CLASSROOM MANAGEMENT

1. CLASSROOM MANAGEMENT Dr. Nicolas T. Capulong, Ph. DAssistant Schools Division Superintendent

2. I. Importance & Meaning • Meaning Importance B. Activities to be Routinized Seating Class Roll Entering & Leaving the Room Distributing & Collecting Materials Use of Chalkboards Use of Laboratory Equipment

3. II. School Discipline • Modern Concept of Classroom Management • Causes of Disciplinary Problems • Principles Governing the Handling of Disciplinary Problems

4. III. How to Handle Behavioral Problem Children • Why Students Misbehave • Seeking Attention • Seeking Power • Seeking Revenge • Seeking Isolation

5. B. Monitoring Students Behavior • Withitness • Overlapingness • Smoothness & Momentum • Group Alerting C. How to React to Misbehavior • Extinction • Mild Resists • Reprimand • Overcorrection • Time – out • Punishment D. Ways to Avoid Serious Discipline Problems

6. I. Meaning & Importance of Classroom Management • Meaning • The provision & procedure necessary to create & maintain an environment in which teaching & learning can occur (Cruikshank, p. 368). • Traditionally Classroom Management has been viewed as reactive in nature with a focus on how teachers react after students misbehave. The emphasis was on using discipline to control misbehavior in classrooms & schools.

7. It became clear that the most effective classroom managers are those who prevent problems from arising in the first place (proactive) • It is the administration or direction of activities with special reference to such problems as discipline, democratic technique, use of supplies and reference materials etc. (Aquino, p. 363) • It refers to the operation and control of classroom activities

8. B. Importance • The success or failure of teaching is determined after by the way the class is organized and managed (Gregorio, p 473). • A well – managed classroom will give the pupil rich opportunities for mental growth and development. • It produces favorable working conditions to good learning and makes school work enjoyable & interesting.

9. C. Activities to be Routinized • Seating – a fundamental principle of classroom economy, consideration should be given to those with physical defects or needs that warrant special attention. • Class Roll – a definite way of checking should be adopted & followed by the teacher with the aim to save time. • Entering and Leaving the Room – these movements should be organized so that there is no confusion and loss of time. • Distributing, collecting, and handling of materials • Use of Chalkboard • Use of Laboratory Equipment

10. SCHOOL DISCIPLINE • Discipline is the process or result of directing or subordinating immediate wishes, impulses, desires, or interests for the sake of an ideal, or for the purpose of gaining more effective, dependable action. • It refers to any means adopted by the teachers for the orderly behavior of pupils. • The ultimate function of discipline is to help the child develop good moral character. • Discipline should provide opportunities for training the intellect, the emotions and the will.

11. School Discipline (Gregorio, p.479) • Discipline is always connected with a goal • Discipline seeks to bring about desirable behavior on the part of all pupils. • Modern Concept of Classroom Discipline • It is both regulative & essential wherein the attention of the teacher is directed to the development of constructive attitudes & habits of conduct, rather than to regulation of control negative in nature. • The real purpose of modern discipline in school is to guide social development & adjustment. • The modern approach discipline is based on rational approach. • Modern discipline is based on democratic principles.

12. B. Causes of Disciplinary Problems (Gregorio, p. 482) • The Teacher’s Personal Factor – this factor refers to the teacher’s knowledge of the subject – matter and attitude. • Physical Factors – this refers to the health & physiological elements that determine adolescent characteristics. • Individual Factors – this includes egotism, immaturity of judgment, low mentality and self – consciousness. • Social Factors • Desire for school approach • Desire for sensationalism • Desire to be well – known • Resentment to control

13. 5. Emotional Factors • These includes interpersonal relationships • Personal relations and tensions 6. Social Factors – these refers to school’s physical facilities and equipment. 7. Lack of Training 8. Working Factors – these refers to the subject – matter, methods, procedures, assignments and other learning activities.

14. Principle Governing the Handling of Disciplinary Problems • The teacher should be responsible for his own task of disciplining pupils. • The teacher should cooperate with the school administration in upholding and enforcing school regulations, and in maintaining standards affecting disciplinary problems. • The teacher should not punish the whole class for the wrong done by the pupil. • The teacher should approach disciplinary problems positively, not negatively. • The teacher should not make the correction within the hearing of the other pupils. • The teacher should not attempt to settle any problem of discipline at the height of his anger. • The teacher should endeavor through a talk with the pupil.

15. Ways to Avoid Serious Discipline Problems • Know your subject matter & be well prepared. • Walk around the room whenever possible to make sure all students are doing what they are supposed to be doing. • Check on the previous day’s assignment promptly. • Allow reasonable amount of time for special activities. • Avoid the use of threats • Keep your sense of humor • Compliment students in worthy contributions • Handle calmly all undesirable attempts to attract attention • Try to involve all students in class activities • Never be sarcastic • Never make a martyr of a troublemaker • Don’t be a phoney • Avoid making a major issue of a minor item

16. How to react to Misbehavior • Extinction • Ignoring minor attention – seeking misbehavior the first time it happens, as long as it is not dangerous or distracting to other students. 2. Mild Desists • Non – verbal strategies such as eye contact, shaking the head, using facial expression, coming close, etc. • Subtle verbal desists such as slowing the speaking rute, pronouncing things more distinctly, directing short questions to the disruptive student etc. 3. Reprimands • Misbehavior in a situation to be corrected with reprimands that explains and orients. 4. Overcorrection • It aims to help students with severe problems to learn self – help skills. • The compulsory practice of acceptable behavior as a result of misbehavior. 5. Time – out • It reduces misbehavior by removing the offending student from the situation. 6. Punishment

17. How to Handle Behavioral Problem Children (Cruickshank, p.367) • Why students Misbehave • Seeking Attention • Seeking Power • Seeking Revenge • Seeking Isolation B. Monitoring Students behavior • Withitness • Ability to be aware of student’s behavior in all corners of the classroom at all time • Establish eye contact 2. Overlappingness • Ability to simultaneously monitor more than one classroom activity 3. Smoothness and Momentum • Move the class through the lesson at a pace without interruptions 4. Group Alerting • The process of gaining and maintaining students’ attention and of holding them accountable for their behavior and learning.

18. Time – tested Techniques in Classroom management • Set and maintain realistic classroom rules/limits. • Positive reinforcement and encouragement • Active Listening • Redirection • Organization • Communication • Monitoring • Deliver of Instruction