EDU 023: Principles of Teaching

Student Activity Sheet #4

Name: be able to: 1.discuss the guiding principles of classroom

_____________________________________________ management; and 2. deliberate on the implications of
_______________ Section: ____________ good classroom management in the classroom.
Schedule:_____________________________________ Materials:
_ Student Activity Sheet
Class number: _______ Date: _______________ References:
Corpuz, B. et.al., Principles of Teaching
http://studentaffairs.cofc.edu/honor -system/classroom-
disruption.php Kurt, E. (2014, October 13)
LIfehack:http://www.lifehack.org/art icles/ lifehack/8-
Lesson Title: Classroom Management reasons-why children-misbehave-with
Lesson Objectives: At the end of the lesson, you should solutions.html McLaughlin, J. (2014, October 14).

Productivity Tip:

Don’t limit your challenges instead, challenge your limits!

A. LESSON PREVIEW/REVIEW
1) Introduction (2 mins)

Mabuhay! Kumusta? Happy Learning! Welcome to another exciting lesson that we will have for this day. I am so
happy with the result of our last activity and I believe you will find our lesson today as exciting and empowering as
the last one. But, before we start, let us check first if you still remember what we did in our previous lesson. Alright!
Let’s begin!

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EDU 023: Principles of Teaching
Student Activity Sheet #4

Name: _
_____________________________________________
_______________ Section: ____________ Activity 1: What I Know Chart, part 1 (3 mins)
Schedule:_____________________________________ Class number: _______ Date: _______________
Our next activity is KWL chart. Using the graphic organizer below, write everything you know about the
questions written in the second column. You are given three (3) minutes to write your reflections in the
What I Know column. Ready? You may start now!
What I Know
Classroom management
involves creating and
maintaining an
environment conducive
to learning.
Classroom management
refers to the strategies
and techniques
employed by teachers to
create a positive and
productive learning
environment.
management? Cite at least 5.
Questions:
1. What are the guiding
principles in classroom
management?
2.Draw the connections of
teacher effectiveness as a
classroom manager vis-à-vis
the effective maximization of
instructional time.
3. What are some of the
strategies for classroom
What I Learned (Activity 4)
The Classroom
Environment is home
away from home for
both the teacher and
student. This warm,
safe, and caring
environment allows
students to “influence
the nature of the
activities they
undertake, engage
seriously in their study,
regulate their
behaviour, and know of
the explicit criteria and
high expectations of
what they are to
achieve” (Queensland
Department of
Education, 2005).
Effective classroom
management is a
cornerstone of teacher
effectiveness. When a
teacher can establish and
maintain a well-managed
classroom, it creates a
positive learning
environment where
students can thrive.
1. Organizing
Classroom and
Supplies involves
arranging the
physical setting of
the classroom for
teaching
2. Establishing
Classroom Norms
and Expectations.
3. Fostering
Student
 Accountability.

4. Getting
Off to a
Good Start.

5. Planning and
Conducting
Instructions.

This document is the property of PHINMA EDUCATION

EDU 023: Principles of Teaching
Student Activity Sheet #4

Name: ____________________________________________________________
Class number: _______
Section: ____________ Schedule:______________________________________ Date: _______________

B. MAIN LESSON

1) Activity 2: Content Notes (13 mins)

Awesome! I am glad to see you full of confidence in sharing the armor of learnings you attain in our last
activity. Hold on tight as we fill you with more enabling opportunities. Smile! Let’s start our lesson by
reading the concept notes. Let’s begin!

The Classroom Environment is home away from home for both the teacher and student. This warm, safe,
and caring environment allows students to “influence the nature of the activities they undertake, engage
seriously in their study, regulate their behaviour, and know of the explicit criteria and high expectations of what
they are to achieve” (Queensland Department of Education, 2005).

Misbehaviour in the Classroom Environment. Kyriacou defines student misbehaviour as “any behaviour
that undermines the teacher’s ability to establish and maintain effective learning experience in the classroom”
(1997:121). When students disrupt the learning environment, it takes up teaching time and affects the quality of
the student learning experience.
It is the teacher’s responsibility to address misbehaviour in order to maintain a civil environment conducive to
productive learning.
Examples of misbehaviour include:
∙ talking with others or talking aloud.
∙ Late arrival or early departure from class.
∙ Making physical or verbal threats.
∙ Continually interrupting the teacher, or other students.
∙ Loud and distracting noises.
∙ Sleeping in class.
∙ Interfering with teaching activities.
 ∙ Harassing classmates.

Causes of Misbehaviour .
∙ The Teacher (attitudes, behaviour, expectations)
∙ Students test to see if teachers will enforce rules
∙ Students experience different expectations between home and school.
∙ Students do not understand the rules.
∙ Mistaken Goal.
∙ Students feel ill, bored or sleepy.
∙ Home Environment accepts or allows has nurtured a different behaviour.
∙ Students have been previously rewarded with attention for misbehaviour.
∙ Personality (low-self esstem) and Health Problems (poor eye sight).
∙ Students are copying the actions of their parent(s).

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EDU 023: Principles of Teaching
Student Activity Sheet #4

Name: ____________________________________________________________
Class number: _______
Section: ____________ Schedule:______________________________________ Date: _______________

Classroom Management is the process of organizing and conducting the business of the classroom relatively
free of behaviour problems as well as establishing and maintenance of the classroom environment so that
educational goals can be accomplished. This approach brings order and control to the classroom (Moore, K. D.
2012).

Instructional Approach According to this approach, well planned and well implemented instructions, will prevent
most classroom problems. Assuming that students would not engage in disruptive behaviour when lessons are
geared to meet their interest, needs and abilities.
The two models for this approach are: 2. The Jones Model 1. The Kounin Model

Instructional Approach The Kounin Model.This model suggest that teachers are environmentally aware in
the classroom, meaning that they know everything that is going on at all times. Secondly teaches have
students involved and doing something productive at all times. These teachers are said to have four basic
skills: with-it-ness, overlapping activities, group focusing and movement management. (Jacob Kounin 1970).

The Jones Model. Jones believes that problems teachers encounter in the classroom result from massive
time wasting by students. However, he suggest that the wasted time can be reclaimed when teachers correctly
implement four strategies: limit setting, good body language, incentive systems and giving help efficiently.
(Frederick Jones 1979)

Practical Instructional Strategies for Classroom Management The teacher also known as classroom
manager, knows that effective teaching and learning cannot take place in a poorly managed classroom. The
effective teacher performs many functions that can be organized into three major roles: (1) making wise
choices about the most effective instruction strategies to employ, (2) designing classroom curriculum to
facilitate student learning, and (3) making effective use of classroom management techniques (Marzano,
Pickering, & Pollock, 2001).
Practical Instructional Strategies that can be used in the classroom is as follows:

Practical Instructional Strategies for Classroom Management

1. Organizing Classroom and Supplies involves arranging the physical setting of the classroom for teaching by:
✔ Keeping high-traffic areas free of congestion.
✔ Ensuring students can be seen easily by the teacher.
✔ Keeping frequently used teaching materials and student supplies readily accessible. ✔ Arranging
materials by colour coding everything, using binders and storing items in boxes. 2. Establishing Classroom
Norms and Expectations. Students must understand and practice the behaviours teachers expect of them
in order for appropriate and cooperative behaviour to become the norm in the classroom.

For students to know of these expectations and begin to adopt them, teachers must;

✔ Make known their expectations to the students and consistently teach and reinforce the expected
behaviours.
✔ Let rules and procedures relate to the expectations regarding behaviour.

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EDU 023: Principles of Teaching
Student Activity Sheet #4

Name: ____________________________________________________________
Class number: _______
Section: ____________ Schedule:______________________________________ Date: _______________

✔ Involve students in the democratic process of determining classroom rules.

3. Fostering Student Accountability. The goal of any accountability system is to help students develop into
independent learners.

Accountability is fostered by:

✔ Giving as much responsibility as possible to the students themselves.
✔ Giving clear communication of assignments and work requirements.
✔ Monitoring progress on and completion of assignments.
✔ Giving feedback to Students.

4. Getting Off to a Good Start. The beginning of the school year is an important time for classroom
management because students will learn attitudes, behaviour, and work habits.

Teachers can optimize the first few weeks of classroom time by:
✔ Creating a positive climate in the classroom.
✔ Teaching classroom rules and procedures.
✔ Communicating with parents.
✔ Preparing class wok for absences

5. Planning and Conducting Instructions. Well-planned lessons with a variety of developmentally appropriate
activities support the positive learning environment that is established.

Teachers have to;

 ✔ Plan Instructional Activities (Group work, individual work).
✔ Prevent Misbehaviour (Withitness and Overlapping).
✔ Maintain group focus (Group alerting, accountability, participation).

6. Managing Cooperative Learning Groups

✔ Strategies and routines that support cooperative learning.
✔ Room arrangement for group work.
✔ Talk and movement procedures.
✔ Group attention signals.
✔ Promoting interdependence within the group, and individual accountability.
✔ Monitoring student work and behaviour.

7. Maintaining Appropriate Student Behaviour

✔ Monitoring student behaviour during class time.
✔ Manage inappropriate behaviour (make eye contact, move closer, use a signal). ✔
Use praise, incentives and rewards to help build and improve the classroom climate.

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his document is the property of PHINMA EDUCATION
EDU 023: Principles of Teaching
Student Activity Sheet #4

Name: ____________________________________________________________
Class number: _______
Section: ____________ Schedule:______________________________________ Date: _______________

8. Communication Skills for Teaching

∙ Constructive Assertiveness-Describe concerns clearly, insist that misbehaviour be corrected and resist
being coerced or manipulated.
∙ Empathic Responding-Listen to the student’s perspective and react in ways that maintain a positive
relationship and encourage further discussion.
∙ Problem Solving-Includes several steps for reaching mutually satisfactory resolutions to problems; it
requires working with the student to develop the plan.

9. Managing Problem Behaviours

∙ Minor Interventions- Use nonverbal cues, get the activity going, use group focus, redirect behaviour,
give the student choices.
∙ Moderate Interventions- Withhold a privilege or desired activity, isolate or remove student, use penalty,
assign detention, use a school-based consequence.
∙ More Extensive Interventions- Use problem solving, use the Reality Therapy Model, confer with parent,
create an individual contract with the student.

10.Managing Special Groups. Strategies for Individual Differences include;

✔ Team Teaching-coordination of schedules, transitional routines, reminding students what they are
supposed to take with them, rules and procedures, maintaining responsibility for work. ✔ Modifying
Whole-Class Instruction-Interactive instruction, seating arrangement, directions, and assignments.
✔ Supplementary Instruction
 ✔ Coordinating times with other teachers
✔ staying on schedule.
✔ getting returning students involved again.
✔ In-class aides, content mastery classroom, and inclusion.
✔ Individualized Instruction-Cooperative groups, peer tutoring. Working with Students with Special Needs
Teaching Lower-Achieving Students Teaching Higher-Achieving Students

Motivation is defined as the internal and external factors that stimulate desire and energy in people to be
continually interested and committed to a job, role or subject, or to make an effort to attain a goal
(BusinessDictionary.com 2014).

Classroom Motivation is important, in order for effective teaching and learning to occur and although students
ought to have some measure of motivation towards succeeding in the classroom, teachers need to be mindful
of their own behaviour, teaching style, design of course, teaching environment, nature of assignments, informal
interactions with students and appearance which can affect student motivation.

Practical Ways to Motivate Students

1. Know your students' names and use their names as often as possible.
2. Plan for every class; never try to wing it.
3. Pay attention to the strengths and limitations of each of your students. Reward their strengths and
strengthen their weaknesses.
4. If possible, set your room in a U-shape to encourage interaction among students.

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EDU 023: Principles of Teaching
Student Activity Sheet #4

Name: Schedule:_____________________________________
_____________________________________________ _
_______________ Section: ____________ Class number: _______ Date: _______________

5. Vary your instructional strategies; use lectures, demonstrations, discussions, case studies, groups,
and more.
6. Review the learning objectives with your students. Be sure students know what they are expected to
learn, do, know, etc.
7. Move around the room as you teach.
8. Make your classes relevant. Be sure students see how the content relates to them and the world
around them.
9. Be expressive. Smile.
10.Put some excitement into your speech; vary your pitch, volume and rate.
11. Give lots of examples.
12.Encourage students to share their ideas and comments, even if incorrect. You'll never know what
students don't understand unless you ask them.
13.Maintain eye contact and move toward your students as you interact with them. Nod your head to
show that you are listening to them.
14. Provide opportunities for students to speak to the class.
15.Be available before class starts, during break, and after class to visit with students. 16.Return
assignments and tests to students as soon as reasonably possible. Provide constructive feedback.
17.Be consistent in your treatment of students.
18.Make sure that your exams are current, valid, and reliable. Tie your assessment to your course
 objectives.
19.Plan around 15-20 minute cycles. Students have difficulty maintaining attention after a longer period
of time.
20.Involve your students in your teaching. Ask for feedback.

2) Activity 3: Skill-building Activities

A. You Have the Final Say

Fantastic! After learning from the content notes, listed below are some questions for reflections. This activity
which we call as You Have the Final Say expects you to ponder on the following given questions. You are
given 5 minutes to answer the question. Ready? Start!

1. What are acceptable and unacceptable and ineffective ways of dealing with discipline problems?
Acceptable Ineffective and Unacceptable

1. 1.

2. 2.

3. 3.

4. 4.

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his document is the property of PHINMA EDUCATION
EDU 023: Principles of Teaching
Student Activity Sheet #4

Name: ____________________________________________________________
Class number: _______
Section: ____________ Schedule:______________________________________
Date: _______________

5. 5.

2. How can disciplinary problems be controlled and prevented?

Effective classroom management is crucial for controlling and preventing disciplinary problems. Here are some
strategies specifically tailored for classroom settings:
Establish Clear Expectations:
● Set clear and consistent rules and expectations from the beginning of the school year.
 ● Clearly communicate consequences for both positive and negative behavior.
Build Positive Relationships:
● Foster positive teacher-student relationships by showing genuine interest, empathy, and respect.
● Create a positive and inclusive classroom culture where students feel valued and supported.
Use Positive Reinforcement:
● Acknowledge and reward positive behavior to encourage a positive classroom atmosphere.
● Provide praise and recognition for individual and group achievements.

The teacher may elaborate by adding examples.

1) Activity 4: What I Know Chart, part 2 (2 mins)

Congratulations! Great job! After doing the activities, this time I want you to go back again to the questions in
the What I Know Chart from Activity 1 and write your answers to the questions based on what YOU NOW
KNOW in the third column of the chart. Clear? Start!

If you are done with Activity 4 proceed to Activity 5

2) Activity 5: Check for Understanding (5 mins)

Multiple Choice. Encircle the letter of the correct answer then, check your answers against the Key to
Corrections found at the end of this SAS. Write your score on your paper

1. Arielle is talking to her seatmate while Ms. X is delivering the lecture. Ms. X controlled Arielle’s off-task
behavior by giving her a direct eye contact. This is a manifestation of what skill of the teacher? a.
Discipline Control b. Teacher Effectiveness
c. Classroom Management d. Expert power

2. To have a place conducive to learning, what should a teacher avoid?

a. Seat plan b. Individual competition
c. Tests d. Games

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his document is the property of PHINMA EDUCATION
EDU 023: Principles of Teaching
Student Activity Sheet #4
 Name: ____________________________________________________________
Class number: _______
Section: ____________ Schedule:______________________________________ Date: _______________

C. LESSON WRAP-UP
1) Activity 6: Thinking about Learning (5 mins)
A. Work Tracker
You are done with this session! Let’s track your progress. Shade the session number you just
completed.

B. Think about your Learning

Awesome! Congratulations! C’mon! Let’s check your understanding! Let us see how well you understood our
lesson by having this activity called, One Minute Paper. List down three new things that you have learned
from the discussion. Ready? Lezz go!

1.

___________________________________________________________________________

2.

___________________________________________________________________________

3. __________________________________________________________________

FAQs

1. What is Canter’s mode of assertive discipline?

THE CANTER MODEL
Marlene and Lee Canter have developed a discipline model called Assertive Discipline. It is a direct and
positive approach to make it possible for the teacher to teach and the students to learn. It is based on several
principles:
1. Teachers should insist on responsible behavior.
2. When teachers fail, it is typically due to poor class control. They can't teach and the kids are denied the
opportunity to learn.
3. Many teachers believe that firm control is stifling and inhumane. False. Firm control maintained humanely is
liberating.
4. Teachers have basic rights as educators:
✔ The right to maintain an optimal setting for learning.
✔ The right to expect appropriate behavior.
✔ The right to expect help from administration and parents when appropriate.
5. Students have basic rights as learners:
✔ The right to have teachers who help them develop by helping them limit self-destructive and
inappropriate behavior.
✔ The right to have appropriate support from their teachers for their appropriate behavior.
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EDU 023: Principles of Teaching
Student Activity Sheet #4

Name: ____________________________________________________________
Class number: _______
Section: ____________ Schedule:______________________________________ Date: _______________

✔ The right to choose how to behave with advance knowledge of the consequences that will logically and
certainly follow.
6. These needs/rights and conditions are met by a discipline plan by which the teacher clearly states the
expectations, consistently applies the consequences, and never violates the best interests of the pupils.

Assertive discipline consists of:

✔ Stating and teaching expectations early.
✔ Persistence in stating expectations and wishes such as, "I need you to ..." and "I like that."
✔ Use of a clear, calm, firm voice and eye contact.
✔ Use of non-verbal gestures that support the verbal statements.
✔ Influencing student behavior without threats or shouting.
✔ Practicing the broken record technique [calmly repeating the message every time pupil tries to argue]
rather than escalating into an argument.
7. The assertive teacher is more effective than the nonassertive or the hostile teacher. It is hostility and wishy
washiness of the teacher that causes confusion and psychological trauma in students, not calm, firm,
consistent assertiveness. The assertive teacher is able to maintain a positive, caring, and productive climate in
the classroom. A climate of care and support produces the climate for learning. According to the Canters, the
climate of positive support and care is best provided by the careful application of assertive discipline.

The Canter model emphasizes

• Stating rules/expectations clearly,
• Applying positive consequences when expectations are met and negative
consequences when they are not met, and
• Being assertive rather than passive or hostile.
http://www.humboldt.edu/~tha1/discip-options.html)

2. Typically, what are the reasons for disciplinary problems?

1. unfavorable learning conditions
2. teacher’s poor management skills
3. students’ varied background

KEY TO CORRECTIONS
Activity #5
Answers: 1. A 2. B
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EDU 023: Principles of Teaching
Student Activity Sheet #4

Name: RUBRICS FOR SHORT ESSAY

_____________________________________________
_______________ Section: ____________ Class number: _______ Date: _______________
Schedule:_____________________________________
_

SCALE ORGANIZATION MECHANICS CONTENT LENGTH

4 Logical progression Punctuation, Answer is Essay is clear in 4-

of ideas with a clear spelling, appropriate to the 5 sentences in
structure that capitalization are question. length
enhances the essay. correct. No errors. Content is factually
Transitions are correct.
mature and
graceful.

3 Logical progression Punctuation, Answer is Essay is clear in 3 or

of ideas. Transitions spelling, appropriate to the 6 sentences in
are present equally capitalization are question. length
throughout essay. generally correct, Content may have
with few errors. (1- one or two factual
2) errors.

2 Organization is clear. A few errors in Content relates Essay is in 2 or 7

Transitions are punctuation, peripherally to the sentences in length
present. spelling, question; contains
capitalization. (3-4) significant factual
errors.

1 No discernable Distracting errors in Content unrelated Essay is either in 1,2,

organization. punctuation, to question. 8 or more sentences
Transitio ns are not spelling, in length
present. capitalization.

TOTAL

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