2. BASIC ELEMENTS OF
CLASSROOM MANAGEMENT
Objectives:
1. Define classroom management
2. Identify the basic elements of
classroom management
3. Describe a classroom climate that is
conducive for learning
4. Enumerate ways on how teachers and students
can help create a conducive classroom
environment
3. CLASSROOM MANAGEMENT
Classroom management is an integral part of the teaching
process.
It suggests providing a classroom environment that is
conducive to learning, such as appropriate time scheduling
for various activities and an orderly placement of furniture and
instructional materials.
A clean and well lighted area, together with a comfortable
seating arrangement, make the classroom an inviting place
for promoting interaction and a much welcomed feeling of
togetherness.
Records of performance are well – kept and reported to keep
track of progress.
Discipline indicating complete behaviour control is well –
established.
4. A. ORGANIZATIONAL PLAN
1. Structured Classroom
The learning activities in a structured classroom are well
– planned ahead of time and the procedures follow
accepted rules and regulations established by the
school.
2. Flexible Classroom
In a flexible classroom there is allowance for free
movement, time allotment and even in decision
regarding modes of undertaking the learning activities.
5. A flexible classroom can allow different types of
grouping, from a totally individualized set – up to one
that is class – oriented or group – oriented.
a. Individualized Approach
• All instructional approaches are intended for each
individual student considering ability, interests and
needs.
b. Group Set – up
• Groups may be organized for a number of purposes:
Ability grouping put together students of the same
achievement level. Grouping facilitates such teaching
strategies as cooperative learning, group
experimenting or drama presentations.
c. Combined approach
• Some schools could opt to use a combination of both
types of organization depending on conditions that
warrant a switch from one to the other and vice versa
6. B. SCHEDULING
Good time management is the key to a
smooth flow of planned activities.
On it would depend how much of the
objectives could be accomplished.
Proper timing could sustain motivation
and interest, resulting in students’
active involvement in all class
undertakings
7. Teachers must be able to plan thoroughly for
their daily lessons and additional activities such
as:
o parent – teacher conference after classes
o working with other teachers during
occasional school events
o preparing new teaching devices
o advanced requests for supplies and materials
for the week’s lessons and for learning
centers
o supervising student s along the corridors and
school ground or while eating in the canteen
8. Filler or Emergency Activities
Examples of some easy and relevant
activities:
Ask for a brief story that is about or an
extension of the lesson
An anecdote that happened recently
will surely be interesting
Have a question box and let a student
pick one and answer
Role play about the lesson conclusion
9. Tips for maintaining good time management
Schedule all activities with corresponding time allotment way
ahead of time. Early preparations could avoid haste and
confusion.
Provide enough time for everything you expect to happen.
Economy in time planning is learned from experience.
Avoid rushing since you know you have carefully allotted
required time for every activity. Quality may suffer.
Anticipate difficulties or failure of some operations in order to
be able to pursue alternative actions.
Be flexible with time assignments. If students are observed
to be very interested and eager to continue working, allow a
little more time for them to complete and achieve the
objectives with satisfaction.
Use fillers in case you finish the lesson ahead of time.
Set example by showing that you are time conscious. They
will develop the same precision regarding time utilization.
10. 3. RECORD KEEPING
Among the school activities to be
recorded are:
1. Daily Attendance
2. Students’ Progress
11. For you to keep track of each student’s
performance, you can be assisted by the
following:
Have record book for recording daily
performances such as quizzes,
recitations and completed
assignments, special assignments,
reports, scores of major tests etc.
Each student should have a portfolio
to file actual records of scored tests,
accomplished assignments.
12. D. PHYSICAL ENVIRONMENT
• A physical learning environment has
something to do with the condition of
the classroom or the immediate
environment of the learner.
• A physical environment that is clean,
orderly, well – ventilated, well –
lighted, spacious that allows
movements, and free from
unnecessary distractions is conducive
to learning.
13. 1. Maintaining Cleanliness
Regular cleaning of the floor
Collecting immediately materials and
supplies used in an activity
Return used instruments and devices to
their proper places.
Erase the board after use.
Place a wastebasket nearby for used
pieces of paper.
14. 2. Look after proper ventilation and
lighting for comfort and ease
3. Unnecessary noise due to
careless closing and opening of
doors and windows must be
avoided.
15. 4. Bulletin board and displays
Students may assist in the preparation
of the bulletin board:
The contents and message must be connected with the
lessons for a week or two.
The information/ topics must be accurate and clearly
informative.
The choice of the color, size and the materials to be placed
must be attractive and appropriate to the age group. Choose
a neutral background.
Upon completion of the unit, they must be replaced
immediately.
Displays must show correct relationships among the
contents.
Bulletin boards may include outstanding pieces of student’s
work, well designed diagrams and illustrations about the
topic, artwork etc.
16. 5. Seating Arrangement
How students are seated could make a
difference in keeping them motivated and
attentive, as when an activity is about to
begin.
In a whole class instructional plan, the seats
are arranged in rows facing the front or the
blackboard. In a group activity a circular
arrangement is helpful. Working with
computers or watching a film would depend
on the electrical connections needed. Not to
be forgotten is the choice of the right size of
chair.
17. E. DISCIPLINE
Discipline is controlled behaviour.
It constitutes the next important
concern of teachers as part of good
classroom management.
No matter how well – managed a
learning environment is, students will
occasionally misbehave.
Teachers must be ready to deal with
them with utmost care and
consideration.
18. Causes of Disciplining Problems
a) Overcrowded with more than the regular number of
students in a class. This results in immobility or
discomfort moving around especially when there is a
need to operate instructional equipment and
materials.
b) With poor lighting facilities and inadequate
ventilation. Attention will be difficult to sustain.
c) With furnitures and storage cabinets disorderly
positioned making the collection and retrieval of tools
and materials less efficient.
d) With inappropriate seating arrangement such that
distraction of student’s concentration can easily
occur.
e) Near sources of noise which obstructs
understanding of the lesson.
19. Common Ways of Establishing
Discipline / Classroom Control
Discipline is the students’ responsibility. They
participate in formulating rules for their own
behaviour and they are expected to observe
them. If they misbehave, the teacher accepts no
excuses. The must be ready for the
consequences.
Discipline is the teacher’s way of establishing a
desirable student – oriented environment for
learning. Teams of learners work and study
together for a common goal, thus lessening the
occurrence of discipline problems. The feeling of
belonging and strength in their union prevails.
20. Common Ways of Establishing
Discipline / Classroom Control
Discipline is coupled with effective teaching strategies
and techniques. A well – planned learning activity will go
on smoothly with fewer interruptions caused by
misbehaviour.
Discipline is achieved through the effects of group
dynamics on behaviour.
Discipline is believed to be the exclusive responsibility of
the teachers. They have the right to insist on proper
behaviour. They announce the rules that students are
expected to follow. Good behaviour is rewarded and bad
behaviour is dealt with accordingly. It is termed “assertive
discipline”.
21. Tips to be a Good Disciplinarian
Be prepared to face a class with multi – behaviour
tendencies. Each individual acts in a unique manner.
Not one will react in the same way as the other.
Know your students well – their names, family
composition and socio – economic status. In cases of
misbehaviour, you will understand them easily and an
appropriate assistance will come in time.
Show your sincere concern for their welfare. Knowing
that you care will develop among them self – control
and self – discipline. As they grow they will be more
responsible for their own behaviour.
Commendable behaviour is reciprocal. Your winsome
manners and positive attitude will be watched and
willingly duplicated in return.
22. Tips to be a Good Disciplinarian
Be calm, poised and tactful in solving discipline
problems. Refrain from unkind words and harsh
punishments.
At all times be firm and consistent in following
classroom “dos” and “donts”. Students will likely test
your patience and try how far they can go.
Be enthusiastic and the students will match your
enthusiasm instead of being drawn to trouble.
Let out your good sense of humor. Laugh with your
students and sometimes at yourself. It will reduce
tension from all.
Speak with a good voice volume, not too loud to
become noise nor too soft to be heard.
Be humble in words and actions. It could produce a
magnetizing effect.
23. Common Ways of Dealing with Discipline Problems
Acceptable and effective:
Use verbal reinforcers that encourage good behaviour and
discourage bad tendencies.
Use non verbal gestures, frown or a hard look to dissuade them
from mischiefs.
Dialogues could help in discovering problems and agreeing on
mutually beneficial solutions.
Focus attention on one who is unruly and is about to disturb
neighbours. Lead him/ her to a secluded area and nicely
convince him/ her to be quiet.
Award merits for good behaviour and demerits for
inconsistencies and lapses.
A private, one – on – one brief conference could lead to a better
understanding of mistakes that need to be remedied or
improved.
Allow students the freedom to express or explain agitated
feelings and misgivings rather than censure them right away.
24. Common Ways of Dealing with Discipline Problems
Unacceptable and ineffective:
Scolding and harsh words as a reprimand will have a
negative effect on the entire class.
Nagging and faultfinding, together with long “sermons” are
repugnant and nasty.
Keeping a student in a “detention area” during or after
classes as a penalty for misbehaviour is a waste of time
and occasion for learning. The shameful experience is not
easy to forget.
Denying a student some privileges due to unnecessary
hyperactivity could all the more encourage repetitions.
Assignments of additional homework compared to the rest
could make the students dislike the subject.
Use of ridicule or sarcasm could humiliate and embarrass
a student.
25. F. ESTABLISHING A ROUTINE
• Routine is a regular procedure or a
normal practice that is to be followed.
It is a schedule of activities that is
mostly time – paced and is attuned to
the lesson objectives. Following
routine efficiently contributes to a good
classroom management.
26. Advantages:
The advantages of sticking to a routine
are:
It helps in accomplishing everything that is
planned.
It serves as a guide in controlling
behaviour
Students feel secure since they know
every step in the procedure
It builds a teacher’s confidence in
following a well – planned procedure.
27. Ways of Establishing a Routine
Routine could be scheduled on a weekly or monthly
instead of a daily basis. This practice gives leeway in
spending a little more time for an activity that the students
are so eagerly pursuing. Adjustments can be made in the
next activity. In the end, the lessons for a week shall have
been completed.
Plan a routine for an entire class rather than for an
individual or a group. It is easy to accomplish the
sequence of the activity to lessen possible interruptions
due to differences in the group’s pacing.
Plan a procedure for the whole unit with a corresponding
time allotment for each topic. You may allow flexibility in
the time to be spent in – between. Stick to the block of
time when the unit is expected to be completed.
28. Ways of Establishing a Routine
You might find the class in a situation when
the interest and concentration is at its peak.
Though beyond the time limit, you may
continue for the sake of additional learning
and experiences being achieved. Cutting the
procedure could cause disappointment and
wastage of momentum.
Give clear and direct instructions to avoid
guessing on what to do next. Dilly – dallying
wastes time and effort.
Practice some signals that would mean the
class is about to start and they must be
ready.
29. Ways of Establishing a Routine
Model time – consciousness. Let them
see that you are following the planned
routine. Examples of routine in
connection with lessons are:
Going on a field trip
Inviting resource speakers
Viewing a film
Downloading information
Performing procedures
Forming groups for an activity
30. Ways of Establishing a Routine
Other room routines are:
Keeping tables and chairs in order before
leaving
Returning borrowed stools and materials
after use
Cleaning chalkboard to be ready for next
topic
Transferring from one room to another on
time
Order in waiting for ones turn in borrowing
books
Cleaning stains or drops after the lesson
31. THE SOCIAL ENVIRONMENT
Objectives:
At the end of this module, the learners
will be able to:
1. Describe a teacher – student
interaction that is fosters an
atmosphere conducive to learning.
2. Describe an ideal learning
environment that facilitates learning.
32. • The classroom climate is more a
product of the interaction between and
among teacher and students than that
of the physical condition of the
classroom. The physical condition of
the classroom may exert an influence
on the social interaction among the
personalities in the classroom but it
may not contribute as much as the
classroom social interaction does.
33. Teacher – Student Interactions
A diverse situation may exist in the classroom at any given
time. Students differ in abilities and interests while
teachers likely employ different strategies.
Teachers must be sensitive to positive or negative
interactions and must immediately undertake an instant
revision or adjustment in the methodology when
necessary.
The primary goal is to be able to motivate them to work
harmoniously, thereafter, inculcate the values of
cooperation and congeniality.
Despite differences in characteristics, their collective
driving force and natural incentive to learn coupled with
the teachers unending task of preparing a suitable
learning environment makes teaching and learning
worthwhile and gratifying.
34. A Facilitative Learning Environment
• Pine and Horne (1990) described the learning
environment that facilitates learning. It is an environment:
which encourages people to be active
which promotes and facilitates the individual’s discovery of
the personal meaning of idea
which emphasizes the uniquely personal and subjective
nature of learning in which difference is good and desirable.
which consistently recognizes people’s right to make
mistakes
which tolerates ambiguity
in which evaluation is a cooperative process with emphasis
on self – evaluation
which encourages openness of self rather than concealment
of self
in which people are encouraged to trust in themselves as
well as external sources
in which people feel they are respected
in which people feel they are accepted
35. ENVIRONMENT OF THE
CLINICAL SETTING
Objectives:
At the end of this module, the learners will be
able to:
1. Describe a good clinical setting.
2. List steps in selecting an appropriate clinical setting
3. Identify criteria for assessment of potential clinical
agencies.
4. Discuss the areas of preparation that the nurse
educator must prepare for the teaching and learning
activities that will take place in the clinical setting.
5. Discuss the implementation of actual clinical
experience of the students in the clinical area
6. Identify areas of performance for evaluation of
learning in the clinical setting.
36. The Clinical Setting/ Laboratory
1. It is in the clinical laboratory that many skills
are perfected.
2. Problem solving, decision – making and
critical thinking skills are also refined in the
clinical laboratory.
3. Learners gain organization and time
management skills in clinical settings.
4. Cultural competence can also be learned in
the clinical laboratory.
5. Learners become socialized in the clinical
laboratory in the sense that they learn about
which behaviours and values are
professionally acceptable or unacceptable.
37. •Assessing and Selecting the Clinical Agency
Steps in Teaching in the Clinical Setting
Evaluation of Learning
Implementation of Actual Clinical
Experience of the Students
Preliminary Planning for the Experience
Assessing and Selecting the Clinical Agency
38. When selecting clinical sites, the following
questions must be asked:
What learning experiences are available?
Will it be possible to obtain clinical
experiences that will correlate to the
theories discussed in the classroom?
Will learners have a variety experiences?
Is there enough room around the nurses’
station or office for learners to use
patient’s charts
Are there role models for learners? What
are the educational credentials and
experience levels of staff who will serve as
role models?
39. • In addition, assessment of potential clinical
agencies or selection of clinical sites should
address the following criteria:
o Opportunity to achieve learning outcomes
o Level of the learner
o Degree of control by faculty
o Availability of role models for students
o Geographical location
o Physical facilities
o Staff relationships with teachers and learners
o Orientation needs
o Costs
o Agency requirements
o Agency licensure and accreditation
o Opportunity for interdisciplinary activities
40. When selection of the clinical site or sites is
complete, the nurse educator must prepare for
the teaching and learning activities that will take
place there.
Areas of preparation that must be addressed
include
1) Clinical Competence
2) Familiarity with the clinical environment
3) Preparation of the clinical staff
4) Orientation to the agency or setting
5) Preparation of the Learners
42. Implementation of Actual Clinical
Experience of the Students
Preconference
The Practice Session
The Postconference
43. The following pedagogies are found to
be effective in many clinical settings:
1. Observation Assignments
2. Nursing Rounds
3. Shift Report
4. Technology Use
5. Journal Writing
6. Learning Contracts
44. Journal Writing
The following instructions could be given
for clinical journal entries:
Describe a critical event or case that took
place in your clinical days
Why was this event or case important?
What did you learn in this situation?
What nursing theory helps you understand
what happened?
What might you do differently if you
encountered the situation again?
45. Evaluation of Learning
• Learners in the area need feedback
and judgment of their work that
evaluation gives them. They need to
know how they are doing at one level
before progressing to the next. Clinical
instructors must evaluate learners to
determine how well they are meeting
the objectives.
46. The following areas of performance are
usually evaluated:
Use of the nursing process
Use of health – promoting strategies
Psychomotor skills
Organization of care
Maintaining patient safety
Ability to provide rationale for nursing care
Ability to individualize care planning and
intervention
Therapeutic communication
Ability to work with a professional team
Professional behaviours
Written documentation of care.
47. Sources of Evaluation Data
Information about the learner behaviour should
come from other sources than just the instructor’s
observation.
Patients who have been cared for by the learner
can be asked some broad questions that will elicit
date; for example “How was your day Mrs C?” “Is
there anything else the student-nurse could have
done for you?
Data may also be gathered from the staff.
Nursing care plans, teaching plans, concept
maps, critical thinking papers, quizzes, skills test
can all be used as clinical evaluation data as long
as they meet the objectives of the clinical
experience.
