GENERAL DIDACTICS II (OBD2)

CLASSROOM MANAGEMENT

Summer term 2016/2017

What is classroom management
(zen tdy/vyuovn)?
Cangelosi: ability to provide students with a learning
environment that is conducive to achievement and
free from disruptions, distractions, and threats to their
safety and well-being
Kyriacou: skills in managing and organising the activities
which help to maintain learning and maximise pupils
productive involment (teachers task is to elicit &
sustain Ls involment)
Valiov, Kaskov: the process of creating favourable
conditions for involving learners in learning
activities
TL
As a teacher, you cannot learn for your students.
Only they can do that. (Scrivener)

Useful Terms
Allocated times time during the lesson
Transition times between activities
On-task behavior students engaged in task
Off-task behavior not engaged in task
- disruptive
- non-disruptive
 Components of Classroom
Management
Seating & Grouping arrangement
Activities
Authority
Critical Moments
Tools and Techniques
Working with People
Phases of classroom management
Planning
Implementation
Evaluation and Reflection
Possible Seating Arrangements
 Situation, Options
Decisions & Actions
A range of options NO RIGHT way
different people and different situations create
different actions & solutions

Effective teacher
READ - THINK - MAKE - TURN
Learner-Centered Teachers
talk about:
encourage Ls to:
give Ls:

give CHOICES
TASK
The teacher is explaining certain aspects
of present perfect tense to his class
when he notices Lucka and Andrea
whispering to one another.

How would you prefer to handle

the students whispering?
WITHITNESS (Kounin, 1970, 1977)

a with-it teacher

= with eyes in the back of their heads

increases the likelihood of Ls being on-task

Jacob Kounin
Withitness - The T knows what is going on in
the classroom at all times.
Overlapping - The ability to attend to multiple
things at the same time.
Momentum and smoothness - Maintaining
direction in the lesson and not losing focus
Group alerting - The T's ability to keep all
students actively participating.
Ripple effect - how a T handled one student's
misbehavior influences the other students who
were not misbehaving.
Types of teachers behaviour
PROACTIVE REACTIVE
- target-oriented - response to
- deliberate planning unexpected events
and preparation (namely negative)
- preventing

lower need for

PREDICTION reactive behaviour

Both types of behaviour needed!!!

 Having Full Attention
When giving instructions for activities
When handling the transitions between
activities
When explaining something

What helps?
Be ON TIME, Stand centre-stage, Use a clear
voice, Make eye-contact with as many Ls as
you can, elicit Ls interest and a sense of
purposefulness,