Classroom Management

Training for School

Supervisors and Inspectors
A.A. City Administration
Nov 2020
Oct. 2020
 Objectives of the training
 It contributes to refresh supervisors and Inspectors
concerning concepts, skills , and application of
classroom management
 It serves as a guide for education experts to manage
or supervise classroom teaching and learning
 It supports to solve instructional challenges that
exist in daily teaching-learning process.
 It helps participants share practical experiences
 Outline of the Presentation
• Entry
• Concept of Classroom management
• Purpose of CRM
• Resources for effective CRM
• Dimensions of CRM
• Classroom organization
• Challenges of large class size
• How to manage large class size
• Characteristics of Effective Classroom Management
• Guideline for Effective Classroom
Management
 Outline contd
• Classification of Classroom Misbehaviors
• Causes of classroom misbehavior
• Approaches in managing student behavior
• Techniques of classroom management
 Entry
• To deal with applying the effective ways of teaching and
learning, educational experts have to be acquainted with current
issues of managing classroom.
• Classroom management incorporates the issue of creating
conducive classroom environment for effective student learning.
• Classroom management is important because the satisfaction
and enjoyment in teaching are dependent upon leading students
to cooperate.
• Classroom management issues are of the highest concern for
teachers & experts to create conducive learning environment to
achieve the educational objectives .
 Activity

Dear trainees
• What is classroom management?
• Why should you manage your class
room?
• What are the areas to be managed?
• What resources do teachers have for
effective classroom management?
 Classroom management
What is classroom management?
It refers to methods used to :
•Organize classroom, activities,
instruction, physical structure, and
other features.
•Make effective use of time,
•Create a happy and productive
learning environment,
• Minimize behavior problems and other
disruptions.
.
 Classroom management contd
Classroom management :
•Requires careful planning,
•Provides students with pleasant
and supportive climate,
•Creates interests and desires to
learn
•Establishes control and avoid
disciplinary disturbances
Purposes of classroom management
• To ensure that class time to
concentrate on instruction, not on side
issues.
• To secure the support and cooperation
of students in classroom activities.
• To ensure the active and meaningful
engagement of students in the learning
task at hand, and
• To promote the physical and
psychological environment to be
conducive to effective learning.
 Resources for effective CRM
According to Slavin (1994) resources for effective
CRM Include:
• Prevention and intervention strategies,
• Effective communication and feedback,
• Effective use of reinforcers and
consequences,
• Classroom rules and procedures,
• Effective use of time, space,
equipment, and effective instruction.
 Dimensions of CRM
Classroom management involves
managing
• Contents of the lesson,
• Methods of teaching,
• Materials and space,
• Time allotted to a given lesson, and
• Students’ behavior and their social
relationship.
Thus, managing students’ behavior and their
social relationships through democratic way
 Classroom organization
• Classroom organization is arrangement of
the classroom in its totality to achieve the
instructional objectives.

• The arrangement is concerning:-patterns for

arranging participants ,resources, the roles
and responsibilities for carrying out
immediate actions and events; rules of
appropriateness.
 Patterns of the Classroom Seating
Arrangement

1/ Rows pattern
2/ The clusters pattern
3/ The Horse – Shoe Pattern
4/ The Round – table pattern
Rows pattern
 Activity 2
• Discuss on :
 The merits of rows pattern
 The demerits of this pattern
Cluster Pattern of seating arrangement
 Activity 3
• What are advantages of cluster
pattern?
• What are limitations of cluster pattern?
Horseshoe seating pattern
 Activity 4
• Discuss on the :
 Advantages and
 Disadvantages of the horseshoe
pattern
The Round table Pattern/ Circular arrangement
 Activity 5
• What advantages can you suggest
regarding roundtable pattern?
• What disadvantages?
• Of all the patterns which pattern has
been most used in Ethiopian schools?
• Why?
• Which seating pattern do you suggest
is the most important for our schools?
Why?
Challenges of managing large class size

• What challenges do you suggest

that large class teachers face?
Challenges of Teaching in the large class size
• Teachers of large classes often face
problems in:
 Teaching strategies.
 Management skills.
 Ways to build good student-student
interactions and friendly student-teacher
relationships.
 Teaching feedback and evaluation.
 Marking students‟ papers (Watson,2006).
 Challenges contd
• According to Locastro( 2001) difficulties
teachers face in large classes are
grouped into:
1/ pedagogical 2/ managerial and 3/
affective problems.
• Having a large class prevented
teachers from doing what they wanted to
do to help learners make progress in
developing their capabilities(LoCastro
2001).
 Activity

•What suggestions do you have

regarding the way to eliminate or
minimize challenges in large class size?
 How to manage Large class size?
• Students in large classes can learn just
as well as those in small ones. What
counts is not the size of the class, but
the quality of the teaching.‟ (UNESCO
Bangkok 2006).
• By focusing on the notion of student
engagement and adapting teaching and
assessment strategies , it is possible to
overcome the challenges posed by
large class environments/
 Common teaching strategies to cope
with large classes

1/ Using group work and pair work

•Cutting a big class into small groups is a
strategy recommended (Harmer 2007,
Nguyen and Nguyen 2010).
•The use of pair work and group work as,
in large classes, pair work and group
work play an important part since they
maximize student participation.
 Common teaching strategies contd
2.Using whole-class discussions or
whole-class activities
•Group work activities can easily lead
to whole-class discussions.
•Students have a good chance to sit
and listen, and improve their listening
skill.
 Common teaching strategies contd
• 3. Using role-plays and oral
presentations
• In large classes, in order to engage all
students in classroom activities, teachers
can also use role plays.
• Students are given a part of a play in a
fictitious situation and act out the
characters of the play.
 Common teaching strategies contd
4. Giving lectures
•Lectures can be considered the oldest mode of
teaching, preferably used for large classes.
•Although lecturing has its own weakness such as
making students sit passively for hours listening to
lectures, a one-way communication, it still has its
strengths:
• Teachers can convey their personal interest;
therefore, also stimulates students‟ interest and/or
learning.
 Common teaching strategies contd

• Lectures can save the teacher’s time

as lecturing is the fastest and simplest
way to present information to students
• Lectures should also be cut short into
many „mini lectures‟ instead of long
lectures (UNESCO Bangkok 2006)
 Common Management strategies
1. Establishing classroom rules ( engage
students to set rules)
2. Learning students’ names and
organizing seating plans
3. Creating a friendly classroom atmosphere
(to build a good teacher-student relationship)
4. Using student leaders
(monitors, or teaching assistants to help other
students )
 Characteristics of Effective Classroom
Management

• Who is effective classroom leader ?

 Effective classroom manager :
 has a well-planned and relevant lesson
 makes clear what the class rules are
and teach disciplinary skills
 realizes what kind of things stimulate
student attention, and who know and
enjoy each one of their students.
 has a workable system of rules and
procedures which the students follow
 Effective classroom manager contd

stops inappropriate behavior

sooner.
establishes classroom with
routines and procures which
ensure that teaching and learning
take top priority,
considers the task of controlling
student behavior
 Guideline for Effective Classroom
Management
Have a good plan;
Have good subject mastery;
Use rewards;
Apply better methods of teaching;
Respect professional code of ethics;
 Guideline for Effective Classroom
Management contd
Respect the students;
Evaluate your students fairly;
Encourage students participation;
Keep your promise;
Use humor, etc .
 Factors as foundation for an effective classroom
management and discipline strategy.
1.Letting students know classroom rules
2.Providing instruction that matches students’
abilities
3.Varying the instructional approaches used in
the classroom
4.Providing a number of learning choices
5.Expecting students to be responsible for
their own learning and behavior
6.Listening to what students are thinking and
feeling
7.Legitimizing behavior that cannot be stopped
8.Recognizing that there are some students
who have serious behavior problems
 Activity-6
Dear trainees ,
• How do you explain the term
misbehavior?
• What are the categories & types of
misbehaviors?
• What are the major causes for
students’ classroom misbehavior?
 Misbehavior
What is misbehavior?
• It is the act of breaking rules.
• It is any act of a student that violates
the established rules,
• Any act of a student that disrupts the
normal teaching-learning process is
known as misbehavior.
 Classification of Classroom
Misbehaviors
Do you think all classroom misbehaviors are of the
same category?
• Classroom misbehaviors are different in
their nature and complexity.
• Some are minor while others are serious.
They can be classified into three forms.
• Minor misbehaviors
• Repeated misbehaviors
• Persistent and serious problems
 Types of misbehaviors
1.Minor misbehavior of a passing kind
• These are problems limited mostly to a single student.
• They are likely to pass soon.
Example: inattentiveness, distractions, unfriendly
feelings, etc.
2. Repeated misbehaviors
These are problems, which do not spread to and don’t
distract other student in the class.
Example:
Day dreaming, attention seeking, not meeting work
requirement, failure to show interest, becoming
uncommunicative and withdrawn, persistent
inattentiveness, and restlessness belong to this
category misbehavior.
Types of misbehaviors (cont’d)
3. Persistent and serious problems
• These are major offenses and are likely to harm the
teaching learning activities as well as the social
relationship existing in the class and in the school.
Example
• Breaking the classroom rules;
• Involving in anti-social behaviors (stealing, lies,
quarreling), insensitivity to others, disrespect,
disobedience, cheating, insulting,
• Leaving seats without permission, excessive
movement about the rooms,
• Calling out without raising one’s hand,
• Use of bad language, whispering and over noisy talk,
giggling, and physical aggression to other students.
 Causes of classroom misbehavior
What are the major causes of students’
misbehavior ?
The majority of the discipline problems
originate from difficulties within the school
environment. Thus, discipline problems
can be assessed as
• Teacher-related problems,
• Student – related problems,
• School environment – related
problems, or
• Home environment – related problems.
 Teacher-related causes
How do teachers be the cause for students’
classroom misbehavior?
A. Poor teaching, which can be a result of:
• Lack of planning and preparation
• Poor mastery of subject matter
• Ineffective style of presentation
• Failure to use teaching aids,
• Failure to involve students in the instructional
activities
• Failure to apply the major principles of
teaching, and
• Failure to structure one’s lessons and present
them.
Teacher-related problems (cont’d)

B. Failure to enforce the rules set

• mostly rules are set at the beginning
of the year when teachers and students
meet first to manage the classes.
• Nevertheless, teachers failure or
inconsistency to enforce or implement
the rules set at anytime lead to
students’ misbehavior.
 Teacher-related problems (cont’d)
C. Failure to set appropriate task
Students actively engage in the instruction
process when the tasks are relevant,
meaningful, interesting, challenging, and
rewarding.
If the tasks are too difficult or too easy, the
students will be discouraged, frustrated or
bored.
In addition, ambiguity of directions, absence
of relationship between the tasks given and
the lesson taught. These situations make
students to be different and misbehave.
 Summary of teacher-related problems
• Lack of knowledge and skill on the
subject thought
• Lack of variety in instructional
techniques and failure to use
appropriate teaching-learning
methods.
• Failure to involve students in the
teaching learning process.
• Failure to apply major principles of
teaching.
 Summary of teacher-related
problems contd
• Failure to use appropriate
teaching-learning materials
• Bad pacing (too fast or too
slow).
• Unfair assessment and
evaluation of students work.
• Unclear assignments.
 Summary of teacher-related
problems contd

• Insufficient activity for students.

• Negative teacher attitudes towards
students and the subject.
• Using corporal punishment and
negative statements.
• Arriving late for class.
 Summary of teacher-related problems
contd

• Unequal treatment and unenforceable

threats.
• Absence of language or gestures.
• Failure to enforce the rules set.
• Failures to properly plan lessons.
• Inadequately communicated goals and
objectives.
 Student-related problems
What are some of the factors that make students
misbehave?
1. Attention seeking: students who are denied
attention will actually be encouraged to misbehave
further to attract more attention.
2. Ignorance of classroom rules :sometimes
students involve in misbehavior when they do not
know the “dos” and “don’ts”
3. Opposition to school or disinterest in
learning: students who come to school with out
their interest will be not attentive in a classroom.
They rather be engaged in disruptive activities
 Student-related causes (cont’d)
4. lack of interest in a particular subject
Sometimes students develop lack of
interest when they are biased to the
subject.
5. Disliking the teacher or having
hostility towards a teacher:
sometimes students dislike a subject
because of the negative attitudes they
developed to their teacher
 Summary of student-related problems
• Negative students’ attitude to education and
antipathy to school.
• Lack of interest in a particular subject.
• Lack of prerequisite skills on the subject
taught.
• Ignorance of classroom rules.
• Dislike to a teacher or hostility towards a
teacher.
• Day dreaming.
• Student lack of concern.
• Failure to follow instruction.
• Attention seeking
• Arriving late for class
 School -Environment related Causes

1.The class size

sometimes students who have the
tendency to misbehave will be engaged
in undesirable activities when the
student per section increase in number.
2. Shortage / absence of material
The absence of sufficient material for the
classes, laboratories, workshops, etc.
Home environment related causes
1. Absence of nourishment and sleep
Missing meal and lack of adequate sleep can be
the cause of unpleasant behavior.
2. Emotional upset
Students who are disturbed and upset may not be
attentive in a classroom.
3. Disruptive home environment
Students with poor family relationships are
highly involved in misbehavior
4. Peer pressure: can cause students to rebel
against class rule.
 Summary of school-related problems
• Lack of a systematic routine for procedural activities
• Moving the class to different rooms.
• Poor management of extra curricular activities.
• Large class size.
• Shortage of teachers.
• Shortage of teaching-learning materials.
• Poor communication with parents.
• Poor monitoring of classroom situations.
• Failing to reserve a special room or space for an
activity.
• Conflicting rules in school and at home.
 Activity-3
Dear instructor,
• Discuss how the different approaches
view classroom management
• What strategies are used by the
different approaches of classroom
management ?
• How can a teacher apply them at a
classroom environment?
 Approaches in managing student
behavior
There are five different classroom management
approaches.
1. The authoritarian Approach
2. The instructional Approach
3.The Behavioral Approach
4. Modeling
5. Behavioral counseling
 The authoritarian Approach
This approach suggests five managerial
strategies that a teacher can use to
preserve order and maintain control
a) Establishing and enforcing rules: The
teacher should use rules that are realistic,
reasonable, well defined, limited in number,
and clearly understood.
b) Issuing commands, directives and
order: Commands are statements which
describe what students are expected to do.
The commands, directives and orders
should be clearly stated and easily
understood to control student behavior.
 The authoritarian Approach contd
c) Utilizing mild Desist: The teacher reproves
the student for behaving in an unacceptable
way for violating a rule. They are verbal or
nonverbal teacher behaviors intended to
inform.
D) Utilizing proximity control : this refers to
moving closer to a student whom the teacher
sees misbehaving. The physical presence
might cause the student to refrain from
misbehaving.
E) Utilizing isolation and Exclusion :this refers
to using isolation, exclusion, school detention,
suspension and others in response to serious
student misbehavior.
 The instructional Approach
This approach argues that effective classroom management is the
result of high quality instructional planning. Thus, a teacher
have to carefully plan good lessons that are tailored to the
needs and abilities of each student.
The instructional approach suggests the following strategies to be
practiced by teachers:
1. Provide interesting, relevant and appropriate instruction;
2. Employ effective movement management (i.e., the ability to
regulate the flow and pace of classroom)
3.Establish classroom routines
4. Give clear directions,
5. show genuine interest in a student’s work when he/she shows
sign of boredom or restlessness,
6. provide assistance before a situation gets out of hand,
7. plan and modify the classroom environment
8. restructure the situation when necessary (i.e., changing the
nature of activity, the focus of attention , etc.)
The behavioral modification approach
Behavioral modification refers to a systematic application of
antecedents and consequences to change behavior.
The following strategies for dealing with misbehaviors are based
on behavioral learning theories.
• Non-verbal cues ( i.e., eye contact, gestures, physical proximity
or touching used to communicate without interrupting verbal
discourse)
• Praising behavior that is incompatible with misbehavior
• Verbal reminders
• Repeated reminders
• Applying consequences
Thus, appropriate behaviors are strengthened by praise and
inappropriate ones diminished by ignoring them.
The behavioral modification approach (cont’d)
An accurate summary of the lessons gained from the
behavior-modification approach:
1. Rewarding appropriate student behavior and with
holding the rewarding of inappropriate behavior
are effective in achieving better classroom
behavior
2. Punishing inappropriate student behavior may
eliminate that behavior, but may have serious
negative side effects. (avoid physical punishment)
3. Rewarding appropriate behavior is probably the
key effective classroom management.
 Modeling/Social learning
• Modeling is a process in which a student, by
observing another person behaving, acquires new
behavior without himself/herself being exposed to
the consequences of the behavior.
• Modeling is learning by observing and imitating
other’s behavior.
• Modeling, as a managerial approach, may be viewed
as a process in which the teacher demonstrates, by
his/her own actions, the values and behaviors
he/she wants students to acquire and display.
• Modeling involves four phases: Attention phase,
retention, reproduction and motivational.
 Modeling (cont’d)
• Attention phase: is the first phase in observational learning. It
is paying attention to a model. Students pay attention to models who
are attractive, successful, interesting and popular
• Retention phase: once teachers have students’ attention, it is
time to model the behavior they want students to imitate and then
give students a chance to practice or rehearse.
• Reproduction phase: during this phase, students try to match
their behavior to the model
• Motivational phase: is the final stage in the observational
learning. Students will imitate a model because they feel that doing
so will increase their own chances to be reinforced. Students pay
attention to the model, practice it, and reproduce it.
• In general teachers should reinforce good working behaviors for
doing a good job). On the other hand, misbehaving students will be
discouraged for doing wrong things.
 Behavioral counseling
• Behavioral counseling is a process involving a private
conference between a teacher and the student. It is
a conference intended to help the misbehaving
student sees that his/her behavior is inappropriate,
and to plan for change.
• In the classroom, the teacher’s role as counselor
becomes important in situations where students
who misbehave need some guidance or someone
to give them a sense of direction.
• A teacher can win a student’s confidence by
establishing emotional contact with the student’s
feelings, taking the student’s feeling seriously and,
• respecting the student’s dignity considering
him/her as unique individual
 Counseling strategies
• Listening and talking :talking and being listened are basic universal
forms of human interaction. Counselor’s listening is professional
type rather than lay type of everyday lives.
• Using escape values: for many people , crying, laughing, and
singing provide instant tension relief.
• Encouraging and reassuring these involve praising and
reinforcing good behavior. Teachers effectiveness in using
encouragement depends on two factors. The authenticity of the
encouragement; and the realistic means with which it is given.
• Enlightening: it should help students recognize the reasons for
their behavior and make them more aware of alternative ways of
behaving. it can be achieved in two ways:
1. Helping students understand the natural relationship between
actions and consequences
2. Helping students become knowledgeable about alternative
actions which have a greater likelihood of leading to desired
consequences.
 Techniques of classroom management

• Classroom management is an integral part of teaching, and the

teacher must acquire basic techniques of managing students.
• Classroom management is seen as set of activities by which
the teacher establishes and maintains those classroom
conditions to facilitate effective and efficient instruction.
• It can be described as an act of a teacher taken as preventive
or curative activity to administer so as to minimize or to put an
end to any classroom misbehavior respectively.
The specific classroom management techniques that teachers
employ to maintain classroom misbehaviors can be classified
as:
• Preventive techniques
• Curative techniques
• Constant monitoring is a technique that is both preventive and
curative. It is an activity that makes all and every student under
a constant observation of the teacher.
 The Preventive Techniques
What is a preventive classroom management technique?
Can you mention some of the preventive techniques of
classroom problems?

• The preventive techniques are measures to be taken before

students misbehave.
• They are precautions not to give way for misbehavior.
• The preventive techniques are usually used to avoid or
reduce the cause of misbehavior in a classroom and to save
time by removing the conditions of disciplinary acts.
• They all are applied on the basis of the principle, “prevention
is better than cure”.
• Effective classroom managers are distinguished by their
success in preventing problems from arising in the first
place, rather than by special skills in dealing with the
problems once they occur.
 Preventive Techniques (cont’d)
what is discipline? What is the difference
between internal and external discipline? From
your classroom experience how can you help
students to become self-disciplined?
• Discipline is a degree of order or behavior,
which one expects from a group or a class. It
is a Latin word which means, “to learn”. Thus
discipline can be taken as the development of
a character or a trait from within an individual
that controls his/her personality. Discipline
can be internal or external.
• External discipline is the influence that comes
upon some one from others (teachers, friends,
directors, unit leaders, etc.) to be punctual,
quite, obedient, clean, etc.
 Preventive Techniques (cont’d)
• Internal discipline is the self -control that one
exercise over him/her. It comes out from the
aims and desires within the individual. The
ultimate aim of internal discipline is the
development of self-control.
Some of the ways teachers work to help
students become self-disciplined include the
following;
• Help students establish a code of conduct
for themselves.
• Help students improve their own standards
of conduct.
• Enforcing rules may itself be an opportunity
to teach the fundamental of self discipline
 Planning
• Teachers who make explicit plans are better
organized and see the worth of these plans.
• Teachers who plan and communicate their
expectation to their students promote academic
achievement.
• Proper planning is necessary for establishing and
maintaining good classroom discipline.
Most disturbances result from
• poorly organized classes.
• Classes which lack purpose,
• Classes that do not have material ready for their
students,
• Classes which lack smooth transition between
classes and activities, Classes which students have
nothing to do, etc. are caused due to lack of proper
planning and result disturbances.
 Establishing usable class rules
• Establishing usable class rules is the first
management activities at the beginning of
the year. The process is governed by the
following principles:
• Rules should be few in number
• Rules should make sense and be seen as
fair by students
• Rules should be clearly explained and
deliberately taught to students. Simplicity
is the hallmark of effective rules.
• Rules should be stated positively and
offering a goal towards to work rather than
to avoid./”work quietly” is better than
“Don’t talk”/
 Establishing usable class rules contd
• Classroom rules covers routines like
starting and ending class, distributing
materials, progressing to new
activities,
• If your rules are clear and simple it
will be easy for you to explain and
enforce the rules.
• Allowing students to participate in
amendments or suggesting new rules
of their own makes them anxious to
enforce their own rules rather than
violating them.
 Provision of freedom

• It can be seen as physical freedom

(seating arrangement) and spiritual
freedom making students feel free
from frustration, and express their
ideas).
• What is expected of every teacher is
to create an environment where
students sit or stand comfortably and
allowing them to feel free to ask and
answer easily and comfortably.
 Sharing Responsibilities
• It is a means to create a deep seated feeling
to control. When a class has a large number
of responsible students, it is guaranteed to
be a good class.
• Thus assigning and giving responsibilities to
individuals such as monitoring the whole
class, acting as a study mentor, as a
cleaning officer, as a flag ceremony leader,
as a club leader etc makes a class to be well
managed.
 Making effective / good teaching
• The teachers’ ability and skill to
systematically handle the lesson is one of
the preventive techniques.
• It has a powerful effect on students.
• Making students active participants in the
teaching-learning process and orderly
arrangement of tasks are effective
mechanisms to effective classroom
management.
• Thus teachers must provide students with
systematic, supportive and useful learning
experience and environment.
 Establishing and maintaining good
interpersonal relationship
• This refers to the relationship that exists between
the teacher and students and among students
themselves.
• The teacher should commit himself/herself to the
following points in order to maintain good
relationships in the classroom.
• Keep on mentioning the need for concern and
respect to one another, and the need for thought of
others;
• treat students with respect and kindness and
provide opportunities for success in classroom;
• show positive feeling which will create a pleasant,
supportive and cooperative atmosphere in the
classroom; and Introduce the tasks at every period.
 The Curative Technique
What is a Curative classroom
management technique?
Can you mention some of the Curative
techniques of classroom problems?
These are remedial measures that are
taken during or after every miss-
behavior.
• Curative Technique is a remedial
measure or corrective measures taken
when preventive techniques are not
effective in curbing the appearance of
a disciplinary problem.
 The Curative Technique contd
Before you take the curative measures you
have to find out:
• The real cause (s) of students’
misbehavior (s);
• Determine the degree of misbehavior;
and
• Matching the measure with the cause
(s) and the level of misconduct.
• The intent is to minimize and control the
disruptive effects of inappropriate
behavior and use teaching learning
resources effectively.
 The controlling mechanisms under curative techniques
• Non verbal Cues
• Non verbal cues include ignoring, eye contact, gestures,
physical closeness or proximity closeness, touch and signals,
etc can be used as non verbal cues i.e. without interrupting
verbal discourse.
• Much routine classroom misbehavior can be eliminated
without breaking the momentum of the lesson by the use of
simple nonverbal cues.
• Ignoring: is turning a blind eye (overlooking) to unwanted
behavior except when it is serious. It can be used if a student is
with problems of inattentiveness or restlessness.
• Eye-contact: is giving a furtive glance and cold store (long and
fixed look) to a student who is repeatedly misbehaving in the
class. It sends a message for him/her to stop misbehaving.
• Physical or proximity closeness: is a technique that involves
moving in the direction of the offender. It means “be quit” or
“focus on your task”. The teacher should move slowly without
stopping his/her teaching.
 Curative Techniques (contd)
• Touch and signals: if the misbehaving student is near
by the teacher, touching his/her head or shoulder slightly
or signals and gestures could be shown in the following
forms:
– shaking the head negatively;
– Raising the eye brows;
– Frowning a finger on the lips;
– Wagging a finger; and,
– Waving the hand.
• But never use heavy signals such as hand clapping,
book slamming, knocking a table with a feast, or
knocking a chalkboard with a duster. All nonverbal
techniques clearly convey the same message. “I see
what you are doing and don’t like it. Please get back
to work.” The advantage is that the lesson need not
be interrupted.
 Verbal Cues & Praising
• Verbal Cues
• If a non verbal cue is impossible or
ineffective, a simple reminder may help bring
a student into a line. The reminder should be
given immediately after students misbehave.
• Example “Azeb, please work on your
exercise book.” Rather than saying, “Azeb,
don’t copy from Hiowt’s exercise book.”
• The reminder should focus on the behavior
not on the students.
• Praising
• Praise can be a powerful motivator for many
students.
 Praise contd
• We can use it by praising behavior that is
incompatible with misbehavior or by praising other
student. One strategy for reducing misbehavior in
class is to make sure to praise students for
behaviors that are incompatible with the
misbehavior you want to reduce. That is, catch
students in the act of doing right.
• Another strategy which is used to reduce mis-
behavior in class is to praise other students. It is
often possible to get one student to behave by
praising others for behaving.
• For instance, if Amanu and Selamawit talk to each
other while you are engaged in some kind of
classroom activity, you might say “I am happy
because most of you are attentive to my lesson,
Seyoum is attentive, Sara is attentive, Dawit is
attentive and Genet is also listening carefully.
 Repeated Reminder, Out of sight technique, &
Restructuring
• Repeated Reminder
• When a student refuses to comply with a
simple reminder, one strategy to attempt first
is repeating the reminder, ignoring any
relevant excuse or argument.
• Out of sight technique
• When a student shows disruptive behavior
that is really out of his/her control, you may
allow the student to leave the room for a
while until he/she cools off or regains self-
control.
• Disruptive behaviors such as uncontrolled
laughter, looking dizzy and sleepy, restless
feeling, etc. are quite normal and demand
tolerance on the part of the teacher.
 Repeated Reminder, Out of sight technique, &
Restructuring contd
• Restructuring
• When the whole class seems tired or restless
and unable to get settled to work, you might
change the whole situation.
• Then the students may begin learning once
again by stopping restlessness or
inattentiveness. Techniques that you might
employ in this regard could include:
• Changing the teaching method;
• Giving them energizer or activator/songs,
physical exercise, short stories, etc. This can
be presented by yourself or by allowing any
of your students; and,
• Giving the class five minutes rest.
 Applying Consequences
• Applying consequences can be used if
and only if the previously treated steps
have been ineffective to reduce or to
control students’ misbehavior.
• The final step is to pose a choice to the
student to act in accordance with the
agreed norms or to suffer with
upcoming consequences.
• The following mechanisms could be
used as Applying Consequences for
misbehaviors
• Sending the student out of class;
 Applying Consequences contd
• Making the student miss a few minutes
of recess or some other privileges;
• Having student stay after school; and,
• Calling student’s parents.
• Consequences for misbehaviors
should be slightly unpleasant, short in
duration, and applied immediately after
the behavior occurs.
• Students must notice that
consequences follow miss-behavior.
 Activity
1/ To what extent your school teachers were
effective in managing disciplinary problems in
the classroom? Discuss.

2/ What challenges have you come across

while observing teachers in classroom
management?

3/ What are your suggestions to eliminate or

at least, minimize the challenges?
 END

Thank you