CLASSROOM

MANAGEMENT

Guiding Principles in
Classroom Management
Classroom management is not teaching; it is a necessary conditions to
teaching

Introduction
Poor Classroom Management
- common problem in the classroom.
Classroom Management
- the prerequisite of teaching.
What do the teachers manage?
1. resources to facilitate learning
- 3 Ms
a. Moment
b. Materials
c. Man

Principles in Classroom Management

by:

James H. Stronge

1. Consistent, proactive discipline is the crux of effective

classroom management.
- Prevention is better than cure
- If we are proactive in our approach to discipline we prevent
unnecessary disciplinary problems from cropping up.
2. Establish routines for all daily tasks and needs.
- Doyle: Routinization makes classroom activities less susceptible
to breakdowns and interruptions. . .
- Routine procedures give rise to orderly learning environment and
maximum and optimum use if precious time.

Principles. . .
3. Orchestrate smooth transitions and continuity of momentum
throughout the day.
- smooth transitions + continuity of momentum = no lessons left behind.
- distractions makes the classroom restless
- Restlessness - father of disciplinary problems
4. Strike a balance between variety and challenge in student's
activities.
- the use of variety of student activities will ensure that students' multiple
intelligences and varied learning styles are considered in the conduct of
student learning.
- Boredom = disciplinary problems

Principles. . .
5. As classroom manager, be aware of all actions and activities in the
classroom.
- heightened awareness of everything that happens in our classroom
puts our pupils and students on their toes all the time.
- with-it-ness (Kounin)- the eyes on the back of our heads thing.
6. Resolve minor inattention and disruption before they become major
disruptions.
- a stitch on time saves nine
- we have not to wait until our class is out of control. We have to respond
to inappropriate behavoir promptly.
- Misdemeanors - should be responded immediately.
- a small spark should be put out to avoid conflagration.

Principles. . .
7. Reinforce positive behavior.
- be generous with genuine praise.
- subtraction mentality - teachers who are quite stingy with praises.
- for a praise to be genuine it mus be given according to merit. A way
of appreciating and recognizing their hard work and good behavior.
8. Treat minor disturbance calmly.
- Do not make a mountain out of a mole (Ornstein, 1990)
- a single stern look or gesture to stop the misbehavior.
- Let us not make a fuss about it.

Principles. . .
9. Work out a physical arrangement of chairs that facilitates an
interactive teaching-learning process.
- a flexible seating arrangement where we can re-arrange seats or desk
to suit or learning needs and conditions.

10. Make good use of every instructional moment. Minimize discipline

time to maximize instructional time.

Management of Time
Time lost is irretrievably lost- Jose Rizal
The only thing you cannot recycle is wasted time
beginning of the course)

(from the

Introduction
205 days / (school) year
6 hours / day is consumed
= 1230 hours - devoted hours for 1 school year for
FOUR periodic tests.
- which is more than enough to master basic
competencies.

Intro. . .

What is the problem?

- Many hours are robbed off from every student

Intro. . .
Reason/s:
1. Disruption of instruction due to disciplinary problems
2. due to announcements
3. administrative tasks (attendance checking)
4. black out (for lessons with film-viewing, etc.)

Effective Techniques, Research-based

Orchestrate smooth classroom transitions
Remain involved with the students during the entire
class period allowing for no idle time.
Use fillers, in case you finish the lesson ahead of
time.
Use planning or pacing material such as a copy of the
scope and sequence of the subject.

Effective. . .
Use a common place to keep materials such as
scissors, and school supplies.
Follow a consistent schedule and maintain
procedures and routines established at the beginning
of the year.
Handle administrative tasks quickly and efficiently.

Effective. . .
Prepare materials in advance.
Make clear and smooth transitions.
Limit disruptions and interruptions through
appropriate behavioral management technique.
(James H. Stronge, 2002)

FOR A QUALITY OUTPUT (suggestions)

Schedule all activities with corresponding time allotment
way ahead of time.
- Early preparations avoids haste and confusion

Provide enough time for everything you expect to happen.

Avoid rushing since you know you have carefuly alloted
required time for every activity.

Quality output. . .
Anticipate difficulties or failure of some operations in
order to be able to pursue alternative actions.
Be flexible with time assignments.
Set the example by showing that you are time-conscious.

Discipline
Self-discipline connotes internal motivation for one's behavior, the
internalization of domestic ideals and is most evident when external
regulations of behavior are absent - George Bear

Causes of Disciplinary Problems

A. UNFAVORABLE LEARNING CONDITIONS
- one of the most common cause
Due to:
1. overcrowded with more than the regular number of students to
a class.
2. poor lighting facilities and inadequate ventilation.
3. furniture and storage cabinets disorderly positioned.
4. inappropriate seating arrangement.
5. near sources of noise.

Causes. . .
B. TEACHER'S POOR MANAGEMENT SKILLS
- lack of skills in handling misbehavior likewise contribute ti a
trouble-prone setting.
Teachers' ability to meet discipline-challenging situations
depends on:
1. knowledge and skills in employing a wide range of classroom
strategies and procedures;
2. personal and emotional attributes.

Causes. . .
C. STUDENTS' VARIED BACKGROUND
- students brings an individual attitudes, interests and abilities.
Differences:
1. family background;
2. physical and mental capacities;
3. emotional traits among others.

How to Prevent Disciplinary Problems

Seasoned teachers have learned how to prevent discipline

problems.
You must know how to anticipate trouble so that minor skirmishes
may not erupt to full-fledged battles

How to. . .
A. Depending on the students abilities and interests, teachers can
implement group-oriented methodologies such as:
1. Cooperative learning approach;
2. Team learning;
3. Peer tutoing;
4. Group projects and collections.

How to. . .
B. Teachers who are sensitive to possible misdirection of efforts and
interactions are fast to switch from one technique to another as the
need arises.
C. Of prime importance are the teachers' personal attributes such
as:
1. Patience
2. Compassion
3. Concern and caring attitude
4. Respect and trust for others.

How to. . .
D. The teachers' personalities influence students' behavior.
Such as:
1. Warm, respectable relationship with students through
sincere and straightforward communications;
2. Unpretentious gestures and genuine modes of
recieving students' explanations;
3. Recognition and appreciation;
4. Caring attitude;
5. Equal treatment.

How to. . .
E. The teachers' learning style will determine how the students will
respond.
Such as:
1. How they give orders in the form of requests and how clearly the
procedures are explained.
2. Involving everyone from the planning to the implementing of the
lesson results well-coordinated investigations and discussions.
3. Use of appropriate tools and evaluation techniques will show a
final achievement of learning objectives.

Various Modes of Establishing

Discipline/Classroom control

Authoritatian

Control

Assertive

Laissez faire

No control

Begins with the teacher's total control of students becoming less

with increasing studen'ts participation until teachers' control is no
more as students are allowed to let do (French word : Laissez
faire).

Various modes. . .
AUTHORITARIAN Setting/Type of discipline
- teacher has total control of the discipline.
- the teacher has the right to insist on proper behavior.
- the teacher announces the rules that the students are expected
to follow.
- the student have no say.
*Discipline - the exclusive responsibility of the teacher.

Various modes. . .
ASSERTIVE Type of discipline
- discipline is both a responsibility of the teacher ad students.
- student participate in formulating rules for their own behavior
and they are expected to observe them.

Assertive Discipline
a structured, systematic approach designed to assist teachers in
managing an organized, teacher-in-charge classroom
environment.
the teacher is the captain of her classroom.

Behaviors to be used for Assertive discipline

1. Identify expectations clearly.
2. Be willing to say I like that or I don't like that.
3. Be persistent in stating expectations and feelings.

Behaviors. . .
4. Use a firm tone of voice.
5. Maintain eye contact.
6. Use non-verbal gestures in support of verbal
statements.

Behaviors. . .
7. Use hints, questions, and I-messages rather than
demands or requests.
8. Follow-up with promises rather than with threats.
9. Be assertive in confrontations with students.

Various modes. . .
LAISSEZ FAIRE Type of discipline
- the students can do as they please
- there is no teacher control

Common Practices of School Policies

1. Discipline is the students' responsibility.
2. Discipline is the teachers' way of establishing a
desirable student-oriented environment for learning.
3. Discipline is coupled with effective teaching
strategies and technique.

Common. . .
4. Discipline is achieved through the effects of group
dynamics on behavior.
5. Discipline is believed to be the exclusive
responsibility of the teachers.

Ways of Dealing with Discipline Problems

Acceptable and effective:
1. Use verbal reinforcers that encourage good behavior
and discourage bad tendencies.
2. Use nonverbal gestures, frowns or a hard look to
dissuade them from mischief.
3. Dialogues can help in discovering problems and
agreeing on mutually beneficial sutions.

Acceptable. . .
4. Focus attention on one who is unruly and is about to
disturb the neighbors.
5. Award merits for good behavior and demerits for
inconsistencies and lapses.
6. A private one-on-one brief conference.
7. Give the students the freedom to express or explain
agitated feelings.

Unacceptable and ineffective:

1. Scolding and harsh words.
2. Nagging and faultfinding, together with long sermons
are repugnant and nasty.
3. Keeping a student in a detention area during or after
classes.

Unacceptable. . .
4. Denying a student some privilege due to unnecessary
hyperactivity.
5. Assignment of additional homework compared to the rest can
make them dislike the subject.
6. Use of ridicule or sarcasm could humiliate and embarass a
student.
7. Grades for academic achievement should not be affected due to
misdemeanor.

Effective Disciplinary Interventions

1. Teacher reaction
- includes verbal and physical behaviors of teachers that
indicate that their behavior is appropriate or inappropriate.
2. Tangible recognition
- those strategies in which students are provided with
some symbol or token for appropriate behavior.

Effective. . .
3. Direct cost
-those interventions that involves a direct and concrete
consequences for misbehavior.
4. Group contingency
- a group of students meet the behavioral criterion to earn credit.
5. Home contingency
- making parents awae of the postive and negative behaviors of
their children by noting or calling or visiting them.