Elements of effective Classroom Management

Starting the lesson

The start of the lesson can involve several classroom management difficulties that
the teachers need to take into account like prime lessons running late, playtime
going on too long, or ineffective management of pupils going out of the classroom.
Appropriate seating arrangement
Pupils need to have sufficient space to work comfortably. If movement in the class in
desired or necessary, pupils should be able to do this and without them pushing or
shoving one another for space.
Dealing with external disruptions
The teacher needs to make sure that interruptions cause minimum disruption to the
lesson by having clear rules for pupils behavior during such disruption and by
dealing with them quickly.
Establishing class rules and procedures
One of the main factors in ensuring that lessons run smoothly is the establishment
of clear rules and procedures from the start.
Smooth transition between lesson segments
One of the main ways to ensure that maximum time is given to each task is to avoid
wasting too much time during transition from one part of the lesson to the next.
Teachers should establish clear procedures for lesson transition.
Pupil talk
Inappropriate pupil talk can disrupt lessons. Pupils talking during the lesson are off
tasks themselves and can distract other pupils.
Giving homework/assignments
Effective teachers give assignments immediately following related in-class
activities.
Maintaining momentum during the lesson
One of the most fruitful ways of preventing pupil misbehavior during lessons is to
ensure the smooth flow of the lesson.
Downtime
This refers to those parts of the lesson during which one or more pupils have time to
fill because they have finished seatwork early.
Ending the lesson
Problems that can occur at the end of the lesson include not leaving enough time
for finishing the planned activities, lessons running over time, and instruction for

homework getting lost as pupils rush to collect their belongings and go off for lunch
or playtime.

Approaches to Classroom Management

The Self-discipline Approach
This approach is built on the premise that students can be trusted to evaluate and
change their action. Thus, their behaviors become beneficial and appropriate to self
and to the class as a whole.
The Instrumental Approach
The premise that forms the basis for the instructional approach to classroom
management is that well-planned and well-implemented instruction will prevent
most classroom problems.
The Desist Approach
The desist approach to classroom management gives the teachers full responsibility
for regulating the classroom. The teacher enforces a set of specific rules to control
student behavior in the classroom.

Practical Classroom Management Strategies

Connectedness
Seven connecting habits were identified by William Glasser (2001) which teachers
can use to connect with students rather than attempt to control them. These are
caring, listening, supporting, contributing, encouraging, trusting, and befriending.
Meeting the students needs
Abraham Maslow (1954) recognized peoples physical and emotional needs that
must be satisfied before the individual can attend to the higher nedd for
achievement and recognition.
Organizing the Classroom
Teachers need to consider the effects of the physical environment of the classroom.
Rows of desks imply order and efficiency but do little to build a sense of community.
Large circle or concentric arrangements encourage communication and sharing
among the entire class.
Resolving Conflicts
In many schools, conflicts have escalated to violent confrontation. Students bicker
with, threaten, and harass one another. To resolve conflicts, David R. Johnson and
Roger T. Johnson (1995) suggest the use of role plays and other learning
opportunities where students can practice conflict resolution skills.