Aug 18, 2015
Seminar ObjectivesAdopt positive
classroom management strategies and practices; and
Develop and enhance classroom management skills
as sound foundation of effective teaching and
learning
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
One selling
and
One setting
down
One being a good
communicator
Being a Motiv
ator
vs.
Being Threatening
Teaches in
few
minutes
2x4x8
Stages of TeachingKevin Ryan, The Induction of New Teachers
Fantasy Stage
Survival StageMastery Stage Impact Stage
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!
Survival Stage= Ineffective practices= Teaching is a job… paychecks
and vacation= Whining about world and
making excuses= Busy in giving works for
students to do= No accountability (in reporting the
truth to the school, parents, & community and facing it)
Survival Stage
“They make fun of professional development meetings and never have
developed professionally.”
Mastery Stage
Students success Effective practices High expectations Professional readings and meetings
Accountability Problem solver
Impact Stage Affect lives Go beyond mastery
The E-teacherEffective – achieving goals
Efficient – accomplishes things with the maximum use of resources
Excellent – seeks to do more, the better
Major Areas of Expertise for
E-Teachers
Understanding of student’s sociological background
Classroom management
Knowledge of subject matter
Knowledge of pedagogy
T’s Functions Organized in 3 Roles
1. making wise choices about
the most effective
instructional strategies to
employ
2. designing
classroom
curriculum to
facilitate
student
learning, and
3. making effective use of classroom management techniques
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 continuouslyProvision 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)
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)
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?
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.
III. Concepts on Classroom Management1. 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.
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.”
III. Concepts on Classroom Management5. 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)
III. Concepts on Classroom Management7. 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).
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
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.
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.
Situation:
Teacher’s encouraging/inviting
behaviors (Intentional or Unintentional)
•
Teacher’s restricting/disinviting behaviors (Intentional
or Unintentional)
•
Management Components that
Demand our Attention1. 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
Management Components that
Demand our Attention2. 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)
Management Components that
Demand our Attention4. 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.)
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.
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.
PRINCIPLES
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
PRINCIPLES
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
PRINCIPLES
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
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
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
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.
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
Authoritative Limits & controls but with students independence
More open to verbal interaction
More warm and nurturing
Encourages self-reliance & socially competent behavior
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
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
CM Profile
Low Control
High Control
Low Concern or affection
Indifferent
Authoritarian
High Concern or affection
Laissez-Faire
Authoritative
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
How do our belief affect the way we manage our
classroom?
The teacher’s beliefs become
students’ Reality.
Beliefs
How we work with students in the
classroom is shaped primarily
by what we believe about how
students learn how to behave.
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
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
8 variables for describing the group management behavior of Ts
6. Accountability – techniques used by Ts to keep Ss accountable for their performance7. Challenge arousal – techniques used by Ts to keep Ss involved and enthusiastic
8. Variety – the degree to which various aspects of lessons differ
Important Findings
• With-itness, momentum, overlappingness, smoothness, and group alertingn all appear to increase student involvement
• With-itness and momentum decreases Ss deviancy
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
Overdwelling – staying too long giving instructions or in an activity even after Ss understand itStimulus-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 SsTruncation = T end activities abruptly
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.
• Discipline – school wide consistency
- General rules- Specific rules
Student behavior to be taught in the 1st week of
classes
• Procedures – how the teachers wants things to be done
• Routines – what students do automatically
Procedures and Routines Defined
• 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
• Know
• Understand
• Accept/Embrace
In teaching classroom procedures and cchool policies
, the students should :
Workshop 3:
Group yourselves according to the
category you are as advisers and assistant
adviser1. Preschool2. Cat A
3. Cat B4. Cat C
HOUSE OF REPRESENTATIVES
H. No. 5496
HOUSE OF REPRESENTATIVESH. No. 5496
House of RepresentativesH. No. 5496
Through our hearts and hands, the
children need to be provided with an education in an
environment which does not destroy their
self-esteem.