Classroom Management

Curriculum, Instruction, Management, and Discipline

Gain a clear understanding of the differences in
order to pinpoint the cause of a problem.

Curriculum refers to what is taught.

Instruction has two parts: teaching and learning.

A) What the teacher does
It is the teacher’s responsibility to make the curriculum interesting, relevant, meaningful, and/or even fun. Activities that create interest, challenge, inspire creativity or are personal are excellent approaches. A good starting point is for the teacher to ask, “Why am I teaching this?” and then share the reasons with students.

Every lesson should have planned time for reflection in order to enhance understanding, reinforcement, and retention.

B) What students do
Learning that is retained requires active involvement. We remember:

10% of what … >>> “Curriculum, Instruction, Management, and Discipline”


Classroom Management Rules


Rules are meant to control, not to inspire.

Rules are necessary in games. Between people, however, rules result in adversarial relationships because rules require enforcement. In addition, rules are often stated in negative terms and imply an imposed consequence if not followed.

Rules place the teacher in the position of the enforcer, a cop, wearing a blue uniform with copper buttons—rather than that of a teacher, coach, mentor, facilitator of learning, or educator.

Enforcing rules often results in power struggles that rarely result in win-win situations or good relationships. Relying on rules often prompts counterwill (the human tendency to resist coercion) and produces reluctance, resistance, resentment, rebellion, and even retaliation.

Upon analysis, you will see … >>> “Classroom Management Rules”