DIVINE WORD COLLEGE OF LAOAG

GRADUATE SCHOOL

Course Code: ED 212

Course Title: Instructional Plans and Procedures
Term: 1st Semester 2018-2019
Topic: UNIT VI: Instruction as a Dynamic Process in the Classroom
Reporters: Melanie G. Baloaloa, Doroteo E. Aceret, Jr., Jessa Mae C. Agliam,
Marie Nelle T. Curammeng, Keight Lei M. James
Instructor: Shey Pia Abaya

Unit IV: INSTRUCTION AS A DYNAMIC PROCESS IN THE CLASSROOM

GOALS OF MANAGING A CLASSROOM

Classroom Management is a term used by teachers to describe the process of ensuring that classroom
lessons run smoothly despite disruptive behavior by students. The term also implies the prevention of
disruptive behavior.

-is the term use to highlight all of those positive behaviors and decisions teachers make to
facilitate the learning process of their students.

-refers to all of those activities necessary to create and maintain an orderly learning environment
such as planning and preparation of of materials, organization, decoration of the classroom and
certainly the establishment and enforcement of routines and rules. (Tan, Parsons, Hinson, & Sardo-
Brown, 2003)

Goals of Classroom Manangement

1. TO CREATE AND MAINTAIN A POSITIVE, PRODUCTIVE LEARNING ENVIRONMENT. This goal

is not meant for absolute control or to create an inert, docile, and totally compliant classroom and
student body. Rather, an effective classroom management is to maintain students’ interest, motivation
and involvement. Thus, the focus is on activities that create positive, productive and facilitative learning
environment.

Strategies for Building a Productive and Positive Learning Environment

a. Make Learning Relevant. The more relevant a topic or subject to students’ own success and happiness,
the more engaged they’ll become in the learning process.

b. Develop a code of conduct. If students don’t have a clear and agreed upon understanding of positive
and negative behaviors, it’s difficult to create a positive learning environment in the classroom.
c. Employ a Positive Actions Curriculum. Developing a Positive Action curriculum is one of the most
effective ways to terach and instill in students positive behaviors. Positive action curriculum should
teach students :

-that positive actions lead to a good feeling and positive self image.

-positive actions such as problem-solving, decision-making and thinking skills develop the brain
and make us smarter.

-positive actions such as kindness, living the Golden rule, and being respectful allow us get along
with others.

-positive actions such as time management and managing our emotions help us better manage
our own affairs.

-positive actions such as admitting mistakes and taking responsible actions allow us to be honest
with others and ourselves.

d. Help Students Develop Intrinsic Motivation. Feeling good about themselves is an intrinsic motivator
to students-especially elementary age students- and positive actions help children feel good about
themselves.

e. Reinforce Positive Behavior. Recognizing and reinforcing positive behavior is one of the most
effective way to produce positive actions in students, strengthen intrinsic motivation and create a
productive and positive learning environment.

f. Always Respond with Positivity. Positivity is the key component a positive learning environment.
Interacting with students in a positive manner, exhibiting positive behaviors, and maintain a positive
attitude is one of the most important steps for creating a positive learning environment and producing
successful students.

2. TO SUPPORT AND FOSTER A SAFE CLASSROOM COMMUNITY. Another goal of classroom

management is to support and foster safe classroom community. It means that students are allowed to
make the connections needed for learning to take place. Each students needs to feel comfortable enough
to discuss their previous understanding without fear of being ridiculed for their misconceptions.

Tips in Developing Safe Classroom Community

a. Teach students to respect others’ ideas, especially when they are different from their own.

b. Celebrate mistakes and encourage risk taking.

c. Value multiple strategies and focus less on the answer.

d. Question everything.

CLASSROOM ROUTINES
 Routines help with time management in the classroom. They also help children to know what is
expected of them and how to perform independent tasks.
Predictable schedules, rules and transitions are all a part of creating a place where kids know
exactly what to do and teachers don't get migraines (sometimes!).

CREATING AN OPTIMAL ENVIRONMENT

Focus on classroom organization at the beginning of the year:
• Plan activities to personalize students' entry into your room (be at the door, welcome
letter)
• Meet with all the parents early on - they want to see you and know who will be working so
closely with their child
• Classroom set up: arrange materials in a predictable manner that are easy for students to
access
• Organize and label all materials. Labeling is essential for students who are learning a second
language and are in the preproduction or early prediction stages.
• Make the classroom feel like home. Adding a few plants, softer lighting and dedicated areas
for a reading library can help.
• The classroom set up should include a personal space for each child that belongs to them only.
Examples of this are name tags on desks, lockers, pouches over the back of each chair, and a
book box for each child's independent reading from IPICK or Reading Karate.
• Have a predictable daily schedule that you post in the classroom. If your students are non-
readers, use pictures to show the order of the day.
• Develop a classroom discipline plan that follows your management plan and students can
easily understand.
• Give students specific jobs and responsibilities makes it a student centered classroom.
• Design the classroom so that there are areas for both social interaction and quiet areas not
associated with punishment.
• Create a positive environment by regularly using classroom awards to promote motivation.

FACILITATING TRANSITIONS WITH CLASSROOM SETUP AND ROUTINES

• Plan a predictable daily schedule with activities that are appropriate in length for your age
groups.
• Schedule longer blocks of time in the classroom to minimize transitions.
• Give a "heads-up" before a transition is going to occur.
• Develop transition activities to help children switch gears (a song, calling student numbers, a
quick game).
• Ask students to repeat instructions back to you.
• Use multi-modal signals to prepare children for transitions. This is particularly important for
different learning styles.
• Practice transitions through modeling and repetition. Show the students desired and undesired
behaviors that are expected as part of all classroom routines.

ESSENTIAL ACTIVITIES THAT REQUIRE ROUTINES

• Beginning the day
 • Entering and exiting the classroom
• Heading papers
• Sharpening pencils or retrieving supplies
• Collecting and handing out papers
• Leaving the classroom for a bathroom or drink break
• Asking a question
• What to do when finishing work early
• Lunch and attendance count
• Snack time, if needed
• Cleaning the room; when to perform classroom jobs
• Dismissal

Note:
Remember to always have copies of your classroom routines for both students and
parents. To get the best results, you must review the expectations and routines, discuss them and
provide lots of practice for kids to internalize your expectations about your organized classroom.

A CONTINUUM MANAGEMENT SYSTEM

I. Definition of Term
Continuum - a coherent whole characterized as a collection, sequence, or progression of values
or elements varying by minute degrees
Dynamic – characterized by constant change, activity, or progress.
II. Effective Classroom Management System
1. Pick your rules wisely. More rules don’t always equate to better behavior.
An environment that is dictated by too many rules is rigid, cold and likely to
create an atmosphere of rebellion. Rules and routines are an excellent way to
communicate your behavioral expectations, but not the way to completely
‘manage’ your classroom.
2. Avoid confronting misbehaving students in front of their classmates.
“Whenever I had confrontations in front of their peers, it often escalated. I began
to ask the student to step out of the classroom to talk to me. I usually remained
calm and reasoned, but firm in what behaviors I would and wouldn't accept. 90%
of the time, we'd return to the classroom, no one would lose face, and the
situation would be resolved.”
—Gary Latman, Retired High School English Teacher, Chicago, IL
3. Keep calm and carry on.
“When every other element is out of your control, you can still manage your
reaction.”
—Instructional Specialist, AutismClassroom.com
“Try not to yell. Once you yell, they have won. I get a much better response from
students when I simply count backwards or just look at them.”
—Margie, 3rd Grade Teacher, Rochester, NY
4. Greet your students at the door.
 “Greet every child at the door first thing in the morning or at the beginning of
class to help reconnect and set the tone for your day or class."
—Janofmi, MEA National Board Candidate Support Provider, MI

5. Don’t take it personally when a student lashes out. Treat each day as an opportunity to start
fresh.
“I started my teaching career in an alternative school in a rough part of town. My
mentor told me "Don't take it personally. The students want you to hurt as much
as they are hurting." I have never forgotten that and each day, the slate is wiped
clean and I harbor no grudges towards my students.”
—Lisa Brown
6. Don’t be afraid to reach out to parents.
“They really are our allies. For every two phone calls that you have to make about
a problem that you are dealing with in class, make one positive one to a parent
just to say something nice about their child.”
—Elizabeth Ramos, High School Teacher, Chatsworth, CA

7. Make your expectations clear from the get-go.

“Take the time to teach expectations, and reteach them as needed. This may feel
like you are wasting time that could be spent on curriculum, but when you add up
the time it would take to do a menial task throughout your semester or year, you
are actually adding time spent on instruction.”
—Carey Rebecca, High School A.P English Teacher
8. Be consistent in expectations and discipline.
“Consistent execution of the rules helps to maintain the respect fostered in the
classroom. Once these rules are in place, I feel the most vital piece of classroom
management is developing relationships of trust and equality. If this is the
ultimate goal of a student-teacher relationship, real learning can take place.”
—Jennifer Hendren
9. Don’t get stuck in a singular mode of teaching.
“Frequently vary the delivery of your instruction. Often times we as teachers get
caught up in doing things one way. We are as much creatures of habit as anyone.
When things become boring and too predictable, discipline problems are
undoubtedly going to become an issue.”
—Joseph D
10. Tighten up time management and stay organized.
“...a lot of misbehavior in my class was the result of me neglecting key aspects of
classroom management such as organization and time management. Once I
tightened things up in those areas, teaching and learning time increased
dramatically. And best of all, classroom culture improved too.”
—David Ginsburg, Instructional & Leadership Coach, Philadelphia, PA
III. Strategies to Manage Modern Classroom
1. CIRCULATE: Constantly remind students you are there and know what they are doing.
2. CAPTURE: Have a system which results in students sharing their works.
 3. CONSEQUENCES: Have consequences for time-off tasks.
4. COMPROMISE: Give students opportunity for time off if deadlines are met.
5. CREATE: Have something that students will share during class.
6. CLOCK: Project a clock for students to check periodically.
7. COLLECT: Collect responses from students.
8. CALL-OUT: Either by walking around or looking at management software.
9. CHOICE: Give students agency and ownership in their work.
10. CIRCLE UP: At the start of the class, invite students to circle up.
11. CHECK INS: Check in with students to see where the are and what they’ve learned.
12. CLASSROOM SET UP: Set up your classroom to see our students who may need guidance
or support.

SOCIETY AND CLASSROOM MANAGEMENT

an organized group of persons associated together for religious, benevolent, cultural, scientific,
political, patriotic, or other purposes.
a body of individuals living as members of a community; community.
the body of human beings generally, associated or viewed as members of
a community:the evolution of human society.
a highly structured system of human organization for large-scale community living that normally furnis
hes protection,continuity, security, and a national identity for its members:American society.
such a system characterized by its dominant economic class or form:middle-class society; industrial society.

Why Classroom Management Is Important

Discipline often comes to mind at the mention of classroom management, but the crucial component of
teaching is much more. Classroom management creates a set of expectations used in an organized
classroom environment. It includes routines, rules and consequences. Effective classroom management
paves the way for the teacher to engage the students in learning.

Effective Teaching
A disorganized classroom without routines and expectations makes it difficult for the teacher to do her
job. Students don't know what to do, so they might get off task or cause disruptions. When the teacher is
constantly redirecting students or handling behavior problems, she loses crucial teaching time.
Classroom management strategies help create an organized classroom environment that's conducive to
teaching. Kids know the expectations in different types of learning situations. For example, kids would
know that when working in small groups, they talk in quiet voices and take turns talking. They might
each have a specific job within the group.

Efficient Use of Time

Taking time before school starts to create routines and procedures saves you time in the long run. When
the children know what to do, it becomes a natural part of the routine. After a few weeks, you don't
need to tell them what to do. The students know they get their planners out, write in homework
assignments and gather all of their materials at the end of the day, for example. You can get your kids
out the door faster at the end of the day. When you train them how to do each part of the school day,
you don't spend as much time giving directions.

Consistency
A teacher with strong classroom management skills creates consistency for his students. The kids know
what to expect every day when it comes to the routine activities. Your students may fare better when
you're gone if you have set expectations for everyday tasks. They know how the classroom runs so they
are able to help the substitute run the classroom. For example, if the kids know they're supposed to
enter the room and start working on a math problem on the board, a substitute doesn't have to spend his
time corralling the kids or trying to keep them occupied while everyone arrives. You can also create
consistency throughout the school by aligning your management strategies with the schoolwide
standards. If your school focuses on respect and responsibility, incorporate them into your classroom
management techniques. The students will hear those words throughout the school and know that the
expectations are the same anywhere in the building.

Fewer Behavior Problems

The main goal of classroom management is to reduce misbehavior in the classroom. Effective classroom
management gives the students little time to misbehave. Because the expectations are clearly explained,
the students know what they need to do. Transitions in particular are easier to control when a teacher
has strong classroom management skills.The expectations for behaviors that are part of a classroom
management plan give students boundaries, as well as consequences.
https://www.education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1651-why-classroom-
management-is-important
Last modified on Monday, 24 August 2015 09:01