Managing the class is a great concern for teachers, especially the novice ones. This presentation provides an overview on important dimensions of classroom management.

1. Classroom
Management: An Overview
A. Aaj
Islamic Azad University, Science and
Research Branch

2. Classroom Management
Cooperative Discipline
By J. Burn

3. My BEST and Worst Teachers
Ever
 Identify the best and the worst teacher you
have ever had.
 Why did you choose them?
 What do we learn from this part?

4. What is Classroom Management?
◦ It’s all about effective discipline
◦ It’s being prepared for class
◦ It’s being motivated
◦ It’s motivating your students
◦ It’s providing a safe, comfortable
learning environment
◦ It’s building your students’ self esteem
◦ It’s being creative in daily lessons
◦ And . . .

5. What is Classroom
Management?
 Put it in a nutshell, it refers to the
wide variety of skills and
techniques that teachers use to
keep students organized, orderly,
focused, attentive, on task, and
academically productive during a
class.

6. REMEMBER: It’s different for
EVERYONE!!!
WHY?
◦ Teaching Styles
◦ Personality/Attitudes
◦ Student population
◦ Not all management strategies are
effective for every teacher
 Try different strategies to see if they
work for YOU

7. Why is Classroom Management
Important?
 Classroom management issues are
of highest concern for the teachers
especially the novice ones
 Classroom management and
effective instruction are key factors
in ensuring student success and
learning

8. DREIKURS' SOCIAL DISCIPLINE MODEL
1. Humans are social beings
and their basic motivation is to
belong
2. All behavior has a purpose
3. Humans are decision-
making organisms
4. Humans only perceive
reality and this perception
may be mistaken or biased

9. Dreikurs’ Principal Teachings
 Almost all students have a compelling desire to
feel they are a valued member of the class, that
they belong.
 Students’ sense of belonging increases when the
teacher and others give them attention and
respect, involve them in activities, and do not
mistreat them.
 When students are unable to gain a sense of
belonging in the class, they often turn to the
mistaken goals of attention, power, revenge, and
inadequacy.

10. Dreikurs’ Principal Teachings
 When seeking attention, students talk out, show off, interrupt
others, and demand teacher attention.
 When seeking power, they drag their heels, make comments
under their breath, and sometimes try to show that the teacher
can't make them do anything.
 When seeking revenge, they try to get back at the teacher and
other students, by lying, subverting class activities, and
maliciously disrupting the class.
 When seeking to display inadequacy, they withdraw from
class activities and make no effort to learn.

11. By
James

12. LET’S BEGIN!
“YOU SET THE TONE”

13.  Set the tone for everything… behavior,
procedures, grades, attitude…everything!!
 Teach students to manage their own
behavior
 Students LEARN to be on-task and engaged
in the learning activities you have planned
for them… REMEMBER THIS:
“It is more natural to be off-task than on!”

14. YOU HAVE HEARD
THIS A LOT…

15. BE Fair, Firm, and Consistent
• Students spot inconsistencies quickly
and take joy in calling you out on it!!
• Students may NOT enjoy consequences
of inappropriate behavior but they will
respect your decisions if they know
that you are fair and apply
discipline/consequences fairly

16. ACCENTUATE
THE POSITIVE

17. POSITIVENESS IS A PLUS
 Build a positive, PROFESSIONAL
rapport with students
 Establish a positive classroom
environment
 Smile, smile, and smile
 Model the positive behaviors you
desire in your students

18. BENJAMIN FRANKLIN Says
“IF YOU DO NOT HAVE A
PLAN,
THEN YOU ARE PLANNING TO
FAIL!!”

19. PLAN, PLAN, PLAN
 Planning engaging, purposeful lessons
is one of the best recipes for a smooth,
orderly classroom
 Plan lessons that address multiple
learning styles and allow all students
to experience success

20. WHAT IS NEEDED?

21. BE PREPARED!!
 Be organized
 Be on time
 Be prepared for changes to your best
lesson plan
 Have a plan B, or C
 Anticipate possible problems in your
lessons and activities

22. “TIME IS OF THE
ESSENCE”

23.  BE Smooth:
 Student engagement and on-task
behaviors are dependent on how
smoothly and efficiently teachers move
from one learning activity to another
 Increase the variety of learning
activities but decrease transition time
 Always try to have materials ready for
each lesson or activity.

24. Albert Einstein says
“You’ve got to
keep it SIMPLE”

25.  Make classroom rules simple
 Keep classroom procedures simple
 Give clear and simple instructions
during classroom activities

26. FENG SHUI

27. CLASSROOM ARRANGEMENT
 Make sure all students can see and
hear clearly (and you can see them
clearly)
 Arrangement is determined by
learning activity (lecture, class
discussion, small group work, etc.)
 Allow room and easy access for
proximity control
 Think through class procedures and
learning activities and arrange the
room in the best possible way

28. WITH-IT-NESS
Kounin

29.  Simply put it, Withitness refers to a
teacher’s awareness of what is
going on in the classroom.

30. A teacher has “with-it-ness” if:
 When discipline problems occur, the
teacher consistently takes action to
resolve it
 When two discipline problems arise
concurrently, the teacher deals with
the most serious first
 The teacher decisively handles
instances of off-task behavior before
the behaviors either get out of hand or
are modeled by others

31. With-it-Ness (continued)
 When handling misbehavior – make
sure all students learn what is
unacceptable about that behavior
 Getting angry or stressed does not
reduce future misbehavior
 Deal with misbehavior without
disrupting the learning activity

33. PROXIMITY AND BODY LANGUAGE
 Have equal eye contact with
everyone
 Avoid turning back to class
 Facial expressions, gestures, and
physical proximity to students will
communicate that you are in calm
control of the class and at the same
time mean to be taken seriously.

34. USE
HUMOR

35.  Use humor when appropriate
 Be able to laugh at yourself
 NEVER use sarcasm:
It puts students on the defensive
It damages your rapport

36. EVERY PERFORMER
NEEDS A STAGE

37.  Confrontation gives students a
“stage” to perform
 Avoid power struggles…no one wins
 Give students a dignified way to get
out of a bad situation
 Address behavior issues in private
whenever possible

38. DEVELOP A THICK SKIN

39. IT IS NOT PERSONAL
 Students misbehave…that is common!
 Students test boundaries and limits…
it is a natural part of growing up!
 Students don’t always do what we
want them to… no matter how much
they like us!
 DON’T TAKE IT PERSONNALY!!