Towards a just, equitable, humane and sustainable society



  1. Specific strategies can be adopted for effective management of the classroom.
  2. A student-friendly classroom creates a bond between the students and the teacher.
  3. Appreciation encourages students to perform better.
  4. Assigning roles and responsibilities to students bring about discipline among them.


Our school is one of the few rural schools in Puducherry. The students hail from families that belong to the below-poverty-line category, and most of their parents are illiterate. The challenges pertaining to these children include inculcating moral values and discipline within them.

My students of the second standard were no different. I had to adopt certain strategies in my classroom to address these issues.

I will describe these briefly in the following paragraphs.

A Student-Friendly Classroom:

I planned to create an environment that was conducive to learning. I bought stationery items, such as pencils, erasers, rulers, crayons, sharpeners, etc., for the whole class and placed them in boxes that had the names of the materials labelled on them. Each day, the students had to come and take the required materials, use them, and keep them back in the boxes once the class got over.

Labels were stuck on the different materials that were inside the classroom: cupboard, chair, window, etc. This small exercise helped the students familiarize themselves with the names of those things.

The reading corner of the class was stocked with attractive books, having vocabulary relating to fruits, vegetables, transport, etc. These books had more pictures than text. The students picked and read these books whenever they had some free time.

Thus, a student-friendly atmosphere in the classroom was created. This enabled the formation of a bond between the students and me.


I had prepared a performance chart to reward the students for their performance in the activities, discipline, etc. They would get stars for wearing tidy uniform, ID cards, sandals, belt, etc. Stars would also be awarded for completing the homework, class assignments, activities. I started handing out badges of appreciation. Every month, the best all-round performers were awarded gifts. Gradually, this made the students start to show interest in the school activities.

Roles and Responsibilities:

The students were given different responsibilities, such as monitoring the ‘morning-milk drinking’, lunch area, etc. The students kept a record of the number of students who drank their milk and had their lunch. They also kept a count of the number of glasses and plates. Further, they monitored the food wastage. This gradually led to the reduction in the amount of food wasted. Similiarly, a dustbin was purchased and kept within the campus. One student was given the responsibility of monitoring the cleanliness of the school. The student was required to maintain the cleanliness of the lunch area, the classroom, and the corridors.

The Change:

I witnessed a vast change in the behavior and interests of the students. They became regular in attending school. The completed the tasks assigned on time. They even started asking for homework, projects, class tests!

I felt happy that they developed their discipline while learning as well.


Children like to be appreciated, encouraged, and rewarded. As a facilitator, the teacher can provide those to the students, develop an effective teaching-learning process, and shape the characters of the students as well.

Teacher: S Kayalvizhi, GHS Kalmandapam

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Perspective Type: 
Classroom Management