Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VII, Central Visayas
Division of Toledo City
GENERAL CLIMACO NATIONAL HIGH SCHOOL
General Climaco, Toledo City

MINUTES OF THE LAC SESSION

I. DATE:

II. TIME STARTED:

III. TIME END:

IV. VENUE:

V: CHECKING OF ATTENDANCE:

VI. PRAYER:

VII. AGENDA:
“CLASSROOM MANAGEMENT”

VIII. MEETING PROPER:

TOPIC
 What is Classroom
Management?
 Characteristics of a
Well-Managed
Classroom
 The three most important
student behaviours that
must be taught the first day
of school
 Difference between
Discipline and Procedures
DEFINITION/SPECIFICATION
 Everything a teacher does to organize students, space,
time, and materials so that instruction in content and
student learning can take place.
Characteristics Ineffective Teacher Effective Teacher
1. High Level of Teacher is working. Students are
student involvement working.
2. Clear Student Teacher says “Know Teacher tells
Expectations everything in students objective
Chapter 3.” of lessons and
tests.
3. Little Wasted Teacher punishes Teacher has
Time, Confusion, of according to mood. discipline plan and
Disruption Students always ask posts assignments.
what the
assignment is.
4. Work-Oriented Teacher tells but Teacher practices
does not practice procedures until
procedures. Teacher they become
yells and flicks light routines and
switch. knows how to
bring class to
attention.
 1. Discipline—Have a plan
 2. Procedures
 3. Routines
 Discipline concerns how students behave.
 Procedures concern how things are done.
 Discipline has penalties and rewards.
 Procedures have no penalties or rewards.
 ROUTINE: What the students do automatically. (habit)
 Students readily accept a uniform set of classroom

 Classroom procedures that
MUST become Routines
 The Procedure for Teaching
Procedures
 Philosophy of Love and
Logic
 Why Does It Work?
 The Three Rules of Love &
Logic
 Control the time you spend
on discipline by...
 Empathy (not sympathy)
procedures because it simplifies their task in succeeding in
school. It creates a predictable and consistent
environment.
 Beginning a class
 Quieting a Class
 Student seeking help
 Movement of students and papers
 End of Class
 Explain. State, explain, model, and demonstrate the
procedure.
 Rehearse. Rehearse and practice the procedure under
your supervision. (Must DO!)
 Reinforce. Reteach, rehearse, practice, and reinforce the
procedure until it becomes a student habit or routine.
Give Praise.
 Choice and freedom to make mistakes.
 Equal balance of consequences and empathy replace
punishment whenever possible.
 Child takes responsibility of his/her actions.
 Student is required to do more thinking than the adult.
 Child is always left with a feeling that he or she has some
control.
 Know that Love and Logic doesn’t replace your present
system, instead it is a guide to help you solve the vast
array of problems you may face in the classroom. It is a
tool you can use to enhance your classroom management.
 Uses humor, hope, and empathy to build up the
adult/child relationship
 Emphasizes respect and dignity for both children and
adults
 Provides real limits in a loving way
 Teaches consequences and healthy decision-making
 Use enforceable limits--Don’t tell kids how to run their
lives, instead tell them how you are going to run yours
 Provide choices within limits--Offer choices to students
that you can deal with.
 Apply consequences with empathy-- When consequences
are applied with empathy the child has an opportunity to
build a thought process about the mistake.
 Building positive relationships with your students
 Set enforceable limits through enforceable statements.
 Share control.
 Implement disciplinary interventions that stop undesirable
behaviors in their infancy, avoiding the need for
consequences.
 Delay consequences.
 Adults must demonstrate a sincere and empathetic
response to child’s misbehavior.
 We hand over the problem for the child solve.
 The students are in the thinking mode rather than the
fighting mode.
 The child’s poor decision becomes the “bad guy” while
keeping the adult the “good guy,” thus having a hard time
blaming the adult.
 You become a consultant, not the one who rescues.
Prepared by:
JHON REY M. BALICOCO
Grade 7 - Adviser