14 Principles ef Teaching 1: A Modular Approaeh — a © 6 e @ @ \ AcTIVITY 1.6 Write in the chart below the brief descriptions of effective teachers, The Effective Teachersr Objectives After completing your study of Module 2, you should be able to do the i following: ! | | | 1. define classroom management and explain its implications to successful | instruction; 2. compare the conventional and modern concepts of classroom management; | 3. describe the perspective of educators on classroom management; 4. discuss the domains of classroom management and their applications inthe conduct of the classroom routine activities; a | 1 5. present the elements of effective classroom management and its impact on the teaching-learning process; 6. compare and contrast the three approaches to classroom management; 7. describe the processes involved in the conduct of practical classroom management strategies; 8. explain the rationale in building positive teacher-student relationships; 9. discuss the guiding principles on classroom management; and $ 10. relate the guiding principles to real classroom situations. ia | i | || An Overview i | | fective teachers are good classroom managers. They are | 1] equipped with a repertoire of management skills which enable them to engage in multifaceted tasks. Module 2, in addressing the significance of good classroom management, presents the essence of classroom management; the educator's perspectives on clossroom management; the domains, | elements, and approaches that will ensure effective classroom management; and the practical classroom strategies and management principles. [Sea Fa Sa RISTO Em ltt)16 Principlos of Toaching 1: A Modular Approach CLASSROOM MANAGEMENT room management to Richard Kellough (2009) is the proce: § of organizing ang ssroom to maximize learning. Tt involves the teacher’ action to create ‘onment that encourages positive social interaction, active engagement in learning, and self-motivation (Burden & Byrd, 2003). Likewise, it involves the stablishment and maintenance of the classroom environment so that educational Boals can be accomplished (Moore, 2005). ‘Traditionally, classroom management has been viewed as reactive in nature with ‘a focus on how teachers react after students’ misbehavior (Cruickshank et al,, 1999), However, this approach does not hold true anymore. Teachers who are obsessed with disciplining students who neglect instructional preparation in favor of total control tend to end up with more control problems than teachers who are well prepared and who focus their efforts on helping students achieve academically (Brophy & Evertson, 1976). Suffice to say, a comprehensive management plan should include both proactive (preventive) and reactive (disciplinary) management strategies. Classroom management, then, can be defined as the provisions and procedures necessary to create and maintain an environment in which teaching and learning can occur (Duke, 1987 in Cruickshank et al., 1999). a learning, en Perspectives on Classroom Management Arends (2004) presents below the ideas that can provide additional perspectives on effective classroom management, 1, Classroom management is possibly the most important challenge facing teachers. A teacher's reputation among colleagues, school authorities, and students will be strongly influenced by his or her ability to perform the managerial functions of teaching, particularly creating an orderly learning environment and dealing with student behavior. 2. Classroom management and instruction are highly interrelated. Classroom management is not an end in itself. It is merely one part of a teacher's overall leadership role. In this regard, classroom management cannot be separated from the other aspects of teaching. This refers to preventative management, the perspective that many classroom problems can be solved through good planning, interesting and relevant lessons, and effective teaching. Having an authentic relationship with students builds an atmosphere of confidence, trust, and care which is essential to good student-teacher relationship particularly in the classroom, It facilitates the development of a democratic classroom where the students’ rights are respected, and ideas are considered and valued. All of these point to the establishment of effective classroom management which is virtually only a part of the teacher's overall leadership role. Arends (2004) pointed out that teachers as classroom managers have a repertoire of management strategies to be used as situations dictate.- Classroom Management 17 Domains of Classroom Management As classroom managers, teachers are beset with multifaceted responsibilities in the performance of their daily routines. By and large, effective classroom managers need to handle the following areas of responsil 1. ity (Burden & Byrd, 2003): Selecting a philosophical model of classroom Management and discipline. ‘Typical examples are modes concerning love and logic, cooperative discipline, discipline with dignity, and assertive discipline. These are useful for analyzing and understanding as well as managing the student and teacher behavior. Organizing the physical environment. The way the desks, tables, and other classroom materials are arranged affects instruction and has an influence on order in the classroom. Managing student behavior. Guidelines are needed to promote order in the classroom and to providea conducive learning environment. Rules and procedures support teaching and learning, and provide students with clear expectations and norms, Creating a respectful, supportive learning environment. Teachers can take a number of activities to establish a cooperative and responsible classroom by developing positive teacher-student relationships. These actions will help create an environment where students feel valued and comfortable. thereby setting the stage for teaching and learning. Managing and facilitating instructions. Several factors in a lesson have bearing on classroom order. Teachers need to take these factors into account when planning lessons. These factors include decisions about the degree of the structure of the lesson, the type of instructional groups to use, and the means of holding the students academically accountable. Promoting classroom safety and welfare. Students need to feel physically and emotionally safe before they can give their full attention to instructional tasks. The strategies must address student behavior, create a supportive classroom, and manage and facilitate instructions. Interacting with colleagues, parents, and others to achieve classroom management objectives. Working with parents is another means to help maintain order in the classroom. Handling multifaceted responsibilities to ensure effective classroom management needs the total commitment of teachers. Guided by a philosophical model of classroom management and discipline, teachers are eventually equipped with knowledge, abilities, and skills in utilizing the physical environment, managing student behavior, and creating arespectful supportive learning environment. Planning classroom management facilitates effective instruction and promotes classroom safety and welfare. Building harmonious relationships with colleagues, parents, and friends also helps in attaining classroom management objectives.® 18 Principles of Teaching 1: A Modular Approach Elements of Effective Classroom Management Effective classroom management is the touchstone of effective ction, Daniel Muijs and David Reynolds (2005) identified the elements that have bearing in the conduct of managing the classroom such as the following: 1 ¥ : 10. Starting the lesson. The start of the lesson can involve several classroom management difficulties that the teachers need to take into account like prime lessons running late, playtime going on too long, or ineffective management of pupils going out of the classroom. . Appropriate seating arrangements. Pupils need to have sufficient space to work comfortably. If movement in the class is desired or necessary, pupils should be able to do this easily and without them pushing or shoving one another for space. Dealing with external disruptions. ‘The teacher needs to make sure that interruptions cause minimum disruption to the lesson by having clear rules for pupil’s behavior during such disruption and by dealing with them quickly, Establishing class rules and procedures. One of the main factors in ensuring that lessons run smoothly is the establishment of clear rules and procedures from the start. Rules and procedures need to be actively taught to pupils in order to work. . Smooth transition between lesson segments. One of the main ways to ensure that maximum time is given to each-task is to avoid wasting too much time during transition from one part of the lesson to the next. Transition should beas short and as smooth as possible. Teachers should establish clear procedures for lesson transition. . Pupil talk. Inappropriate pupil talk can disrupt lessons. Pupils talking during the lesson are off tasks themselves and can distract other pupils. Clear rules on when pupil talk is or is not allowed are important. . Giving homework/assignments. Effective teachers give assignments immediately following related in-class activities. It is important that teachers make it clear that homework is essential and not just an obligatory time-filler. Homework should not be used or presented as a punishment. . Maintaining momentum during the lesson. One of the most fruitful ways of preventing pupil misbehavior during lessons is to ensure the smooth flow of the lesson. . Downtime. This refers to those parts of the lesson during which one or more pupils have time to fill because they have finished seatwork early. This situation easily leads to disruption if clear procedures are not addressed by teachers at all. Ending the lesson. Problems that can occur at the end of the lesson include not leaving enough time for finishing the planned activities, lessons running overtime, and instructions for homework getting lost as pupils rush to collect their belongings and go off for lunch or playtime, The inability of pupils to finish the assigned tasks on time and the chaotic transition from one activity to another are the more common problems that usually arise both at the beginning and ending of lessons. It also holds true when there is no smooth transition between lesson segments, thereby causing time wastage fora given task, Effective managers of instruction need to be vigilant in considering downtime in the conduct of the lesson, that is, providing challenges to pupils who finish or complete the assigned task earlier than others. To meet all the foregoing problems, both teachers and pupils need to establish clear rules and procedures, Approaches to Classroom Management Three approaches to classroom management, as suggested by Moore (2005), include the self-discipline approach, the instructional approach, and the desist approach. Presented below are the brief descriptions of their views of classroom management: 1. The Self-discipline Approach. This approach is built on the premise that students can be trusted to evaluate and change their actions. Thus, their behaviors become beneficial and appropriate to self and to the class as a whole. It views classroom as a function of the teacher's ability to build and establish working teacher-student relationships. This approach represents the most democratic view of classroom management. 2. The Instructional Approach. The premise that forms the basis for the instructional approach to classroom management is that well-planned and well- implemented instruction will prevent most classroom problems, The assumption is that students will not engage in disruptive behavior where lessons are geared to meet their interests, needs and abilities. 3. The Desist Approach. The desist approach to classroom management gives the teachers full responsibility for regulating the classroom. The teacher enforces a set of specific rules to control student behavior in the classroom. This is considered as a power system because it gives teachers power to deal forcefully and quickly with misbehavior. Of the three approaches to classroom management, the self-discipline approach is favored by many teachers because students are directed in an atmosphere of democracy. Self-discipline is internalized by students, and good working teacher-student relationship is established, too. The instructional approach is anchored on the well-planned and structured lessons that are geared to meet the students’ interests, needs, and abilities. On the other hand, the desist approach seems to project an authoritative scenario considering the fact that it gives the teacher full responsibility in regulating the classroom. ¢ Classroom Management 19“ » @ @ @. and communication among groups of students. Large cirele or concentric 4 20 Principles of Teaching 1: A Modular Approach Practical Classroom Management Strategies Generally, ceaclors in basie education need manayentent strategies that can be room, Studies have been conducted along, this aspect over the years ‘vom, Moore (2005) presents a list of educators, employed in the elas to come out vill their practical applications in the e' of practical applications that are drawn trom the studig 5. Sever connecting habils were identified by William Glasser 1 Connectedne: (2001) whieh teachers ean tse to connect will students rather than attempt to ening, supporting, contributing, encouraging, control them, These are caving trusting, and betriending, 2 Meeting the students’ needs, Abraham Maslow (1954) recognized people's phy and emotional needs that must be satistied before the individual can attend to the higher need for achievement and recognition. If the lower needs ave not satistied, the individual is preoccupied by trying to meet them, and other higher-level needs are pushed into the background. This explains why hungry or tired students cannot learn efficiently. fy real hunger or need experienced by many students, some schools provide breakfasts or snacks to students to enable them to pay attention to school ta need to consider the effects of the imply order and efficiency, sks promote cooperation 3. Organizing the classroom. Teachers physical environment of the classroom, Rows of di but do little to build asense ofcommunity, Clusters of de arrangements encourage communication and sharing among the entire el: chools, conflicts have escalated to violent 4. Resolving conflicts. In many s confrontations. Students bicker with, threaten, and hara Truancy is epidemic in some areas, Traditional discipline involving scolding and suspensions does not appear to improve such situations. To resolve conflicts, David R. Johnson and Roger 'T. Johnson (1995) suggest the use of role plays and other learning opportunities where studens can practice conflict resolution skills, such as negotiating and mediating when conflicts arise. s one another, Educators such as Glasser (2001), Maslow (1954), and Johnson and Johnson (1995) expounded their ideas on the practical applications of effective classroom management to learning activities and daily classroom life. Good examples of practical applications are exercising connectedness where students will have experiences for caring (like giving breakfasts or snacks to hungry students); listening to students’ inquiry; supporting the execution of their plans; contributing ideas in their process of investigation; and encouraging, trusting and befriending them, The teachers’ skills in organizing the physical arrangement in the classroom as well as providing experiences in resolving conflicts will greatly help in ensuring effective classroom environment (Eby, Herrell, & Jordan, et al., 2006).Classroom Managomemt 21 Building Posi wcher-Student Relationships Effective classroom mana; ment is likewise anchored on positive teacher-student relationships. This can be achieved hy applying knowledge and skills in relating with students. Three researches were conducted along, this line by Carol M, Charles (2000), Thomas L. Good and Jer Brophy (2000), and Vernon F, Jones and Louise S, Jones (2001). They suggest the following in building, positive teacher-student relationships: 1. Use human ation skills. There are four gene apply to almost everyone in all situations, namely, ability to listen, and ability to compliment genuin lyf. 2, Enable success. Successful experiences are i of self-worth and confidence towards new a‘ students experience high rates of success in learning t AU human relations skills that posilive altitude, loping feelings ed when 3. Be invitational. Teachers need to develop attitudes and behaviors that invite students to learn, 4. Use effective communication skills. Effective communication allows for caring interpersonal interactions as well as for achieving personal and academic goals. 5. Establish a safe, nonthreatening environment. Students need to feel safe and secure in the classroom. fers 6. Be fair and consistent, Students must be treated fairly and not preferentially. students. 7. Show respect and affection to students. Teachers should like thei and respect them as individuals. 8. Communicate basic attitudes and expectations to students and model them in your behavior. A teacher must think through what he/she really expects from his/her students, and then see that his/her own behavior is consistent with those expectations, 9. Create an open dialogue with students. It is useful to create an open dialogue with students. However, the teacher needs to decide how often and how involved he/she wishes to be with them. Building positive teacher-student relationships is expected from every teacher to ensure effective teaching and effective classroom management. Human relation skills such as friendliness, positive attitude, ability to listen, and ability to compliment genuinely need to be developed to ensure success in all learning tasks. Well-planned lessons invite students to learn and facilitate interaction in the classroom. Teachers who are fair and consistent in dealing with students are good classroom managers, They establish a safe learning environment, respect the rights and dignity of students, and create open dialogues with them. Indeed, success is attainable when teachers make all attempts to build positive teacher-student relationships.6 é ® ® 22 Principles of Teaching 1: A Modular Approach _____— In conventional classroom management, the emphasis panne on isbn Actually, discipline is the specific action teachers take when on ee ey t Nem in 4 : classroom. However, in many schools today, classroom discipline is Telerred to % classroom control. PRINCIPLES/GUIDELINES General Management Principles (Thomas L. Good and Jere E. Brophy, 2000) 1. Planrules and procedures jn advance. Effective classroom management begins with advanced planning, in which the teacher thinks through the intended curriculum and its implications about the Kind of learning environment that will be needed tg support it. Advanced planning should attend to both rules and procedures. 2, Establish clear rules and procedures where needed. Certain aspects of classroom management are part of the daily routine like using the toilet and drinking fountains, having access to paper and other supplies, using special equipment and others, Procedural rules in these situations should be explicit and properly explained, Behavioral rules should be kept to a minimum and stated clearly with convincing rationale. 3. Students assume responsibility. There is no reason for teachers to do what students can do for themselves. With people planning and instructions, students can assume responsibilities. “4. Minimize disruptions and delay. Management problems start and spread more easily when students are idle or distracted. Teachers can do many things to minimize delays, disruptions, and distractions. === 5. Plan independent activities as well as organized lessons. Disruptions often originate with students who are not working on their tasks or who have finished early and have nothing else to do. Teachers who fail to provide worthwhile assignments, or who fail to have back up plans prepared for times when assignments are completed more quickly than anticipated, have more management problems than their better- prepared colleagues. Guidelines for Classroom Management (Thomas L. Dynneson and Richard E. Gross, 1995) The principles of effective classroom management should be aimed at establishing an atmosphere of mutual respect based on a set of classroom rules that reflect the teacher's behavioral expectations for students. Therefore, classroom managers should include provisions for the following:lat ee ee a nell rs) Classroom Management 23 Developing a set of classroom rules and procedures Training students in the classroom to assume responsibilities Consistently applying rules Rewarding or recognizing students for cooperation and achievement Guidelines for Classroom Management (Arthur Ellis, 1986) Involve your students in management. Tell them how you operate. Give them the opportunity to decide on certain rules and procedures, See behavior problems and management problemsas content for problem solving. Apply the same inquiry methods that students use as they investigate problems. Do not humiliate students. Deal with the issue ifa behavior problem has occurred, and do it as privately as possible, Do not punish the whole group for difficulties caused by one or a few persons. Children sense unfairness quickly. Discuss goals individually. Spend time with each student discussing individual goals. . Distinguish between behavior problems and learning problems. Try to find out what is contributing to disruptive behavior. Create a climate of interdependence. Cooperative tasks and shared assignments will help create an interdependent atmosphere. Schedule some free time. A few minutes of free time each day allow students the opportunity to relax, to reflect on what they have been doing, and to make choices about the use of at least that part of the day. Be a democratic leader. The authoritarian rule contributes to tension and problems with pupils’ self-concept. Laissez-faire leadership leads to a lack of group cohesiveness and general apathy. KEY IDEAS IN SUMMARY Classroom management is the process of organizing and conducting a classroom to maximize learning. Classroom management refers to the provisions and, procedures necessary to create and maintain an environment in which teaching and learning can occur.24 Principles of Teaching 1:4 Modular Approach authentic relationships with ® ® requires teachers to cereale ethic of care nd in itself; management nd develop a nt is nol 3. Good classroom rt of a teacher's their students, at 7 it is merely one pal Classroom manageme! ane overall leadership role. ed to feel physica onal tasks. r the effects of the p! oom environment. should be aimed hat reflect th Students ne Ily and emotionally safe before they can give their full udents ce attention tot KS, 6. Teachers need to considet developing & healthy classt gement ~ 7 Effective classroom mana sed on a set of classroom rules t t of the room in he instructi al environmen) hysic: at establishing an atmosphere of ¢ teachers’ behavioral mutual respect ba! s for students. agers strive lo thus preventing potential elicit students’ cooperation and involve them expectation’ ipline problem. 8. Effective classr interest activities, ‘oom mans in high-i CHECK, EXTEND, EXPLORE, DO Ese A. Check (Questions for Discussion) 4, What are the different views about classroom management? Explain each one by giving examples. What is the difference between the traditional of classroom management? Give examples. What are the perspectives of educators about concept and the modern concept classroom management? t? Explain each one. What are the domains of classroom managemen t? Give examples. What are the elements of an effective classroom management Differentiate the three approaches to classroom management. Cite examples What are the practical classroot Give the rati i ildi: iti e rationale in building positive teacher-student relationships. Give m management strategies? Explain each one. er anae examples. Choo: idi inci se the guiding principles that most teachers observe. Give the practical applications of each one. 10, Choose the g1 g principles that teacl ally d r Choose the guiding principles that teachers usually do not observe. lain youl . Expla answer.Classroom Managoment | 25 B. Extend 1. What are the attributes of a good classroom manager? 2. Are all teachers good classroom managers? Prove your point. Cc. Explore 1, Interview a school principal or a school supervisor. Ask him/her the attributes of the effective teachers in their school. _ 2. Compare the attributes of effective teachers in two or three schools. D. Activities (To Do) ACTIVITY 2.1 Give three definitions of classroom management using a data information chart. — 1. Classroom Management See? 2. Classroom Management 3. Classroom Management (28 Principles of @® Design a concept map Explain the concept map in class. Elements of Effective Classroom Management to show the elements of effe Teaching 1: A Modular Approach _ a — ACTIVITY 2.4 ctive classroom managem, lent fs | pe per cena oe ee__ Classroom Management 29 _ ACTIVITY 2.5 Design a hanging plant web to describe the three approaches to classroom management. Explain the hanging plant web in class. Approaches to Classroom Management Approach ACTIVITY 2.6 Write in the cluster map the connecting habits that enhance classroom management. Explain each one in class, 7 ” Connecting Habits that Enhance Classroom Management/rom2 WS Objectives After completing your study of Module 3, you should be able to do the ; following: 1. explain the rationale for classroom control that will help ensure smooth classroom management; 2. discuss the significance of maintaining order in the classroom; 3. prepare graphic organizers showing the guidelines for effecting classroom control; 4. distinguish rules from procedures as tools in classroom control; a 5. develop the skills in identifying and handling inappropriate behaviors in the classroom; i 6. cite typical inappropriate behaviors of students and the ways and procedures of handling them if needed; cite ways and means in dealing with inappropriate behaviors in school, at home, and in the community; and 8. discuss the principles/guidelines to follow in the conduct of classroom activities that have relevance to classroom control and misbehaviors. nee \ 1 | | | An Overview | lassroom control today refers to the conventional term L| Ce classroom discipline which is one of the greatest concerns of teachers in all levels of instruction. Misbehaviors | (inappropriate behaviors) usually occur in the classroom in the | form of open defiance, chaos, and disorder. Over the years, educators tried to search for certain approaches which can be | utilized by teachers in meeting behavior problems. Knowledge of | classroom control and misbehaviors will help facilitate effective L| teaching and learning. 1 Spear ge oe; ; Classroom Control and Misbehaviors | 33 CLASSROOM CONTROL ucators today advocate the use of the term ela iscipline because the lat pom control instead of classroom ciated with misbehaviors or inappropriate behaviors which call for punishments, Apparently, punishment has become an outrage practice of many teachers in their quest for classroom order, In the process, however, they find out that giving punishments to students does not solve the frequent occurrence of misbehaviors in the classroom, There has to be order in the el control to enhance instruction, ‘oom—a manifestation of Order in the Classroom Order means that the students follow the actions necessary for a particular classroom event to be suce ‘ocus on the instructional tasks and do not misbehave. Indeed, establishing and maintaining order areimportant parts of classroom management. Further, classroom order is threatened by misbehavior, and discipline is the act of responding to misbehaving students in an effort to restore order (Burden & Byrd, 2003). The following are important issues concerning order in the classroom. 1, Aminimal level of work is necessary for instruction to occur. Order can be established for instruction by actions such as selecting rules and procedures, encouraging and reinforcing appropriate behavior, reacting to misbehavior, and managing instructional tasks. With many students off-task, instruction cannot occur, 2, Student involvement in learning tasks is affected by order in the classroom. When there is order in the classroom, individual students can be engaged in the instructional tasks. 3. Student cooperation is necessary in establishing order. Order in the classroom is achieved with the students’ willingness to be part of the sequence of events. Students want to cooperate in a learning community because they see the benefits of doing so. 4. Expectations for order are affected by a number of classroom variables. Teacher expectations for order may vary depending on factors such as the type of instructional activities, the maturity level of students, the time of day, the time spent in the lesson, and the particular students involved. ‘These issues may serve as guidelines that will help in maintaining classroom control which, by and large, ensures effective teaching-learning processes. © @A Principles of Teaching 1:4 Modular Approach Lstablishing Rules and Procedures jes differ from procedures? Rules are statements th, npecify Ihe things st udents are expected to do or not to do. These are the general behayig, " ntandards or expectations that are to be followed in the classroom and general sides a 0 conduct that are intended to regulate individual behavior in an attempt to avoid descriptiy, behavior, Rules are written down, made clear to students, and are kept to a minimum, On the other hand, proce Jures are approved ways to achieve specific tasks in the classroom, ‘Thee are ways of getting work and other activities accomplished, although these are seldom written down (Arends, 2004), What are rules? How do rul Obedience to Classroom Rules hers usually use rules and procedures in maintaining order in the classroom, + obedience to classroom rules and positive response to procedures, as well as teach ) suggest the following guidelines: Too and review classroom rules, Burden and Byrd (2003. Make classroom rules consistent with school rules. 2, Involvestudentsin makingthe rulestothedegree that you (the teacher) arecomfortable and to the degree that the student’s age level and sophistication permit. 3, Identify appropriate behaviors and translate them into positively stated classroom rul Focus on important behavior. y of rules to a minimum (4 to 6). vach rule simple and short. Keep the numbe 6, Keep the wording of address behaviors that can be observed. 7. Mave rules e rules and consequences when they break 8, Identify rewards when students follow th the rules. ‘Teaching and Reviewing Classroom Rules Cognizant that rules and procedures are needed to maintain order in the classroom, Burden and Byrd (2002 ) further expoundin their study the need for teaching and reviewing classroom rules such as the following: 1, Discuss the rules in the first class session. Discuss the reasons for the rules. 3. Identify spe fic expectations relevant to each rule. Provide examples and emphasize the positive side of the rules. dents of the consequences when rules are followed and when they are 4. Inform stu broken. \ |- Classroom Control and Misbehaviors 35 Verify understanding. Send a copy of the discipline or control policy to parents and to the principal. Post the rules on a prominent location. Swag Remind the class of the rules at times other than when someone has just broken a tule. g. Review the rules every day, However, there are also educators who have other views about rules and procedures. To this group belong the educators who advocate the use of procedures rather than rules and of consequences rather than punishments. They believe that rules have a more negative connotation rather than procedures. Misbehaviors in the Classroom Misbehaviors are manifested in the classroom when students threaten the academic activities at a particular moment. More often than not, misbehaviors create disruptions in the academic flow of regular classroom routines. There are less serious misbehaviors and there are more serious ones, too. Misbehaviors are associated with the breaking of class rules, but not all infraction of rules could be necessarily misbehavior. With these in mind, teachers need considerable knowledge about the manifestations of behaviors or inappropriate behaviors of students in the classroom. The different behaviors manifested by students in the classroom can easily be identified by the teachers using the categories of misbehaviors listed in the study of Richard D. Kellough and Noreen G. Kellough (2003): 1, Transient nondisruptive behaviors. This least serious category includes three common and usually nondisruptive behaviors: fooling around, chatting with a neighbor, and momentarily being off-task. This type of behavior is transient. 2. Disruptions to learning. This category includes talking out of turn, walking about the room aimlessly and without permission, cleaning, and tossing objects—all of which students know are behaviors that are unacceptable in the classroom. 3. Defiance, cheating, lying, and stealing. When a student refuses to do what you say, the student may be worthy of temporary removal from the class. Any cheating, lying, and stealing may be isolated acts, and the student may only need a one-on-one talk to find out what precipitated the incident and what might be done to prevent it from happening again. 4. Sexual misconduct, fighting, and violence. More and more often today, teachers are confronted with major problems of misbehavior that have ramifications beyond the classroom or that begin elsewhere'and spill over into the classroom. ®eee 6 h aoe & Principles of Teaching 1: A Moduler ‘Approach udents in the classroom. If easily ed in the foregoing, can be handleq wnt. However; there are educators hibited by the st misbehaviors © s as categoriZ' ‘These are the avior problems, achers, beh identified by te i : oa the field of classroom manageme! with the help of ext perts in the field o oat " : who re eon ‘eat the best way to deal with discipline problems is to avoid them. ecognize ist Wa) ° ° / \ ies of misbehaviors will help teachers 1n handling the Knowledge of the four categorl inappropriate pehaviors that occur in se oblems that can si there are discipline P™ a a reinforcement principle. These minor be calling out an answer instead of raising 8‘ ly those misbehaviors that ¢é It is suggested that on : : routine need to be ignored. Giving praise to appropriate hool, at home, and in the community. However, mply be ignored using the concept of extinction— chaviors include, among others, pencil tapping, a hand, interrupting a teacher, or whispering, ause little interference in the classroom behaviors is likewise suggested. Causes of Misbehavior an result from a variety of causes, some of which are external in the classroom situation and some of which may be caused, or at least reinforced, by the classroom situation. Misbehaviors may emanate in the classroom as well as in the homes and communities where the students live. Schools, therefore, need to provide a caring learning environment to help compensate for what students miss at home and in the Misbehaviors ¢ community. Other causes of misbeh: to health factors, physical impairme influence from home or society, and s aviors according to Burden and Byrd (2003) could be related nts, neurological conditions, medication or drugs, chool and classroom factors. 3. Health factors. Student behavior problems may be related to health factors. Lack of sleep, an allergy, jllness, or inadequate diet may greatly affect the student's ability to complete assignments or interact with each other. Physical impairments. Physical impairments, such as a vision or hearing loss, paralysis or a severe physiological disorder, may also contribute to behavior problems. Neurological conditions. Some students may have a mental disorder that p 3: affects their behavior. For example, Attention Deficit Disorder (ADD) is a mental condition in which the area of the brain that controls motor activity does not work like it should. 4. Medication or drugs. Medication or drugs, whether legal or illegal, may also bea factor. Over-the-counter medicine fc i for nasal congestion may to be less alert than usual. . y eansea stale 5. Lene from home or society. Conditions in the student's home may pa me peaior voblems such as lack of adequate clothing or housing, atesiae ion and types of discipline, home routines, or significant events iivorce of parents or the death of a relative or friend._ : a Classroom Control and Misbehaviors 37 Oe @ 6. School and classroom factors, School factors can be related to behavior problems, These include factors such as the curriculum; effectiveness of teachers, administrators and staff; school i r and staff; s routines; adequac ies; i students in the classroom, Ra ee a Dealing with Inappropriate Behaviors Dealing with misbehaviors or ina is a reality that certain minor in: to extinction, yet there may Ppropriate behaviors is a challenging task. While it ‘appropriate behaviors that can simply be ignored would go be behavior problems that continue to exist in the classroom. These are the behavior problems that should be dealt with directly. An important skill that comes to some extent with experience is what Jacob $, Kounin (1977) refers to as with-itness or withitness. This is the ability of teachers to spot all misbehaviors quickly and accurately and to identify the right student as the culprit. ‘Targeting the right student will stop possible resentment from students wrongly singled out (Muij, 2005). To stop inappropriate behavior from escalating and causing increasing problems, Carolyn M. Evertson and Edmund T. Emmer (1982) suggest the following sequence for dealing with inappropriate behaviors: 1, The teacher should ask the student to stop the inappropriate behavior. 2. The teacher should make eye contact with the student until appropriate behavior returns. 3. The teacher needs to remind the student-of what appropriate behavior is. 4. The teacher may need to ask the student to explain the correct behavior to himself/herself. 5. The teacher needs to impose the penalty for breaking the rule. 6. Often, off-task behavior occurs where students are doing repetitive, boring tasks which they have already mastered. Using Rewards and Punishments Both rewards and punishments are ingredients in dealing with misbehaviors in the classroom. Rewards help in reinforcing certain desired behaviors. Punishments, on the other hand, deter certain behaviors. Daniel Muijs and David Reynolds (2005) posit that there are records used to reinforce desired behaviors. A typical example is praise. However, it is best to follow certain guidelines in considering praise as a reward as Brophy (1981) suggests: Effective praise... 1. is delivered contingently. 2. specifies the particulars of the accomplishment. 3. shows spontaneity, variety, and other signs of credibility; suggests clear attention to the student’s accomplishment:~ 38 Principles of Teaching 1: A Modular Approach 7 4. rewards attainment of specific performance crite! 5. provides information to students about the accomplishments. 6. orients students toward belter appreciation of their own lask-related behaviog and thinking about problem solving. 7. uses students’ own prior accomplishments as the basis for comparison, competence or the value of the ‘ip 8. is given in recognition of noteworthy effort or suce g. attributes success to effort and ability, implying that similar sue expected in the future. 10. fosters endogenous attributions (students believe that they spend effort on the task because they enjoy the task and/or want to develop task-relevant skills), an be 11. focuses students’ attention on their own task-relevant behavior. 12. fosters appreciation of, and desirable attributions about, task-relevant behavior after the process is completed. Using rewardsis based on the reinforcement principles, that is, when certain behaviors are reinforced they tend to be repeated; conversely, behaviors that are not reinforced tend to decrease or disappear. The key to using reinforcement principles to influence student behavior rests on the teacher's ability to (1) identify desirable behavior, (2) identify appropriate reinforcers, and (3) skillfully use their reinforcers to strengthen and encourage desired behaviors (Muijs and Reynolds, 2005). Using Punishments There are forms of misbehavior that call for punishments. However, teachers need to practice sound judgment as to what form of punishment should be given to students. Simply put, caution should be exercised by teachers in applying punishments to certain misbehaviors. Good and Brophy (2003), Harvey Clarizio and George F. McCoy (1983), and Evans and Meyer (1986) came out with a number of recommendations in using punishments for certain inappropriate behaviors. Listed below is a synthesis of their recommendations: 1. Explain and discuss acceptable behavior. 2. Clearly specify the behavior that will lead to punishment. . Deliver a warning before punishment is applied to any behavior, - Apply punishment fairly with everyone who exhibits the targeted behaviors. . Apply punishment consistently after every occurrence of the targeted misbehavior. . Apply the punishment immediately when the desired behavior is expressed. - Use punishment of sufficient intensity to suppress the unwanted behaviors. wags oeClassroom Control and Misbehaviors 39 8. Select a punishment that is effective and that is not associated with a positive or rewarding experience. g. Select the type of punishment to the situation. Different situations call for different actions, 10. Combine punishment with negative reinforcement whenever possible. 11, Combine punishment and positive statements of expectations and rule: 12. Select a type of punishment that does not violate school district policies or s\ statutes. 13. Prevent the opportunity for escape from punishment. 14. Avoid extended periods of punishments. 15. Use punishments only when rewards have not worked or if the behavior must be decreased quickly because it was dangerous. 16. Administer punishment in a calm, unemotional manner. 17. Reward correct behaviors. PRINCIPLES/GUIDELINES Basic Principles of Discipline (Tom Savage and David Armstrong, 1987) The dignity of the pupil must be preserved when the teacher responds to a behavior problem. Private correction is preferable to public correction. The causes of misbehavior, not just the misbehavior itself, need to be addressed. There is a need to distinguish between trivial and serious problems. The responses to misbehavior must be consistent and fair. Pupils should be taught to recognize the link between misbehavior and the consequence of misbehavior. Five Principles of Classroom Control (Joseph Donald Novak, 1991) Pursue only classroom goals that are truly important and appropriate. Make sure the goals are achievable. When teaching, modify or scale down overly done combinations of intentions. Analyze the factors that may be affecting the problem situation. The more we know about the circumstances of a problem, the more likely one will be able to select and employ effective techniques to resolve it.Jes of Teaching 1? A Modular ApprO8ER 3. Use positive techniques for managing behavior. When sats do not a fs appropriately, they must learn new behavior patterns. THis principle requires teachin é t i recognizing an students the behaviors that are expected of them, an‘ i iS Tewarding subsequent desirable behavior. _ Use punishment sparingly and appr works and only as much as necessary. Make what is acceptable. inappropriate, and, conversely, 5. Teach students to manage their own behavior. Teach students self-contro}, Self-control means having students behave appropriately in the absence of externa control. When students know that inappropriate and appropriate behaviors have predictable consequences and when they can recognize and respond to important classroom rules, they exhibit self-control. opriately. Use only punishment th;, certain students know what behavior is e Classroom Atmosphere Guidelines in Creating a Positiv h, 2003) (Richard D. Kellough and Noreen G. Kelloug] 1. Advocate behavior, not pressure. 2, Assure that no bias or prejudice is ever displayed again: ~ 3, Attend to the classroom’s physical appearance and col place of work. . Bean interesting person, and 5. Encourage students to set high yet realistic go: how to work in increments toward meeting their goals. 6. Help students develop their skills in interactive and cooperative learning. 7. Involve students in every aspect of their learning, including the planning of learning activities. 8. Make the learning fun, g. Send positive and easily understood mi sitive behaviors. st any individual student. fort. The classroom is your an optimistic and enthusiastic teacher. als for themselves, and then show them at least to the extent possible and reasonable. essages to parents or guardians. 10. Recognize and reward truly po: 11. Use interesting and motivating learning activities. KEY IDEAS IN SUMMARY Classroom control is a part of management plan designed to prevent inappropriate student behavior. 2. ete involvement in learning tasks is affected by order in the classroom: 3. R i i 3 jes are statements that specify the things students are expected to do or not to do- a10. 1. 12. 13. 14. __ x _ : ___ Classroom Control and Misbehaviors ‘41 . Procedures are approved ways to achieve specific tasks in classroom. . Misbehaviors are manifested when students threaten the academic status at a particular moment. . Therearebehavior problems thatcan be ignored when based on extinction, a reinforced principle. . Some causes of misbehaviors are related to health factors, physical impairments, neurological conditions, medication or drugs, influence from home or society, and other school and classroom factors. . Withitness refers to the ability to spot all misbehaviors quickly and accurately. . Rewards help in reinforcing certain desired behaviors; punishments deter certain behaviors, When certain behaviors are reinforced, they tend to be repeated; conversely, behaviors that are not reinforced tend to decrease or disappear. The causes of misbehavior, not just the behavior itself, need to be addressed. Punishment need to be used sparingly and appropriately. Involving students in every aspect of their learning, including the planning of learning activities helps, in creating a positive classroom atmosphere. Developing authentic relationships free of power and control helps in establishing a caring classroom. CHECK, EXTEND, EXPLORE, DO Check (Questions for Discussion) . What is classroom control? . How does classroom control differ from classroom discipline? . How could teachers maintain order in the classroom? . What are rules? How do they differ from procedures? . What guidelines could teachers use in formulating class rules and in responding to procedures? : 6. What other views do some educators have about rules and procedures? Do you agree with them? 7. Why do students manifest misbehaviors in the classroom? 8. What are the consequences of misbehaviors? Give examples of each one. 9. What are the minor behaviors that are candidates for extinction? 10. What are the causes of misbehavior? awnay ples of Teaching 1: A Moduler A 22%: & AQ Princi pproach _ __ __ tness help maintain classroom order? What is withitness? How does withit nts for appropriate behaviors? Why? tudents for inappropriate behaviors? Why? ud. 32, Should rewards be given to stude! 13. Should punishments be given tos B. Extend 1. Doall teachers maintain order in 2, Doall teachers know the significance: the classroom? Prove your point. e of withitness? Explain your answer. Cc. Explore s is manifested during the conduct of the 1. Observe classrooms where withitnes: lesson. 2, Share your observations in class. D. Activities (To Do) ACTIVITY 3.1 e of a concept map. Explain the Define classroom control with the us concept map below. Classroom Control& _Classroom ContrSl and Misbehaviors 43 @ @ @ ACTIVITY 3.2 Choose two (2) guidelines for maintaining order in the classroom. Explain each one. ACTIVITY 3.3 With the use of a Venn Diagram, compare rules and:procedures as applied in the classroom. 1 & 2 = Differences 3 = Commonalitiesching 1; A Modular Approach $$ ACTIVITY 3.4 Write A if you agree with the statement in each item; write D if you disagree, 4 Classroom ru 8 need to he consistent with school rules. room control tated with more rules to follow. 3+ Simple and short rul 4b Rewards ar are easily understood and followed. given to students who break the rules. 5. Focus the rules on important behaviors. —~ © Involve the students in making the rules. ~ 7 ‘Discuss with students the need for the class rules. —— §. Inform students of the consequences when rules are followed and when they are broken, ACTIVITY 3.5 e Answer the core question in the semantic web. A What are the categories > . of misbehaviors? LClassroom Control and Misbohoviors 45% @ pS @ ACTIVITY 3.6 With the use of a cluster map, list down the other causes of misbehaviors or inappropriate behaviors, Explain the cluster map in class. Other Causes of Misbehaviors ACTIVITY 3.7 & Enumerate three (3) basic principles of discipline. Explain each one by citing examples.AG Principles of Teaching 1: A Modular Approach e e ACTIVITY 3.8 estion with the use ofa ladder web. Answer the core qui What guidelines should be followed when using punishment in the classroom?