coach, boomer, actor, professor, etc.
Also, he vividly described their teaching performances.
Nevertheless, he and his associates did agree that there was a common quality that all of those teachers
observed possessed and communicated, though not verbally. That was, in some way all of the teachers
conveyed to the students that it made a difference to them that they, the students, learn.[1]
At first glimpse it seems elementary – all that needs to be done to teach and manage a classroom well is
for the teacher to tell students, “It makes a difference to me that you learn.” Be sure, this is an over
simplification and students are too perceptive to buy into that. It very well may be that therein, the
insights of students, lies the key to good teaching. Consistent with Riessman’s findings, it is incumbent
upon teachers to demonstrate through attitude, knowledge, dedication, skill, commitment, values, and
everything else they do, that they care.
Works Cited
1) Harry K & Rosemary T Wong (1998) The First Days of School Harry K Wong Publications, CA p.84
2) Haim G. Ginott, Teacher and Child (New York NY: The Macmillan Company), 1972 p.149
3) US Department of Education, “What Works” p.34
4) Wong p.82
5) BJ Enz, SJ Cook, BJ Weber, Professional Partnership in the Student Teaching Experience Kendall
Hunt Publishing Co, Iowa p.61
6) Ibid
7) Ginott p.125
8) PO Bronson, How Not to Talk to Your Kids New York Magazine (Feb. 19, 2007)
9) Frank Riessman, 1968 Blueprint for the Disadvantaged, B’nai Brith, NY NY

________________________________________
[1] Frank Reissman, 1968 Blueprint for the Disadvantaged, B’nai Brith, NY NY

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