FS 1 EPISODE 7

Physical and Personal Aspects of Classroom Management

OBSERVE, ANALYZE, REFLECT

Activity 7:

Identifying Personal and Physical Aspects of Classroom Management

OBSERVE

Observe a class and interview the Resource Teacher. Ask how the
personal and physical aspects of classroom management ensure proper
classroom management and discipline.

Check if these aspects were observed in the classroom.

Aspects of Classroom Management YES NO

1. Personal Classroom Management
1.1 Is the teacher well-groomed that he/she demands
/
respect from the learners?
1.2 Is the teacher’s voice modulated and can be
/
heard by the entire class?
1.3 Was the teacher present in the class? /
1.4 Did the teacher arrive on time in class? /
1.5 Does the teacher exude a positive attitude
/
towards teaching?
2. Physical Classroom Management
2.1 Is the classroom well-ventilated? /
2.2 Is the lighting good enough? /
2.3 Is the classroom free from noise? /
2.4 Does the seating arrangement provide better
/
interaction?
2.5 Is the design/structure of the room inviting to
/
classroom activities?
2.6 Is the physical space/ learning station clear from
/
obstruction?

ANALYZE

Analyze the different elements of personal/physical classroom

management and answer the following questions.

1. How does the voice of the teacher affect classroom instruction?

 It is very important because the students will depend on the voice

pitch of the teacher. They do not want high pitch voice, they do not
want low pitch voice but instead they want a voice that is well
modulated that can be heard at the back. As a teacher, you should
 to control the pitch of your voice for you to be able to get the
attention of your students and for them to understand what you are
talking and what you are discussing. Voice is the fundamental
aspect needed in the teaching field.

2. How does the punctuality of the teacher affect classroom discipline?

 By being punctual, the teacher would have set a very good

example to students to follow. What the student sees in the teacher
they will also follow. So it is better for teachers to set good
examples so that their students can look at them with respect, an
example of which is being punctual in class which can affect
students' discipline in the classroom.

3. Why do we need to check on the physical aspects of classroom

management?

 It is important for us to check the physical aspects of classroom

management it because it will affect the students’ comfort and their
ability to learn. It is also because it can help to prevent behavior
issues and can help to improve the learning of the students.

REFLECT

Reflect on the aspects of personal and classroom management.

1. What does this statement mean to you as a future teacher? Explain. "No
amount of good instruction will come out without effective classroom
management."

 It says that classroom management is effective because it improves

the students’ the ability to learn and increases the students’
success by creating a field wherein the student enhances their
academic skills and competencies including their social and
emotional development.

2. What are your plans in ensuring effective classroom management?

 I will make sure as a Teacher that the rules and procedures in the
classroom are being imposed properly with proper design that
involves explanation and group output to establish clear and
consistent boundaries in the class. I will be positive every time that
always encourages them toward their positive behaviors. I will give
them the freedom to express their own thoughts and opinions in the
class and I will not allow their differences to become a hindrance
that will affect their learning instead, I am going to connect each of
one of them that no one is behind for them to grow together and
become successful in the near future.

Activity 7.2
 Demonstrating Knowledge of Positive and Non-violent Discipline in the
Management of Learner Behavior

OBSERVE

Observe the classroom management strategies that your Resource

Teacher employs in the classroom. You may also conduct an interview to
substantiate your observation.

Check the management strategies employed by the Resource Teacher. Check (/)
observed, put an (X) if not observed and 0 for no opportunity to observe.

No
Effective Classroom Not
Observed Opportunity
Management Strategies Observed
to Observe
1. Model to the students how to
/
act in different situations.
2. Establish classroom
/
guidelines.
3. Document the rules. /
4. Refrain from punishing the
/
entire class
5. Encourage initiative from
/
class
6. Offer praise and rewards /
7. Use non-verbal
/
communication.
8. Take time to celebrate group
/
effort.
9. Let students work in groups. /
10. Interview students to assess
/
their needs.
11. Address bad behavior
/
quickly.
12. Consider peer teaching. /
13. Continuously engage the
/
students.
14. Assign open-ended project. /
15. Write group contracts. /

ANALYZE

Analyze the checklist you have accomplished and answer the given questions:

1. How many strategies were employed by the Resource Teacher? Did these
contribute to better classroom management? Explain your answer.

 As I have observed, my Resource Teacher uses different kinds of

strategies like the use of non-verbal communication, establish
classroom guidelines, offer praise and rewards, let students work in
groups and etc. All these strategies my Resource Teacher used
contribute to better classroom management and at the same time
enhance pro-social student behavior and academic engagement at
the same time establishing an orderly learning environment.
 2. What were not used by the Resource Teacher? Were these important?
What should have been used instead? Explain.

 I think as I have observed, almost all the important strategies are

being used by my Resource Teacher that are effectively contribute
to better classroom management.

REFLECT

As a future teacher, reflect on the observations then answer the given

question.

1. What classroom management strategies do I need to employ to respond

to diverse types of learners?

 I will use the “Let the students work in groups” classroom

management strategy to respond to diverse types of learners
because through group activities the students with mixed-ability are
being group and promotes learning and are given the chance to
lead a group or teach their classmates. An extension of this is to
place students who learn in similar ways together like for example,
visual learners with visual learners, auditory with auditory, etc.
Doing so can make a huge difference during small-group
instruction.

SHOW Your Learning Artifacts

Show piece(s) of evidence of learning to capture the classroom

management strategies used by your Resource Teacher.

Let Students Help Establish Guidelines Encourage Initiative

 Use Non-Verbal Communication Give Tangible Rewards

Write Group Contacts Interview Students

LINK Theory to Practice

1. How will you prevent truancy among students?

A. Check attendance regularly.

B. Allocate budget for each student.

C. Improve sanctions on absentees.

DD. Prepare and teach your lessons effectively at all times.

2. What will be the most effective way of dealing with non-participative

students?
 A. Let them do what pleases them.

B. Refer the matter to the Guidance Counselor.

CC. Employ engaging and enjoyable activities.

D. Give them the grades they deserve based on their performance.

3. How will you help the shy timid students in your class?

AA. Treat them naturally.

B. Let them be as they are.

C. Refer them to the Guidance Office.

D. Encourage them to join as many activities in class.

4. How will you put to optimum use the leadership skills of your students?

A. Recognized their leadership skills.

B. Let them just do what they please.

C. Refrain from calling them all the time.

DD. Empower them to initiate activities in class.

5. To discipline unruly students, Teacher Helen always tell her students

"Remember I am the person in authority here. I have the power to pass or
fail you". Do you agree with Teacher Helen's reference to power?

A. We need more data to give a categorical answer.

B. Yes, passing and failing are in the hands of a teacher.

C. Yes, one may use the power given you to blackmail students.

DD. No, teacher authority is not meant to be used to pass or fail students.