St.

Louis College of Bulanao

Purok 6, Bulanao, Tabuk City, Kalinga 3800

This module is a requirement of the St. Louis College of Bulanao in response to the
implementation of the Blended Learning way of Instruction.

This Learning Material is a property of the College of Education – St. Louis College of
Bulanao, Tabuk City. It aims to improve students’ performance specifically in the Professional
Education.

Date of Development : November-December 2020

Resource Location : Bulanao, Tabuk City
Learning Area : Principles of Teaching 1
Learning Resource Type : Module
Instructor : Jess M. Arceo

General Instruction/s:
The module will start with an Introduction which will give a general background on the
Principles of Teaching. Series of activities and discussions will encourage you to explore and
learn about the topic. Through this module, the following instruction/s should be followed.

1. This module is exclusively for SLCB students only.

2. Reproduction and use of this module for any purpose is strictly prohibited, unless with the
written permission from SLCB.
3. You may use this module for any acceptable purposes.

Note:
 Encode your answer in a long bond paper, with a font size of 12, font style Times New
Roman, Margin 1”, Line Spacing 1.5.
 Submit your activities in EDMODO.
 You can write your answer in a Long Bond Paper, but make sure that your penmanship is
understandable and organize.
 If you have difficulty in accessing into the internet, you can submit the hard at the Faculty
Office, 3rd floor and look for my table. My name was labelled in my table.
 No to pictured activities
 Copied answer in the internet will not be recorded.

JESS M. ARCEO 1
 St. Louis College of Bulanao
Purok 6, Bulanao, Tabuk City, Kalinga 3800

CLASSROOM MANAGEMENT
(MANAGEMENT OF DISCIPLINE)

I. INTRODUCTION
Discipline involves order and control, which are traditional results of teacher’s management
of his/her classroom. This expounds on how discipline should be humane enough in order to
keep the dignity of the learners intact.
Dealing with disciplinary problems inside the classroom is one of the difficult tasks a
teacher can face. Some teachers complain that there are instances that instead of teaching, they
are attending to their students' inappropriate behavior. It occurs that the breakdown of discipline
in the educational system is one of the causes of teachers' burnout. The foregoing discussion
tackles what discipline is all about, the three Cs of discipline, causes of discipline problems and
the steps to better discipline.

II. LEARNING OUTCOME/S

 Formulate their own discipline philosophy

 Distinguish the opportune time when teachers must give classroom rules and policies to
students

III. COURSE CONTENT

MODULE 11
MANAGEMENT OF DISCIPLINE

IV. LEARNING EXPERIENCES

THE CONCEPT OF DISCIPLINE

The effective implementation of discipline lies in the teachers' acceptance that students' misbehavior
is not inherent in them. They are not conditioned to be unruly although there are instances when
students try to test the teachers' authority over them. Discipline is not just bordering on classroom
order and control. If this is the limited frame of mind by every teacher, then they are losing touch of
building a positive teacher and student relationship which is the keynote to effective discipline.
Positive relations are contributory to behavior and academic improvement, heighten scientific
interest; enhance relationship among students, sustain emotional experience and raise the level of
students' motivation.

The Three C's of Discipline

Every classroom should be an inspiring venue for every teacher to allow her students to grow and
bloom as individuals of good character. This is possible if the teacher is committed to lay the
foundation of good discipline which is an all-powerful weapon of the students to establish a
wholesome relationship with others in the outside world. Knowing the three Cs (Figure 2) discussed
here will in a way help the teacher fulfill one of the missions of education - the shaping of
individual personality.

CREDIBILITY

DISCIPLINE CONSISTENCY

COMMUNICATION

FIGURE 2. THE THREE C’S OF DISCIPLINE

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1. Credibility
The teacher should be the first one to set good examples to his students. If he wants to
impart the desired behavioral practice and discipline, by all means, his behavior must
be beyond question. Tarnishing his image before his students can happen if he is the
number one violator of his rules and policies. In so doing, his credibility will slowly
crumble and the tendency is for his students to no longer believe him. The observance
of time is a classic example where a teacher fails. If you require your students to be
punctual in their classes, then the teacher must take time to arrive much earlier than
his students. If you insist that uttering vulgar and embarrassing words to their
classmates is a violation against charity, then why do you insult them with hurting
words and sarcasm?
2. Communication
At the beginning of the term, the teacher must lay down his cards so to speak to let
the students know of his rules and policies. The do's and don’ts under his
management must be verbalized. The teacher is duty bound to speak his mind on the
freedom and boundaries of his class. This must be emphasized in words and in
writing so that it will be remembered and practiced by the students. The teachers may
even go to the point of coming out with a written commitment to be signed by the
students of what they are accountable for. This written communication must be
countersigned by the parents/guardians of the students. This may appear too
elementary but it is one way of communicating to the students that the teacher means
business and any violations of the rules and policies by the students will have
corresponding sanctions.
3. Consistency
If class rules are given by the teacher, it should be enforced 100% of the time no
more, no less. Teachers are oftentimes guilty of inconsistent enforcement of rules and
not emphasizing to the students the consequences of their misbehavior. Consistency is
being fair and just in dealing with misbehaving students. There should be no
discrimination in imposing penalties to the offenders whether they are fast or slow
learners, poor or well-to-do and active or passive students.

CAUSES OF DISCIPLINE PROBLEMS

The following are the reasons behind some of the disciplinary problems and violent behavior
in school in our time.
1. The state of valuelessness in our modern society
The absence of role models at home due to absentee parents who may be working abroad is
sowing confusion among our young learners. Unfortunately, some would land in the company
of problematic peers who have also the tendency for violent behaviors.
2. Unclear boundaries between generations
The sense of respect to authority figures by our young people is slowly eroding by the way
adults misbehave and indulge in shameful and violent acts. In so doing, adults will find it
difficult to impose some rules of conduct to set the boundary lines of expected behavior.
3. Growing sense of permissiveness
Laissez - faire, a French phrase which means "leave it be" is a parenting style permeating our
society today. This is resorted to by parents who no longer interfere with their children in
matters of discipline. They seem to relinquish their authority because of poverty, insensitivity
and stubborn behavior of children.
4. Wild uncontrolled competitiveness
"The rat race" mentality in our society is evident in how some individuals would attain
success through the easiest but illegal and indecent ways. To get high grades, some students
would resort to cheating and bribery at the expense of honesty and truth. Even in sports, the
losers would challenge the victors in an unconventional way, leading to riots within full view
of the public.

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STEPS TO BETTER DISCIPLINE
The road to better discipline is seen at times as a rough terrain which may be impossible to
traverse. But considering the following steps to better discipline could lighten the load of
teachers in dealing with the most problematic students in class.
1. Ignore minor offense and the guilty student
"Do not make a hill out of the mole" has a wisdom to share to teachers who exaggerates the
minor faults of a student. Sometimes this type of offender is just trying to test your patience.
So do not allow him/her to make a scene. Go on with the discussion without disruption.
2. Communicate through nonverbal message
A long and serious look of authority could send a message of non-conformity to the students'
misbehavior. Here "action speaks louder than words" and disapproval is expressed in a very
subtle way. But this is powerful enough to stop the offender instead of shouting or
embarrassing him/her.
3.Incorporate humor to lighten the gravity of the situation
Remember that a simple smile once you enter the classroom is a signal that you are at ease
with your students. When things went wrong, the use of humor will ease the tension and allow
some sort of space for the students to breathe and let loose of their fear.
4. Drop a reminder card calling the attention of the misbehaving student
There are many students who tend to forget despite the consistent reminders of the teachers to
behave. So make some reminder cards. It is up to your creativity on how you can use it to
your best advantage. For freshman, have this message:

Pause for a while: Is my behavior pleasing or disturbing?

For matured students who forget their behavior, write this message:

You are looked upon as a model of your classmates. What about being more
conscious of your behavior? Please return this card personally to me after class.

At the sight of a misbehaving student, do not tarry to drop off the behavior and reminder card
at his/her desk. Never express your impatience or anger. Be quiet. Linger for a moment at the
side of the student. With you standing beside the offender, and reading what were written on
the card, a sensitive student will stop the ongoing misbehavior. But for those who ignored the
behavior card or throw the card away, the next step is an eye opener.
5. Talk with the offender at once
"Strike while the iron is hot" is fitting to apply in instances when the first four steps did not
work for misbehaving students. Do not lose the chance of letting the student to step out of the
room or stay at the back of the room and talk to him/her on why he/ she misbehaved. Do not
postpone the confrontation so you will know what could be bothering the students. Always
remember to talk from your heart in order to win back the offender.
6. Allow the offender to be alone
Like adults, young people should be given the space and time to reflect especially when
they err. Applying it to students' offenders in your class, do not force them to speak when you
demand an explanation from them. Give them some time to be alone, because you do not
realize that they are much affected inside that they want to be isolated from his/her classmates
and remain in solitude.

7. Establish your rapport

Behavior management is facilitated through building rapport with students. Try your best to
build bridges, not walls so to speak. In this way, you can win the hearts of your students. They
will even confide to you the pains they experienced outside that made them behave
differently. To build rapport is to begin taking stock of your own attitude and behavior. Do
you have a pleasant and good-humored personality that allows your students stay close to
you?
8. Call the offender
Why don't you try to call directly the guilty students, and air to him/her your disappointment
of his/her misbehavior? The culprit must be accountable for breaking a rule, especially in the

JESS M. ARCEO 4
most disruptive manner. The best way is to call him/her in the phone. It helps in a way that
your students will feel the sincerity of your concern to them.
9. Put on record the agreement between you and your students as regards your policies
A written agreement would suffice that your students are in conformity with all the
rules and policies as well as the corresponding penalties.
10. Involve others for assistance
If you have done your best and still the first nine steps did not work, do not waver. Involve
your principal, guidance counselor and especially the parents who must be your allies in
helping with the problematic and misbehaving students. Remember that when parents'
assistance is maximized, it can help in the transformation of the student offenders.
11. Provision for a student transfer
If there is a necessity to transfer the troubled student as per advised by the guidance office,
then do so in order to establish a break from the culprit. You may also request a colleague to
temporarily handle the troublesome student in her/his own class. The temporary separation
will allow you and the offender to take stock of what is the other best option to normalize the
situation.
12. Never give up
When everything fails, your last recourse is to go back to your calling as a teacher. Visualize
in your mind that the offender is not a hopeless case. Despite the failure, believe in your
students and above all, believe in yourself that you are in control of the situation.

V. ASSESSMENT
Query on Discipline
1. What is your own discipline philosophy?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. What is the opportune time when teachers must give classroom rules and policies to
student? In what manner can be done?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

VI. REFERENCES
Book/s
Principles of Teaching 1: Brenda B. Corpuz, Ph.D., Gloria G. Salandanan, Ph.D.
Principles of Teaching 1: Erlinda D. Serrano, MA. Ed., Ana Ruby M. Paez, M.S.

JESS M. ARCEO 5