CLASSROOM MANAGEMENT

by
Prof. Dr. Rahmat Soeoed, M.A.

Classroom Management in
Perspective
The concept of management is broader than

the notion of student discipline. It includes

all the things teachers must do to foster
student involvement and cooperation in
classroom activities and to establish a
productive working environment.
The findings show that teachers who
approach classroom management as a
process of establishing and maintaining
effective learning environment tend to be
more successful than teachers who place
more empahsis on their roles as authority
figures or disciplinarians.

Definitions of Classroom
Management
Classroom Management is set of

activities by which the teacher

establishes and maintains those
classroom conditions which facilitate
effective and efficient instruction.

SEVEN KEY ELEMENTS OF EFFECTIVE

CLASSROOM MANAGEMENT
1. Planning
2. Establishing Usable Rules
3. Getting Off to a Good Start
4. Providing Clear Directions
5. Monitoring the Classroom Environment
6. Keeping Records Efficiently
7. Creating Strategies for Managing

Interruptions

PLANNING
Effective teachers plan ahead and

critique their lessons.

Studentsacademic achievement can be
promoted through teachers planned
and communicated expectations.
Well-prepared teachers keep lessons
moving at a brisk pace without ignoring
students difficulties.

ESTABLISHING USABLE RULES

The purpose of rules is to enhance

students academic and social

achievement.
Effective managers teach students
how to follow rules and procedures.
State rules clearly and enforce them
consistently.
Simplicity is the hallmark of effective
rules

GETTING OFF TO A GOOD START

Classroom procedures should be

discussed with the students at the

beginning of the school year.
Provide opportunities for students to
practice them to ensure
understanding.
State your expectations frequently
and give students positive feedback.

PROVIDING CLEAR DIRECTIONS

Giving directions is a clear part of a

teacher function.
Directions must be clear and
succinct.
Give the directions in a positive form.
Provide the students with a
constructive alternative.

MONITORING THE CLASSROOM

ENVIRONMENT
Effective teachers monitor student

behavior in the classroom.

Room arrangement is an important
part of a monitoring strategy.
Two critical aspects of room
arrangement: (1) your ability to see
all students, (2) the circulation
patterns you established
Questioning for monitoring strategies

MONITORING THE CLASSROOM

ENVIRONMENT
Monitor students seatwork and make

needed adjustments.(Arrange the

classroom for efficient movement).
Monitor seatwork by moving around the
room sistematically.
Keep contact with individual students
relatively short.
Have students work together during
seatwork.

Creating Strategies for

Managing Interruptions
30% of instructional day is lost to

anticipated and unanticipated

interruptions.
Lost time has a negative impact on
student academic achievement and
creats the conditions for student
behavior problems.

Anticipated and Unanticipated

Interruptions.
Anticipated
Transitions b/w and

during instructional
episodes
Equipment setup
Materials
distribution/collection
Changing from teacherto-student centered
activity
Beginning/end of class

Unanticipated
Student illness
Visitors
Announcements
Student behavioral

problems
Equipment malfunctions
Materials shortages
Invitation, etc

A Continuum of Menegement
Systems
Self-Discipline with a focus on Reality

Therapy
Imposed Discipline with a focus on
Desist Strategies and Behavior
Modification

SELF-DISCIPLINE
Effective Teacher-Student and

Student-Student Relationship
Teacher needs to adopt the following
attitudes: Genuineness,
Empathytoward the students,
Acceptance and Trust of the
students

STUDENTS MISBEHAVIORS
DREIKURS AND CASSEL
HUMAN BEHAVIOR IS PURPOSIVE AND GOAL-SEEKING;
EACH INDIVIDUAL HAS A FUNDAMENTAL NEED TO

BELONG AND TO FEEL WORTHWHILE;

WHEN INDIVIDUAL IS FRUSTRATED IN DEVELOPING A

FEELING OF BELONGING, SHE OR HE BEHAVES

INAPPROPRIATELY;
FOUR TYPES OF MISBEHAVIORS
ATTENTION-GETTING BEHAVIOR (THE TEACHER FEELS

ANNOYED)
POWER-SEEKING BEHAVIOR (THE TEACHER FEELS

DEFEATED)
REVENGE-SEEKING BEHAVIOR (HE FEELS DEEPLY

HURT)
DISPLAYS OF INADEQUACY (HE FEELS HELPLESS)

CLASSROOM MANAGEMENT

CLASSROOM MANAGEMENT IS A
SET OF ACTIVITIES BY WHICH THE
TEACHER ESTABLISHES AND
MAINTAINS THOSE CLASSROOM
CONDITIONS WHICH FACILITATE
EFFECTIVE AND EFFICIENT
INSTRUCTION.

CLASSROOM MANAGEMENT FROM

DIFFERENT APPROACHES
1. AUTHORITARIAN APPROACH
2. INTIMIDATION APPROACH
3. PERMISSIVE APPROACH
4. COOKBOOK APPROACH
5. INSTRUCTIONAL APPROACH
6. BEHAVIOR-MODIFICATION APPROACH
7. SOCIOEMOTIONAL-CLIMATE

APPROACH
8. GROUP-PROCESS APPROACH

DEFINITIONS OF CLASSROOM
MANAGEMENT FROM DIFFERENT
VIEWS
AUTHORITARIAN APPROACH
CLASSROOM MANAGEMENT AS THE

PROCESS OF CONTROLLING STUDENT

BEHAVIOR;
THE ROLE OF THE TEACHER IS TO
ESTABLISH AND MAINTAIN IN THE
CLASSROOM.
PRIMARY EMPHASIS IS ON PRESERVING
ORDER AND MAINTAINING CONTROL
THROUGH THE USE OF DISCIPLINE

DEFINITIONS OF CLASSROOM
MANAGEMENT FROM DIFFERENT
VIEWS
INTIMIDATION APPROACH
CM AS THE PROCESS OF

CONTROLLING STUDENT BEHAVIOR

THE ROLE OF THE TEACHER IS TO
COMPEL THE STUDENT TO BEHAVE
AS THE TEACHER WISHES.
THE STUDENT CONDUCT IS
CONTROLLED THROUGH THE USE OF
INTIMIDATING TEACHER BEHAVIORS.

DEFINITIONS OF CLASSROOM
MANAGEMENT FROM DIFFERENT
VIEWS

PERMISSIVE APPROACH

THE ROLE OF THE TEACHER IS TO MAXIMIZE

STUDENT FREEDOM-TO HELP STUDENTS

FEEL FREE TO DO WHAT THEY WANT.
COOKBOOK APPROACH (BAG-OF-TRICKS)
LISTS OF DOS AND DONTS
LISTS LIKE STEP-BY-STEP RECIPES
THE ROLE OF THE TEACHER IS TO
FOLLOW THE RECIPES

DEFINITIONS OF CLASSROOM
MANAGEMENT FROM DIFFERENT
VIEWS
INSTRUCTIONAL APPROACH
THE ROLE OF THE TEACHER IS TO
PLAN AND IMPLEMENT GOOD
LESSON (APPROPRIATE LESSONS
TO THE NEEDS AND INTERESTS OF
STUDENTS, LESSONS THAT
MOTIVATE STUDENTS);

DEFINITIONS OF CLASSROOM
MANAGEMENT FROM DIFFERENT
VIEWS

BEHAVIOR-MODIFICATION APPROACH
CM AS THE PROCESS OF MODIFYING STUDENT
BEHAVIOR;
THE ROLE OF THE TEACHER IS TO FOSTER DESIRABLE
STUDENT BEHAVIOR AND TO ELIMINATE UNDESIRABLE
BEHAVIOR;
SOCIOEMOTIONAL-CLIMATE APPROACH
CM AS THE PROCESS OF CREATING A POSITIVE
SOCIOEMOTIONAL CLIMATE IN THE CLASSROOM;
LEARNING IS MAXIMIZED IN A POSITIVE CLASSROOM
CLIMATE;
TEACHERS ROLE IS TO DEVELOP A POSITIVE
SOCIOEMOTIONAL CLASSROOM CLIMATE THROUGH
HEALTHY INTERPERSONAL RELATIONSHIP

DEFINITIONS OF CLASSROOM
MANAGEMENT FROM DIFFERENT
VIEWS

GROUP-PROCESS APPROACH
CM AS A SOCIAL SYSTEM WHERE
GROUP PROCESSES ARE OF MAJOR
IMPORTANCE;
INSTRUCTION OCCURES WITHIN A
GROUP CONTEXT;
THE ROLE OF THE TEACHER IS TO
FOSTER THE DEVELOPMENT AND
OPERATION OF AN EFFECTIVE
CLASSROOM GROUP

MASLOWS HIERARCHY OF NEEDS

STUDENTS NEEDS

SELF-ACTUALIZATION
SELF-RESPECT/SELF-ESTEEM
BELONGINGNESS AND AFFECTION
SAFETY AND SECURITY
PHYSIOLOGICAL NEEDS

MASLOWS HIERARCHY OF
NEEDS

PHYSIOLOGICAL NEEDS
DO YOU EAT A GOOD

BREAKFAST EACH
MORNING?
DOES YOUR
TEACHER TOUCH
YOU ENOUGH?
CAN YOU SEE THE
BOARD AND SCREEN
FROM YOUR SEAT?
DO I TALK LOUD AND
CLEAR ENOUGH FOR
YOU TO HEAR?

DO YOU HAVE TIME TO

RELAX DURING THE

DAY?
DO YOU HAVE TIME TO
COMPLETE YOUR
ASSIGNMENTS?
DO WE GO SLOW
ENOUGH IN CLASS?
DO YOU NEED A
STUDY PERIOD AT THE
END OF THE DAY?
IS THE ROOM A QUIET
PLACE TO WORK?

SAFETY AND SECURITY

ARE YOUR GRADES FAIR?
DOES EACH DAY IN THIS

CLASS SEEM
ORGANIZED?
DO YOU FOLLOW THE
SCHOOL AND
CLASSROOM RULES?
IS THE DISCIPLINE USED
IN THIS CLASSROOM
FAIR?
CAN YOU SAY WHAT
YOUD LIKE TO IN THIS
CLASS?

DO YOU FEEL FREE

ENOUGH TO ASK ME
QUESTIONS?
CAN YOU TRUST
YOUR TEACHER?
CAN YOU GET HELP
WHEN YOU NEED IT?
ARE YOU CALM
WHEN YOU TAKE
YOUR REPORT CARD
HOME?

BELONGINGNESS AND AFFECTION

IS THE ROOM A

HAPPY PLACE TO BE?

DO YOU THINK THAT
THE STUDENTS IN
THIS CLASS LIKE
YOU?
AM I FRIENDLY AND I
SMILE AT YOU?
DO I TAKE TIME WITH
YOU EACH DAY?
DOES YOUR TEACHER
SHOW THAT SHE/HE
LIKES YOU?

DO YOU FEEL THAT I

LISTEN TO YOU
WHEN YOU HAVE A
PROBLEM?
DO I PRAISE YOU
WHEN YOU DESERVE
IT?
DO OTHER
STUDENTS RESPECT
YOUR PROPERTY?
DO PEOPLE PRAISE
YOU WHEN YOU DO
WELL?

SELF-RESPECT/SELF-ESTEEM
DO I LISTEN TO YOUR SUGGESTIONS?
DO YOU FEEL INVOLVED IN THIS CLASS?
DO YOU FEEL PROUD WHEN YOU SHARE A

PROJECT WITH THE CLASS?

DO YOU TAKE PART IN CLASS
DISCUSSIONS?
WHAT SUBJECT AREA DO YOU FEEL MOST
SUCCESSFUL AT?
WHAT SUBJECT AREA COULD YOU
IMPROVE IN?

SELF-ACTUALIZATION
ARE YOU ABLE TO STUDY THINGS THAT

INTEREST YOU?
CAN YOU USE WHAT YOU LEARN IN
SCHOOL?
DO YOU HAVE A CHANCE TO BE CREATIVE
IN YOUR SCHOOLWORK?
DO YOU LIKE TO CONTINUE YOUR
STUDIES AT HOME ON YOUR OWN?
ARE YOU EXCITED ABOUT WHAT YOU ARE
LEARNING AT SCHOOL?

GRACIAS