Prepared by: Marie Lyn Adezas Agcol and 

Roschella Anong Mama 

What is Classroom Management? 

• Classroom management is 

ways of organizing the resources, pupils and helpers so
that the 
teaching and the learning can process in an efficient
and safe manner. 

Why is Classroom Management Important? 

• Satisfaction and enjoyment in teaching are dependent

upon leading students to cooperate 
• Classroom management issues are of highest
7 
concern for beginning teachers 

PRINCIPLES
IN
CLASSROOM
 MANAGEME
NT 
1. Consistent, proactive discipline is the
crux of effective classroom management. 
▪ “Prevention is better than cure”, so
goes the adage. If we are proactive in
our approach to discipline we prevent
unnecessary disciplinary problems
from cropping up. We have not to
wait for disciplinary problems to erupt
for us to take a move. 
2. Establish routines for all daily tasks and
needs. 
▪ Routinized collection of assignments,
passing of papers, and preparation for
experiments saves as a lot of time and
effort. We have not to explain or instruct
our pupils/ students on how to pass
papers, collect assignments, prepare for
experiments day in and day out because
we have established the routines for
these everyday tasks. They have
become habitual for each member of the
class. 
3. Orchestrate smooth transitions and
continuity of momentum throughout the
day. 
▪ Smooth transitions and continuity of
momentum throughout the day
ensure us that every instructional
moment is made use of wisely. No
unnecessary lull is created that will
breed classroom restlessness, which
is the father of disciplinary problems. 
4. Strike a balance between variety and
challenge in students’ activities. 
▪ A variety of student activities will ensure that
students’ multiple intelligences and varied
learning styles are considered in the conduct
of student activities. Most of the time our
activities fall under the word use, talking,
writing will certainly challenge the
linguistically intelligent students but bore the
logic and math wizards and other groups of
different intelligences. When boredom creeps
into the classroom, we have disciplinary
problems in our hands. 
5. As classroom manager, be aware of all
actions and activities in the classroom. 
▪ Our heightened awareness of everything
that is happening in our classroom puts
our pupils and students on their toes all
the time. While our back faces them when
we write on the board, our “eyes on the
back of our heads” will make our pupils
and students feel that we know what they
are doing. This is what Kounin calls with-
it-ness. 
6. Resolve minor inattention and disruption
before they become major disruptions. 
▪ The old adage “a stitch on time saves
nine” aptly applies here. We have not to
wait until our class is out of control.
Misdemeanor has a “ripple effect” if not
checked early. Conflagration begins with
a spark. Put out the spark early enough to
avoid conflagration. We ought to respond
to inappropriate behavior promptly. 
7. Reinforce positive behavior 
▪ Be generous with genuine praise. Some
teachers are quite stingy with praise. These
are the teachers who think will become less
when they praise others. They have the so-
called “subtraction mentality.” Other
teachers are overgenerous with their
praise. Their praises overflow so much that
they give praise even when is not
appropriate. For our praise to be genuine it
must be given according to merit. It is our
way of appreciating and recognizing hard
work and good behavior. 
8. Treat minor disturbance calmly. 
▪ “Do not make a mountain out of a
mole.” If a stern look or gesture can
kill the inappropriate behavior so be
it. That’s the end period! Let us not
make a fuss about it. 
9. Work out a physical arrangement of
chairs that facilitates an interactive
teaching-learning process. 
▪ There is no doubt that external
environment affects us. The most common
arrangement of tables and chair in the
classroom is one where the teachers’ table
and chairs are in front and the student’s
desk or chairs are arranged in rows facing
the teacher. This seat arrangement does
not always enhance interaction among
students. Let us work for a flexible seating
arrangement where we can re-arrange
seats or desk to suit our learning needs and
conditions. 
10. Make good use of every
instructional moment. Minimize
discipline time to maximize
instructional time. 
MANAGEMENT 
TECHNIQUES 
CLASSROOM 

MANAGEMENT OF 
Time is of the essence in learning. How much
students learn depends upon the amount of
time they spend in learning. The impact of time
however on achievement is influenced also by
the quality of instruction and the learning tasks.
No matter what amount of time is spent, no
learning takes place if there is poor instruction
and poorly devised learning tasks. It is
observed that classes where students are
occupied with learning activities, where time is
managed properly, learn more. 
HERE ARE SOME RESEARCH-BASED
EFFECTIVE TECHNIQUES TO MAKE
WISE ALL OF TIME: 
✓Orchestrate smooth classroom transitions.
✓ Remain involved with the students during
the entire class period allowing for no idle
time. ✓ Use fillers, in case you finish the
lesson ahead of time. Examples of fillers
are reciting a favorite stanza then letting
others explain the meaning or conducting a
short contest about the lesson. 
Cont... 
✓ Use a common place to keep materials
such as scissors, school supplies. This
saves time. You have not to look for them
when you need them. ✓ Follow a consistent
schedule and maintain the procedures and
routines established at the beginning of the
year. ✓ Prepare materials in advance.
✓Make clear and smooth transitions. ✓Limit
disruptions and interruptions through
appropriate behavioral management
technique. 
FOR QUALITY OUTPUT WITHIN AN
ALLOTTED PERIOD, HERE ARE SOME
SUGGESTIONS: 
➢ Schedule all activities with corresponding
time allotment way ahead of time. Early
preparations could avoid haste and
confusion. ➢ Provide enough time for
everything you expect to happen. ➢ Avoid
rushing since you know you have carefully
allotted required time for every activity.
Quality may suffer. ➢ Anticipate difficulties
or failure of some operations in order to be
able to pursue alternative actions. 
Cont... 
➢ Be flexible with time assignments.
If students are observed to be so
interested and eager to continue
working, allow a little more time for
them to complete and achieve the
objectives with satisfaction. ➢ Set
the example by showing that you are
time- conscious. They will develop
the same precision regarding time
utilization. 

MANAGEMENT OF 
PISCIPLINE 
Discipline is controlled behavior.
It constitutes the next important
concern of teachers as part of
good management. No matter
how well- managed a learning
environment is, students will
occasionally misbehave.
Teachers must be ready to deal
with them with utmost care and
consideration. 
SOME CAUSES OF DISCIPLINARY
PROBLEMS 
❖ Unfavorable learning conditions
-The classroom may not be conducive to learning if
it is: 
• overcrowded with more than the regular number of
students to a class. 
• with poor lighting facilities and inadequate
ventilation. 
• with furniture and storage cabinets disorderly
positioned, making the collection and retrieval of
tools less efficient. 
• with inappropriate seating arrangement such that
distractions can easily occur 
• near sources of noise which obstruct
understanding of the lesson. 
❖ Teacher’s poor management
skills 
- The teachers’ lack of adequate knowledge
and skills in handling occurrences of
misbehavior likewise contribute to a trouble-
prone setting. ❖ Students’ varied
background 
- The students bring to the classroom a
surprising record of individual attitudes,
interests and abilities. Said characteristics
could be traced from their differences in: a)
family background, b) physical and mental
capacities, and c) emotional traits among
others. 
HOW TO PREVENT DISCIPLINE
PROBLEMS 
To prevent discipline problems, teachers
can: 
✓ implement group-oriented methodologies
such as: 1) cooperative learning approach,
2) team learning, 3) peer tutoring, and 4)
group projects and collections. ✓ use varied
teaching techniques ✓ develop patience,
compassion, genuine respect and care for
the students. 
Schools differ in how they achieve and
maintain good discipline. Following are
some common practices. 
1. Discipline is the students’ responsibility. If they
misbehave, the teacher accepts no excuses. They
must be ready for the consequences. 2. Discipline is
the teachers’ way of establishing a desirable 
student- oriented environment for learning. 3.
Discipline is coupled with effective teaching
strategies and 
techniques. 4. Discipline is achieved through the
effects of group 
dynamics on behavior. 5. Discipline is believed to be
the exclusive responsibility of 
the teachers. 
WAYS OF DEALING WITH DISCIPLINE
PROBLEMS 
ACCEPTABLE AND EFFECTIVE: 
1. Use verbal reinforcers that encourage good
behavior and discourage bad tendencies. 2.
 Use nonverbal gestures, frown or a hard look
to 
dissuade them from mischiefs. 3. Dialogues can
help in discovering problems and 
agreeing on mutually beneficial solutions 4.
Focus attention on one who is unruly and is 
about to disturb the neighbors. 
5. Award merits for good behavior and 
demerits for inconsistencies and lapses. 6.
A private one-on- one brief conference can
lead to a better understanding of mistakes
that need to be remedied or improved. 7.
Give students the free to express or 
explain agitated feelings and misgivings
rather than censure them right away. 
UNACCEPTABLE AND INEFFECTIVE: 
1. Scolding and harsh words as a
reprimand will 
have a negative effect on the entire class.
2. Nagging and faultfinding, together with
long 
“sermons” are repugnant and nasty. 3.
keeping a student in a “detention area”
during or 
after classes as a penalty for misbehavior is
a waste of time and occasion for learning.
The shameful experience is not easy to
forget. 4. Denying a student some
privileges due to 
unnecessary hyperactivity can all the more
encourage repetitions. 
5.Assignment of additional
homework 
compared to the rest can make them
dislike the subject. 6.Use of ridicule
or sarcasm could 
humiliate and embarrass a student.
7.Grades for academic achievement 
should not be affected due to
misdemeanor. 

MANAGEMENT OF 
PHYSICAL 
ENVIRONMENT 
FURNITURE ARRANGEMENT 
❖ Furniture such as chairs and tables for
demonstrations or displays must be
positioned appropriately. ❖ Exhibit shelves
are either permanently pinned to the wall or
are made to stand at the sides. ❖ White
board for writing and clarifying lesson
discussions, together with bulletin boards,
are available for posting important
messages and outstanding pieces of
students work, art and illustrations. 
Below are some sample seating arrangements: 
Students in rows face front of classroom (door is in
back of room) 
Door 
1. Traditional rows in columns are ideal for establishing
classroom management. This arrangement allows
students to focus on you when you are lecturing or
teaching routines and procedures. It is great for direct
instruction. 
Students face center of classroom 
2. Position student desks so that they face the
center when you are facilitating classroom
discussions. The outer area is ideal for skits, role
playing, and student demonstrations. It creates a
friendlier atmosphere and can be used in lieu of
traditional rows. 
Students at tables face front of room 
3. Situate chairs around tables so that students do
not have their backs facing you. When it is time for
small group activities, they can move their chairs to
face each other. This arrangement is ideal for
cooperative learning activities. Be aware that seating
students in groups invites dialogue, which is great if
that is your purpose. 
Students desks grouped so students face each other 
4. This format is wonderful if you have desks
because you can rearrange them from traditional
rows into groups and back again, depending on your
lesson plan. Teach students how to quickly
rearrange the desks to facilitate small group work. 
✓ Clean rooms, hallways and surroundings
are wholesome places to stay in. the
teacher should schedule who is responsible
for their neatness on a regular basis. ✓ The
physical environment must also be a safe
place where curious, overactive and
energetic children are always o n the go. ✓
During class hours proper lighting and
ventilation must be provided and
maintained for everybody’s comfort. 

- 
MANAGEMENT OF 
ROUTINES 
Refers to the established
activities or procedures that are
repeatedly done. 
1. Teach pupils to learn how to form 
various grouping and return to
standard arrangement with minimum
confusion. 2. Do not use the first few
minutes of the 
class session to collect materials
when students are potentially most
alert to instruction. 
3. “Overlapping” technique is used for
collection 
and distribution of materials. It refers to the
teacher’s ability to attend to the task at
hand and at the same time prevent an
extraneous situation from getting out of
control. 4. Prepare for transition by planning
distinct types and sequences of teacher-
pupil activity e.g. checking homework
assignment, presentation of new material,
giving assignment, monitoring seatwork.
Transition should be quick and quiet. 

MANAGEMENT OF RELATIONSHIP 
This refers to emotional climate and
communications affecting learning
conditions. 
1. Maintain positive climate characteristics 
 which allow students to choose a variety of
activities to achieve common goals. 2.
Develop sense of interdependence,
common 
bonds, defined group expectations and
relationship qualities that enhance
wholesome emotional climate. 
3. Develop communication
characteristics that promote
wholesome classroom relationship
like positive constructive
conversations aimed at
understanding on another’s point of
view. 4 . Render different forms of
assistance by providing class
meetings or students to have an
opportunity to examine the ideas and
feelings that influence value
judgment. 
THANK YOU FOR 
LISTENING