Reported By Mr. Christopher Basco in Current Issues and Problems in Education as a partial fulfillment in Masters of Arts in Education major in Mathematics

1. ClassroomManagement

2. Classroommanagement
• Classroom management has been cited as
one of the most serious obstacles in
promoting effective teaching.
• One of the most common reasons for teacher
burnout and attrition of first year teachers.

3. “ T h e n u m b e r o n e
p r o b le m in t he
c la s s r o o m is n o t
d i sc ip l in e ; it is t he
la c k o f
p r o c e d u r e s a n d
r o u t in es ” .
TheFirstDaysof School byHarryWong

4. objectives:
1.)to clarify the meaning and significance of
classroom management
2.)to establish the provisions that must be taken
care of in providing the proper learning
situation
3.)to explain how to maintain desirable
classroom discipline;and
4.)to present some strategies and guidelines in
good classroom management and discipline.

5. WhatisClassroommanagement?
•
• Administration or direction of activities with special reference
to such problems as discipline, democratic techniques, use
and care of supplies and reference materials, the physical
features of classroom, general house-keeping, and the social
relationships ofpupils
Good classroom management creates an atmosphere that
permits activities to be carriedon efficiently and
economically maximizing the time, effort and energy of
both the teacher and the students.

6. Objectivesofawell-organizedclassroom
• a.)tohaveefficiencyintheteachers
and student’stime,effortsand
energies;
• b.)toefficientlyusethephysical
facilities of school;and
• c.)topromoteanatmosphere
which foster imaginative and
creative activities

7. Aspects of ClassroomManagement
a.Managing the PhysicalEnvironment
1.PhysicalCondition of the Classroom
2.Lighting
3.FurnitureArrangement
4.SeatingArrangement
b.Establishing ClassroomRoutine
c.Directing and ControllingLearning

8. Principles in ClassroomManagement
1.Consistent, proactive discipline is the crux of the
effective classroom management.
2.Establish routines for alldaily tasks and needs.
3.Orchestrate smooth transitions and continuity of
momentum throughout the day.
4.Strike a balancebetween variety and challenge
in the students’activities.
5.As classroom manager, be aware of all actions
and activities in the classroom.

9. Principles in ClassroomManagement
(cont..)
6.Resolve minor inattention and disruption before
they become major disruptions.
7.Reinforce positivebehavior.
8.Treat minor disturbancecalmly.
9.Work out a physical arrangementof the chairs
that facilitates an interactive teaching-learning
process.
10.Make good use of every instructional
moment. Minimize discipline time to maximize
instructionaltime.

10. PrincipleiseffectiveandconstructiveDiscipline
• Students need control and direction
but it is unlikely that they can learn
self-control and self-direction if they
are controlled and directed all the time
and at everyturn.

11. PrincipleiseffectiveandconstructiveDiscipline
In general, students should learn to discipline
themselves and thus grow up to become adults
who areresponsible, law-abiding, considerateof
the welfareof others and able to carry on the
important responsibilities of lifein the faceof
frustration, tempting distractions and other
difficulties. Schools should help the students
developself-disciplinebyteaching themsuch
values andtraditions.
•

12. PrincipleiseffectiveandConstructiveDiscipline
• Effective discipline aims for self-direction and
should be based on the tenets of democracy.
Discipline, to be effective, should be vital,
meaningful, sympathetic, and humane. The
key is consistency and persistence.
Democracy means freedom with restraint.
Constructive discipline is feasible only when a
thorough identification and study of the
causes is made by the teacher.

13. Important functions ofdiscipline:
1.) It is necessary for socialization – for the
learning of standards of conduct that are
approved and tolerated in any culture
2.) It is necessary for normal personality
maturation.
3.) It is necessary for the internalization of
moral standards andobligations.
4.) It is necessary for the students’ emotional
security.

14. Principlesunderlyingeffectivediscipline,the teachershould:
1.)be responsible for his own class discipline;
2.)provide a wholesome atmosphere which
results from orderly and adequate classroom
conditions;
3.)stimulate worthy motives and give the pupils
every opportunity to directtheir own efforts;
4.)be aware of the pupils’rights to be respected;
5.)be aware of the individual differences and
should give each children equal share of his
attention, guidance, anddirection.

15. Causes of DisciplinaryProblems
1.Teacherfactor
a.teacher’s personal characteristics
b.teacher’s scholasticqualifications
2.Pupil as a factor in discipline
3.School as a factor in discipline

16. Strategies and guidelines in classroom
management anddiscipline
• All teachers are faced with problems of discipline.It is
suggested that the best approach should be positive rather
than negative. Aggressive disorder should be dealt with
positively such as having a personal conference with the
pupils and parents.
• Negative measures which should be avoided are sarcasm,
threats, forced apology, punishment of the group for the
offense of one or a few, ridicule, nagging, embarrassment,
name calling,humiliating remarks, and corporalpunishments.

17. Teachershould always take note of the following:
• Establish good routine habits and keep pupils busy.
• Stand at a place in the room where everybody can
be within yourgaze.
• Be alert to detect any signs of boredom,
discontent, ormisbehavior.
• Call on pupils who do not pay attention or who may
beginto be disorderly.
• Firmness and forcefulness in speaking can make
the pupils beattentive.
• Remain calm and poised even in an emergency.

18. • Discipline - is about teaching
people appropriate behaviour
and helping then become
stronger or more in control of his
or her emotions and being
independent and responsible.

19. Waystoavoidseriousdisciplineproblems
• Know the subject matter and be well-prepared. Call
on class to order as soon as the bell rings.
• Follow an established routine everyday until students
learn to follow it automatically.
• Have all the needed materials and equipment ready for use
so you do not waste students’ time getting things
arranged.
• Walk around the classroom whenever possible to make
sure all the students are doing what they are supposed to
bedoing.
• Check on the previous assignment promptly.
• Make it clear to students that you expect them to work.

20. Waystoavoidseriousdisciplineproblems (cont..)
• Allow reasonable amount of time for special activities. Avoid
the use of threats.
• Keep your sense of humor.
• Compliment students on worthy contributions.
• Handle calmly all undesirable attempts to attract
attention.
• Try to involve all students in class activities.
• Always have planned alternate activities ready for
emergency situations.
• Never besarcastic.
• Implement group-oriented methodologies such as cooperative
learning approach, peer tutoring and team learning.

21. Modes for EstablishingDiscipline
• Discipline is the students’responsibility.
• Discipline is the teachers’ way of establishinga
desirable student-oriented environment for
learning.
• Discipline is coupled with effective teaching strategies
andtechniques
• Discipline is achieved through the effects of group
dynamics on behavior.
• Discipline is believed to be the exclusive
responsibility ofthe teachers.

22. StrategiesforHandlingDisciplineProblems
1. Deliberately ignore the misbehavior – to a
point.
2. Intervene with nonverbal signals.
3.Reduce the distance between the
offender andyou.
4.Make an effort to rekindlelost
interest.
5. Use humor to defuse tension.

23. StrategiesforHandlingDisciplineProblems
6.Give functional assistanceto- perplexed
students.
7.Do things differently now and then.
8.Give support through routine-some students
need it more than other.
9.Use nonpunitiveexile.
10.Physical restraint is sometimes necessary

24. DemocraticTechnique
• There is a minimal degree of externalcontrol
necessary for socialization,personal maturity,
consciencedevelopment,andemotionalsecurity
of the child.It provides explanations, permits
discussion,andinvitestheparticipationofpupils
in the setting of standards whenever they are
qualified to do so. It implies respect for the
dignity of the individual and avoids exaggerated
emphasis on status differencesand barriers
between free communications.

25. How to HandleBehavioral
Problem Children
According to research, the common characteristics of
Filipino children with behavioral problems are:
dishonesty as shown in lying and cheating in
examinations, timidity and shyness even among peers
and family, sensitiveness followed by crying,
disobedience and lack of respect for authority,
tardiness and absenteeism for no valid reason,
unnecessary giggling, talking, swearing, and using
vulgar words often, low voice in the classroom but loud
voices in the halls, and isolating himself or herself from
the rest of the class and being uncooperative and
unfriendly.

26. Behavior Modification: It is the new
approach to classroom discipline which
can be used effectively to help students
and to prevent problems arising from the
first place. There are three objectives for
changing children’s behavior which are
1) strengthen existing behavior,
2) develop new behavior, and
3) stop inappropriate behavior.

27. Principlesbehindbehaviormodifications
1.Principle of positive reinforcement.
2.Method of successive approximation
principle.
3.Modeling principle.
4.Cueing Principle.
5.Discrimination Principle.

28. Principles behindbehaviormodifications
6.Substitution Principle.
7.Intermittent ReinforcementPrinciple.
8.Satiation Principle.
9.Extinction Principle.
10.Incompatible AlternativePrinciple.

29. Positive ReinforcementTechnique
Conditions:
1.The child whose behavior is to be reinforced or modified
should be in agreement as to what should be done. The tact and
diplomacy as well as the genuine concern of the teacher, which
can be felt by the child, will be very helpful in this phase.
2.The child should know what is expected of him; he should
know and clearly understand the rules.
3.If step 1 and2 are met and the child still misbehaves, it is
possible that he does not possess the skills and abilities he is
asked to accomplish. It would be necessary then to determine
these skills deficits and to teach them first before the actual
problem ishandled.
4.If the first 3 conditions are met and misbehavior continues, the
possibility is that the student is not motivated to do what is
expected ofhim.

30. Technique
1.Rewards
a.reward the students every time the given
behavior occurs
b.giving of rewards every now and then
should be given once the behavior is
securelyacquired
c.vary the types of reward given

31. Technique
2.Punishment
1.Learn what types of punishment the school
authorities permit.
2.Learn what punishment can be given.
3.Never assign extra homework as punishment.
4.As punishment, never prohibit students from attending
a favorite class.
5.Do not assign a punishment which is actually a reward.
6.Neverstrike a student.
7.A punishment should come early in a sequence
of misbehavior and should be systematically
applied.

32. Technique
2.Punishment(cont..)
8.Beconsistent with punishment.
9.Before accusing or punishing any student, get the facts.
10.Be prepared to document any serious incidences of
misbehavior.
11.Never punish a whole class for the offense of one
individual.
12.be sure that the child understands why he is being
punished.
13.Punishment is more effective if the teacher already has
appositive relationship with the pupil.
14.It is generally better if reprimands can be delivered
privately, rather than publicly, to the pupil concerned.

33. Last Thought:
“Being an effectiveClass Manager
is not a talent whichsome peoplejust have
and others do not – it is a set of skills
and an attitude learnedthrought
patience andpractice”

34. References:
• Aquino, Gaudencio V. Principles and
Methods of Effective Teaching. San Juan.
National BookStore, Inc.1988. pp 363–
384.
• Casinto, CarloDomingo C.Hand book
on Principles of Teaching. Quezon City.
RexBookstore Inc.2010. pp 128– 153.
• Kelly, WilliamA.,Ph.D. Educational
Psychology. Milwaukee.The Bruce
Publishing Company. 1965. pp 497 –
507.
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