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8/13/2019 Classroom Arrangement Strategies http://slidepdf.com/reader/full/classroom-arrangement-strategies 1/12 CLASSROOM ARRANGEMENT  STRATEGIES NIK NORHASNIZA SITI AISHAH RITCHEL AMIRA IZZATI

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Page 1: Classroom Arrangement Strategies

8/13/2019 Classroom Arrangement Strategies

http://slidepdf.com/reader/full/classroom-arrangement-strategies 1/12

CLASSROOMARRANGEMENT

 STRATEGIESNIK NORHASNIZA

SITI AISHAH

RITCHEL

AMIRA IZZATI

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CLASSROM ARRANGEMENT

“A good classroom seating arrangement

is the cheapest form of classroom

management. It’s discipline for free”

(Fred Jones)• Teachers assigned seating for students

to facilitate discipline and instruction.

• Students normally will choose a seatthat places the teacher at the greatest

disadvantages.

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RULES TO GUIDE CLASSROOM

ARRANGEMENT

• Students should be seated where their attention

is directed toward the teacher.

• High traffic areas should be free from congestion.

• Students should be able to clearly see chalk

board, screens, and teacher.

• Students should be seated facing the front of the

room and away from the windows.

• Classroom arrangements should be flexible to

accommodate a variety of teaching activities.

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ESTABLISHING RULES OF CONDUCT

•Students should actively participate in the creation ofguidelines concerning classroom behaviour.

• Best practices recommend minimizing the number of

rules.

• Teacher should:

 – Provide limited structural input so that the rules

are direct, clear, consistent, and encourage

positive behaviour. – Make sure that rules are designed to support a

concept of consequences for inappropriate

behaviour rather than punishment.

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CONSEQUENCES

VERSUS PUNISHMENT

CONSEQUENCES PUNISHMENT

• Viewed as an end result of a

child’s inappropriate act. 

• Should not be viewed as

something imposed but

rather as an appropriate

outcome for an inappropriate

act.

• Should make sense, be alogical ending for an action.

• Should be viewed as the

effect of behaving

inappropriately.

• Does not necessarily serve a

learning purpose, but rather

“gets even”. 

• It sends the wrong message.

• A threatening way of

correcting students

inappropriate behaviour.

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• Inappropriate behaviour should be followed

by consequences rather than punishment.

• The approach used should have its major waysin which the students might learn from the

mistake.• Schools should and must be environments

where mistakes are made and students areprovided caring opportunities to learn fromthem.

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PREVENTING DISRUPTIONS

•The ability of preventing disruptions fromoccurring in classroom is defined as an effective

classroom management. (J.S.Kounin)

• Approaches to keep students focused on learning

and reduce the classroom disruption :

a) Withitness

 – Communicating that you know what the students are

doing and what is going on in the classroom.b) Overlapping

 – Attending to different events simultaneously, without

being totally diverted by a disruption or other activity.

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c) Smoothness and momentum in lesson – Maintaining a brisk pace and giving continuous

activity signals or cues.d) Group alerting

 – Involving all the children in recitation tasks andkeeping all the students “alerted” to the task at

hand.e) Stimulating seatwork

 – Providing seatwork activities that offer varietyand challenge.

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CLASSROOM MANAGEMENT

STRATEGIES

• Hold and communicate high behavioural

expectation.

• Establish clear rules and procedures, and

instruct students in how to follow them.

• Make clear to students the consequences of

misbehaviour.

• Enforce classroom rules promptly,

consistently, and equitably from the very first

day of school.

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• Work to instil a sense of self-discipline in

students; devote time to teaching self-monitoring

skills.

• Maintain a brisk instructional pace and make

smooth transition between activities.

• Monitor classroom activities; give studentsfeedback and reinforcement regarding their

behaviour.

•Create opportunities for students (particularlythose with behavioural problems) to experience

success in their learning and social behaviour.

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• Identify students who seem to lack a sense of

personal efficacy and work to help them

achieve an internal locus of control.

• Make use of cooperative learning groups.

• Make use of humour to stimulate students’

interest or reduce classroom tensions.

• Remove distracting materials from view when

instruction is in progress.

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