UNIT 4 CHAPTER 1

Guiding Principles in Classroom Management

“ Classroom management is not teaching; it is a

necessary condition to teaching”

INTRODUCTION

A common problem, sometimes the common

thatbeginning teachers faceis poor classroom

management. As the quotation beneath the title of this

Chapter states, classroom management is not yet

teaching, yet it is pre-requisite to teacching. We cannot

teach when are classes are inattentive, worse when they

are unruly. This is how critical classroom management

is.

As classroom managers, we manage

resources to facilitate learning. This resources includes

the 3 Ms- Moment, Materials and Man.

Consistent, proactive discipline is the crux of

effective classroom management.

“Prevention is better than cure”, so goes the

adage. If we are proactive in our approach to

discipline we prevent unnecessary diciplinary

problems from cropping up. We have not to wait for

disciplinary problems to erupt for us to take a move.

PRINCIPLES IN CLASSROOM MANAGEMENT

Establish routines for all daily tasks and needs.

Routinized collection of assignments, passing of papers,

and preparations for experiments saves as a lot of time and

effort. We have not to explain or instruct our pupils/students

on how to pass papers,

collect assignments, prepare for experiments

day in and day out because we have

establish the routines for

these everyday tasks.

Orchestrate smooth transitions and continuity

of momentum throughout the day. Smoothe

transitios and continuity throughout the day ensure

us that every instructional moment is made use of

wisely. No necessary lull is created that

will breed classroom restlessness, which is the

father of disciplinary problems.

Strike a balance between variety and challenge

in student’s activity. A variety of student activities

will ensurethat student’s multiple intelligences and

varied learning styles are considered in the conduct

of the student activities. Most of the time our

activities fall under the linguistically intelligent group

category. Games that require word use, talking

writing will certainly challenge the math wizards and

other groups of different intelligences. When

boredom creeps into the classroom, we have

disciplinary problems in our hands.

Classroom manager, be aware of all actions

and activities in the classroom. Our heightened

awareness of everything that is happening in our

classroom puts our pupils and students on thier

toes all the time. While our back faces them when

we write on the board, our “eyes on the back of our

heads” will make our pupils and students feel that

we know what they are doing. This is what Kounin

calls wit-it-ness.

Resolve minor inattention and disruptions

before they become major disruptions.

The ole adage “a stitch on time saves nine”

aptly applies here. We have not to wait until

or class is out of control. Misdemeanor has a

“ripple effect” if nor check early. Conflagration begins

with a spark. Put out the spark

early enough to avoid conflagration.

We ought to respond to inappropriate

behavior promptly.

Reinforce positive behaivior. Be generous with

genuine praise. Some teachers are quite stingy with

praise. These are the teachers who think will

become less when they praise others. They have

so-called “subtraction mentality.” other teachers are

overgenerous with their praise. They praise

overflow so much that they give praise even when it

is nor appropriate. For our praise to be genuine it

must be given according to merit. It is our way of

appreciating and recognizing hardwork and good

behavior.

Treat minor disturbance calmly. (Ornstein,

1990). “Do not make a mountain out of a mole.” If a

stern look or gesture can kill the inappropriate

behavior so be it. That’s the end period! Let us not

make fuss abou it.

Work out a physical arrangement of chairs that

facilitate an interactive teaching-learning

process. There is no doubt that external

environment affects us. The most common

arrangement of tables and chairs in the classroom

is one where the teachers’ table and chairs are

infront and the student’s desk or chairs are

arranged in rows facing the teacher.this seat

arrangement does not always enhance interaction

among students. Let us work for a flexible seating

arrangement where we can re-arrange seats or

desk to suit our learning needs and condition.

Make good use of every insructional moment.

Minimize discipline time to maximize instructional

time.