Effective Skills for Managing Educational Environments

Program Details

Effective Skills for Managing Educational Environments
Duration: 15 hours
Prerequisites: Reflective Practitioner Teacher – training program
Material: Training Guide, Program Kit, and online resources on Marifah
Level - Track: Fundamental Educational Qualification
Target Audience : Teachers who have none-educational bachelor’s degree (KG, Math, Science, English, and Computer Science) grade (1-3).

Short Description

Big Ideas

Teacher’s management for the acceptable and unacceptable behavior is part of the students’ development and educational process.
Teacher’s direct partnership with parents would encourage students to behave in an acceptable manner.
Organizing learning environments affect students ‘attitude, behavior and motivation towards learning.
Some of the unacceptable behaviors happen due to educators’ mistakes (parents and teachers).
Innovative and positive methods direct students’ behavior over the negative ones.
Teacher’s efforts are very important in directing and amending students’ behavior.
Regarding the students behavior it is preferred to activate the developmental and preventive aspects rather than the therapeutic aspect .

Essential Questions

What is the role of classroom management in both students’ development and educational process?
How can the teacher involve parents in students’ learning?
How is the student’s behavior acceptable or unacceptable, and how are educators’ approaches and attitudes related?
What are the developmental and preventive approaches that teachers can adopt to manage students’ behavior?


Unit Outcomes
  • • Identify the nature of the students’ attitudes towards schools.  
  • • Identify the basics of the classroom characteristics.
  • • Link between the classroom characteristics and the difficulty of the teachers’ role in classroom management 
  • • Identify skills and requirements for dealing with the classroom characteristics.  
  • • Create new techniques to deal with the classroom characteristics.
  • • Provide new techniques to deal with the classroom contradictions and its negative impact of the teacher’s job.
  • • Identify the students’ needs that satisfy them to represent a previous requirement for the learning process.
  • • Identify their role and the school’s role in satisfying the needs of the students.
  • • Improve the procedural planning list “students’ needs and learning environment”.
  • • Provide a definition for the “Classroom Attention”.
  • • Provide classroom examples on the types of attention.
  • • Identify the importance of using more than one sensory receptor.
  • • Identify the two factors of "Success & Joy" & their impact on students' motivation to learn.
  • • Design instructional practices which contribute in achieving success & joy.
  • • Identify the importance of functional knowledge and connecting learning to life. 
  • • Identify the causes of unacceptable students' problem behaviors. 
  • • Identify the methods of acknowledging the causes of unacceptable students' problem behaviors. 
  • • Give examples of interventions to deal with unacceptable student’s behaviors, connecting them to their causes.
  • • Identify initially the influence methods of the two concepts of "Self-Esteem and Self-Fulfilling Prophecy" on behavior & motivation.
  • • Give examples of the effective practices that may enhance the students’ evaluation with their families
  • • Explain the relation and link between their belief system and their educational practices.
  • • Identify the factors that determine the classroom rules and regulations.
  • • Give effective procedures when applying the classroom rules and regulations.
  • • Analyze from a number of real examples, the factors responsible for unacceptable students' problem behaviors. 


No Assessment Component Weight
1 Attendance and Participation Participation 5
Attendance 5
2 Formative Assessment


Vocabulary Tool 5
Trainer Assessment

Trainers' notes regarding trainees fill all "Thinking Activity" worksheet; which includes:

  • Ideas appealed to/ convinced the trainees with justifications.
  • Ideas did not appeal to/ convince the trainees with justifications.
  • Practical operational/ practices or actions trainees will start doing with benefits.
  • Practical operational/ practices or actions trainees will stop doing with mentioning the damages.
  • Fill in the form and share its content with group members.
3 Summative assessment

Fill all "Thinking Activity" worksheet, in addition to their classroom management plan, during and after the training.

Exit Task 5
Portfolio 10
Final exam 20
Program Total 100

Time Distribution

Time Distribution

No Item Time (min)
1 KWL-Q 15
2 Pre - Vocabulary Tool 15
3 Terminology 10
4 Activity (1.1): Is School a Boring Place? 50
5 Activity (1.2): Comparison Between the Restaurant and the Classroom Self-learning
6 Activity (1.3): Classroom Features 50
7 Activity (1.4): Classroom Contradictions 50
8 Activity (1.5): Learning Environment and Students’ Needs 50
9 Activity (1.6): Action Planning for Developing the Learning Environment 50
10 Assessment task 10
11 Activity (2.1): Classroom Attention 50
12 Activity (2.2): Appropriate Sensory Receptors Self-learning
13 Activity (2.3): Pillars of Motivation: Joy and Success 45
14 Activity (2.4): Why Do We Learn? 55
15 Activity (2.5): Linking Learning to Real Life 50
16 Activity (2.6): An Introduction to the Causes of Students Problems 45
17 Assessment task 10
18 Activity (3.1): Dealing with Students’ Problems 45
19 Activity (3.2): Self-Esteem and Self-Fulfilling Prophecy Self-learning
20 Activity (3.3): Errors in Applying Rules 50
21 Activity (3.4): Examples on Behavioral Problems 50
22 Activity (3.5): The Conspiracy; The influence of other’s respect on one’s self esteem Self-learning
23 Activity (3.6): Case Study: Examples of the effective practices 60
24 Activity (3.7): Teachers Beliefs Towards Instructions 50
25 Activity (3.8): Developing Classroom Instructions and Rules List 50
26 Assessment task 10
27 Post - Vocabulary Tool 10
28 Exit Task 20
Total 15 Hours

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