Lesson Outline

I. Objectives

At the end of this lesson, students will be able to:

a. Understand the importance of effective classroom management;

b. Identify key components of classroom management and;

c. Apply classroom management techniques to various classroom scenarios.

II. Subject Matter

Topic: Effective Classroom Management

Online Resources: None

III. Enabling Activity

- The reporter will divide the class into 4 groups, the reporter will task every group to brainstorm about a
question:

What subject or grade do you want to teach in the future?

What will you do in the first day of class?

What will be your rules and consequences be?

IV. Lesson Proper

The teacher will discuss the lesson

Classroom management is the business of getting students to do what teachers want them to do. If
the teacher is good at it, a lot of things get done and students enjoy coming to class.

Here are some tips in order to manage the classroom well:

1. Set Rules and Procedures That Students Are Expected to Follow
The teacher must communicate the rules clearly to the students. Clear communication entails a
clear discussion of every rule and its rationale. A final critical strategy is to find out if students
understand the rules and commit to abide by them. Class rules, procedures, and notice of
upcoming activities are posted in convenient places to help students stay on track. Students follow
class routines for daily chores without nagging. In a well-disciplined class, students understand
what they are expected to achieve each day and how they are to go about them.
 2. Let Students Actively Engage in the Pursuit of Knowledge
Active learning generates a much higher noise level than the silent classrooms of the past.
There is movement, laughter and noise. Students are up and out of their seats while engaged in a
variety of interesting activities that encourage thought and discovery. They do more talking than the
teacher on most classroom learning experiences.

3. Lead Students to Take Responsibility for Their Learning

In a well-disciplined class, teachers may lead students, but they do not coerce them into
good behaviour through threats of dire punishment. Teachers encourage s the importance of
choosing good behaviour over the short-term term thrills of bad behaviour. In an orderly class, self-
directed students not only encourage each other, but they also work with their teachers to achieve
academic and behaviour goals that they themselves have established. Successful teachers employ
a variety of strategies to promote responsible decision-making and create self-reliant students.

4. Respect Everyone
Teachers and students treat each other with obvious respect. This is evident in such
nonverbal interactions as body language and tone of voice as well as in what students and
teachers say to each other. Students speak with confidence because they feel their opinions are
valued. Students in a well-disciplined class also respect their classmates. They have been taught
to appreciate each other's unique contributions to the class as well as appropriate ways to resolve
conflicts. There is a general sense of togetherness and steadfast courtesy.

Classroom Management Techniques

Management of Instruction
This refers to the smooth flow of the instructional processes. Smoothness involves circulating to
facilitate students' cooperation and discussion as they work in small groups.
1. Maintain smoothness of instruction and avoid jarring breaks within the activity flow.
2. Manage transition from one activity to another, from subject or from lesson to recess and 'give clear
signals.
3. Maintain group focus during the lesson so that all students in the class stay involved in the lesson
even if the teacher calls on only one student.
4. Maintain a group focus during a seatwork by circulating to see how they are doing.
5. Develop withitness and be aware of student's behavior at all time.
6. Develop overlapping skills and be prepared for all scenarios in the classroom.

Management of Discipline
This refers to the means of preventing misbehavior from occurring or the manner responding to
behavioral problems in order to reduce their recurrence in the future.
1. Start the year right with a clear, specific plan for introducing the student to classroom rules.
 2. Set few class rules for the students to follow.
3. Create an atmosphere where there is respect to one another.
4. Apply the principle of least intervention for routine classroom behaviour problem. Create varied
interesting lessons to make students pay attention to class discussion and students do not engage
in activities that disrupt class discussion.
5. Manage serious behaviour problems through applied behaviour analysis.
6. Prevent serious behaviour problem and remove the causes of misbehaviour.
7. Formally develop the desired behaviour by teaching (not telling) the behaviours.

Management of Relationship
This refers to emotional climate and communications affecting learning conditions.
1. Maintain positive climate characteristics which allow students to choose a variety of activities to
achieve common goals.
2. Develop sense of interdependence, common bonds, defined group expectations and relationship
qualities that enhance wholesome emotional climate.
3. Develop communication characteristics that promote wholesome classroom relationship like
positive constructive conversations aimed at understanding on another's point of view.
4. Render different forms of assistance by providing class meetings or students to have an
opportunity to examine the ideas and feelings that influence value judgement.

Management of Physical Environment

This refers to the organization of the learning environment, supplies, and materials.
1. Organize supplies and materials for activities that occur frequently in most readily available
accessible place, and must be governed by the simplest procedure.
2. Rules must go with territory and insist on respect for them. Expectations regarding beginning and
end of class behaviour must be clearly expressed.
3. Avoid interruptions during class program.
4. Arrange the physical setting and maximize visibility and accessibility. Students' desks are
separated in rows facing toward the chalkboard and away from the window.
5. Materials and equipment stations are available in sufficient quantities and are located to minimize
congestion in traffic lanes.
6. Bulletin boards and wall spaces are used to display student work and complement current class
activities.
7. Set explicit procedures for getting materials from and returning them to designated classroom
locations.

Management of Time
This refers to the organization and use of allocated time in the classroom.
1. Make good use of all classroom time.
2. Start teaching at the beginning of the period and end on time.
3. Establish routine procedures.
 4. Minimize time spent on discipline and prevent interruptions.
5. Teach lessons that are so interesting, engaging, and relevant to student's interest.
6. Maintain momentum through avoidance of interruptions or slowdown like phone calls, knocks on
the door and other disturbance.

Management of Routines
This refers to the established activities or procedures that are repeatedly done.
1. Teach pupils to learn how to form various grouping and return to standard arrangement with
minimum confusion.
2. Do not use the first few minutes of the class session to collect materials when students are
potentially most alert to instruction.
3. "Overlapping- technique is used for collection and distribution of materials. It refers to the teacher's
ability to attend to the task at, hand and at the same time prevent an extraneous situation from
getting out of control.
4. Prepare for transition by planning distinct types and sequences of teacher-pupil activity e.g.
checking homework assignment, presentation of new material, giving assignment, monitoring
seatwork. Transitions should be quick and quiet.

V. Activity

- With the same group they will be provided with case studies or classroom scenarios related to
classroom management. Ask each group to discuss how they would apply the classroom management
techniques discussed in the lesson to address the issues in the scenarios.

Scenario 1: During a group activity, two students start arguing loudly, disrupting the class. What should
the teacher do?

a) Punish both students with detention

b) Ignore the behavior and hope they stop

c) Separate the students, address the issue, and reinforce class rules

d) Join the argument to mediate

Scenario 2: A student frequently arrives late to class. What is the best way for the teacher to address this
behavior?

a) Publicly scold the student in front of the class

b) Privately discuss the issue with the student and find a solution together

c) Ignore the lateness as long as the student completes their work

d) Assign extra homework as a consequence

Scenario 3: A student is consistently not completing homework assignments. What should the teacher
do?
a) Punish the student by giving them more homework

b) Ignore the issue since it's the student's responsibility

c) Talk to the student privately to understand the reasons behind the behavior and provide support

d) Announce to the class that the student is not doing their homework

Scenario 4: A teacher notices that some students are disengaged during a lecture. What proactive
strategy can the teacher use to re-engage the students?

a) Give the disengaged students a failing grade to motivate them

b) Continue with the lecture, as some students will always be disengaged

c) Incorporate interactive activities and discussions into the lesson to make it more engaging

d) Ignore the disengaged students and focus on those who are paying attention

VI. Assessment

The teacher will give a short quiz to assess students' understanding of classroom management concepts
and techniques and read the questions twice. Answers will be written in a 1/4 sheet of paper. Include
multiple-choice questions and short scenarios where they must choose the appropriate management
approach.

Quiz: Classroom Management Concepts and Techniques

Question 1: What is the primary goal of effective classroom management?

a) Maintaining strict discipline

b) Ensuring total silence

c) Creating a conducive learning environment

d) Promoting competition among students

Question 2: Which of the following is NOT a key element of effective classroom management?

a) Establishing clear expectations and rules

b) Building positive relationships with students

c) Ignoring disruptive behavior

d) Using effective communication techniques

Question 3: During a class, a student repeatedly interrupts and talks out of turn. What is the most
appropriate initial response for the teacher?

a) Immediately send the student to the principal's office

b) Politely ask the student to stop and wait their turn

c) Ignore the behavior and hope it stops on its own

d) Yell at the student to be quiet

Question 4: In which scenario is positive reinforcement being used effectively?

a) A teacher gives a student detention for a minor infraction.

b) A teacher praises a student for completing their homework on time.

c) A teacher criticizes a student in front of the whole class.

d) A teacher assigns extra homework for talking in class.

Question 5: Which classroom management approach focuses on preventing misbehavior by engaging

students in meaningful and interesting activities?

a) Reactive management

b) Punitive management

c) Proactive management

d) Authoritative management

VII. Assignment

- Assign students a reflection task where they write about a personal or observed classroom
management experience. They should analyze what worked well and what could have been improved,
applying the concepts and techniques learned in the lesson.
 Group 2
ABDUL ( Grammar Checker)
ANTANG ( PPT Creator)
BATANG ( Give suggestions and
idea)
CENTINA ( Edit the Lp)
DELA PIEDRA ( give suggestions
and idea)
GALEOS ( Grammar Check)
JAVIER ( Error Checker)
LORANIA ( Give suggestions and
idea)
MADERABLE ( Spelling checker)
MAGSIPOC ( LP maker Enabling
Activity)
PALANOG ( LP Maker )
PREMALLON ( LP Maker)
TUMAMBO ( LP Maker)