Creating Well-

Managed
Classrooms

DR. SUSANA A. ESTANISLAO, RGC

 Expectation-Setting

1. What motivated you to attend this

seminar-workshop on “Classroom
Management”?

2. What particular skill/s do you want

enhanced after this seminar-workshop?
 Objectives

1. To identify the concepts, principles, guidelines

and practices in creating well-managed
classrooms or good classroom management;
2. To appreciate one’s role as a classroom
manager and leader;
3. To share one’s experiences as a classroom
manager and to demonstrate the proper ways
of managing classrooms.
 Group-Sharing

1. What are your concepts or perceptions of a

well-managed classroom?
2. What are your top 5 problems, issues and
concerns in managing your own classroom?
3. What are the corresponding solutions and
interventions that you took in addressing
these issues and concerns?
4. What are your recommendations and needs to
better manage your classrooms?
 Chart Format (for reporting)
Top Concepts/ Problems, Solutions / Recommendations
5 Perceptions of Issues and Interventions / Needs
Well-Managed Concerns
Classrooms

1.

2.

3.

4.

5.
Key Concept

Well-managed classrooms exit

because teachers have clear
ideas of the types of
classroom conditions and
student behaviors necessary
for a healthy learning
environment. They not only
have clear ideas, but they
also work very hard to create
these conditions (Emmer,
Evertson & Worsham,
2006).
 Why establish an effective classroom
management?

Teachers are tasked to:

- develop a smoothly running classroom community where
students are highly involved in worthwhile activities that
support their learning.
- develop teaching plans to proactively reduce the
occurrence of disruptive behavior in the classroom and
the school (Darch &Kame’enui, 2004).
- provide every child a fair chance to be successful in life
guided by the legal, ethical and cultural issues associated
with classroom management (Vision for what is and
what is not appropriate management practices) Landau,
2004.
 Holistic Approach
to Create a Democratic Classroom

Student Cognitive
Curriculum Design
Abilities (minds
(Subject matter
actively engaged in
content and
interesting problems
activities,
and meaningful
instruction)
lessons)

Student Emotional
Needs (if not met can Teacher Classroom
cause rowdy and Management
disruptive behaviors Strategies and
– want quick, easy Practices
answers)
 Basic Principles of Classroom Management

1. The single most important factor in determining the

learning environment is teacher behavior.
2. Teachers have the professional responsibility for
assuming the role of instructional leader.
3. Teachers who have clearly developed ideas of (a) the
relationship between teaching and discipline; (b) the
factors motivating student behavior; (c) their own
personal expectations for student behavior; and (d)
a systematic plan to manage misbehavior, have
classrooms characterized by a high percentage of on-
task student behavior.
Basic Principles of Classroom Management

4. A preplanned decision-making hierarchy of

intervention strategies (knowledge of teaching
process, understanding of human behavior, etc.,
prevention and interventions) increases the
likelihood of appropriate student behavior.
5. For effective teaching to take place, teachers must be
competent in influencing appropriate student
behavior so as to maximize the time spent on
learning. Such teachers enjoy teaching more and
have greater confidence in their ability to affect
student achievement.
 What are the processes involved?

1. Plan several key areas

before the school year
begins.
2. Implement the plan and
establish good
management at the
beginning of the year.
3. Maintain the
management procedures
throughout the year.
 Case Study

Ms. Garcia has been teaching grade 4 for the past 3

years and never had such a challenging class. The
school year had barely begun but already she was
dealing with power struggles on a daily basis. Her
students were largely in the lower socioeconomic
brackets, many had serious family issues, mostly
diverse and did not get along with each other. For the
first time in her career she felt like she was spending
more time on discipline than on teaching academic
content. She conducted diagnostic tests to determine
the reading levels of her students.
 Planning Key Areas

1. Organizing your classroom and materials – arrange bulletin

boards and walls, floor space, student desks, teacher’s desk,
cabinets, bookcases, etc.
2. Choosing rules and procedures – stated expectations
regarding behavior, ex. “Be prompt, be prepared and be
polite”.
3. Managing student work – feedback and monitoring
procedures, communicating assignments and work
requirements (use of forms, accountability procedures –
grading system and record keeping)
 Planning Key Areas

4. Getting off to a good start – Beginning –of-class

routine, class rules, introductions, etc.
5. Planning and conducting instruction – opening the
period, checking homework, recitation, content
development, discussion, seatwork, small-group
work & closing (preventing misbehavior)
6. Managing cooperative learning groups – room
arrangement, individual, group attention signals
7. Maintaining appropriate student behavior –
building a positive climate, recognition, etc.
Communication Skills for Teaching

Constructive
assertiveness – corrected
misbehavior
Empathic responding –
listening, reacting to
maintain positive
relationship,
encouragement
Problem solving –
reaching mutual
satisfactory resolutions,
plan for change
 Managing Problem Behaviors

A discipline problem is any

behavior that (1)
interferes with the
teaching act; (2) interferes
with the rights of others to
learn; (3) is
psychologically or
physically unsafe; or (4)
destroys property (Levin
& Nolan, 2007).
Be responsible for
appropriate behavior.
 5-Step Cooperative Discipline Approach

1. Pinpoint and describe the student’s behavior.

Have objective observations, not on how one feels.
2. Identify goal of misbehavior (seeking attention, power,
revenge or avoidance-of-failure)
3. Design specific behavior techniques depending on goal of
misbehavior.
4. Select encouragement techniques to build student self-esteem
as stopgap measures to create sense of belonging.
5. Involve parents as partners for involvement and support.
 References

Darch, C. B. & Kame’enui, E. J. (2004). Instructional Classroom Management: A

Proactive Approach to Behavior Management. Pearson Education Inc., USA.
Emmer E. T., Evertson, C. M. & Worsham, M. E. (2006). Classroom Management for
Middle and High School Teachers. Pearson Education Inc., USA.
Landau, B. M. (2004). The Art of Classroom Management: Building Equitable
Learning Communities. Pearson Education Inc., USA.
Levin, J. & Nolan, J. F. (2007). Principles of Classroom Management: A Professional
Decision-Making Model. Pearson Education Inc., USA.