Classroom
Management
1) To define classroom management (CM)
2) To list some CM challenges
3) To suggest some solutions for some CM issues
classroom management refers to the
wide variety of skills and techniques
that teachers use to keep students
organized, focused, attentive, on task,
and productive during a class.
The best teachers anticipate when
misbehaviors are likely to occur and intervene early
to prevent them. The most effective interventions
are subtle, brief, and almost private. They do not,
therefore interfere with classroom activities.
(Greenwood and Parkay, 1989)
Discipline is defined as the practice of teaching others
to obey rules or norms by encouraging some good
behaviors and using penalty to correct unwanted
ones.
In a classroom, a teacher uses discipline to ensure routine
is maintained, school rules are enforced, and the students
are in a safe learning environment.
Physiological needs (basic comfort)
•Allow water bottles in class
•Short stretch / brain break after 20–25 minutes
•Check lighting, temperature, seating
Safety (emotional + physical)
•Clear class rules (posted, simple)
•No mocking or shouting
•Mistakes = OK (say this often)
Belonging (connection)
•Pair / group work (change partners)
•Learn and use students’ names
•Simple routines: “Good morning”, “How are you?
Esteem (confidence)
•Praise effort, not just correct answers
•Give small responsibilities (board helper, time-keeper)
•Say: “Good try”, “You’re improving”
Self-actualization (growth)
•Offer choices
•Encourage creativity & opinions
•Set personal learning goals
One-line rule to remember
No safety → no speaking
No belonging → no effort
No esteem → no progress
If students don’t feel safe, they won’t speak.
If they don’t belong, they won’t try.
If they feel confident, learning accelerates.
Move from activity to activity
• For students ages 4 – 10, you should try
to keep activities between 5 and 10
minutes long.
• Students ages 10 – 16 can handle
activities that are 10 to 15 minutes long.
The “60-20-40 Rule”
Talk for 20 minutes out of
every hour and use the rest of
the time for reinforcement,
skill practice, or discussion.
The “15/85 Rule”
Devote 15% of your time to lecture
or presentation, 85% of the time
should be devoted to small-group
activities and large-group sharing
and exploration.
The “90/20/8 Rule”
Adults can listen with understanding for 90
minutes. They only listen with retention
for 20 minutes. They need to be involved
every eight minutes. So, break your
content into chunks that are 20 minutes or
less in length, and involve people in those
chunks at least once every eight minutes.
Suggested Lesson Time Division
Stage Time Purpose
Warmer ? Motivate, connect
Presentation ? Introduce new material
Practice ? Guided activities
Production ? Independent use
Review &
? Wrap up
Reflection
Stage Time Purpose
Warmer 5 min Motivate, connect
Presentation 10–15 min Introduce new material
Practice 20–25 min Guided activities
Production 10–15 min Independent use
Review &
5 min Wrap up
Reflection
How to build rapport
• Smile and make eye contact.
• Ask an open-ended question based on your shared
context.
• Listen actively. Nod, paraphrase, and ask follow-up
questions.
• Find a common interest and explore it.
• Use their name appropriately.
• Share a small, related piece of your own experience.
• End positively and mention you enjoyed the
conversation.
Giving Instruction
1. Get students’ attention.
2. Anchor.
3. Chest the book.
4. Give the instruction
1. Be clear, specific and concise.
2. Project your voice.
3. Provide visual support
5. Fan
6. Assign a time limit.
7. Check their understanding
(ICQ)
8. Mark the beginning of the activity
Keep It Short, Simple, & Staged
Reflection
Revisiting the aims
1) To define classroom management (CM)
2) To list some CM challenges
3) To suggest solutions for three CM issues
Reflection
Pick three ideas, activities, tasks, etc.
Reflection
How are you going to apply what you
practiced in this session?
Classroom
Management