Classroom Management
- 2. Classroommanagement • Classroom management has been cited as one of the most serious obstacles in promoting effective teaching. • One of the most common reasons for teacher burnout and attrition of first year teachers.
- 3. “ T h e n u m b e r o n e p r o b le m in t he c la s s r o o m is n o t d i sc ip l in e ; it is t he la c k o f p r o c e d u r e s a n d r o u t in es ” . TheFirstDaysof School byHarryWong
- 4. objectives: 1.)to clarify the meaning and significance of classroom management 2.)to establish the provisions that must be taken care of in providing the proper learning situation 3.)to explain how to maintain desirable classroom discipline;and 4.)to present some strategies and guidelines in good classroom management and discipline.
- 5. WhatisClassroommanagement? • • Administration or direction of activities with special reference to such problems as discipline, democratic techniques, use and care of supplies and reference materials, the physical features of classroom, general house-keeping, and the social relationships ofpupils Good classroom management creates an atmosphere that permits activities to be carriedon efficiently and economically maximizing the time, effort and energy of both the teacher and the students.
- 6. Objectivesofawell-organizedclassroom • a.)tohaveefficiencyintheteachers and student’stime,effortsand energies; • b.)toefficientlyusethephysical facilities of school;and • c.)topromoteanatmosphere which foster imaginative and creative activities
- 7. Aspects of ClassroomManagement a.Managing the PhysicalEnvironment 1.PhysicalCondition of the Classroom 2.Lighting 3.FurnitureArrangement 4.SeatingArrangement b.Establishing ClassroomRoutine c.Directing and ControllingLearning
- 8. Principles in ClassroomManagement 1.Consistent, proactive discipline is the crux of the effective classroom management. 2.Establish routines for alldaily tasks and needs. 3.Orchestrate smooth transitions and continuity of momentum throughout the day. 4.Strike a balancebetween variety and challenge in the students’activities. 5.As classroom manager, be aware of all actions and activities in the classroom.
- 9. Principles in ClassroomManagement (cont..) 6.Resolve minor inattention and disruption before they become major disruptions. 7.Reinforce positivebehavior. 8.Treat minor disturbancecalmly. 9.Work out a physical arrangementof the chairs that facilitates an interactive teaching-learning process. 10.Make good use of every instructional moment. Minimize discipline time to maximize instructionaltime.
- 10. PrincipleiseffectiveandconstructiveDiscipline • Students need control and direction but it is unlikely that they can learn self-control and self-direction if they are controlled and directed all the time and at everyturn.
- 11. PrincipleiseffectiveandconstructiveDiscipline In general, students should learn to discipline themselves and thus grow up to become adults who areresponsible, law-abiding, considerateof the welfareof others and able to carry on the important responsibilities of lifein the faceof frustration, tempting distractions and other difficulties. Schools should help the students developself-disciplinebyteaching themsuch values andtraditions. •
- 12. PrincipleiseffectiveandConstructiveDiscipline • Effective discipline aims for self-direction and should be based on the tenets of democracy. Discipline, to be effective, should be vital, meaningful, sympathetic, and humane. The key is consistency and persistence. Democracy means freedom with restraint. Constructive discipline is feasible only when a thorough identification and study of the causes is made by the teacher.
- 13. Important functions ofdiscipline: 1.) It is necessary for socialization – for the learning of standards of conduct that are approved and tolerated in any culture 2.) It is necessary for normal personality maturation. 3.) It is necessary for the internalization of moral standards andobligations. 4.) It is necessary for the students’ emotional security.
- 14. Principlesunderlyingeffectivediscipline,the teachershould: 1.)be responsible for his own class discipline; 2.)provide a wholesome atmosphere which results from orderly and adequate classroom conditions; 3.)stimulate worthy motives and give the pupils every opportunity to directtheir own efforts; 4.)be aware of the pupils’rights to be respected; 5.)be aware of the individual differences and should give each children equal share of his attention, guidance, anddirection.
- 15. Causes of DisciplinaryProblems 1.Teacherfactor a.teacher’s personal characteristics b.teacher’s scholasticqualifications 2.Pupil as a factor in discipline 3.School as a factor in discipline
- 16. Strategies and guidelines in classroom management anddiscipline • All teachers are faced with problems of discipline.It is suggested that the best approach should be positive rather than negative. Aggressive disorder should be dealt with positively such as having a personal conference with the pupils and parents. • Negative measures which should be avoided are sarcasm, threats, forced apology, punishment of the group for the offense of one or a few, ridicule, nagging, embarrassment, name calling,humiliating remarks, and corporalpunishments.
- 17. Teachershould always take note of the following: • Establish good routine habits and keep pupils busy. • Stand at a place in the room where everybody can be within yourgaze. • Be alert to detect any signs of boredom, discontent, ormisbehavior. • Call on pupils who do not pay attention or who may beginto be disorderly. • Firmness and forcefulness in speaking can make the pupils beattentive. • Remain calm and poised even in an emergency.
- 18. • Discipline - is about teaching people appropriate behaviour and helping then become stronger or more in control of his or her emotions and being independent and responsible.
- 19. Waystoavoidseriousdisciplineproblems • Know the subject matter and be well-prepared. Call on class to order as soon as the bell rings. • Follow an established routine everyday until students learn to follow it automatically. • Have all the needed materials and equipment ready for use so you do not waste students’ time getting things arranged. • Walk around the classroom whenever possible to make sure all the students are doing what they are supposed to bedoing. • Check on the previous assignment promptly. • Make it clear to students that you expect them to work.
- 20. Waystoavoidseriousdisciplineproblems (cont..) • Allow reasonable amount of time for special activities. Avoid the use of threats. • Keep your sense of humor. • Compliment students on worthy contributions. • Handle calmly all undesirable attempts to attract attention. • Try to involve all students in class activities. • Always have planned alternate activities ready for emergency situations. • Never besarcastic. • Implement group-oriented methodologies such as cooperative learning approach, peer tutoring and team learning.
- 21. Modes for EstablishingDiscipline • Discipline is the students’responsibility. • Discipline is the teachers’ way of establishinga desirable student-oriented environment for learning. • Discipline is coupled with effective teaching strategies andtechniques • Discipline is achieved through the effects of group dynamics on behavior. • Discipline is believed to be the exclusive responsibility ofthe teachers.
- 22. StrategiesforHandlingDisciplineProblems 1. Deliberately ignore the misbehavior – to a point. 2. Intervene with nonverbal signals. 3.Reduce the distance between the offender andyou. 4.Make an effort to rekindlelost interest. 5. Use humor to defuse tension.
- 23. StrategiesforHandlingDisciplineProblems 6.Give functional assistanceto- perplexed students. 7.Do things differently now and then. 8.Give support through routine-some students need it more than other. 9.Use nonpunitiveexile. 10.Physical restraint is sometimes necessary
- 24. DemocraticTechnique • There is a minimal degree of externalcontrol necessary for socialization,personal maturity, consciencedevelopment,andemotionalsecurity of the child.It provides explanations, permits discussion,andinvitestheparticipationofpupils in the setting of standards whenever they are qualified to do so. It implies respect for the dignity of the individual and avoids exaggerated emphasis on status differencesand barriers between free communications.
- 25. How to HandleBehavioral Problem Children According to research, the common characteristics of Filipino children with behavioral problems are: dishonesty as shown in lying and cheating in examinations, timidity and shyness even among peers and family, sensitiveness followed by crying, disobedience and lack of respect for authority, tardiness and absenteeism for no valid reason, unnecessary giggling, talking, swearing, and using vulgar words often, low voice in the classroom but loud voices in the halls, and isolating himself or herself from the rest of the class and being uncooperative and unfriendly.
- 26. Behavior Modification: It is the new approach to classroom discipline which can be used effectively to help students and to prevent problems arising from the first place. There are three objectives for changing children’s behavior which are 1) strengthen existing behavior, 2) develop new behavior, and 3) stop inappropriate behavior.
- 27. Principlesbehindbehaviormodifications 1.Principle of positive reinforcement. 2.Method of successive approximation principle. 3.Modeling principle. 4.Cueing Principle. 5.Discrimination Principle.
- 28. Principles behindbehaviormodifications 6.Substitution Principle. 7.Intermittent ReinforcementPrinciple. 8.Satiation Principle. 9.Extinction Principle. 10.Incompatible AlternativePrinciple.
- 29. Positive ReinforcementTechnique Conditions: 1.The child whose behavior is to be reinforced or modified should be in agreement as to what should be done. The tact and diplomacy as well as the genuine concern of the teacher, which can be felt by the child, will be very helpful in this phase. 2.The child should know what is expected of him; he should know and clearly understand the rules. 3.If step 1 and2 are met and the child still misbehaves, it is possible that he does not possess the skills and abilities he is asked to accomplish. It would be necessary then to determine these skills deficits and to teach them first before the actual problem ishandled. 4.If the first 3 conditions are met and misbehavior continues, the possibility is that the student is not motivated to do what is expected ofhim.
- 30. Technique 1.Rewards a.reward the students every time the given behavior occurs b.giving of rewards every now and then should be given once the behavior is securelyacquired c.vary the types of reward given
- 31. Technique 2.Punishment 1.Learn what types of punishment the school authorities permit. 2.Learn what punishment can be given. 3.Never assign extra homework as punishment. 4.As punishment, never prohibit students from attending a favorite class. 5.Do not assign a punishment which is actually a reward. 6.Neverstrike a student. 7.A punishment should come early in a sequence of misbehavior and should be systematically applied.
- 32. Technique 2.Punishment(cont..) 8.Beconsistent with punishment. 9.Before accusing or punishing any student, get the facts. 10.Be prepared to document any serious incidences of misbehavior. 11.Never punish a whole class for the offense of one individual. 12.be sure that the child understands why he is being punished. 13.Punishment is more effective if the teacher already has appositive relationship with the pupil. 14.It is generally better if reprimands can be delivered privately, rather than publicly, to the pupil concerned.
- 33. Last Thought: “Being an effectiveClass Manager is not a talent whichsome peoplejust have and others do not – it is a set of skills and an attitude learnedthrought patience andpractice”
- 34. References: • Aquino, Gaudencio V. Principles and Methods of Effective Teaching. San Juan. National BookStore, Inc.1988. pp 363– 384. • Casinto, CarloDomingo C.Hand book on Principles of Teaching. Quezon City. RexBookstore Inc.2010. pp 128– 153. • Kelly, WilliamA.,Ph.D. Educational Psychology. Milwaukee.The Bruce Publishing Company. 1965. pp 497 – 507. • • • • •