Chapter 1
 One of the most important role of a teacher is that of
classroom manager.
 Effective teaching and learning cannot take place in a
poorly managed classroom.
 In unmanaged classrooms, both teachers and students
suffer.
 The teacher is the single most important factor
affecting student achievement.
 Effective teachers appear to be effective with students
of all achievement levels.
 Charts page 2 & 3
Functions of an effective teacher
1. Making wise choices about the most effective
instructional strategies to employ
2. Designing classroom curriculum to facilitate student
learning
3. Making effective use of classroom management
techniques
1. Instructional Strategies and Their Use
 Effective teachers have a wide array of instructional
strategies they can use
 Skilled in the use of cooperative learning and graphic
organizers
 Know how to use homework
 Know how to use questions
 Know when to use specific strategies
2. Designing Classroom Curriculum
 Effective teachers are skilled at identifying and
articulating the proper sequence and pacing of their
content
 Adjusts instruction as needed – district or textbook –
based on the needs of the students
 Present new knowledge in different formats and
different media
3. Classroom Management
 No single role by itself is sufficient to guarantee
student learning, but take one out of the mix and you
probably guarantee that students will have difficulty
learning.
 Effective teaching strategies and good curriculum
design are built on the foundation of effective
classroom management.
 Effective teachers cannot prevent all discipline
problems.
 The potential for problems exists beyond academics.
 Poor management wastes class time, reduces students’
time on task and detracts from the quality of the
learning environment.
Some studies on classroom management
Jacob Kounin(5)
 “withitness” – awareness
 Smoothness and momentum during lesson
presentations
 Letting students know what behavior is expected of
them
 Variety and challenge in the seatwork assigned to
them
Brophy and Evertson(5)
 Almost all surveys of teacher effectiveness report that
classroom management skills are of primary
importance.
Research and Development Center for Teacher
Education(5)
 Classroom management at the beginning of the year is
a critical ingredient of a well-run classroom.
Classroom Strategy Study(6)
 Effective classroom managers employ different types of
strategies with different types of students, whereas
ineffective managers tend to use the same strategies
for all
Are Good Classroom Managers Born or Made?
 Effective classroom managers are made
 Good classroom managers are teachers who
understand and use specific techniques
 Awareness of and training in these techniques can
change teacher behavior, which in turn changes
student behavior and ultimately affects student
achievement positively.