Rate your Disciplinary Practice: Individual Work
Some of today’s topics will be well-known for
some and new (ah-ha moments) for others.
Hopefully you can learn something new and
know that there is one person who will make
the difference in your classroom success this
year…..YOU!
OPENING ACTIVITY
What is Classroom Management?
With your group /partners discuss what you think classroom
management is(ATLEAST 2 POINTS). Put your responses on the
Chart Paper given/ padlet (www.padlet.com)
5 minutes
What is Classroom Management?
 It’s effective discipline
 It’s being prepared for class
 It’s motivating your students
 It’s providing a safe, comfortable learning environment
 It’s building your students’ self esteem
 It’s being creative and imaginative in daily lessons
And…
…It’s different for EVERYONE!!
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Teaching Styles
Personality/Attitudes
Student Population
Not all management strategies are effective for every
teacher
Classroom Management involves establishing procedures,
having rules, and reducing discipline problems.
Why do students cause discipline problems? ( Brain Storm and Suggest
your Ideas and write on the Sticky notes , and stick it on the Board
…..Group wise )
“Listen" To The Students’ "Misbehavior.
Student misbehavior isn't just an annoying disruption --- it's a
secret message the student is (unwittingly) trying to convey to you.
Students misbehave for several
reasons:
• They are bored.
• They don’t know the purpose of your presentation.
• They don’t understand how the information that you are
delivering applies to them.
• Instruction is uninteresting
• The pace of the instruction is incorrect (too fast, or too
slow).
• Not enough interaction between and among peers.
WHAT DOES AN
EFFECTIVE
TEACHER LOOK
LIKE ?
•Take a moment to visualize the best teacher you have seen in
action.
•Brainstorm the characteristics of an effective teacher on the paper doll.
•Make a stick puppet of your teacher paper doll
•Each group will present their effective teacher doll.
EFFECTIVE TEACHER
Are…
 Flexible.

Organized.
 Knowledgeable.
 Sense of humor.

Fair.
 Patient.
 Caring.
 Good communicator.
 Reflective .
 Firm. Positive.
 Consistent.
 Enthusiastic.
 Honest.
 Dress for Success.
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



.
CLASSROOM MANAGEMENT IS NOT
DISCIPLINE
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Discipline plans have rules
Classroom management plans have procedures
A procedure is a method or process for getting things done
Procedures simplify the task of succeeding at school
No learning takes place when you discipline
Learning takes place only when a student is at work
Difference between Discipline and
Procedures
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Discipline concerns how students behave.
Procedures concern how things are done.
Discipline has penalties and rewards.
Procedures have no penalties or rewards.
ROUTINE: What the students do automatically. (habit)
Students readily accept a uniform set of classroom
procedures because it simplifies their task in succeeding
in school. It creates a predictable and consistent
environment.
Your Discipline Plan
Class Rules
Abide by the Rule
Positive Consequences:
Break the Rule
Negative Consequences:
REWARDS
PENALTIES
Creating Your Discipline Plan (5 minutes)
 Only have 3 to 5 rules
 State rules positively.
 Make the rules easy for you and your students to
remember.
 Be able to enforce the rules consistently.
 Think of rewards and Penalties
 Remember:
 Rules deal with behavior, not procedures.
Carousel Activity
• Once you are ready with your Discipline plan, Stick it on the wall.
• Number each member in the group.
Rewards
 Some examples include:
 Praise
 Positive calls Student of the day, week, or
month
 Tangible rewards
Penalties
 Time out
 Detention
 Assignment to write…. ways to correct problem
 Being last to leave
 Loss of reward
 Exclusion of class participation
Referral ( open discussion)
 I need help if…
 Student hurts himself
 Student hurts another
 Student destroys property
Enlist Parent Support
 Send Home a copy of your discipline plan.
 Make positive parent contact.
 Contact parents as soon as you see a change .
.
Parents can be one of your biggest allies in
managing the student’s behavior.
 Inconsistency
Mistakes to Avoid…
 Excessive warning
 Excessive public/verbal
discipline
 Majoring in the minors
 Low level distractions
 Arguments/power struggles
 Not teaching procedures
 Being too tolerant
 Emphasizing the negatives
 Disrespectful interventions
 Losing control/behaving
unprofessionally
 Discarding the plan when it
doesn’t go as you expected
What are your classroom
procedures?
Activity for 3minutes
write on a color page provided ( Group activity)
2 Minutes Discussion ( Group Leader will read out)
Scenario 1
 Teacher A:
 The bell rings and there is chaos in the room. Students hurry to place materials in baskets
and many papers fall to the floor without being picked up. The teacher is yelling in an effort
to try to give directions and none of the students are listening. The students clearly have a
focus on getting out of the room quickly. Another class is trying to come in the room and the
students are bumping into each other.
1. Go trough the Scenario given
2. Suggest few procedure to improve the situation
Scenario 1
 Teacher B:
 5 minutes before the bell rings, the teacher instructs the students to place their materials
in an orderly fashion in the baskets. Students that drop papers pick them up and place
them in the proper place. Once students return to their desk, the teacher gives them a
few seconds to organize their books in preparation for the next class. The bell rings and
the students are dismissed in rows by the teacher. The other class is waiting patiently as if
they have been trained to do so. Once all rows have been dismissed by the teacher, the
other class will enter the classroom.
Ways to Build Positive Relationships
 Greet everyone at the door
 Call on everyone equitably
 Give specific praise
 Listen attentively
 Show personal interest in student activities
 Provide individual help
 Respect your students
Appropriate behavior must be
systematically
taught. Do not assume students know how to
behave in acceptable ways.
One hundred years from now it will not matter
What kind of car I drove,
What kind of house I lived in,
How much I had in the bank,
Or what my clothes looked like.
But the world will be a better place because
I was important in the life of a child.
Forest E.Witcraft
Characteristics of a Well-Managed
Classroom
Characteristics
Ineffective Teacher
Effective Teacher
1. High Level of student
involvement
Teacher is working.
Students are working.
2. Clear Student
Expectations
Teacher says “Know
everything in Chapter 3.”
Teacher tells students objective of lessons
and tests.
3. Little Wasted Time,
Confusion, of Disruption
Teacher punishes
according to mood.
Students always ask what
the assignment is.
Teacher has discipline plan and posts
assignments.
4. Work-Oriented
Teacher tells but does not
practice procedures.
Teacher yells and flicks
light switch.
Teacher practices procedures until they
become routines and knows how to bring
class to attention.
Some Suggestions ….
So
Resources
Go to http://www4.asq.org/blogs/edu/
Go to http://teachers.net/wong/AUG09/
Go to
http://ctserc.org/s/index.php?option=com_content&view=section&id=8
&Itemi
https://cpb-us-w2.wpmucdn.com/sites.mths.us/dist/c/2/files/2016/05/1-DevelopingProcedures-for-Effective-Classroom-Management-1adfm28.pdf
Wong, H.K. & Wong, R.T. (2009). The First Days of School. How to
be an Effective Teacher. Mountain View, CA: Harry K. Wong
Publications.
Zemelman, S, Daniels, H, & Hyde, A. ( 2005). Best Practice. Today’s
Standard for Teaching & Learning in America’s Schools.
Portsmouth, NH: Heineman.
Fay, J. & Funk, D. (1995). Teaching with Love & Logic. Taking Control of
the
Classroom. Golden, CO: The Love & Logic Press, Inc.
Marzano, R. (2007). The Art and Science of Teaching. A comprehensive
Framework for Effective Instruction. Alexandria, VA: ASCD.
PRESENTED BY :
• Ms. Irfana Bawla
&
• Ms. Roshan. S