CONTENTS

EDU3043
PRIMARY SCHOOL
CLASSROOM MANAGEMENT
Dr. Mary Wong Siew Lian
Jabatan PIPK
IPGKBL

The concept of classroom management

Characteristics of an effective teacher in
classroom management
- personal qualities
- teaching-learning competency
- disposition and moral practices

This might happen to you!

SCENARIO
Now, Hannah, says Mrs. McGee, Chris says you
hit him for no reason.
Hannah stands there. Her tears wash over her
cheeks and fall onto her shoes.
No ones hurt you, Hannah. Stop those crocodile
tears immediately. Come on. Tell me what
happened. I want your side of it too.
Hannah wants to shout at her But when she
opens her mouth, no words come out.

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Hannah, this is most unlike you. I dont have all

day to wait. If you wont tell me, Ill have to
write a note to your mother and father and Ill
tell them of your behavior. You will be on
detention at lunchtime for the rest of the
week. I am surprised at your behavior.
Gleeson, 1996, pp.33-34
Activity:

1. Analyze the situation

2. What should the teacher have said/done in
handling the situation?

Classroom management is the act of managing

time, space, teaching tools, self, and students to
create an effective learning environment.
There are many ways to manage these elements
of the classroom. Some are effective and others are
ineffective.
Understanding the difference between effective
and ineffective management techniques can help
you gain control over your classroom and will
produce a better, more positive learning
environment.

Classroom management involves

management of:





interaction between students and T-S

the physical environment
classroom behavior
time (allocated time, learning time, time
on task)
 your own behavior
 participation structures

CONCEPT OF CLASSROOM MANAGEMENT

Classrooms are by nature
MULTIDIMENSIONAL,
FULL OF SIMULTANEOUS ACTIVITIES,
FAST-PACED and IMMEDIATE,
UNPREDICTABLE,
PUBLIC, and
AFFECTED BY THE HISTORY OF
STUDENTS AND TEACHERS ACTIONS
A teacher must
JUGGLE ALL THESE ELEMENTS every day...
(Woolfolk, 2010)

Goals for effective classroom management

Make ample time for quality learning

Have effective participation structures

Encourage student self-management, selfcontrol, and responsibility

Encourage student cooperation

Create a positive learning environment

CHARACTERISTICS OF AN EFFECTIVE
TEACHER IN CLASSROOM MANAGEMENT

Personal qualities
What personal qualities should teachers have
to be effective managers of the classroom?
Discuss in small groups
Present your points

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Warm
Caring
Affectionate
Friendly (smile frequently)
Soft-spoken
Calm
Relaxed
Humorous
Analytical of behavior and motives
Able to predict how another will act
Able to sympathize
Not easily incited to express anger

 Not easily depressed under difficult

circumstances
 Able to subordinate their own needs and
feelings for another's benefit
 Spontaneous
 Balanced in feelings of self-worth and selfregard
 Encouraging
 Inspiring
 Motivating
 Adaptable to the needs of others
 Altruistic/unselfish/self-sacrificing

 Able to give positive verbal and non-verbal

feedback
 Conscientious in attending to students' needs
 Do not need to be the center of attention
 Independent and creative
 Totally accepting of individual differences,
except those that violate social/ cultural
norms
 Highly intuitive and feeling
 Do not feel a great need to control all people
and events

Behaviors teachers exhibit that contribute to

successful classroom management include
(Rockwell, 1995)

having materials organized














(Excerpted from Rockwell, 1995).

using a pleasant tone of voice

being aware of multiple elements of group
functioning simultaneously

being able to anticipate possible problems
and react quickly to avoid them

Teaching-learning Competency
Competent teachers possess:

the relevant qualification for the subject taught

the content knowledge for the subject taught

the specialized knowledge of how to convey the
subject to the students (pedagogical
content knowledge) e.g. teaching of English to
second language learners

large repertoires of resources/teaching aids

plans for ongoing professional development to
keep abreast with curriculum change and new
T-L approaches and strategies

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Subject matter knowledge

deep understanding of the content

KNOWLEDGE
OF CONTENT

(Shulman,
1987)

Curriculum knowledge
knowledge of the syllabus,
learning outcomes, & students
prior knowledge
Pedagogical knowledge
knowledge of how the subject
matter can be presented to
students (T-L strategies)

First graders descriptions of good teachers:

A good teacher helps you lurn! (Elizabeth, age 7)

Teachers sould have a good atutood and be a

little pushy. The teachers jobs are teaching
math and siens and arithmatick, acsedera
acsedera. A teacher wants to be a teacher
because they jost wont to be by kids!
(Stacy, age 8)

A good techer helps. A good techer has a plan,

some techers giv you a good plan. A good good
techer love all the cis in hr clas. A good techer
givs you in st stuchins all the time
(Beth Ann, age 7)

Source: Wiseman, D.L., Knight, S.L. & Cooner, D.D. (2002).

Becoming a teacher in a field-based setting. London:
Thomson Learning.
(The original spellings in these excerpts add to the charm
of their descriptions)

A good teacher is nice, smart, and has good

handwriting. And in order. And gets her stuff
dun on time (Zach, age 7)

Dispositions and moral practices

Disposition a persons usual temperament or
frame of mind; a tendency, inclination or habit
and is usually observable

Dispositions refer to the values, commitments,
and professional ethics that influence behaviors
toward students, families, colleagues, and
communities

Moral values refer to a set of principles that guide
an individual on how to evaluate right versus
wrong

Identify the dispositions or moral values in the

following examples:
The teacher realizes that subject matter
knowledge is not a fixed body of facts but is
complex and ever-evolving he/she seeks to
keep abreast of new ideas and understandings in
the field
The teacher is committed to continuous learning
and engages in professional discourse about the
subject matter knowledge and childrens learning

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An individual with high moral values typically

displays characteristics of integrity, courage,
respect, fairness, honesty and compassion

A persons moral practices reflect his/her moral
values

A teachers disposition and moral values can
affect student learning and achievement,
motivation, and development, as well as the
educator's own professional growth.

The teacher appreciates individual variation

within each area of development, shows respect
for the diverse talents of all learners, and is
committed to help them develop self-confidence
and competence
The teacher is disposed to use students strengths
as a basis for growth, and their errors as an
opportunity for learning
The teacher is sensitive to community and
cultural norms

The teacher believes that all children can learn at

high levels and persists in helping all children
achieve success
The teacher makes students feel valued for their
potential as people, and helps them learn to
value each other
The teacher values flexibility in the teaching
process as necessary for adapting instruction to
student responses, ideas, and needs

The teacher takes responsibility for establishing

a positive climate in the classroom and
participates in maintaining such a climate in the
school as a whole
The teacher recognizes the value of intrinsic
motivation to students life-long growth and
learning
The teacher is a thoughtful and responsive listener
The teacher values both short-term and long-term
planning

The teacher is willing to give and receive help

The teacher is committed to seeking out,
developing, and continually refining practices
that address the individual needs of students
The teacher respects the privacy of students and
confidentiality of information
The teacher is concerned about all aspects of a
childs well-being (cognitive, social, emotional
and physical), and is alert to signs of difficulties

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