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Republic of the Philippines CAMARINES NORTE STATE COLLEGE College of Education Daet, Camarines Norte



Classroom Management Teresa R. Visitacion


is the process of organizing and conducting a classroom to maximize learning. (Richard Kellough, 2003). involves the teachers actions to create a learning environment that encourages positive social interaction, active engagement in learning and self motivation (Burden & Byrd, 2003). Involves the establishment and maintenance of the classroom environment so that educational goals can be accomplished (Moore, 2005). defined as the provisions and procedures necessary to create and maintain an environment in which teaching and learning can occur (Duke, 1987 in Cruickshank et al., 1999).

PERSPECTIVE ON CLASSROOM MANAGEMENT Arends (2004) presents below the ideas that can provide additional perspectives on effective classroom management. 1. Classroom management is possibly the most important challenge facing teachers. 2. Classroom management and instruction are highly interrelated. DOMAINS OF CLASSROOM MANAGEMENT As classroom managers, teachers are beset with multifaceted responsibilities in the performance of their daily routines. By and large, effective classroom managers need to handle the following areas of responsibility (Burden and Byrd, 2003). 1. 2. 3. 4. 5. 6. 7. Selecting philosophical model of classroom management and discipline. Organizing the physical environment. Managing student behaviour. Creating a respectful, supportive learning environment. Managing and facilitating instructions. Promoting classroom safety and welfare. Interacting with colleagues, parents, and others to achieve classroom management objectives.

ELEMENTS OF EFFECTIVE CLASSROOM MANAGEMENT Effective classroom management is the touchstone of effective instruction. Daniel Muijs and David Reynolds (2005) identified the elements that have bearing in the conduct of managing the classroom such as the following: 1. 2. 3. 4. 5. 6. Starting the lesson. Appropriate seating arrangements. Dealing with external disruptions. Establishing class rules and procedures. Smooth transition between lesson segments. Pupil talk.

7. Giving homework/assignments. 8. Maintaining momentum during the lesson. 9. Downtime. 10. Ending the lesson. APPROACHES TO CLASSROOM MANAGEMENT Three approaches to classroom management, as suggested by Moore (2005): 1. The Self disciplined Approach. 2. The Instructional Approach. 3. The Desist Approach. BUILDING POSTIVE TEACHER STUDENT RELATIONSHIPS 1. 2. 3. 4. 5. 6. 7. 8. Use human relation skills. Enable success. Be invitational. Use effective communication skills. Establish a safe, nonthreatening environment. Be fair and consistent Show respect and affection to students. Communicate basic attitudes and expectations to students and model them in your behaviour. 9. Create an open dialogue with students. PRINCIPLE/GUIDELINES General Management Principles (Thomas L. Good and Jere E. Brophy, 2000) 1. 2. 3. 4. 5. Plan rules and procedures in advance. Establish clear rules and procedures where needed. Students assume responsibility. Minimize disruptions and delay. Plan independent activities as well as organized lessons.

GUIDELINES FOR CLASSROOM MANAGEMENT (Thomas L. Dynesson and Richard E. Gross, 1995) 1. Developing a set of classroom rules and procedures. 2. Training students in the classroom to assume responsibilities. 3. Consistently applying rules. 4. Rewarding or recognizing students for cooperation and achievement.

GUIDELINES FOR CLASSROOM MANAGEMENT (Arthur Ellis, 1986) 1. 2. 3. 4. 5. 6. 7. 8. 9. Involve your students in management. See behavior problems and management problems as content for problem solving. Do not humiliate students. Do not punish the whole group for difficulties caused by one or a few persons. Discuss goals individually. Distinguish between behavior problems and learning problems. Create a climate of interdependence. Schedule some free time. Be a democratic leader.