ASSIGNMENT
A Conceptual Analysis of Classroom
Management
Submitted by,
NIMMIMOL K
BMM II TC ,KOTTAAKAA
NAT!AL SCI"NC"
eg#No $%%&''$(
1
IN)"*
SI
NO
Content Page No
$ Introduction %+&
, Classroom management is a process &
% ole of teac-er in classroom management .+/
0 Common mista1es in classroom management /+2
& 3actors Affecting classroom management 2+$'
. Benefits of classroom management $'+$$
/ Ten tips for classroom management $$
2 Conclusion $,
( eferences $,
2
INTO)!CTION
Classroom management is a term used by teachers to describe the rocess
o! ensuring that classroom lessons run smoothly desite disruti"e beha"iour by
students# The term also imlies the re"ention o! disruti"e beha"iour #It is
ossibly the most di!!icult asect o! teaching !or many teachers $ indeed
e%eriencing roblems in this area causes some to lea"e teaching altogether #In
1&'1 the (S National Education Association reorted that )*+ o! teachers said
they ,ould robably not go into teaching i! they had to decide again $ A ma-or
reason ,as . negati"e student attitude and disciline#/
)
According to Mos0o,it1 and 2ayman31&4*5$One a teacher losses control
o! their classroom$ it becomes increasingly more di!!icult !or them to regain that
control# Also research !rom 6erliner 31&''5 and 6rohy and good 31&'*5 Sho,s
that the time a teacher has to ta0e to correct mis beha"iour caused by oor
classroom management s0ills results in a lo,er rate o! academic engagement in
the classroom #
7rom the student8s ersecti"e $ e!!ecti"e classroom management in"ol"es
clear communication o! beha"ioural and academic e%ectation as ,ell as co9
oerati"e learning en"ironment# :ouglas 6roo0s 31&';5 reorts seminal research
on the !irst day o! school acti"ity selection and se<uence o! no"ice middle school
teachers comared ,ith e%erienced success!ul classroom managers# 6roo0s
reorts that e!!ecti"e classroom managers organi1ed their acti"ities on the !irst day
o! school consistent ,ith the emerging needs o! the students #
Classroom management is closely lin0ed to issues o! moti"ation$ disciline
and resect #Methodologists remain a matter o! assionate debate among teachers$
aroaches "ary deending on the belie!s a teacher holds regarding education
sychology# A large art o! traditional classroom management in"ol"es beha"iour
modi!ication$ although many teacher see using beha"iour aroaches alone o"erly
simlistic#Many teachers establish rules and rocedures at the begin o! the school
=
year #According to Gootman 32>>'5 rules gi"e students concrete direction to
ensure that our e%ectation becomes a reality#
They also toy to be consistent in en!orcing these rules and rocedures#
Many ,ould also argue !or ositi"e conse<uence ,hen rules are !lo,ed and
negati"e conse<uences ,hen rules are bro0en #These are ne,er ersecti"e# On
classroom management that attemt to be holistic#
CLASSOOM MANA4"M"NT IS A 5OC"SS
Classroom management as the actions ta0en to create an
en"ironment that suort and !acilitates academic and social emotional learning
#To,ard this goal$ teachers must
1# :e"elo caring $ suorti"e relationshis ,ith and among students#
2# Organi1e and imlement instruction in ,ays that otimi1e students access to
learning#
)# (se grou management methods that encourage students engagement in
academic tas0s
=# Promote the de"eloment o! student8s social s0ills and regulations ?and
;
;# (se aroriate inter"entions to assists students ,ith beha"iour roblems#
OL" O3 T"AC6" IN CLASSOOM
MANA4"M"NT7+
Teachers lay "ariuos roles in a tyical classroom$but surely one o! the
most imortant is that o! classroom manager# E!!ecti"e teaching and learning can
not ta0e lace in a oorly managed classroom#E!!ecti"e teachers aear to be
e!!ecti"e ,ith students o! all achie"ement le"els regardless o! the le"els o!
heterogeneity in their classes#
I! the teacher is an ine!!ecti"e $ students under that teacher8s tutelage $,ill
achie"e inade<uate rogress academically$ regardless o! ho, similar or di!!erent
they are regarding their academic achie"ements#
The e!!ecti"e teacher er!orms many !unctions that can be organi1ed in to
three ma-or roles?
315Ma0ing ,ise choices about the most e!!ecting instruction strategies to
emloy#
325:esigning classroom curriculum to !acilitate student learning#and?
3)5Ma0ing e!!ecti"e use o! classroom management techni<ues#
*
There!ore$e!!ecti"e
teachers ha"e a ,ide array o!
instructional
strategies at their disosal$ are
s0illed at identi!ying and
articulating the roer se<uence
and acing o! their content$ are s0illed in classroom management techni<ues#
COMMON MISTAK"S IN CLASSOOM
B"6A8IO! MANA4"M"NT
In an e!!ort to maintain order in the classroom sometimes teachers can
actually ma0e the roblems ,orse# There!ore it is imortant to consider some o!
the basic mista0es commonly made ,hen imlementing classroom beha"iour
management strategies#
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The teacher may raise his or her "oice increase ad"erse conse<uences in an
e!!ort to ma0e the aroach ,or0# This tye o! interaction imair the teacher9
student relationshi# Instead o! allo,ing this to haen$ it is o!ten better to
simly try a ne, aroach#
In consistency in e%ectations and conse<uences is an additional mista0e that
can lead to dys!unction in classroom #Teachers must be consistent in their
e%ectations and conse<uences to hel ensure that students understand that rules
,ill be en!orced# To a"oid this$ teachers should be communicate e%ectations to
students clearly and be su!!iciently committed to the classroom management
rocedures to en!orce them consistently#
3ACTOS A33"CTIN4 CLASSOOM
MANA4"M"NT7+
'
The term 8classroom management 8 doesn8t ha"e -ust one de!inition#
2o,e"er $it most generally re!ers to the ,ay in ,hich a teacher or instructor sets
u the classroom so that the students can learn most e!!ecti"ely# Setting u the
classroom can mean both hysically and ho, the teacher structures the day# I!
you8re thin0ing about ho, to manage your classroom better $ be a,are o! the
some o! the things that may a!!ect the ,ay you can manage it#
9$:"n;ironment
The en"ironment can ha"e both noticeable and unnoticeable e!!ects on ho, ,ell
you can manage the classroom and ho, ,ell the students listen# 7or e%amle$ i!
you ha"e a !ull classroom o! )> students $ then the students in the bac0 ,ill not
hear you as ,ell$ The en"ironment doesn8t allo, them to sit closer#
9,: <our Approac-
2o, you set u rules in your classroom ,ill determine i! students 0ee those
rules or not# 7or e%amle$ instead o! telling the students ,hat the rules are
$de"elo an acti"ity that lets them create the rules# It8s a lot easier !or you call a
student on a rule i! the student to !ollo, it# This goes the same !or assignments#
@hile you can8t let students decide the guidelines mean# This ,ill hel them !eel
li0e they had a say in creating the assignment#
9%:)isabilities
&
Students ,ith disabilities $learning or other,ise ,ill al,ays a!!ect the ,ay you
manage the classroom# I! one student has a learning disability $you may need to
send more one9on9one time ,ith this student or allo, a de"eloment technician
to ,or0 ,ith him# This can distract other students or lea"e them !eeling alone#
90:6ome Life
Social construction research teachers us that nobody ,al0s in to a situation as a
clean slate# @hen students come into a classroom $ they bring all the social stu!!
that haened that morning or the night be!ore ,ith them # This might mean that
a !amily member is in to,n$ causing them to get e%cited easily and not !ocus or
it might mean that their arents are !ighting and the student doesn8t !eel ,ell and
ignores you#
B"N"3ITS O3 CLASSOOM MANA4"M"NT
9$: Safety7+
I! a teacher has control o! her classroom $ it is less li0ely that a !ight ,ill brea0
out or "iolence ,ill occur# 6y establishing clear and consistent standards o!
beha"iour teachers can ensure that their classes are organi1ed and roducti"e and
that students do not ha"e the oortunity to engage in !ights or in!lict harm on
another student#
9,: 5ositi;e class en;ironment building7+
Student ,or0 more roducti"ely$ and share more oenly$ ,hen there is a ositi"e
classroom en"ironment#Through beha"iour management $ teachers can create an
1>
atmoshere o! mutual resect in ,hich all classroom articiants !eel sa!e to
share their otions ,ithout ris0 o! censure#
9%: More teac-ing time7+
Time sent dealing ,ith continuous beha"ioral interrutions is time ta0en a,ay
!rom teaching# 6y setting u clear beha"iour e%ectations and conse<uences at
the beginning o! the year$ teachers can create a !luid and roducti"e class in
,hich time is sent engaging in educational acti"ities $ not resonding to student
mis beha"iour#
90: elations-ip building7+
Through e!!ecti"e classroom management $ teachers can build healthy and
mutually resect!ul relationshis ,ith their students$ and allo, students to build
these ositi"e relationshis ,ith their eers#
9&: 5reparation for =or1force7+
Many students eagerly loo0 !or,ard to adulthood$ thin0ing that they ,ill be !ree
o! the restricti"e rules and guidelines that they !ollo, in school daily# Classroom
rules hel reare students to success!ully !ollo, the rules that ,ill dictate their
actions later in li!e#
T"N TI5S 3O CLASSOOM MANA4"M"NT
1# 6uild community
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2# :esign a sa!e$ !riendly and ,ell managed classroom en"ironment#
)# Include students in creating rules norms$ routines and conse<uences
=# create a "ariety o! communication channels#
;# Al,ays he calm$ !air and consistent
*# Ano, the students you teach
4#Address con!licts <uic0ly and ,isely
'# Integrate ositi"e classroom rituals#
&# Aee it Beal
1>#Partner ,ith arents and guardians#
CONCL!SION7+
Classroom management re!ers to the ,ide "ariety o! s0ills and techni<ues
that teachers use to 0ee students organi1ed$ orderly $!ocused$ attenti"e$ on tas0$
and academically roducti"e during a class# @hen classroom management
strategies are e%ecuted e!!ecti"ely$ teachers minimi1e the beha"iours that imede
learning !or both indi"idual students and grous o! students# @hile ma%imi1ing
the beha"iours that !acilitate or enhance learning# Generally sea0ing$ e!!ecti"e
teachers tend to dislay strong classroom management s0ills$ ,hile the hallmar0
o! the ine%erienced or less e!!ecti"e teacher is a disorderly classroom !illed ,ith
students ,ho are not ,or0ing or aying attention#
According to secialists in the !ield o! education school and classroom
management aims at encouraging and establishing student sel! control through a
rocess o! romoting ositi"e student achie"ement and beha"iour# Thus academic
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achie"ement$ teacher e!!iciency$ and teacher and student beha"iour are directly
lin0ed ,ith the concet o! school and classroom management#
"3""NC"S7+
1# Allen C#: 31&'*5# Classroom management Dstudent8s ersecti"es$ goals and
strategies$ American Educational Besearch Cournal
2# Marshall$ :r# Mar"in 32>>15# :isciline ,ithout stress$ unishments or
re,ards# Eos alamitos$ ier ress#
)# ,,,#edutoica#orgFclassroom9management9resource9guide
=# edglossary#orgFclassroom9managementF
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