Classroom

Management
Techniques
Therese B. Aguil
and
Baita T. Sapad

Rules and
Procedures

Probably, the most obvious

aspect
of
classroom
management involves the
design and implementation
of classroom rules and
procedures.
Rules
and
procedures help in dealing
with various types of
learners especially during
the
teaching-learning
process.

Beginning of the school

day or beginning of the
period
Transitions and
interruptions
Materials and
equipment
Cooperative learning
groups
Seatwork & teacher-led
activities

Involving students in the

design
of
rules
and
procedures

Summary:

Disciplinary
Interventions
The lack of discipline is the
most serious problem facing
schools today.

What are the

action steps you
are encouraged to
follow?

Action Step 1
Teacher Reaction
Tangible Recognition
Direct Cost
Isolation Time out
Overcorrection
Group Contingency
Interdependent Group
Contingency
Techniques
Dependent Group
Contingency Technique

Home Contingency
Action Step 2
Summary:

Communicating
with Students
Everyday you communicate
with your students using
different
forms
of
communication, verbal or
non-verbal. Though ability to
communicate is inherent to
all human beings, the skill to
communicate properly must
be learned.

Communication is a two
way process. If one is
speaking, somebody should
be listening. There is no
communication
if
both
parties are speaking.
Communicating with students
involves the following aspects:

Using descriptive rather than

judgmental language;

Teaching students to listen to

you;

Listening to students;

Using supportive Replies;

Avoiding Unintended
Messages; and

Professional confidence and

students rights.

Using descriptive
rather than
judgmental language
Descriptive
language
verbally
portrays
a
situation, a behavior,
an achievement, or a
feeling.
The consequences of
judgmental language

How would you avoid

using judgmental
language

Avoid labels.

Learn to distinguish between a

students accomplishments and
the value of the student.

Do not view a students display

of off-task behavior as a
reflection of character flaws.

Be responsible for teaching

each student to be on task and
to achieve learning objectives.

Do not include judgment of

students characters among
your responsibilities.

Do
not
hesitate
in
communicating your feeling
about specific behavior or
achievements
of
students.
However, do not allow those
feelings to influence the degree
to which you respect, care for
and value students.

Teaching Students to
Listen to You
The Judicious Use of
Words
Thinking Before Talking

More and More Useless

Words
Speaking Only to
Intended Listeners
Body Language
Speaking Only to the
Attentive
Listening to Students
Using Supportive
Replies
Accepting Feelings
Relieving Frustration
Defusing Conflict

Avoiding Unintended
Messages
Professional
Confidence and
Students Rights
The following have a
right & need to know
about
students
achievement levels and
behaviors:

Students themselves

Students parents/ guardians

Professional personnel
guidance councilor
principal

subject area supervisor /

curriculum director

Summary:

Teacher-Student
Relationship

Effective
teacher-student
relationships have nothing to
do with teachers personality
or even with whether the
students view the teacher as
a friend. Rather, the most
effective
teacher-student
relationships
are
characterized
by
specific
teacher behaviors:

exhibiting appropriate levels of

dominance

exhibiting appropriate levels of

cooperation

and being aware of high-needs

students

Appropriate Levels of
Dominance

Assertive
behavior
differs
significantly from both passive
behavior
and
aggressive
behavior. Researchers explain
that
teachers
display
assertive behavior in the
classroom when they:

Appropriate Levels of
Cooperation

Awareness of HighNeeds Students

Five
Categories of
High-Needs
Students
Passive
Aggressive Students
Attention Problems
Perfectionist
Socially Inept
Summary: