Classroom Management and Classroom Routines

UNIT III – ORGANIZATION AND MANAGEMENT OF LEARNER-CENTERED CLASSROOM
LEARNING OUTCOMES: After the completion of this unit, the students should be able to:
1. Identify various ways of Managing Physical Environment of learner-centered classroom
organization based on learners’ needs
2. Formulate classroom procedures and routines that promote discipline and encourage
learning
3. Design, organize and explain the significance of the physical layout of the classroom
4. Describe the roles and responsibilities of the teachers and learners for a productive
learner-centered classroom
5. Evaluate which disciplinary actions are positive and non-violent in the management of
learner behavior
COURSE MATERIAL
In the past, classroom management techniques have focused on teachers giving advice on
how to instruct students and manage their behavior. Today, in the 21st century classroom
management places students at the center of the learning experience. With student-centered
instruction, students will practice taking responsibility for themselves, making good choices, and
taking ownership over their own learning. Teachers can aid students by creating activities with
high levels of engagement and nurturing a prosocial learning environment that drives positive
academic and social outcomes.
Teachers play various roles in a typical classroom, but surely one of the most important is
that of being a classroom manager. Effective teaching and learning cannot take place if
students are disorderly and disrespectful and no rules and procedures guide behaviors, chaos
becomes the norm. A warm, well-run classrooms begin with the room’s physical layout—the
arrangement of desks and working space, the attractiveness and appeal of bulletin boards, the
storage of materials and supplies.
A. MANAGING THE PHYSICAL ENVIRONMENT
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The term Physical Environment
refers to the overall design and
layout of a given classroom and its
learning centers. Teachers should
design the environment by
organizing its spaces, furnishings,
and materials to maximize the
learning opportunities and the
engagement of every child.

1. Furniture Arrangement and Floor Coverings. These furnishings and floor coverings
should create spaces that are comfortable and that lend themselves to their intended
purposes.
 Arranging Space. The physical layouts reflect the teaching style. If the teacher wants
students to collaborate in small groups, for example, organize them around tables or
clusters of desks. For whole-group discussions, try a circle or U-shaped desk
configuration. For an Individualized, self-paced curriculum, teachers must set up
learning stations. Centers or stations must be accessible and open. The materials and
manipulatives at each center must be appropriate and stored where all students can
reach them. Placing books on a high shelf is limiting for a smaller student or one who is
in a wheelchair.
 Place student Desks in Groups. Put desks in small groups (2-4 desks per group) so
that all students have the opportunity for cooperative learning, collaboration, and
discussion. Place the teacher’s desk on the periphery of the classroom. Move the
students’ desks on a regular basis so all children learn to cooperation with all children.
 Designing Classroom Space. An include classroom needs to be decorated in a way
that does not create distraction and sensory overload. Put plants (suitable to the space),
reading nooks, lamps, pillows, students’ works and so on. Too many bright colors,
posters, clutter and furniture can easily distract the most focused child
2. Selection and Placement of Materials includes choosing toys and other physical objects
that are age- and developmentally appropriate that are linguistically and culturally relevant
for young children in the classroom. Make sure that the materials represent the diversity and
the ability levels of the children.
 Get Rid of Your Teacher Shrine. Hide teacher materials and personal belongings.
Cloth to hide open shelves, closets to store, and drawers to throw things into. Seeing
those teacher manuals from three years ago is not attractive. They get placed in
closets, at home, or in a closed cabinet.
 Organize materials and keep them in appropriate places taking into consideration
learner’s development of independence skills. Provide enough materials within the
centers so that children can be engaged and not arguing over limited resources.
3. Design and Display of Visual Materials such as posters for displaying classroom rules,
daily schedules and steps to complete routing help learners to know what to do and to better
understand their environments.
 Displaying learner’s works so that they can take pride in it and can feel a sense of
ownership of the room. Doing this offers opportunities for language development:
when children talk about their work or comment on other children’s work, teachers
can use these opportunities to build their language skills. Posting visuals at the eye-
level of children so that they can see them.
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 Displaying materials that are representative of the environment’s diversity and
frequently used materials in languages that represent the home languages of the
learners in the classroom.
4. Lighting and Sound/Environmental Preferences. This includes temperature, lighting and
noise level. Create both well-lit and dimly-lit areas in the classroom by using bookcases,
screens, plants, and other furniture. Teachers can use lighting and sound to create a
comfortable environment that is conducive to the different activities that occur throughout
the day.
 Natural lighting or light from windows is best when available.
 Lighting can be used to create moods.
 Teachers need to find ways to minimize noise and to create a dimly lit space for
them
5. Seating Arrangement is another factor to consider since students stay at the longest time
during the day. They remain seated during lecture-demonstration or leave every now and
then to gather materials for experiments and the like. The physical setup of chairs, tables,
and presentation in a classroom can significantly influenced learning. Seating arrangements
are important because they have the potential to help prevent problem behaviors that
decrease student attention and diminish available instructional time.
VARIETIES OF CLASSROOM SEATING ARRANGEMENTS
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 Traditional. It consists of roww of fixed seating and used for lectures, which is typical to
every Philippine classroom. Students face the teacher with their backs to one another. This
set up is historically common in classrooms minimizing student-student communication and
largely supporting a “sage on the stage” learning environment. The highest communication
interactions between professors and studnets typically occurs iwth studnets in the first row
along the niddle of the classroom. Students in back rows are more likely to be less engaged.
 Roundtable. Many seminar-course room arrangements may consists of instructor students
sitting aroung a single large table. This arrangement can also be formed using individual
desks. Students and instructors all face one another in this set-up which can support whole-
class as well as pair-wise dialogue.
 Horseshoe or Semicircle. This set up offers a modified roundtable setup, where all
participants face each other while the teacher can move about the room. The horseshoe
encourages discussion between students and with the teacher; although this setup tends to
encourage more engagement between the instructor and students directly opposite, wtih
slightly lesser amounts for students immediately adjacent to the teacher. A horseshoe setup
can be particularly effective when the teacher wishes to project and discuss course-related
material in front of the class.
 Double Horseshoe involves an inner and outer horseshoe, similar to the conventional
horseshoe, invites greater discussion that the traditional format. It if more limited by the
backs l of students within the inner circle faciing students in the outer circle. However,
students may also more easily interact with those nearest to them or turn around and face
students behind them for group work.
 Pods (Groups, Pairs) can be designed with rectangular, circular, or trapezoidal tables or
individual desks. With regards to stations, teachers can place several tables together to form
student groups or pairs. This arrangement can be especially advantageous when students
will work in groups or pairs with their classmates for a large portion of class time. More
generally, this arrangement communicates a learning community where students are
expected to work with one another.
CLASSROOM ROUTINES AND PROCEDURES
Routines are the backbone of daily classroom life. They are the set of procedures for
handling both daily occurrences and minor interruptions of instruction. It encourage students to
take responsibility for how their classroom functions. They ensure both the teachers and
students are accountable for creating a class environment that runs smoothly and efficiently,
thereby maximizing everyone’s opportunity to learn.
Establishing routines is not that difficult. For teachers, a strong message is sent to students
that they should cooperate actively in establishing the practice of routine. Here are some stages
of establishing routines:
1. Decide on classroom events that should be routinized so that students will not ask
over and over again what they need to do. Procedures must be spelled out clearly to
minimize wastage of time and anticipate behavior problems. A routine for “submitting
assignments on time” must be established to counteract such annoying habit.
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2. Analyze tasks that involves collaboration between the teacher and students where
both parties decide what steps should be undertaken to follow the routines.
3. Decide on how to teach the routine to the students. The enforcement of routine
spells the difference between success and failure of the teacher in the attainment of
quality learning.
Routines are divided into three: Administrative Procedures, Instructional Tasks, and
Interactive Routines. (see below).
In establishing procedures or routines, it is important to:
 Ensure that students understand the reason for the routine
 Clarify the procedures through modeling
 Allow students opportunities to practice the routine through rehearsal
 Try not to teach too many routines at one time. The process of establishing routines and
procedures may take several days.
 Revisit the process as the need arises
Suggestions and Tips for Classroom Routines
 Greet your students at the door with positive verbal or non-verbal interactions can
improve their engagement and motivation. Taking time to individually acknowledge each
of your students also shows them that you car and this type of bonding is integral to
healthy teacher-student relationships.
36
Administrative
procedures
Instructional
Tasks
Interactive
Routines
 How to enter and
leave the room
 Take attendance
 Turn in
assignments
 Making
announcement
 Dismissing
students to go
another
 Classroom,
playground or
home
 Getting every student’s
attention for instruction
 Reviewing and drill exercises
on the board
 Ensuring that students behave
in ways that maximize positive
outcomes during teacher-led
instruction or group-learning
settings
 Handing in or returning
student work
 Having a set process for how
students should write the
heading on their homework
assignments
 Knowing how to participate
in discussions
 Behaving as expected in
groups
 Following rules for getting
the teacher’s attention
 Emergency drills and
procedures

 Start of Time. Set high standards for yourself for punctuality and timeliness just as you
expect these behaviors from your students. Beginning anything on time is a learned
behavior, so show your students what time-management looks like and don’t be afraid to
use mistakes as learning experiences.
 Give Bell Work. Teachers should always provide their students with a warm-up task to
be completed independently at the start of every school day. This helps students
transition into a learning mindset.
 Delegate administrative tasks to students when possible
 Attendance, announcements, material distribution and homework collection should
be routinized. Make clear rules and procedures on the distribution and collection of
materials, storage of common materials, teacher’s desk and storage areas, use of
sharpener, etc.
 Establish good routine habits and keep the learners busy
 Act out, in detail, what you expect from students when completing a routine. Show each
step of the routine and how it should be properly completed.
 Establish a procedure for Asking Questions such as (1) raises your hand (2) write
down questions (3) wait until after a lesson.
 End class and lessons efficiently. Wrapping up a lesson instill new information in your
students’ brain and checks in with their development. Always end your lesson with
activity that summarizes key takeaways and assess student progress toward learning
goals once they’ve had plenty of time to practice. Give a warm gesture of goodbye just
how you warmly greeted your students at the beginning of the day. You should always
end on a positive note.
ROLES OF TEACHERS IN CLASSROOM MANAGEMENT
To create a classroom environment with maximum productive time utilization, the teachers
must establish and maintain it through following teaching and managing practices. Rules are
best if they are few in number, simple and easy to understand, and fair. Further, rules should be
posted in the classroom for all to see and that teachers should go over the rules on the first day
of school.
Among the teacher’s roles are:
 Keep students motivated to create a positive class environment. Motivating students is the
first step in preventing discipline problems in classrooms because a student involved in
learning is not usually involved in clash with others at the same time. Make students feel
physically comfortable, safe, welcome, socially accepted and valued.
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 Exercise moderate degree of control. Too muc control may be effective on memory tasks
but it is harmful for learning involving critical and creative thinking.
 Empower the students. Make them responsible for their own learning through group and
individual learning activities so that they become independent learners.
 Keep instructions at the student level. Keep instruction at the students’ development level
so that they neither experience discouragement nor boredom.
 Develop sound-relationship. Develop healthy and professionally sound relationship with
all the students by being friendly with them. Learn their names and some positive
information about each to greet them.
 Be assertive, rather than passive or aggressive, in enforcing discipline. Apply the rule
forcefully fairly, consistently and calmly.
 Create business like climate in the classroom where students understand that they are
and the teacher have a commonly shared goals of accomplishing such activities that
promote learning.
 Deal with the present and current problem immediately not with the past instances the
student misbehavior.
 If the student’s misbehavior is blocking the teacher in teaching “I-statements” be used by
explaining to the students why you ar upset by his behavior.
ROLES OF LEARNERS IN CLASSROOM MANAGEMENT
Students directly inform the structure and learning atmosphere as members of the classroom
community. Together, they create a culture of learning, accoountability, and inclusivity. An
effective learning environment thrives on strong teacher instruction and clear roles and
responsibilities of learners.
 Contribute to class culture and accountability. Each class should agree upon classroom
norms. When students are invited to provide input in classroom rules, they are more likely to
hold each accountable. For teachers, that could mean more peer-to-peer course correction.
 Be Inquisitive. Students should be expected to ask questions that nurture their curiosity.
Teachers should validate this and allow student input to influence experiential lessons
throughout class. Asking questions benefits everyone.
 Be active participants. Students should come to school prepared to participate. Full
engagement maximizes opportunity for learning and sets the tone for the classroom. This
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may include asking and answering questions, completing in-class assignments, and
consistently aligning behavior to classroom norms.
 Take personal accountability. Each student is responsible for taking ownership of their
actions in a way that values build safe and positive classrooms. Student accountability
encourages students learning and helps improve performance and achievements.
ROLES OF DISCIPLINE IN LEARNER-CENTERED CLASSROOM
Discipline is the proper conduct of the learners in the classroom. This is adopted by teachers
for the orderly behavior of the learners. It is about setting limits, clarifying roles, responsibilities,
and mutual expectations and creating a predictable, orderly and stable life. Discipline to be
effective should be vital, meaningful and sympathetic.
Discipline impacts the learning process by creating a stress-free environment for apportioning
time to various activities, improves planning through observing and maintaining a set of daily
routine, moulds learner character and enhances their motivation, enables the setting of good
examples and positively contributes to better grades.
 Creates a stress-free environment. It is important to relax because our brain needs to
detox and rest in order to function with optimal capacity. By disciplining, one can learn to
apportion time to various activities, including rest.
 Eliminates stress from student life. It is important for every student to have a set routine
to avoid the last-minute hustle. Discipline helps at maintain and following the daily routine
properly.
 Help Students Get Better Grades. A student will be able to spend more time studying and
the more time one spends in studying, the better the grades become
 Enhances and encourages students’ motivation. Staying discipline will keep the
student’s motivation fire burning and help get the best out of education
Sets a Good Example for Others to Follow. Discipline and diligent students serve as role
models for their classmates, but instead or secretly wishing to be like them, you should instill the
same self-discipline in yourself.
B. SOCIAL ENVIRONMENT IN EDUCATION comprised of students’ perceptions about how
they are encouraged to interact with and relate to others and encompasses dimensions of (1)
teacher support (2) promoting mutual respect (3) promoting student task-related interaction and
(4) promoting performance goals. To achieve this kind of classroom, teachers need to establish
an atmosphere of mutual trust and respect.
Social environment of the classroom is important to motivation and engagement for students
of all ages particularly adolescent students. For some adolescent students, the increase in self-
reflection, autonomy, and identity exploration lead to new academic interests, increased self-
39

regulated learning and commitment to education. (Goodenow, 1993 as cited by Helen Patrick
and Allison, Ryan 2003)
 Teacher Support refers to students’ belief that their teachers care about them, and
value and establish personal relationships with them. When students view thier teachers
as supportive, they report a higher level of interest, valuing, effort and enjoyment in their
schoolwork.
 Promoting Mutual Respect involves a perception that the teachers expect all students
to value one another and the contributions they make to classroom life and will not allow
students to make fund of others. Environment that are perceived as respectful are likely
to be ones in which students can focus on understanding tasks, without having their
attention diverted by concern about what others might think or say if they are incorrect or
experience difficulty. Respectful environment is conducive to student problem-solving,
cognitive risk-taking, and conceptual understanding.
 Promoting Task-Related Interactions. Interaction among students is a critical
component of student-centered instructional approaches. When students are
encouraged to interact and exchange ideas with each other during academic tasks, they
have opportunilties to ask or answer questions, make suggestions, give explanations,
justify their reasoning and participate in discussions.
 Promoting Performance Goals emphasizes on competition and relative ability
comparison between students in the classroom. Students perceived on performance
goals are more likely to exhibit belief and behaviors that are less conducive to, and often
detrimental to, learning and achievement. A classroom that are perceived as being
performance-focused are likely to have rates of students’ avoiding engaging in task and
cheating is more prevalent.
CREATING MOTIVATING LEARNING ENVIRONMENTS
Sustained motivation comes from within an individual but it can be influenced by
contextual factors. Teachers cannot make someone motivated, but they can create
motivating learning environments when students feel:
1. They feel some sense of autonomy or control
2. They feel connected to the class and the schools
3. They feel as if they possess the skills necessary to meet the challenges of school
Students are looking for clear and specific instructions from their teachers so that they
know what they need to accomplish (autonomy), knowledge that their teachers care about and
are committed to the class (relatedness) and a belief that they can do what is being asked of
them (competence). When students learn that they do have control over their choices, thoughts,
and actions, it means that their teachers have created motivating learning environments. The
more likely to leran the material or complete the tasks because they feel it is their choice. When
40

sstudnets engage because they see value in the learning experience, that intrinsic motivation
leads to increased engagement.
Motivation often results when students are allowed to make choices over how they will
demonstrate their learning. When teachers allow their students to make choices about what is
right for them, students develop ownership over their learning, which leads to increased desire
to participate in school.
Two most important conditions that allows teachers to create motivating learning
environments are the classroom is a place filled with (1) active learning and the construction of
meaning and (2) listening to what worries the students and teaching them how to manage that
stress so that they can concentrate on their academics.
 Active Learning and Constructing Meaning. Students were motivated to learn
because they were involved in hands-on, active learning over which they had ownership
or control. Literacy is about communication. People read and listen to maker meaning
and speak and write to convey meaning. Teachers who encourage students to
demonstrate their understanding content or literacy skills through imaginary and
symbols when appropriate create motivating learning environment.
 Managing Stress. Secondary school represents significant change from elementary
schools. Students have more teachers, more homeworks, more subjects, more
responsibilities and more stress. When teenagers face tremendous amounts of stress
without increase in support, they are less likely to develop thier talents. Motivating
teachers give students homeworks but also teach them how to break it into manageable
chunks. When students feel overwhelmed by school, they often stop trying before they
even begin.
Motivating teachers are honest about the demands of real life. When they share pieces of
their lives with students, thye show that everyone faces stress, conflict and uncertainties but still
ends up OK. Another strategy for increasing motivation is acknowledging students’ fears,
worries, and anxieties. By honoring their feelings and listening to what they are going through,
teachers indicate that the feelings are legitimate.
TEACHERS’ AFFECTIVE TRAITS
Management and instructional processes are key to facilitating learning and emphasize the
teachers’ affective characteristics or the social and emotional behaviors, more than pedagogical
practice. The following are affective characteristics of effective teachers (James H. Stronge, 2002):
Caring. Specific attributes that show caring are:
-sympathetic listening to students not only about life inside the classroom but more
about
students’ lives in general
-understanding of students’ questions an concerns
-knowing students individually, their likes and dislikes, and personal situations affecting
behavior and performance
Fairness and respect like:
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-treating students as people
-avoid the use of riducule and preventing situations i which studnets lose respect in front
of thier peers
-practice gender, racial and ethnic fairness
-providing students with opportunities for them to participate and to succeed
Social interaction with students:
-maintain professional distance with students while consistently behaving in a friendly,
Personal manner
-Interacitng productively by giving students responsibility and respect
-allowing students to participate in decision making
-having a sense of humor and willing to share jokes
Enthusiasm and motivation for learning:
-encouraging students to be responsible for their own learning
-maintaining an organized classroom environment
-setting high standards
Attitudes towards the teaching profession:
-having dual commitment to personal learning and to students’ learning achnored on the
belief that all students can learn
-working collaboratively with colleagues and other staff
-serving as an example of a lifelong learner to his/her studdnts and colleagues
Postiive expectations of students manisfested in:
-striving to make all students feel competent
-having high personal teaching efficacy in the belief that students can cause to learn
Reflective Practice:
-reviewing and thinking on his/her teaching process
-eliciting feedback from others in the interest of teaching and learning
COMMON DISRUPTIVE BEHAVIORS IN THE CLASSROOM
1. Humming and other odd noises 6. Overtalkativeness
2. Shouting one’s answer 7. Moving around
3. Resistance, uncooperativeness 8. Lack of perseverance
4. Does not follow instructions 9. Staring blankly
5. Eating inside the classroom 10. Answering at the same time
RESPONDING TO DISRUPTIVE BEHAVIORS IN THE CLASSROOM
1. Looking on. Teachers simple look hard at the student. This is a way of showing
disapproval or a way of getting an accurate picture of the disruption.
2. Non-Directive statements. Teachers simply state in words what they see. It is a verbal
way of showing awareness of what is happening.
3. Questions. Teachers may ask the concerned student. This question may be perceived
by the student as an instruction of his/her actions
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4. Directing. Teachers try to correct misbehavior by telling the misbehaving student how to
act. Like for example, “Stop talking, listen now”. In essence the teacher commands
proper behavior or it may be utterance of request.
5. Physical interventions. Sometimes, teachers resort to sending the students out of the
room or to an isolated part of the room.
6. Get the attention of the students through responsible participation, taking attendance,
collecting homework, getting instructional materials and other ways would give a sense
of accomplishments.
READINGS/REFERENCES
The Teaching Profession. Lim, Lourdes S et al.2014. Adriana Publishing Co. Inc. Quezon City,
Philippines
Principles of Teaching Part 1. Serrano, Erlinda D and Paez, Ana ruby M. 2015. Adriana
Publishing Co. Inc., Quezon City, Philippines
Classroom Management Strategies for Student-Centered Instruction. Retrieved from:
https://www.advancementcourses.com/courses/classroom-management-strategies-for-student-
centered-instruction/#:~:text=With%20student%2Dcentered%20instruction%2C
%20your,ownership%20over%20their%20own%20learning.&text=and%20their%20learning.-,In
%20the%20past%2C%20classroom%20management%20techniques%20have%20focused
%20on%20teachers,students%20and%20manage%20their%20behavior.
Physical Environment. Vanderbilt University. 2020. Retrieved from:
https://iris.peabody.vanderbilt.edu/module/env/cresource/q1/p02/#:~:text=The%20term
%20physical%20environment%20refers,the%20engagement%20of%20every%20child.
Classroom Organization: The Physical Environment. Linda Shalaway
https://www.scholastic.com/teachers/articles/teaching-content/classroom-organization-physical-
environment/
Classroom Seating Arrangements. Poorvu Center for Teachning and Learning. Retrieved
from: https://poorvucenter.yale.edu/ClassroomSeatingArrangements#:~:text=The%20physical
%20setup%20of%20chairs,classroom%20can%20significantly%20influence
%20learning.&text=fixed%20chairs%2C%20and%20trapezoidal%20tables,rectangular
%20tables%20with%20immobile%20chairs.
Educatiional Psychology. Gines, Adelaida C. et al. 2005. Rex Book Store. Manila.
Establishing Classroom Routines and Procedures by Hapitan, Mark Leo D. Retrieved from:
https://www.academia.edu/31289697/
Episode_5_Establishing_Classroom_Routines_and_Procedures_Field_Study_7_Practice_Teac
hing_Handbook_and_Portfolio__Field_Study_7_Practice_Teaching_Handbook_and_Portfolio_
Classroom Social Environment. Allison, Ryan M. May 2003. Retrieved from:
https://www.childtrends.org/wp-content/uploads/2013/05/Child_Trends-
2003_03_12_PD_PDConfPatRyan.pdf
Creating Motivating Learning Environment. Erika Daniels. January 2010. Retrieved from:
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https://www.researchgate.net/publication/
259854116_Creating_Motivating_Learning_Environments_What_We_Can_Learn_from_Resear
chers_and_Students
Classroom Procedures. Melissa Kelly. November, 14, 2019. Retrieved from:
https://www.thoughtco.com/important-classroom-procedures-8409
Roles and Responsibilities of Students in Classroom Management. Portia Newman.
February 9, 2019. Retrieved from:
https://www.kickboardforschools.com/blog/post/classroom-behavior-management/roles-
responsibilities-of-students-in-classroom-management/#:~:text=Students%20directly%20inform
%20the%20structure,can%20create%20their%20own%20image.
ACTIVITIES/ASSESSMENTS
1. Interview at least two (2) or three (3) teachers (on-line & in any level) and inquire on what
classroom routines they have established to ensure better classroom management. Include
the following data:
a. Name of the Teacher:
b. School:
c. Grade Level
Note: screen shot your interview to the teacher and print your work.
2. Reflection: After the gathered information from your interviewees, write your own reflection
on what classroom routines you want to do and you will implement them. Start your work as
follows: If I already have my own class, I want to do the following routines and
procedures:
3. Form a group of 5 members. From your group, formulate classroom rules & regulations you
want to implement in your classroom in the future. Include the disciplinary actions you would
impose for violating your rules & regulations.
4. Draw/create a collage of your own ideal classroom for learner-centered teaching using ½
size of cartolina/ Digital platform. Indicate the level for whom your design is (kinder,
elementary, high school or college) and what subject/s will it be applicable. Write a
description/explanation why you decide on that design relating its features to principles of
learner-centered classrooms.
5. Situational analysis on the classroom procedures and classroom discipline. Write
your specific answers and examples, if needed. Justify your answers briefly. (at least 5
sentences for each situation)
Situation A. It is your advocacy to respect and tolerate the cultural diversity in your class.
You want your classroom to be reflective of this in your own personal way. What kind of
artifacts or design must you provide to realize this? Why?
Situation B. In your class, your students are not performing well. Assignments are not pass
on time. Students are not pleased with the tasks given to them. They are too passive during
44

class recitation and sharing, as if they do not know how to answer the questions. When they
do, there is a lot of complaints. What will you do?
Situation C. The students in one of your class are performing well; but there is one nagging
problem that irritates you. During entering the room and during dismissal, there is always a
commotion as they embark from their assigned seats and hurriedly go to the door without
due respect as to whoever they will push or not. What is/are the best thing/s you can do?
Situation D. Maria is waving her hand wildly and declaring she “knows” the answer while
another student is trying to answer the question. She even come forward in front of you
saying to let her answer your question. What will you do?
Situation E. When Mario is asked to get his book and start to work, he refuses and sits
glaring at you. He gives you a very sharp look and does not do his seatwork. How will you
cope up with Mario’s behavior?
6. Short Quiz for Weeks 7 & 8.
7. Prepare for Midterm Examination covering topics from week 2 to week 8.
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