This presentation is personally made to share the information about Classroom Management to the rest of the colleague after I was sent to attend the Positive Classroom Management and Bullying Seminar.

3. Seminar-Workshop
On
POSITIVE CLASSROOM
MANAGEMENT and BULLYING
By: Teacher Rosemarie U.

4. Seminar Objectives
Adopt positive classroom
management strategies and
practices; and
Develop and enhance classroom
management skills as sound
foundation of effective teaching and
learning

5. Warm-Up
Gummy Bear
Dance

6. Workshop 1:
Group yourselves according
to the number of years in
serving the school…..
Group 1 = 1-2 years
Group 2 = 3-5 years
Group 3 = 6 years &
above

7. Workshop 1:
My Best and
Worst Teacher

9. Stages of Teaching
Kevin Ryan, The Induction of New Teachers
Fantasy Stage
Survival Stage
Mastery Stage
Impact Stage

10. Fantasy Stage
 Neophyte teacher believes that
all that is needed to succeed is to
relate and be a friend to students
 Teaching means doing
activities especially fun, fun, fun!

13. Mastery Stage
 Students success
 Effective practices
 High expectations
 Professional readings and meetings
 Accountability
 Problem solver

14. Impact Stage
 Affect lives
 Go beyond mastery
The E-teacher
Effective – achieving goals
Efficient – accomplishes things with
the maximum use of resources
Excellent – seeks to do more, the better

15. Major Areas of Expertise for
E
-
T
e
a
c
h
e
r
s
 Understanding of
student’s sociological
background
 Classroom management
 Knowledge of subject
matter
 Knowledge of
pedagogy

16. What are the
roles of a
teacher?

17. Teacher’s Role
Parent
Leader
Mentor
Friend
Facilitator
Counselor
Manager
Etc.

18. T’s Functions Organized in 3 Roles
1. making wise
choices about the
most effective
instructional
strategies to
employ

19. What is
Classroom
Management?

20. What is
Classroom
Management?
Classroom
Management
Materials
Instruction
Policies
and
Procedures
Time
Behavior
Layout
Instructional
strategies that
contribute to
students
behavior
Techniques for
changing
student
misbehaviors &
teaching self-
discipline
(Mannings &
Bucher, 2007)
Techniques to
maximize student
engagement in
academic activities,
not merely to
minimize
misconduct (Brophy,
1988)
Eliciting the
cooperation of
students in
minimizing
misconduct so that
worthwhile academic
activities are occuring
continuously
Provision of
procedures is
necessary to create &
maintain an
environment in which
teaching & learning
can occur (Duke 1987)
Organizing students,
space, time, materials
so that instruction &
learning can take
place
The full range
of teacher
efforts to
oversee
classroom
activities,
including
learning, social
interaction and
student
behaviour
(Burden, 2005;
Good & Brophy,
2006)

21. I. Definition of Classroom
Management
 consists of all of the teacher thoughts, plans,
and actions that create an orderly environment
and promote learning
 are strategies that the teachers use to create a
safe and orderly environment in the classroom
 working with and through others to accomplish
the organization’s goals (Randolph, 1985)

22. How to avoid
student’s
misbehavior?

23. Many of the emerging classroom
management/discipline programs and
principles are based on the belief that
when student’s basic needs
are met, misbehavior can be
avoided.
How to avoid misbehavior?

24. As Classroom
Managers, what
do teachers need
to determine?

25. II. As Classroom manager, the
teacher determines the ff. :
The kind of psycho-social climate that prevails in
the classroom.
The kind of physical environment most conducive
to learning (lighting, venatilation, and room
appearance).
The establishment of effective classroom
procedures with efficiency and less cost of time
and energy on both the teacher and the students.

26. What are the
concepts of
Classroom
Management?

27. III. Concepts on Classroom
Management
1. Careful thought, patient attention to
details and painstaking preparation have
been the ingredients of any successful
piece of teaching.
2. The key to successful school teaching
lies in sound class management (James
Dunhill)
3. Effective classroom management begins
not from physical environment but from
the teacher herself.

28. III. Concepts on Classroom
Management
4. “ It is not an atom of use preaching the good
life if you yourself are not the shining
example. Do not be always right though or
do not pretend to be always right if you’re
not. The revelation to the pupils of an
occasional fallibility may earn you their
love and sympathy.”
“Let us practice what we preach.”

29. III. Concepts on Classroom
Management
5. The climate prevailing in the classroom has
considerable affect on student’s learning
(Lindgwen, 1980: 390 mentioned by Bustos and
Espiritu, 1996)
6. The climate in which the student works is
determined by an orderly atmosphere and an
attractive working environment )Lightfoof=t,
1983 mentioned by Reganit, 1998)

30. III. Concepts on Classroom
Management
7. Effective schools maximize the time to
learn.
8. Teachers tend to use the strategies that
are congruent with what they believe.
9. All classrooms need rules and routines to
function effectively. It should be taught in
the first four days of the school (Leinhardt,
Weidman and Hammond; 1991).

31. Workshop 2:
Each group must contain the
2 to 3 members according to
the category below:
1-2 years
3-5 years
6 years & above

32. Workshop 2:
What are the
inviting and
disinviting
behaviors of
teachers?

33. Example of Encouraging Behaviors
(Orstein, 1990)
Sample Situation: Student talks
with a classmate
 Teacher maintains eye contact
indicating attention of student’s
needs and or problems
 Teacher calls students by their
names.

34. Examples of Resctricting/Disinviting Behaviors
Sample Situation: Student talks
with a classmate
 Teacher pokes, slaps, or grabs
students.
 Teacher throw pieces of chalk to
the misbahaving student.

35. Situation:
Teacher’s
encouraging/inviting
behaviors (Intentional or
Unintentional)
•
Teacher’s
restricting/disinviting
behaviors (Intentional or
Unintentional)
•

36. Management Components that
Demand our Attention
1. Setting and maintaining realistic
classroom rules/limits
- aim for CONSISTENCY
- involve the students in setting simple
class rules
- convey your expectations to the
children often, using a variety of t
echniques

37. Management Components that
Demand our Attention
2. Positive Reinforcement and encouragement
- Praise-encourage the efforts of the child
not of the teacher’s
3. Active listening
- send children the message that they are
important enough to have the teacher’s
individual attention (STOP, LOOK, LISTEN,
RESPOND)

38. Management Components that
Demand our Attention
4. Redirection
5. Logical and Natural consequences
6. Creative transition - these are connective tissues
for creating a daily route that flows (songs, finger
plays, poems that occur between the more
structured parts of the day and help children make
waiting fun, focus attention, and stimulate interest
in upcoming events.)

39. Four Management Principles
(Reganit, 1998)
1. Students follow rules when
they understand and accept
the rules.
2. Aim for maximizing time
spent in productive work
rather than stressing control
behavior.

40. Four Management Principles
(Reganit, 1998)
3. Establish self-control rather
control by authority.
4. Problems are minimized when
students are engaged in work
that matches their interest and
attitude.

42. P
R
I
N
C
I
P
L
E
S
1. Assess, clarify
and
communicate
needs and
expectations

43. P
R
I
N
C
I
P
L
E
S
2. Create a warm and
nurturing climate: the
classroom should be a
place where students feel
welcome and at home
- physical environment
- treatment of students should
be with dignity and respect
- Esprit de corps = the teacher
facilitates the development
of togetherness

44. P
R
I
N
C
I
P
L
E
S
3. Democratically develop
a set of rules and
consequences
- should be agreed upon and
understood by the class
- discuss logical
consequences
- display the rules and
consequences permanently

45. P
R
I
N
C
I
P
L
E
S
4. Develop a daily routine
yet remain flexible.
5. Make learning more
attractive and fun for
students.
- provide genuine incentives-
those that stimulating
- provide variety of seatwork
- focus on students needs =
lessons should be relevant,
strategies congruent to learning
styles; activities should be fun

47. 1. Deal with misbehavior quickly,
consistently and respectfully.
- use non-verbal communication = body
language, facial expressions. Gestures, eye
contact and physical proximity to prevent
escalation
- use appropriate and clear reminders/
request
- redirect misbehavior

48. 1. Deal with misbehavior quickly,
consistently and respectfully.
- deal with attention-seeking students
- avoid power struggles rather offer some
positions of responsibility or decision making
- address the behavior not the student’s
character
- invoke consequences
- prevent escalation through talking with the
student

49. 2. When all else fails, respectfully
move the problem-student from the
class.
Continued disruptions are detrimental to the
over-all object that all students will become
effective and active learners.
Use behavioral plan = can be written in
contract form and should include expected
behavior for the student, positive
recognition for compliance, and
consequences for failing.

50. What are the Ways
to Build and Practice
Communication
Skills for Classroom
Management

51. Three Models for
Dealing with Student
Misbehavior

52. Guidelines
for
Effective
Praise

53. Kohn’s (1996)
Ten Suggestions for
Dealing with
Disruptive or
Misbehaving Students

54. Some
Preconditions
for Effective
Motivation
(David Nunan, 2009)

55. The Positive
Classroom
Matrix

56. Using Positive
Discipline in
Managing
Student
Behavior
in Class

57. My Classroom Management
Profile
Answer
the form
individually

58. Authoritarian
 Firm limits & controls
 Quiet classroom
 No indication of “cura personalis”
 Passive students
 Teacher prefers vigorous discipline and
expects swift obedience
 Students need to follow directions
and not asking why

59. Authoritative
 Limits & controls but with
students independence
 More open to verbal interaction
 More warm and nurturing
 Encourages self-reliance & socially
competent behavior

60. Laissez-faire
 Few demands & controls
(“bayaan na lang, padaanin na lang”)
 Strives not to hurt student’s
feelings, can’t say no
Very involves with students
Students’ buddy
Discipline is likely to be inconsistent

61. Indifferent
 Not very involved in the classroom
 No (or lacking) classroom discipline
 No impositions
 Not prepared
 Results to students having low
achievement motivation and lack of
self-control

62. CM Profile
Low Control High Control
Low Concern
or affection
Indifferent Authoritarian
High Concern
or affection
Laissez-Faire Authoritative

63. How do our belief affect the
way we manage our classroom?
“Whatever one believes to be
true either is true or becomes
true in one’s mind.”
- John C. Lily

64. How do our belief affect the
way we manage our classroom?
The teacher’s beliefs
become students’
Reality.

65. Beliefs
How we work with students
in the classroom is shaped
primarily by what we believe
about how students learn
how to behave.

66. What do Teachers Do to Create a
Well-managed Classroom? (Kuonin)
8 variables for describing the group
management behavior of Ts
1. With-itness – the ability to accurately
spot deviant behavior even before starts
2. Overlappingness – the ability to spot
and deal with deviant behavior while
going right on with the lesson

67. 8 variables for describing the group
management behavior of Ts
3. Smoothness – absence of behavior that
interrupt the flow of activities
4. Momentum – absence of behaviors that
slow down lesson pacing
5. Group alerting – techniques the T uses
to keep non-involved Ss attending and
forewarned of forthcoming event

68. 8 variables for describing the group
management behavior of Ts
6. Accountability – techniques used by Ts
to keep Ss accountable for their
performance
7. Challenge arousal – techniques used by
Ts to keep Ss involved and enthusiastic
8. Variety – the degree to which various
aspects of lessons differ

69. Important Findings
• With-itness, momentum,
overlappingness, smoothness,
and group alertingn all appear
to increase student
involvement
• With-itness and momentum decreases
Ss deviancy

70. Dangle = leaving a topic dangling to do
something else
Flip-flop = beginning and stopping an
activity and then going back to it
Common Problems in Maintaining
Smoothness and Momentum
Fragmentation = breaking
instruction/activities into overly small
segments

71. Overdwelling – staying too long giving
instructions or in an activity even after
Ss understand it
Stimulus-bounded – T is so immersed in a
small groupnof Ss; ignores others
Common Problems in Maintaining
Smoothness and Momentum
Thrust = T burst into activities without
assessing Ss readiness, gives
orders/questions that confuse Ss
Truncation = T end activities abruptly

72. Set procedures that govern Ss talk,
partipation and movement, turning in
work, and what to do during downtime.
Give clear instructions.
What do Effective Classroom
Managers do?
Handle misbehavior quickly.
Give clear and explicit presentations and
explanations.
Use appropriate classroom layout.

73. • Discipline – school wide consistency
- General rules
- Specific rules
Student behavior to be taught
in the 1st week of classes

74. • Procedures – how the teachers
wants things to be done
• Routines – what students do
automatically
Procedures and Routines Defined

75. • Only about 7 rules and
procedures at the secondary
level
• 5 to 8 at the elementary level
How many rules?
Carefully select the rules and procedures
for your classroom

76. • Explain
• Rehearse
• Reinforce
Teaching Classroom Procedures
must be:

77. • Know
• Understand
• Accept/Embrace
In teaching classroom procedures and
cchool policies , the students should :

78. Workshop 3:
Group yourselves according
to the category you are as
advisers and assistant
adviser
1. Preschool
2. Cat A
3. Cat B
4. Cat C

79. Workshop 3:
Who are bullies
and bullied
among my
students?

80. HOUSE OF
REPRESENTATIVES
H. No. 5496
HOUSE OF REPRESENTATIVES
H. No. 5496
House of Representatives
H. No. 5496

83. Through our hearts and hands, the
children need to be provided with an
education in an environment which
does not destroy their self-esteem.

84. Thank
You
