“I know the kids don’t like

you and they pick on you, but

you have to go to school……
you’re the teacher!”
“What do I do? I
am a high stress
teacher. I mean a
high school
teacher.”
CAPACITY BUILDING
PROGRAMME ON
CLASSROOM
MANAGEMENT
Central Board of Secondary
Education
 Objectives of Training
Programme
By the adopt such managerial skills and
end of techniques which will help them to
the establish classroom order and discipline
training devise an effective discipline plan for their
program classrooms
me, the
create an effective teaching style which
trainees enhances teaching and learning
will be
able to: adopt effective strategies for dealing large
classes effectively

develop a personal plan of action for

effective classroom management
“I don’t need to go to a gym. One
of my classroom management
strategy is to circulate frequently
around the room. I figure I walk 3
miles a day.”
 “I circulate around the
classroom all day to make sure
the class runs smoothly. I need
a pair of comfortable walking
shoes.”
Effective Teachers

Establi
sh
Effective Learning
Classrooms
Impact

Engaged Students

Show

Positive Behaviours
SESSION 1
CLASSROOM MANAGEMENT
(Meaning, Objectives / Purpose,
Importance, Principles and Factors
affecting Classroom Management)
 Understanding Classroom
Management
Time required: 80 minutes
Objectives: To enable participants to:
 define the term Classroom Management
 differentiate between:
• Classroom Management and Discipline
• Classroom Management and Classroom Organization
 explain the purposes, importance and principles of Classroom
Management
 identify the factors affecting classroom management
Mode: Individual and Group Activity
Material required:
 Handout 1A – Understanding Classroom Management
Classroom management can
be defined as the actions
taken by teachers to create
an environment that
supports and facilitates both
academic and social
emotional learning of the
 Classroom Management

Motivating
students,
increasing their Being prepared,
appropriate creative and
behavior, building imaginative in
their self-esteem, daily lessons
preparing them for
their future life
Providing or
Effective Ensuring the
creating a safe,
discipline right climate
comfortable for learning to
learning occur
environment
 Difference between Classroom
Management and Classroom
Organization

Classroom Classroom
Management Organization
Set of strategies The way teachers
used to ensure structure time, space
productive, and classroom
harmonious learning interactions to
environment. promote learning.
 Difference between Classroom
Management and Classroom
Discipline

Management is a Discipline is the

complex set of practice of
plans and actions teaching or
which the teacher training a person
uses to ensure that to obey rules or a
the learning in the code of behaviour
classroom is in both the short
effective and and long terms.
efficient.
The concept of management is broader
than that of discipline.
 Importance of Classroom
Management
establishes and sustains an
orderly environment in the
Effective classroom
increases meaningful
Classroo academic learning and
m facilitates social and
Managem emotional growth
ent decreases negative behaviors
and increases time spent
academically engaged
provides economy of time as
well as energy.
 Principles of Effective
Classroom Management
Brophy (1983) states there are 3 general principles
for good classroom management:
Willingness of the teacher to accept responsibility
for classroom control

Long-term, solution-oriented approaches to

problems (rather than short-term, desist/ control
responses)

Check to see if symptomatic behavior is caused by

underlying personal problems (impulsivity, lack of
awareness, home problems, etc.)
 Factors affecting Classroom
Management

Environment
Teacher/student relationships
Student/student relationships
Motivation
 Key Messages
It is important to use
effective classroom
Classroom management strategies as
management is they serve both as
the foundation on prevention and intervention
which all learning methods that promote
occurs/ happens. positive outcomes for
students.
Teachers should create
The concept of
an environment that
classroom
supports and facilitates
management is
both academic and social
broader than that
emotional learning of the
of discipline.
students.
That’s my survival kit. It has
meditation tape, aspirin and
rose colored glasses.
SESSION 2
Components of Classroom
Management
 ACTIVITY 2
Components of Classroom
Management
Time required: 30 minutes
Objectives: To enable participants to:
• explain all the components of effective classroom
management

• manage their classrooms effectively.

Mode: Individual and Group Activity

Material required:
• Handout 2A – Components of Classroom Management
 Components of Classroom
Management
Content Occurs when teachers manage space,
Managem materials, equipment, the movement of people
and lessons that are part of a curriculum or
ent
program of studies.
(Froyen and Iverson, 1999)
Conduct Refers to the set of procedural skills that
Managem teachers employ in their attempt to address
and resolve discipline problems in the
ent
classroom.
(Froyen and Iverson, 1999)
Covenant Focuses on the classroom group as a social
Managem system that has its own features that teachers
have to take into account when managing
ent
interpersonal relationships in the classroom.
 Key Messages

3 main components of Classroom

Management
Content Management –lesson
plans, organization and structure of
the class
Conduct Management –behaviour,
discipline and classroom rules
Covenant Management –
facilitation of trusting and respectful
relationship that promote optimal
Just wake me when its
all over
 ACTIVITY 3
Content Management - Instructional
Management
Time required: 80 minutes
Objectives: To enable participants to:
• plan instruction effectively in their classrooms
• manage transitions effectively in their classrooms.
Mode: Individual and Group Activity
Material required:
• Handout 2B – VARK Self Assessment Questionnaire
• Handout 2C – Case Study
• Handout 2D – Sample Template for Lesson Planning
• Handout 2E – Slips of papers with transition situations written
on them
• Handout 2F – Instructional Management
Unplanned teaching and
learning is a recipe of
wasting time.
 Curriculum Planning

Process whereby the advance

arrangement of learning opportunities for
a particular population of learners is
created.
Helps in addressing full range of learning
needs of students.
Good instruction helps in preventing
failure, frustration, boredom and
confusion in classroom.
According to Wong et.al. (2001), effective
teachers share the following characteristics
Masters
Have of their Well
clear material prepared
and well and well
moderat organize
ed d
speech
Firm, Effective
reasona Teacher Enthusia
ble, fair s are stic
and
consiste
nt Warm
Alert and and
watchful approac
hable
 Effective teachers manage their
instruction effectively and:
achieve an orderly environment with few distractors
create clear, well-defined learning objectives
have a lesson plan developed that includes active
learning activities and collaborative exercises
wherever feasible
use an orderly sequence to teach lessons
organize instructional aids and assessment in direct
support of learning objectives
use a variety of teaching methods and practice tasks
pace lessons appropriate to students’ abilities to
learn
establish a system for continuously assessing
 Sample Template for Lesson
Planning
• Topic:
________________________________________________
_________
• Time: 40 mins
• Objectives: Both General and Specific
• Ice Breaker Activity/Warming Up: For 2-3 mins
This is essential because students are engrossed with the
previous class learning, so to bring them back and make
them ready for the next class.
• Previous Knowledge Testing:
______________________________________
• Teaching Aids:
________________________________________________
__
 Learning Styles
Visual Auditory
Prefer the use of Learns best through
images, maps, listening and
graphic organizers speaking (Lectures
to access and and group
understand new discussions)
information
Read and Write Kinesthetic
Learns best through Learns best through
words. Are avid tactile
readers, copious representation of
note takers and can information. Are
translate abstract hands-on-learners
concepts
Source: into words
http://teach.com/what/teachers-teach/learning-styles
Multiple Intelligences
 Using MI in the Classroom
Multiple Intelligence Teaching Activities
Words Verbal – Linguistic Story telling; Group Discussion,
lecctures, word games, quizzes
Numbers or logic Logical-Mathematical Brain teasers; experiments, problem
solving
Pictures Visual – Spatial mind mapping, art activities, visual
presentations
Music Musical-Rhythmic Choreography; teaching through songs
Self-Reflection Intrapersonal individualized instruction; independent
learning
A Physical Experience Bodily -Kinesthetic Hands-on learning; drama, dance,
sports
A Social Experience Interpersonal Role play, simulations, peer tutoring,
cooperative learning
An experience in the Naturalist Nature study
natural world
 Differentiated Instruction
Differentiation means tailoring
instruction to meet individual needs.
Increasing
engagement

Differentiated
instruction aims at

Improving learning
outcomes
Helping students
learn more
efficiently & with
Increasing self-
more deeper
awareness
understanding

Inspiring a love of learning

 We differentiate in
response to the learner’s

Learning
Profile
Interests Readiness

These three components represent the WHY in

differentiated instruction.
 Aspects of Instruction
The Management of activities within a class
period
Discussions
Presentations
Checking of homework and classwork
Group work, etc.
Organization and presentation of information
Sequencing
Pacing
Transitions
 Strategies for improving
Classroom Transitions
Communicate clearly when activities will begin and
when they will end.
Maintain a visual schedule that is reviewed and
referred to frequently.
Give specific instructions about how students are to
switch from one activity to the next.
Clearly teach, model, and have students practice
and rehearse all procedures that will occur during
changes of activities.
Use signals for transitions (e.g. a clapping pattern,
prompts such as “1,2,3…eyes on me”, music, mind
benders such as puzzles, etc.).
 Key Messages

1. Effective teaching leads to effective learning and

helps in preventing failure, frustration, boredom
and confusion in classroom.
2. Teachers must plan the curriculum, organize
routine procedures, gather resources and arrange
the classroom environment.
3. Teachers should select plan and arrange such
activities that result in high level of student
learning and movement and that make good use
of available time.
 ACTIVITY 4
Content Management – Physical
Environment
Time required: 45 minutes
Objective:
 To enable participants to make proper arrangements for
effective physical environment including seating
arrangement in their classrooms.

Mode: Individual and Group Activity

Material required:
 Chart papers, colours, sketch pens, pencils, erasers,
rulers

 Handout 2G – Physical Arrangement in the Classroom

 Physical Arrangement in the
Classroom
The best classroom setup is one that is useful to the
students and easy to supervise for the teacher (Hay-
Cook).
Appropriately using and maximizing classroom
space is key to creating an effective classroom
environment. While arranging the classroom, several
considerations must be taken into account.
Content to be taught

Teacher’s philosophy and method of teaching to be

adopted
 While setting up the physical
environment of the classroom, the
teachers should also consider the
following things:
Management of space to be conducive to learning
Physical environment to support the tasks that will
be carried out in the class
Space for students to work individually and in
groups
Enough space for the teacher to roam around
freely in the classroom
Minimizing crowding in the class
Decorating the classroom with the student work
 Seating Arrangement

Seating is a prime
consideration, and it can do
a great deal to either
facilitate or hinder what
goes on in your classroom.
-Wald
 Seating Arrangements

Traditional Horseshoe or Clusters

Rows and U-Shape
Columns

Runway Stadium Combinatio

n
 Some General Ideas regarding
Seating Arrangement
Each student should have an unrestricted view of the
chalkboard
Arrange seats to reduce traffic disruptions
Have a set seating chart, and do not allow students to
change their seats very frequently
Make children of mixed-ability, gender and ethnic
background sit together
Permit students to sit next to their friends
Change the seating arrangement every few weeks or
months to prevent monotony
Accommodate an inclusive learning environment
 Key Messages

1. Flexibility should be the

keyword in arranging the
classroom for effective
instruction.
2. A stimulating and comfortable
environment should be created
for the students.
3. Try to consider the available
items and resources and then
arrange the classroom.
 ACTIVITY 5
Content Management –
Management of Time
Time required: 45 minutes
Objective:
 To enable participants to manage time effectively in their
classrooms.

Mode: Individual and Group Activity

Material required:
 Handout 2H – Time Management Grid

 Handout 2I – Classroom Time Management

Time Management Grid
Urgent Not Urgent
Quadrant I Quadrant II
Actions are important Actions are activities
activities done under done without the
the pressure of pressure of looming
deadlines deadlines

Quadrant III Quadrant IV

Actions are Actions are simply
unimportant activities time wasters
done with a sense of
urgency
 Classroom Time
Management

Efficient use of time in helping

students achieve learning goals
and making classroom a
pleasant place for teachers and
students.
 Basic Principles of
Classroom Time
Management

Defining objectives for each class and

trying to remain focused on them.
Being flexible and reshaping the
lesson plan so as to respond to the
needs of all the students.
 Classroom Time
Management

Make Revisit and

Set Goals Schedule Revise
Your Plan
 Tips for Managing Classroom
Time
Make students aware of the learning objectives for the
day.
Indicate activities that will be done in the class along
with the time allocated for each.
Always keep an eye on the passage of time during
class.
Assess the success of the lesson plan after each class
and adapt for the next week.
Try to maximize the academic learning time of the
students when students
 participate actively
 Key Messages
1. Efficient and effective use of
time should be made in order to
help students achieve learning
goals.
2. Non-instructional routine
procedures, transitions between
activities or classes, and school
interruption should be
considered which planning
instructions.
3. Prioritize the tasks in order of
 ACTIVITY 6
Content Management – Teaching
Style
Time required: 55 minutes
Objectives: To enable participants to:
 identify their current teaching style and its impact on student
leaning

 create a personal teaching style that enhances learning and

makes teaching fulfilling.

Mode: Individual and Group Activity

Material required:
 Handout 2J – Teaching Style Survey by Grasha Reichmann
 Factors affecting Teaching
Style of Teachers
Classroom size
Students’ learning needs
Course content
Level of students
Students’ learning styles
Availability of time
Willingness to take risks
Information about different methods of teaching
 Teaching Styles
Grasha identified the following five
teaching styles:
1. Expert
2. Formal Authority
3. Personal Model
4. Facilitator
5. Delegator
 Teacher Student
Centred Centred
Approach Approach
Inquiry Based
Direct Instruction
learning
Formal Authority
Facilitator
Expert
Personal Model
Personal Model
Delegator

Cooperative
Learning
Facilitator
Delegator
What is your Teaching
Style?
To reflect on your teaching style, take
Grasha-Riechmann Teaching Style
Survey
http://longleaf.net/teachingstyle.html
 Key Messages

1. There is no one best teaching style.

2. Effective teachers use a variety of styles and
they know how and when to choose the
most appropriate one for the specific
situation.
3. It is vital to engage students in the learning
process. Selecting a style that addresses the
needs of diverse students at different
learning levels begins with a personal
inventory / self-evaluation by the teachers
to know their strengths and weaknesses.
Teachers should try to develop
their own teaching style that
promotes:
Responsibility
Cooperation
Courage
Self esteem
 ACTIVITY 7
Know Your Classroom
Management Profile/Style
Time required: 80 minutes
Objective:
 To enable participants to adopt appropriate classroom
management style(s) as per the demand of the classroom
situation.

Mode: Individual and Group Activity

Material required:
 Handout 2L – Know Your Classroom Management Profile
/ Style
 Handout 2M – Classroom Management Styles
 Scoring of the Quiz on
Classroom Management
Profile
To score your quiz
Add your responses to statements 1,3 and 9. this
is your score for the Authoritarian style.
Statements 4, 8, and 11 refer to the
Authoritative style.
Statements 6, 10 and 12 refer to the Democratic
style.
Statements 2, 5 and 7 refer to the Laissez faire
(detached) style.
The score is your Classroom Management
Profile. Your score for each management style
 Classroom Management
Styles

Classroom management styles of teachers

can be characterized along two dimensions
(Baumrind, 1971):
1. Type of control exercised over students
2. Degree of involvement of teachers with
students
 Types of Management Styles

• Authoritarian
• Authoritative
• Detached
• Democratic

These classroom management styles are

adaptations of the parenting styles discussed in
Adolescence, by John T. Santrock.
 Nature of each Management
Style

High
Low Involvement
Involvement

High
Authoritative Authoritarian
Control

Low Permissive or Laissez –faire or

Control Democratic detached
 Key Messages
1. The classroom management style of
teachers can be identified on the
basis of both degree of control and
level of involvement
2. It may be suitable to rely upon a
specific style when addressing a
particular situation or subject.
3. The successful teacher is the one
who can evaluate situations and
apply the appropriate style.
DAY 2
 ACTIVITY 8
Conduct Management -
Developing Rules and Procedures
Time required: 90 minutes
Objective:
 To enable participants to frame and implement effective
rules and procedures in their classrooms.
Mode: Individual and Group Activity
Material required:
 Handout 2N – Rate Your Classroom Disciplinary
Practices
 Handout 2O – Activity Sheet
 Handout 2P – Rules and Procedures
 Chart Papers, colours and sketch pens
 Rules, Procedures and
Routines
Rule – a fixed principle that determines
conduct
Procedure - specific ways of doing things
Routine - what the student does
automatically without prompting or
supervision. When procedures are
explained, rehearsed and reinforced, they
eventually become routines.

“A rule is a dare to be broken, whereas,

a procedure is not. A procedure is a
 Punishment and Positive
Discipline

• Derived • Derived
Positive Discipline

Punishment
from from
“discipere” which “punier” which
means “to means “to inflict a
comprehend” or penalty or cause
“to teach” pain for some
• Aims to teach, offense”
guide, help, learn • Penalty for doing
• Discipline=teaching something wrong
• Part of child rearing • Correcting mistakes
and is not limited to through the use of
situations when pain.
there is a mistake or
Guidelines for Preparing Rules in
the Classroom

general, short and easy to

understand
Class necessary, reasonable &
rules enforceable
different for different kinds
should be of activities consistent with
the instructional and
learning goals
consistent with the
school rules
stated positively
 Classroom Rules

Involve students in making the rules

Remind the class of the rules at times other than

when someone has misbehaved

Post the rules and review them every so often

If a rule isn’t working, change it.

 “The 5 Classroom Rules
The choices you make will result
Ps” in either a negative or a positive
PROMPT consequence.
Be on time, enter POLITE
the classroom PRODUCTIVE • Be nice or neutral
quietly, turn in MAXIMIZE learning to everyone.
homework in time time by staying on Swearing, teasing,
task , following talking back and
PREPARED directions, and bullying will NOT be
Bring all remaining seated tolerated.
materials, unless you’ve been • Respect yourself,
necessary work, given permission to your classmates,
put away get up. your teacher, and
headphones and PATIENT
your classroom.
electronics, and Wait respectfully and
• Keep your hands,
properly dressed calmly for your turn,
feet and objects to
every day do not complain.
yourself.
Listen, stay seated
• If you don’t own it,
and track the speaker
don’t write, draw or
when someone is
carve on it.
talking.
Source: https://www.google.co.in/imgres?imgurl=http%3A%2F%2Fwww.quoteslo.com%2Fwp-
content%2Fuploads%2F2015%2F01%2Fclassroom-rules-for-high-school---google-
search.jpg&imgrefurl=http%3A%2F%2Fquotesgram.com%2Fhigh-school-classroom-
Source: http://preprimaryexplorations.blogspot.in/2014/03/following-classroom-rules-is-not-
Source: http://www.prekinders.com/classroom-rules/
 Class Dismissal Procedure
An Example

Clean your desks and area around your desk

and sit quietly
The teacher dismisses you, not the bell
The teacher will tell you when to stand, push
your chairs in, and line up at the door
Wait quietly in the line, until the teacher directs
you to the next class.
 Teaching Procedures
Harry Wong’s Simple 3 step Approach for Teaching Procedures…

Explain
State or define the
Rehearse
procedure in concrete
Have students practice the
Reinforce
terms.
procedure step by step. Determine whether students
Demonstrate the
procedure; don’t just tell. Have students repeat the have learnt the procedure or
procedure until it becomes whether they need further
Demonstrate complex a routine. explanation, demonstration, or
procedure step by step.
practice.
Reteach the correct procedure
if rehearsal is unacceptable.
Praise the students when the
rehearsal is acceptable.
Don’t address a student’s failure
to follow the routine or
procedure through behavioural
 “As a teacher, the first thing you must learn is
how to make your students behave for you. My
own successful disciplinary formula is based
on understanding, firmness, determination, and
all the bribery I can afford.”
 ACTIVITY 10
Conduct Management –
Consequences and Rewards
Time required: 45 minutes
Objective:
 To enable participants to make use of appropriate
rewards and consequences to strengthen appropriate
behavior of the students.

Mode: Individual and Group Activity

Material required:
 Handout 2Q – Consequences and Rewards
 Consequences

Feedback (knowledge of results)

Reinforcement and Reinforcers

“The purpose of a consequence is to retrain

the brain and transform the heart.”
Jody Copehart
“I’ll accept the consequences. It’s
the mature thing to do.”
Students are more likely to do things
they will be rewarded for than
punished for (Grossman, 2004). But
unfortunately, teachers often focus
more attention on punishing poor
behavior, than on rewarding
appropriate behavior.
(Martin et.al., 1999)
 Rewards and Reinforcers

Reinforcers - consequences which lead to

an increase in the desired behaviour.
Reinforcement can be positive (presentation of
preferred event following student’s desired
behaviour) and negative (withdrawal of
preferred event).

Rewards - 'best guess' at what events or

things may act as reinforcers for particular
children.
 Types of Rewards
Social Rewards
Activity Rewards
Token Rewards
Material Rewards
 Motivation in Classroom
Management

Key to classroom management and success in

the classroom
One of the strategies which teachers can use
to manage students effectively in the
classroom
Based on the principle that students need to
be self-motivated
Classroom Discipline Plan

Rules
Routines

Positive Negative
Conseque Conseque
nces nces
 Key Messages
1. Rules and procedures are a
prerequisite for effective
classroom management and
instruction.
2. The major problem in the
classroom is not discipline, it is the
lack of procedures and routines.
3. Classroom rules should be
consistent with the school rules.
4. Change the rules if they don’t
work.
 ACTIVITY 10
Covenant Management -
Management of Interpersonal
Relationships
Time required: 45 minutes
Objective:
 To enable participants to establish and strengthen
proper and effective interpersonal relationships in
their classrooms.
Mode: Individual and Group Activity
Material required:
 Handout 2R – Activity Sheet
 Handout 2S – Management of Interpersonal
Relationships
 Activity Sheet
1. Recall your favorite teacher and specify his/her
attributes that made him/her special to you.
2. Comment on the type of relationship he/she
maintained with the students and how?
3. What are the challenges faced by teachers in
establishing positive relationships with students?
Suggest some ways to establish positive
relationships with students.
4. How can teachers maintain positive relationships
with parents and what are the benefits of
maintaining positive relationships with them?
5. Suggest ways to deal with parents’ criticism and
 Characteristics of Effective
Teacher-Student Relationships

Exhibiting appropriate levels of

dominance

Exhibiting appropriate levels of

cooperation

Being aware of high-needs students

 High Dominance

Optimal Teacher-Student
Relationship

High High
Opposition Cooperation

High
Take Talk to them informally
a
perso
Greet them outside the school, if
nal they meet
intere
st in Single out a few students each
stude day and talk to them
nts
Be aware of their needs

Compliment them on their

important achievements
 Key Messages

1. Majority of discipline problems are

the result of poor teacher student
relationship.
2. Covenant management is an
important aspect of classroom
management
3. Teachers should promote and
establish trustful and respectful
relationships in the classroom.
 “Luck is when good classroom
management skills meets a day
when the disruptive students are
absent.”
 ACTIVITY 11
Dealing with Misbehaviours
Time required: 60 minutes
Objective:
 To enable participants to deal effectively with
misbehavior in their classrooms.
Mode: Individual and Group Activity
Material required:
 Handout 3A – Activity Sheet
 Sheets of papers
 Consider the following for Each
Situation
Specific attitudes and actions of this type of
student
Effects of his/her behavior on teachers and
other classmates
Probable causes of their such actions
Common mistakes teachers usually make in
dealing with such behavior which may
perpetuate or intensify the problem
Method or procedures and techniques to be
adopted to manage such behavior/action to
 Classroom Management
Scenarios
The lesson you delivered took less time than
planned and you have 15 minutes remaining.
You had not prepared or planned for the next
lesson or activity.
Imagine that the recess or break has just
finished but the students are still standing
outside the classroom. You are having difficulty
getting students seated in the classroom and
begin the class.
One of the students in your class is not keeping
well for last few days. He/she remains distracted
in the class and misses on his/her assignments
 Classroom Management
Scenarios
One of the students in your class does not make
friends easily and also does not interact with
others. His/her classmates gossip about him/her
and tease him/her. That student is feeling low and
dejected.
Students are writing their final examination and
they are being consistently motivated to do their
best. You notice that one of the students is looking
on somebody else’s paper. Two other students
also notice this.
One day you pass through the corridor in which
the Chemistry lab is situated. Suddenly you hear
 Classroom Management
Scenarios
One day during school hours, you are passing
from near the stage. You hear something coming
from a dim corner of the stage and decide to see
what is happening. You discover two students
hiding there and playing a board game.
You encounter cases of regular stealing in your
class.
A student is constantly disrupting the class in order
to gain your attention.
 Classroom Management
Scenarios
You organize a discussion on a certain topic in the
classroom. A lively discussion turns into an
intense argument involving 3-4 students. Hostile
and damaging remarks/comments are being
exchanged.
There is a student in your class who is in the habit
of giving excuses each time for the work not being
done.
One of the students in your class dominates the
group during group activities. He/she is an
average student.
 Classroom Management
Scenarios
Two students of your class (male and female) are
constantly in each other’s company not talking to
anyone else in the class. Their performance in the
class is also going down. This is a sudden change
you have noticed.
A new student who is differently abled takes
admission in the midsession due to transfer of
his/her father. He/She seems uncomfortable in the
new atmosphere and the behavior of the
classmates too is not amicable.
A student is constantly absent from the
class/school.
 Guidelines for dealing with
students’ off task, disruptive and
violent behavior in the classroom
 Deal with the misbehavior before they go out-of control
 Either respond decisively with an off-task behavior or
ignore it altogether
 Provide students with dignified ways to terminate the off-
task behavior
 Use alternative lesson plans
 Take the help of colleagues, parents and supervisors
 Do not use corporal punishment
SESSION 4
Managing Classes with
Large Number of Students
 ACTIVITY 12
Managing Classes with Large
Number of Students
Time required: 45 minutes
Objective:
 To enable participants to manage classes with large
number of students effectively.
Mode: Individual and Group Activity
Material required:
 Handout 4A – Managing Classes with large number of
Students
 Handout 4B – Fun ways to group students
 Tips for Teaching Large Classes
 Plan ahead and prepare thoroughly
 Maximize classroom space
 Know your students
 Build a positive relationship with your students
 Move around in the class
 Be natural and personal in class and outside of it – be
yourself!
 Be available before and after class to the students
 Keep track of frequently asked questions or common
mistakes
 Involve students and use positive discipline to deal with
misbehaviour
 Identify those students who need special attention
 Tips for Teaching Large
Classes
 Develop a formal lesson plan
 Explain to your students exactly how and why you are
teaching a specific lesson in the manner that you do
 Develop a visual display of the outline of the day’s topics
and learning objectives
 Use “prompts” to develop students’ question and answer
skills
 Give time to student(s) to answer.
 Give assignments that really assess whether or not your
students are learning what you are teaching
 Develop a portfolio system or other ways to keep track of
student performance
 Give prompt feedback on assignments and exams
 Fun Ways to Group
Students
Picture Cards Dice are Nice
Ask a question Color Cards
Clusters Stickers

Playing Cards
Slips of paper
Puzzles
 Assessment of Group
Work
The objectives and the assessment criteria of the
activity/task should be shared with the learners at the
beginning of the group work. Clear instructions related
to the product and the processes must be discussed
with the students.
Both the group processes and product are important,
therefore both should be assessed.
As co-scholastic aspects are inbuilt part of group work,
they should be assessed along with the scholastic
aspects
Observe the group to assess the group processes.
Use checklist and observation schedule to collet this
information.
Overall assessment of a student should be done on
 Dealing with Students with
Special Needs
Classroo Make sure students with special needs sit close to the
m teacher and the board.
Arrangem Try and arrange the room so that students can move
ent about freely, especially if some students have visual or
mobility problems.
If you want students to work in groups but you cannot
move the desks, then get the row in front to turn around
to face the row behind.
If you have the space, try to set aside an area of the
classroom where you can work with special students
individually or in small groups.
Put up pictures, posters, drawings and examples of
student's work on the walls.
Whenever possible use real objects to help the special
students understand. Make sure you allow them to
handle and touch these objects.
Keep the classroom clean. Make sure all the children,
including students with disabilities, clean the classroom.
Source:
 Dealing with Students with
Special Needs
Communic Be visible to all the students - stand rather than sit.
ation
Talk clearly

Keep your instructions short and simple. Give one

instruction at a time.
Check their understanding by asking questions often or by
getting them to repeat what you have said.

Alert them by saying "listen carefully" and making eye

contact
Use a variety of means to communicate. Use pictures,
drawings, gestures, facial expressions , diagrams not just
talking, reading and writing.
Encourage students to indicate if they have not understood
by raising their hands and asking you questions.

Source: http://www.hiproweb.org/fileadmin/cdroms/Education/ChildrenWSNTrainer.pd
SESSION 5
Classroom Management Plan
 ACTIVITY 13
Devising a Classroom
Management Plan
Time required: 60 minutes
Objectives:
To enable participants to devise an effective
classroom management plan
To enable participants to manage their classrooms
effectively.
Mode: Group Activity
Material required:
Handout 5A- My Classroom Management Plan
(Activity Sheet)
 Classroom Management Plan
Implementin
• Determine your
Philosophy g the Plan
• Review and consider • Peer Consultation
school policies and • Set the tone on the first • Consultation with
procedures day of the class students
• Understand each • Convey the rules, • Modify your plan
child’s motivation procedures and
• Determine positive rewards and
and negative consequences system
reinforcement (to students and their
• Decide on parents) Review your
consequence time • Set the example Plan, if need
frame • Be consistent be
• Decide on rules and • Use verbal and non
Creating a
procedures verbal reinforcements
• WritePlan
the rules and
procedures
Probably the most important part of any
classroom management plan is being
consistent with how you implement it.
That means enforcing rules even when
you don't want to, as kids will come to
understand that you mean what you say
in the classroom.
 Organize
Establish
lessons and
relations
create a
hips
positive
learning
climate

Teach Use
required effective
skills discipline
https://drive.google.com/file/d/0B_BPz_Uml2Qmd0pWNFBGSHU0NzA
/view?usp=drive_web
Any Questions?