Classroom Management in Higher Education

© 2008 McGraw-Hill Higher Education. All rights reserved.
Dr. Charles M. Ware, D.H.Ed., CHES
Classroom Management in
Higher Education
1

Learning Goals
1. Explain why classroom management is both
challenging and necessary.
2. Describe the positive design of the classroom’s
physical environment.
3. Discuss how to create a positive classroom
environment.
4. Identify some good approaches to
communication for both learners and facilitators.
5. Formulate some effective approaches that
facilitators can use to deal with problem
behaviors.

Managing the Classroom
Why Classrooms
Need to Be
Managed
Effectively
Management Issues
in Higher Education
Classrooms
Management
Goals and
Strategies
The Crowded,
Complex, and
Potentially Chaotic
Classroom
Emphasizing
Instruction and
Positive
Classroom
Environment
Getting Off to
the Right Start

Things happen
quickly
Classrooms have histories
Events are often
unpredictable
Classrooms are
multidimensional
Activities occur
simultaneously
There is little
privacy
Classrooms Can Be Crowded,
Complex, and Potentially Chaotic

Getting Off to the Right Start
 Establish behavioral expectations
and address learner uncertainties
 Ensure learners experience success
 Be available and visible
 Be in charge

Management Goals and
Strategies
Help learners spend more
time on learning and less
time on non-goal-directed
behavior
Prevent learners from
developing problems

Designing the
Physical
Environment of the
Classroom
Principles of
Classroom
Arrangement
Arrangement
Style

Basic Principles of Classroom
Arrangement
Reduce congestion in high-traffic areas
Make sure that facilitators can easily
see all learners
Make often-used teaching materials
and learner supplies easily accessible
Make sure that learners can easily
observe whole-class presentations

Classroom Arrangement Styles
 Auditorium style
 Face-to-face style
 Off-set style
 Seminar style
 Cluster style

The Action Zone
“Action Zone”
Learners in these
seats are more likely
to interact with the
teacher, ask
questions, and
initiate discussion.

An Example of an Effective Elementary
School Classroom Arrangement

An Example of an Effective Secondary
School Classroom Arrangement

Getting Learners
to Cooperate
Creating a
Positive
Environment for
Learning
Creating,
Teaching, and
Maintaining
Rules
and Procedures
General
Strategies

Effective classroom managers…
 Show how they are “with it”
 Cope effectively with
overlapping situations
 Maintain smoothness and
continuity in lessons
 Encourage learners in a
variety of challenging activities

Facilitator Management Styles
Authoritative: Encourages learners to be independent
thinkers, but provides monitoring and verbal give-and-
take
Authoritarian: Restrictive and punitive
with the focus mainly on keeping order rather than
learning
Permissive: Learners have autonomy but little support
for learning skills or managing behavior

Creating, Teaching, and Maintaining
Rules and Procedures
CLASS
RULES
SHOULD BE
Reasonable and
necessary
Clear and
comprehensible
Consistent with
instructional
and learning goals
Consistent with
school rules

Getting Learners to Cooperate
COOPERATION
Develop
positive
learner/facilitator
relationships
Reward
appropriate
behavior
Share
classroom
responsibilities

Listening Skills
Being a Good
Communicator
Speaking
Skills
Nonverbal
Communications

Being a Good Communicator
SPEAKING SKILLS
Assertive people express their feelings, ask for what
they want, and act in their own best interest.
“You” messages are undesirable
Aggressive messages are often hostile
Manipulation makes others feel guilty
Passive people don’t express their feelings

Being a Good Listener
Active Listening
• Pay careful attention to the person
who is talking
• Paraphrase
• Synthesize themes and patterns
• Give feedback in a competent
manner

Being a Great Communicator
NONVERBAL
COMMUNICATION
FACIAL
EXPRESSIONS
TOUCH
SILENCE
SPACE

Dealing with
Aggression
Dealing with
Problem
Behavior
Management
Strategies
Classroom- and
School-Based
Programs

Management Strategies
Minor
Interventions
• Use nonverbal cues
• Keep activity moving
• Provide needed instruction
• Move closer to students
• Redirect the behavior
• Be direct and assertive
• Give student a choice
Moderate
Interventions
• Withhold privileges or
desired activities
• Isolate or remove
students
• Impose a penalty or
detention

Fighting: Emphasize
inappropriateness, perspective-
taking, and cooperation.
Bullying: Develop a school
climate characterized by high
standards, parent involvement,
and effective discipline.
Defiance: Diffuse privately and
avoid power struggles.
Dealing with Aggression

Classroom- and School-Based
Programs
Improving Social Awareness-Social Problem Solving
Project
Social Competence Program for non-traditional
learners
Three Cs of School and Classroom Management
 Cooperative community
 Constructive conflict resolution
 Civic values
Classroom Organization and Management Program
Skills for Life
LAST RESORT: Good Behavior Game

Reflection & Observation
Reflection:
What various strategies have you used
to manage your classrooms?
How have these strategies affected the
learning environment?
Observation:
What various strategies do other
facilitators use to manage their
classrooms and students?
How do the facilitators’ management
strategies differ? Be specific.

Classroom Management in Higher Education

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