CLASSROOM MANAGEMENT

Classroom management can be defined as the manner in which a

teacher handles the business of running a classroom. This would
include recording attendance, providing academic instruction and
maintaining order in the classroom. The most important of these
responsibilities is maintaining order, without which, all other aspects of
classroom management will likely suffer.

Ensuring order in the classroom is not only integral in providing “a

smooth-running classroom where students are highly involved in
learning activities which are free from disruption and chronic
misbehavior", it is also the foundation of a successful career as a
teacher. Successful teachers are those who can strike a balance
between being a disciplinarian and an instructor and manage to elicit
the most productive results from students despite the contrary
demands made from those students who create discipline problems in
the classroom. "Society wants schools to develop citizens who think
creatively, but they also want orderly classrooms. While it seems
impossible to develop both creativity and order simultaneously the best
teachers seem to balance these round stones.".

There is much written on behaviors that promote effective classroom

management. It is not a new topic. As early as 1966, researchers were
studying the behaviors and processes that contribute to a successful
classroom. In that year, Thomas Gordon developed a widely used
program called Teacher Effectiveness Training or TET. Gordon’s
program is founded on the belief that student-teacher relationships
are the result of their interactions. He suggests that positive
classroom management would include the development of a mutually
supportive student-teacher relationship. He supports this suggestion
with his theory that by using coercive methods of behavior control,
teachers can not successfully develop effective learning environments.
He further suggests that teachers who use authoritarian techniques to
manage their classrooms are more likely to create a negative classroom
atmosphere which would promote behavioral problems rather than
resolve them.

Four Steps for Better Classroom Discipline

Even if you understand that children function at different stages of

discipline, it is not easy to sell administrators, school board members
and parents on the idea that you are going to have different sets of
rules for different kids in your classroom. You don’t have to. If you set
up a discipline policy in your classroom that progressively attempts to
meet the needs of the students first at Stage 4, then Stage 3, and
finally Stages 2 and 1, you can be as consistent in your discipline as
everyone expects you to be and at the same time encourage students
to practice behaving at a stage higher than the one they normally use

Step 1: Reminder

This is a reminder not a reprimand. It may be directed to the whole

class at once. It may be directed to one or two students. The teacher
does not need to approach the student when using this step. The
teacher needs to take the opportunity to remind students early enough
that the situation does not progress beyond a point where a simple
reminder is no longer appropriate.
Step 2: Warning

This is a reprimand. The student is approached. The warning may be

either verbal or written.

Verbal warnings should not be delivered across the classroom. The

teacher moves in close to the student and lets him know what he is
expected to do. The student is asked to identify the next step.

Step 3: Infraction Slip

The student is approached again. She is reminded that she has already
received her warning. An infraction slip will be turned into the office.
If she has received a written warning, the slip is collected from her.
The student is asked to identify the next step.

Step 4: Send to the Office

The student is removed from class. A special "Time Out" slip is filled
out and sent with the student, or a "Referral Form" will be completed
for the office later.

An Effective Classroom Management Context

1. Know what you want and what you don't want.

2. Show and tell your students what you want.
3. When you get what you want, acknowledge (not praise) it.
4. When you get something else, act quickly and appropriately.
ROOM ARRANGEMENT

• While good room arrangement is not a guarantee of good

behavior, poor planning in this area can create conditions that
lead to problems.
• The teacher must be able to observe all students at all times and
to monitor work and behavior. The teacher should also be able to
see the door from his or her desk.
• Frequently used areas of the room and traffic lanes should be
unobstructed and easily accessible.
• Students should be able to see the teacher and presentation area
without undue turning or movement.
• Commonly used classroom materials, e.g., books, attendance pads,
absence permits, and student reference materials should be
readily available.
• Some degree of decoration will help add to the attractiveness of
the room

SETTING EXPECTATIONS FOR BEHAVIOR

*Teachers should identify expectations for student behavior and

communicate those expectations to students periodically.
* Rules and procedures are the most common explicit expectations. A
small number of general rules that emphasize appropriate behavior may
be helpful. Rules should be posted in the classroom. Compliance with
the rules should be monitored constantly.
* Do not develop classroom rules you are unwilling to enforce.
* School-Wide Regulations...particularly safety procedures...should be
explained carefully.
* Because desirable student behavior may vary depending on the
activity, explicit expectations for the following procedures are helpful
in creating a smoothly functioning classroom:
- Beginning and ending the period, including attendance procedures and
what students may or may not do during these times.
- Use of materials and equipment such as the pencil sharpener, storage
areas, supplies, and special equipment.
- Teacher-Led Instruction
- Seatwork
- How students are to answer questions - for example, no student
answer will be recognized unless he raises his hand and is called upon to
answer by the teacher.
- Independent group work such as laboratory activities or smaller
group projects.
Remember, good discipline is much more likely to occur if the classroom
setting and activities are structured or arranged to enhance
cooperative behavior.

MANAGING STUDENT ACADEMIC WORK

* Effective teacher-led instruction is free of:

- Ambiguous and vague terms
- Unclear sequencing
- Interruptions
* Students must be held accountable for their work.
* The focus is on academic tasks and learning as the central purpose of
student effort, rather than on good behavior for its own sake.

MANAGING INAPPROPRIATE BEHAVIOR

* Address instruction and assignments to challenge academic
achievement while continuing to assure individual student success.
* Most inappropriate behavior in classrooms that is not seriously
disruptive and can be managed by relatively simple procedures that
prevent escalation.
* Effective classroom managers practice skills that minimize
misbehavior.
* Monitor students carefully and frequently so that misbehavior is
detected early before it involves many students or becomes a serious
disruption.
* Act to stop inappropriate behavior so as not to interrupt the
instructional activity or to call excessive attention to the student by
practicing the following unobstructive strategies:
- Moving close to the offending student or students, making eye
contact and giving a nonverbal signal to stop the offensive behavior.
- Calling a student's name or giving a short verbal instruction to stop
behavior.
- Redirecting the student to appropriate behavior by stating what the
student should be doing; citing the applicable procedure or rule.
Example: "Please, look at the overhead projector and read the first line
with me, I need to see everyone's eyes looking here."
- More serious, disruptive behaviors such as fighting, continuous
interruption of lessons, possession of drugs and stealing require direct
action according to school board rule.
Assertive Discipline has been used by many schools, and is an effective
way to manage behavior. Find out more by clicking here.

PROMOTING APPROPRIATE USE OF CONSEQUENCES

* In classrooms, the most prevalent positive consequences are intrinsic
student satisfaction resulting from success, accomplishment, good
grades, social approval and recognition.
* Students must be aware of the connection between tasks and grades.
* Frequent use of punishment is associated with poor classroom
management and generally should be avoided.
* When used, negative consequences or punishment should be related
logically to the misbehavior.
* Milder punishments are often as effective as more intense forms and
do not arouse as much negative emotion.
* Misbehavior is less likely to recur if a student makes a commitment
to avoid the action and to engage in more desirable alternative
behaviors.
* Consistency in the application of consequences is the key factor in
classroom management.
Submitted by: Ylva Marie M. Mendoza

Submitted to: Miss Teresita Hedreyda

 Australian Schools lead the way for innovative use of technology in the
classroom

Australian schools have been highlighted as amongst the world’s most advanced
users of technology in the classroom, according to Microsoft. Seven Australian
schools are among just 80 selected from across the globe to participate in
Microsoft’s 2011 Worldwide Innovative Schools Program - a 10-year, $500 million
initiative to help teachers and school leaders more effectively use technology in
teaching and learning.

Five of the seven schools now hold the title of ‘Mentor School’ representing their
place in the top tier of the Innovative Schools Program. Mentor schools are
recognised for the creative and highly innovative ways in which they use technology
in their education programs and energising students to actively learn by
researching, publishing and sharing their knowledge using technology. The
Australian Mentor Schools are: Varsity College and Hermit Park State School in
Queensland, Dallas Primary School and Silverton Primary School in Victoria and
Taroona High School, in Tasmania. Hermit Park State School, Dallas Primary School
and Silverton Primary were also previously selected as Mentor Schools in 2009.

Additionally, two schools - Newton Moore Senior School, in Perth, and Bendigo
Senior Secondary College in Victoria - have earned a place as Pathfinder schools.
Pathfinder Schools are those that have demonstrated strong vision for how they
would like to transform their learning environment and are enthusiastic about
collaborating with other educators from around the world.

The schools will play a leading role in helping other participating schools and
teachers throughout Australia and the world develop best practice methods for
incorporating technology into their classrooms.

Describing the schools as ‘best in class’, Microsoft Australia’s academic programs

manager, Jane Mackarell, said, “Australian schools represent over 20 per cent of
global program, and I believe that reflects Australia’s progressive attitude to
technological innovation in teaching and learning. It’s also a good indicator that
positive effects of new policies like the Digital Education Revolution are being felt
at a grassroots level.”

Mackarell also said the successful schools shared several common themes: “All of
the schools have principals and teachers who have not just embraced technology
but who recognise and believe that giving their students the best possible start in
life involves giving them the best possible tools, knowledge and experience to
succeed in the digital society.

Representatives from the schools will soon travel to Cape Town in South Africa to
take part in the Microsoft Worldwide Innovative Education Forum. During the
four-day event, over 500 educators from across the world will meet and share
their experiences and design new ways to provide the best possible learning
experience for their students.

For the 12 months following the Worldwide Innovative Education Forum, school
representatives who participated will share their learnings from global educators
with other participating schools across Australia. The schools will work together to
incorporate new and effective teaching methods into the classroom, with a focus
on technology and collaborative learning. These schools have the opportunity to
influence change in Australian schools and to demonstrate new approaches to
technology innovation in education that could fundamentally change how education
is approached globally.

Microsoft works with schools and education institutions across the world and has
created the Worldwide Innovative Schools Program to bring together a global
community of like-minded schools to discover, share and scale innovative education
practices and models for 21st century learning
MALAYSIAN SMART SCHOOL

the definition of the Malaysian Smart School is a learning institution that has been
systemically reinvented in terms of teaching and learning practices and school
management in order to prepare the children for the Information Age. The Smart
School initiative was launched in July 1997.

In other words, a smart school is a school that innovates teaching and learning and
management of school; a smart school is a school that makes teaching and learning
fun and effective; a smart school is a school that is managed efficiently
The key component of smart School: Teaching and Learning; Management and
Administration; People, skills and Responsibilities; Technology; Processes; Policy

The objectives of the Smart School, which are based on Malaysia�s Philosophy of
Education, are as follows: The produce a thinking and technology- literate workforce; To
democratize education; To increase participation of stakeholders; To provide all-round
development of the individual; To provide opportunities to enhance individual strengths
and abilities

The desired outcomes of Smart School are as follows: Schools embrace ICT as part of
school culture (i.e communication via email, announcement posted in the website,
student doing assignment using ICT). Student shows competency, traits(creative and
critical thinking) and efficiency in executing routine tasks using ICT facilities. Teacher
demonstrates efficiency in using the teaching and learning materials and other ICT
facilities. Administrators (Principals/Headmasters/CTs) are efficient and productive in
using the school management system in their administrative tasks. Parents
communicate with school using emails, SMS and school websites. PTAs make ICT as
one of their main agenda.

The benefit of Smart School Project for Malaysia are: The Smart School Project equips
the future knowledge works with the necessary skills and technology for the Information
Age, The Smart School Flagship has helped top spawn local small medium enterprise
(SME), The SMEs build up their capability as they develop local content for the smart
school materials, By providing access of ICT to all schools, the digital divide can be
narrowed.

During the pilot project period, MDeC�s roles were as facilitator and advisor of the
project. At the National IT conference 7th April 2006, MDeC has been mandated by the
Educator Minister to be the co-driver in uplifting the 88 Smart Schools to become
benchmarked and model School. However, in year 2009-2010, MDeC�s role has
shifted to accelerate the process of making All School Smart, focusing on rural school
nationwide.
The 88 pilot Smart School are the reference nucleus for Smart School concepts,
materials, skill, and technologies. In 2009, 50 rural school have been identified to be
uplifted as benchmarked rural smart school

MDeC was given the mandate to implement programmers to uplift the 88 Smart School
to became benchmarked smart school As a model for Making All School Smart.
Through such programmers, these 88 Smart Schools will in turn act as role models to
showcase utilization and optimization of ICT usage in education.

MDeC�s main approach is to to establish an implementation model in smart school

that can be easily replicated to 10,000 schools. Using SSQS, a monitoring tool, co-
developed by MoE andMDeC, various programs have been introduced: On-site
monitoring programmers; Centralized Service Desk (CSD); Professional Development
Programmers; Change Management Programmers

The Smart School has the same curriculum as other national school. All teachers are
being trained by MoE. However, School that are under MDeC�s programmers receive
additional value added development programmer. There is not a special entrance test
for students to enter the Smart School. Smart School is not specially built facility. The
main difference is the level of integration of ICT in teaching and learning and
administration. The main Challenges are human and changing the mind set.