, TAM2601 ASSIGNMENT 2
DUE DATE: 30 JUNE 2026
QUESTION 1
Planning as a Classroom Management Function
Planning forms the foundation of effective classroom management because it determines
lesson direction, learner engagement strategies, and behavioural expectations before
instruction takes place. It involves setting clear learning outcomes, structuring lesson
sequences, preparing resources, and anticipating learner needs and possible disruptions.
Effective planning reduces uncertainty in the classroom and increases time-on-task, which
supports both discipline and academic performance. Proactive instructional planning is
widely associated with predictable classroom environments that minimise behavioural
issues (Evertson & Weinstein, 2013). When planning is weak, lessons become unclear and
fragmented, instructions are inconsistent, and learners are more likely to disengage and
misbehave due to confusion and lack of structure.
Organising Classroom Environment and Resources
Organising refers to the arrangement of the physical classroom space, learning materials,
time, and routines in a way that supports smooth teaching and learning. This includes
seating arrangements, grouping strategies, preparation of resources, and clear procedures
for transitions and classroom tasks. A well-organised classroom reduces disruptions by
ensuring that learners understand routines and expectations. Structured classroom
environments reduce behavioural problems by limiting uncertainty in daily operations
(Jones & Jones, 2016). When organisation is weak, transitions become chaotic, instructional
DUE DATE: 30 JUNE 2026
QUESTION 1
Planning as a Classroom Management Function
Planning forms the foundation of effective classroom management because it determines
lesson direction, learner engagement strategies, and behavioural expectations before
instruction takes place. It involves setting clear learning outcomes, structuring lesson
sequences, preparing resources, and anticipating learner needs and possible disruptions.
Effective planning reduces uncertainty in the classroom and increases time-on-task, which
supports both discipline and academic performance. Proactive instructional planning is
widely associated with predictable classroom environments that minimise behavioural
issues (Evertson & Weinstein, 2013). When planning is weak, lessons become unclear and
fragmented, instructions are inconsistent, and learners are more likely to disengage and
misbehave due to confusion and lack of structure.
Organising Classroom Environment and Resources
Organising refers to the arrangement of the physical classroom space, learning materials,
time, and routines in a way that supports smooth teaching and learning. This includes
seating arrangements, grouping strategies, preparation of resources, and clear procedures
for transitions and classroom tasks. A well-organised classroom reduces disruptions by
ensuring that learners understand routines and expectations. Structured classroom
environments reduce behavioural problems by limiting uncertainty in daily operations
(Jones & Jones, 2016). When organisation is weak, transitions become chaotic, instructional
