1. THE
TEACHER
AND THE
POLICY
MAKER
Presented by:
MARY GRACE ANN S. MAIGUE
JUAN MIGUEL V. PANTALEON
MAT-SS

2. Objective:
Manage instruction, relationship,
physical environment, discipline, time,
and routines effectively.

3. What do you do in these situations?

5. Competent Teachers: Effective Classroom
Managers
– Classroom is a complex interaction of students, teachers, and
learning materials. A competent teacher should have the skills in
managing instruction, classroom environment, time, and
discipline in order to impart knowledge and skills to students.
– Classroom management is the business of getting students to do
what teachers want them to do. If the teacher is good at it, a lot
of things get done and students enjoy coming to class.

6. What is a well-disciplined class for
you?

7. Well- disciplined classroom?
– Even though educators may not always be in agreement
about the exact definition of a well-disciplined classroom,
most of them certainly know when things are not going
well. Misconduct referral notices are remarkably uniform
in the types of behaviors that teachers and administrators
do not find acceptable.

8. Managing the classroom well is
important in teaching and
learning and teaching situations.

9. Tips in order to manage the classroom well:
1. Set rules and procedures that students are expected to follow.
The teacher must communicate the rules clearly to the students. Clear
communication entails a clear discussion of every rule and its rationale. A
final critical strategy is to find out if students understand the rules and
commit to abide by them. Class rules, procedures, and notice of upcoming
activities are posted in convenient places to help students stay on track.
Students follow class routines for daily chores without nagging. In a well-
disciplined class, students understand what they are expected to achieve
each day and how they are to go about them.

10. Tips in order to manage the classroom well:
2. Let students actively engage in the pursuit of
knowledge.
 Active learning generates a much higher noise
level than the silent classrooms of the past.
There is movement, laughter, and noise.
Students are up and out of their seats while
engaged in a variety of interesting activities
that encourage thought and discovery. They do
more talking than the teacher on most
classroom learning experiences.

11. Tips in order to manage the classroom well:
3. Lead students to take responsibility for their learning.
In a well-disciplined class, teachers may lead students, but they do not coerce
them into good behavior through threats of dire punishment. Teachers
encourage students to understand the importance of choosing good behavior
over the short-term thrills of bad behavior. In an orderly class, self-directed
students not only encourage each other, but they also work with their teachers
to achieve academic and behavioral goals that they themselves have
established. Successful teachers employ a variety of strategies to promote
responsible decision-making and create self-reliant students.

12. Tips in order to manage the classroom well:
4. Respect everyone.
Teachers and students treat each other with obvious respect. This is evident
in such nonverbal interactions as body language and tone of voice as well as
in what students and teachers say to each other. Students speak with
confidence because they feel their opinions are valued. Students in a well-
disciplined class also respect their classmates. They have been taught to
appreciate each other’s unique contributions to the class as well as
appropriate ways to resolve conflicts. There is a general sense of
togetherness and steadfast courtesy.

13. Classroom Management
Techniques

14. Management of Instruction
- This refers to the smooth flow
of the instructional processes.
Smoothness involves
circulating to facilitate
students’ cooperation and
discussion as they work in small
groups.
How do you manage giving instructions and policies to
students during the teaching-learning process?

15. Management of Instruction
1. Maintain smoothness of instruction and
avoid jarring breaks within the activity flow.
2. Manage transition from one activity to
another, from subject or from lesson to
recess and give clear signals.
3. Maintain group focus during the lesson so
that all students in the class stay involved
in the lesson even if the teacher calls on
only one student.

16. 4. Maintain a group focus during a seatwork
by circulating to see how they are doing.
5. Develop wittiness and be aware of
student’s behavior at all time.
6. Develop overlapping skills and be
prepared for all scenarios in the classroom.
Management of Instruction

17. Management of Discipline
This refers to the means of
preventing misbehavior from
occurring or the manner
responding to behavioral
problems in order to reduce
their recurrence in the future.
How do you handle classroom discipline?

18. 1. Start the year right with a clear, specific
plan for introducing the student to
classroom rules.
2. Set few class rules for the students to
follow.
3. Create an atmosphere where there is
respect to one another.
Management of Discipline

19. 4. Apply the principle of least intervention for routine classroom
behavior problem. Create varied interesting lessons to make
students pay attention to class discussion and students do not
engage in activities that disrupt class discussion.
5. Manage serious behavior problems through applied behavior
analysis.
6. Prevent serious behavior problem and remove the causes of
misbehavior.
7. Formally develop the desired behavior by teaching (not telling)
the behavior.
Management of Discipline

20. Management of Relationship
This refers to emotional climate
and communications affecting
learning conditions.

21. 1. Maintain positive climate characteristics which allow
students to choose a variety of activities to achieve
common goals.
2. Develop sense of interdependence, common bonds,
defined group expectations and relationship qualities
that enhance wholesome emotional climate.
Management of Relationship

22. 3. Develop communication characteristics that promote
wholesome classroom relationship like positive
constructive conversations aimed at understanding on
another’s point of view.
4. Render different forms of assistance by providing class
meetings or students to have an opportunity to examine
the ideas and feelings that influence value judgment.
Management of Relationship

23. Management of Physical
Environment
This refers to emotional climate
and communications affecting
learning conditions.
How do you manage the physical classroom environment of
your students?

24. 1. Organize supplies and materials for activities that occur
frequently in most readily available accessible place, and must
be governed by the simplest procedure.
2. Rules must go with territory and insist on respect for them.
Expectations regarding beginning and end of class behavior
must be clearly expressed.
3. Avoid interruptions during class program.
4. Arrange the physical setting and maximize visibility and
accessibility. Students’ desks are separated in rows facing
toward the chalkboard and away from the window.
Management of Physical
Environment

25. 5. Materials and equipment stations are available in
sufficient quantities and are located to minimize
congestion in traffic lanes.
6. Bulletin boards and wall spaces are used to display
student work and complement current class activities.
7. Set explicit procedures for getting materials from
and returning them to designated classroom locations.
Management of Physical
Environment

26. Management of Time
- Refers to the organization and
use of allocated time in the
classroom
How does time management is important in teaching-learning
process?

27. 1. Make good use of all classroom time.
2. Start teaching at the beginning of the period and end
on time.
3. Establish routine procedures.
Management of Time

28. 4. Minimize time spent on discipline and prevent
interruptions.
5. Teach lessons that are so interesting, engaging, and
relevant to student’s interest.
6. Maintain momentum through avoidance of
interruptions or slowdown like phone calls, knocks, on the
door and other disturbance.
Management of Time

29. Management of Routines
- Refers to the established
activities or procedures that are
repeatedly done
What routines contribute to maintaining a productive
classroom management and policies?

30. 1. Teach pupils to learn how to form various
grouping and return to standard
arrangement with minimum confusion.
2. Do not use the first few minutes of the
class session to collect materials when
students are potentially most alert to
instruction.
Management of Routines

31. 3. “Overlapping” technique is used for collection and distribution
of materials. It refers to the teacher’s ability to attend to the task
at hand and at the same time prevent an extraneous situation
from getting out of control.
4. Prepare for transition by planning distinct types and sequences
of teacher-pupil activity e.g. checking homework, assignment,
presentation of new material, giving assignment, monitoring
seatwork. Transitions should be quick and quiet.
Management of Routines

32. Share with us how you create
a well-disciplined classroom.
How do you make policies in
the classroom?

33. Classroom management plays a critical role in creating
an environment conducive to learning.
It consists of practices and techniques that teachers
apply to establish an environment conducive to
instruction and learning.
Conclusion

34. – Proper classroom management and policies creates an ideal
environment for learning. This is important for teacher and student
safety, happiness and productivity. A successful classroom
management and policy system will help prevent teacher burnout and
reduce the need for yelling, scolding or other stressful discipline
methods that cause friction between teacher and student. This kind of
environment enhances learning, as well as social/emotional
development.
– Managing and giving policies in a classroom is more than simply
establishing a set of rules. It takes a school-wide effort to create a
positive classroom environment.
Implication to Education

37. References:
Lim, L. (2014). The Teaching Profession; 47-51
Classroom Management | WingInstitute.org
How Does Classroom Management Promote Student Learning?
(retiredteachers.org)