USJ-R SED

1st Semester
2021-2022
 Guiding Principles in Classroom
Management
(Stronge in his “Qualities of Effective Teachers”, 2002)
1. Consistent, proactive discipline is the crux of
effective classroom management
2. Establish routines for all daily tasks and needs
3. Orchestrate smooth transitions and continuity of
momentum throughout the day
4. Strike a balance between variety and challenge in
students’ activities
5. As classroom manager, be aware of all actions and
activities in the classroom
 Guiding Principles in Classroom
Management
(Stronge in his “Qualities of Effective Teachers”, 2002)

6. Resolve minor inattention and disruption before

they become major disruptions
7. Reinforce positive behavior
8. Treat minor disturbance calmly
9. Work out a physical arrangement of chairs that
facilitates an interactive teaching-learning process
10. Make good use of every instructional moment.
Minimize discipline time to maximize instructional
time.
Activity 1 ~ The Managed Classroom
Form 3 groups.
Group 1 (language: pre-school to early graders)
Group 2 (Aral Pan: intermediate students)
Group 3 (Math: secondary students)

Simulate a classroom scenario based on your assigned

subject and group of learners.
Then, act out a particular behavioral problem common to
the subject and/or group of learners assigned. How will
the teacher manage the classroom? How will the
teacher be able to control the behavior of the student?
After acting out the behavioral problem and the solution
done by the ‘teacher’, ask someone to explain what your
group did and how it was an effective way of CM.
 What is Classroom
Management?

CM involves teacher actions to

create a learning environment
that encourages positive social
interaction, active engagement in
learning, and self motivation.
 Establishing a culture for
learning

Managing classroom
DOMAINS guidelines
OF
CLASSROOM
MANAGEMENT Managing student behavior

Organizing physical space

Activity 2 ~ Note-Taking on CM

In your notebooks, create outlines/graphic

organizers for each domain of classroom
management:
• culture of learning
• classroom guidelines
• student behavior
• physical space
Then, make sure you only include important
key words, concepts, and details.
 CHARACTERISTICS OF A
CLASSROOM WITH A STRONG
CULTURE OF LEARNING
▪ Everyone, including the teacher, is
engaged in pursuits of value
▪Students and teachers take pride in
their work and give it their best energy
▪It is “cool” to be smart and good ideas
are valued
▪ Students are highly motivated to
learn
 Novelty &
Student variety Student
needs interest

Feeling STUDENT MOTIVATION :

Feedback
Tone VARIABLES

Success Encouragement Tension

CLASSROOM GUIDELINES
❖are necessary for the efficient and effective
running of a classroom
❖ should support teaching and learning and
provide students with clear expectations and
well defined norms which in turn will give them
the feeling of safety, security and direction
❖implementation can save time thus maximizing
the opportunity for teaching and learning
 CLASSROOM GUIDELINES

Classroom Classroom
Procedures Rules

are routines that call provide guidelines for

for specified behaviors those behaviors that
at particular times or are required if
during particular teaching and learning
activities are to take place

directed at accomplishing focus on appropriate

something behaviors
 Checking of
papers /
Passing out
assignments Taking
and turning in
attendance
materials

CLASSROOM
PROCEDURES

Entering and
leaving the Starting the
room Conducting class
group
activities
 Absentees
Use of
and late
cellphones
comers

CLASSROOM
RULES

Cheating and
dishonesty Misbehaviors
 WHY MANAGE
STUDENT BEHAVIOR ?
❖necessary for the efficient and effective
running of a classroom
❖to prevent discipline problems to exist
A discipline problem exists whenever :
• behavior interferes with the teaching act
• interferes with the rights of others to learn
• is psychologically or physically unsafe
• destroys property
RULES
Be on time
Clean up area
Pick up trash
Do in-class work in this class
No hats [Hats off?]
No running
Keep area clear [specify area]
Keep criticism positive
Follow directions the first time
No talking during roll
Eat/drink outside of class
Use proper language in class
Work to the end of class
Dispose of gum before entering
Carry microscope with two hands
Leave the belongings of others alone
Don't make fun of others [Items like the last three can be covered with a rule like
"Respect others and their possessions."]
Raise your hand to be recognized
Follow safety rules
Take care of equipment
No talking across the room
 DISRUPTIVE daydreaming
OFF-TASK
PHYSICAL BEHAVIOR
MOVEMENTS passing notes

throwing sleeping texting

paper visiting
STUDENT
MISBEHAVIORS

VERBAL
talking INTERRUPTIONS humming

calling out whispering

 PROACTIVE INTERVENTION SKILLS
▪ Changing the pace of classroom activities
▪ Removing seductive objects
▪ Interest boosting of a student who shows signs
of off – tasks behavior
▪ Redirecting the behavior of off-tasks students
▪ Non-punitive time out
▪ Encouraging the appropriate behavior of other
students
▪ Providing cues for expected behavior
 Seating Maintenance
Arrangements of cleanliness

ORGANIZING
PHYSICAL SPACE

Boards and Lighting and

Display Areas Ventilation
 Guiding Principles
❑ Students are more likely to follow classroom guidelines
if the teacher models appropriate behavior and
explains the relationship of the guidelines to learning,
mutual student—teacher respect and protection and
safety of property and individuals
❑ Clearly communicating guidelines to students and
obtaining their commitment to following them enhances
appropriate classroom behavior
❑ Enforcing teacher expectations by using natural
and logical consequences helps students to
learn that they are responsible for the
consequences of their behavior and thus are
responsible for controlling their behavior
 Guiding Principles
❑ When environmental conditions are appropriate for
learning, the likelihood of disruptive behavior is minimized
❑ The need for a sense of significance, competence,
virtue and power influences student behavior
❑ Classroom management techniques need to be
consistent with the goal of helping students to become
self-directing individuals
❑ For effective teaching to take place, teachers must be
competent in managing student misbehavior so as to
maximize the time spent on learning
❑ Teachers who manage their classroom effectively enjoy
teaching more and have greater confidence in their ability
to affect student achievement
Activity 3 ~ Classroom Guidelines
Poster
In trios of the same specialization, create a
list of classroom guidelines (procedures,
rules).
Then, place the list in a poster which can be
visible in your future classroom. Be creative
and authentic – poster, chart, tarpaulin, etc.

Reminders: make the list memorable, short,

and on-point. ☺
* Kounin’s Classroom Management Theory
* Dreikurs' Social Discipline Theory
* Jones’ Positive Dicipline Theory
* Canter's Assertive Discipline Theory
“Withitness”
Having “eyes in
the back of your
head”
To avoid:

Timing errors
Target errors
“Overlapping”
• “Ripple Effect”
• Smoothness and
Momentum
- Overdwelling
- Overelaborating
- Fragmentation
• Maintaining Group Focus
- Accountability
- Group Alerting
 Activity 4 ~ Seatwork - Identification
1. This occurs when a teacher spends too much time
explaining a task or topic.
2. This refers to how well a teacher can run classroom
activities without abandoning particular activities or making
messy transitions.
3. This occurs when the teacher corrects a misbehavior in
one student, and this positively influences the behavior of
nearby students.
4. This occurs when a teacher spends too much time nagging
about a misbehavior that has already been corrected.
5. This occurs when the teacher ineffectively splits up the task
into groupwork or individual work when it could have easily
been completed by the whole class.
6. Kounin explains that in order to maintain _________,
teachers must keep students on their toes when asking
questions. 1. Overelaboration 2. Smoothness and Momentum 3. Ripple effect 4. Overdwelling
5. Fragmentation. 6. Group Focus
Basis:

Every child has a need to

belong.
(Every human wants to feel accepted and noticed.)

When children feel they do not

belong in the conventional
sense, they act out for
attention.
4 motivations for student misbehavior:
-Attention
-Power
-Revenge
-Withdrawal

Teacher must determine which

of the 4 the student is using by
assessing his or her own
feelings.
Activity 5 ~ Student Motivations for
Misbehavior
Try to complete the table below through your informed
guesses (or experience… hehehe! :p ) about these
student misbehaviors.
Student Teacher Classroom
Motivation for Classroom Label Unconditioned Management
Misbehavior Emotion Response
Class Clown 4 7
Attention Showoff
Always Latecomer
1 Angry 8
Power
2 5 Avoid retaliation
maintain order
Revenge do not take it personally
impose consequences
3 6 9
Withdrawal
 Teacher Classroom
Student Motivation
Classroom Label Unconditioned Management
for Misbehavior
Emotion Response

Class Clown Annoyed No special attention

Showoff Bothered Impose consequences
Attention Always Latecomer

Class Rebel Angry Refuse to fight

Stubborn Admit you can’t let a
Power “Pinocchio” student do what you want
Impose consequences

Thief Hurt Avoid retaliation

Bully maintain order
Revenge Abusive do not take it personally
impose consequences

The One Bullied Sad Avoid criticism

Gives up easily Praise slight
Withdrawal Absentee improvement
Acknowledgment effort
Be patient; don’t give up
Students must recognize the reason for their
misbehavior.
Which of the four motivations caused this action?

Teachers should address the suspected

motivation with a direct question.
Example:
“Are you trying to be the boss of the class?” (for power.)

Observe the student to see if he or she recognizes

the underlying motive: RECOGNITION REFLEX

Once the teacher knows the student’s motivation,

they can more effectively respond to the
misbehavior.
Natural Consequences
Naturally flow from the behavior. EX- Drive fast on icy
road, lose control of vehicle. Do not study for test,
receive a poor grade.

Logical Consequences
Supplied by another person. Recognize connection
between behavior and consequence;
Must be: RELATED/ RESPECTFUL/ REASONABLE
EX- Throw something, pick it up.

Contrived Consequences
Unrelated to the behavior
EX- write “I will never call out again” 100 times on the
board.
Praise focuses on the person/product.
It is a reward for achievement. It can be withheld for
punishment, which puts the teacher in a place of superiority.
It is patronizing and judgmental.

Encouragement focuses on the process/effort.

Encouragement is a much healthier way to positively
reinforce students because it does not associate a student’s
worth with what he or she achieves. It is merely an
acknowledgement of effort. It allows students to evaluate
their own performance. It shows acceptance and respect.

Most importantly, encouragement can be given freely,

because everyone deserve encouragement!
 Broken Record Technique:
Repeat the same request 3 times in the same tone of
voice.
Teacher: “I want you to stop talking and turn around.”
Student: But I was just…
Teacher: “I want you to stop talking and turn around.”
Student: But you don’t understand…
Teacher: “Maybe not, but I want you to stop talking and
turn around.”

 Consistent Consequences:
 Enforcing a consequence even if a child changes his
tune.
 For example, if a misbehavior occurs in the morning
with a consequence to take place at lunch time, even if
the student is good for the rest of the morning, he or
she must still receive the consequence.
Behavior Modification

“Layer Cake” Approach:

- classroom structure
- limit setting
- responsibility training
- backup systems
Classroom structure
arrangement of furniture, ability to get around the classroom
freely, teacher’s proximity to the students, rules and
procedures

Limit setting
discipline comes before instruction. The teacher must “mean
business” – use body language and eye contact to quell
disruptions. It is important that teachers respond to
misbehavior in a calm manner and do not overreact physically
or emotionally

Responsibility training
teaching students to be attentive and accountable for their
work through a series of positive incentives

Backup systems
negative consequences ranging from a warning to school
expulsion. Most teachers should be able to deal with the low-
range backup systems in class without resorting to
administrative help
Basis:
No student has the right to
interrupt the teacher’s lesson and
disturb the learning of his/her
fellow students.
Solution:
A systematic discipline plan with a
maximum of 5 rules – rules that
the teacher is comfortable
enforcing
Canter suggests using graduated
consequences, like the example below:

First offense: student warning

Second offense: ten minute timeout
Third offense: fifteen minute timeout
Fourth offense: call home
Fifth offense: visit to the principal’s office.
 Teachers must teach appropriate
behavior. Do not assume the students
already know what the expectations are.
 Then the teacher must reinforce the
appropriate behavior when it occurs:
praise students for following directions.
 Canter suggests praising 2 students for
doing the right thing before punishing a
negative behavior.
 It is the student’s CHOICE to follow/break
the rules.
GOAL:
to praise every student every day

PURPOSE:
to concentrate on the positive, not the
negative. Otherwise, it reinforces the
idea that negative behavior brings
attention
First invented by Thomas Gordon, but Canter
created his own version:
I feel… when you… I would like…
Teachers should use the Canter version of I-
messages to help students understand the
impact of misbehavior and the appropriate
behavior that should take place instead.
(the Gordon version of I-messages focuses more on
feelings than behavior.)

Ultimately, it helps students understand how

they are making the teacher feel.
 Theory to be
Reminded of

Cognitive factors in social learning:

1. Learning without performance: there is a
distinction between learning through observation
and the actual imitation of what has been learned.
2. Cognitive processing during learning: attention is a
critical factor in learning.
3. Expectations: people expect certain behaviors to
bring reinforcements and others to bring
punishment. Reinforcement increases a response
only when the learner is aware of that connection.
4. Reciprocal causation: 3 variables- the person, the
behavior, and the environment all can have an
influence on each other.
5. Modeling
Social Learning Theory
Albert Bandura
 [Link]
Pr0OTCVtHbU&feature=related

 This video, with actual clips of

Albert Bandura’s 1961/1963 Bobo
doll experiment, attempts to
answer the question:
Is aggression learned?
Is Aggression Learned?
 Children observed an adult role model
yelling angrily and beating up a “bobo
doll.” Then they were sent into a room
with their own bobo doll.
THE RESULT:
 Exposure to aggressive modeling did
indeed have an effect on the children’s
behavior.
Teaching for Good Behavior: from the Open University
THE GOAL: Keep students engaged in lessons so they feel no need/see
no opportunity to misbehave.
Some strategies to create better lessons:
Map the lesson: Start your lesson with a statement of aims, telling the
students ‘This is what we are going to achieve today’. Map out the direction of
the lesson, giving your students an overview of all the places (activities) they
will visit.
Use short tasks: With short activities, there is less opportunity for the students
to get bored, and they are more likely to stay on task. Using short tasks allows
you to: set a clear time limit to focus the class; give a target to aim for; and
offer a reward for achieving that target.
Use a variety of tasks: By using a range of tasks you will allow students with
different learning styles to succeed. This range might include: writing;
speaking; listening; drawing; hands-on, practical work; and active, ‘get-up-and-
do’ work.
You be teacher: Think about ways in which you can hand over the learning to
the students whenever possible. This helps give them a sense of ‘ownership’
of the learning, and will also give you a rest from teacher-led work.
The successful teacher will deliver his or
her lessons with pace, clarity,
energy/enthusiasm, positive attitude,
high expectations, and imagination.
The successful teacher will make
lessons appealing by using props,
personalizing the teaching, being
imaginative/inventive, making the
learning active, and incorporating all
the senses.
BLEPT-Based
items to
note!
Who is Kounin?
Kounin is a classroom behaviourist theorist
Best known for his two studies done in 1970
He wrote the book, "Discipline and Group
Management in Classrooms"
Kounin worked to combine both discipline and
learning in the classroom
Kounin believed that organization and planning are
key to engaging students
This relationship is characterized by proactive teacher
behaviour along with student involvement in learning
 Rationale
Focuses on preventative discipline: using techniques
and strategies to prevent misbehaviours from
occurring.
 Achieving Classroom
Management Through
Preventative Discipline
Key Ideas:
Ripple Effect
“Withitness”
Overlapping
Movement Management
➢ Smoothness
➢Momentum
➢Group Focus and Accountability
Strategy 1: Ripple Effect

By correcting the misbehaviour of one student it

can positively influence the behaviour of
another
 Strategy 2: ‘Withitness’

Awareness of what is going on in all parts of the

classroom
➢Teachers have eyes on the back of their heads!
Classroom layout benefits the teachers ability to
see all students at all times
Strategy 3: Overlapping

When teachers can effectively tend to two or more

events simultaneously
Students are more likely to stay on task if they
know that the teacher is aware of what they are
doing (body language)
 Strategy 4: Movement
Management
Smoothness:
➢Smooth transitions between activities
Momentum:
➢Appropriate pace and progression through a
lesson
Group Focus and Accountability:
➢Keep the whole class involved and interested
When Managing the Classroom,
Try to AVOID
Dangling:
➢Teacher leaves a topic and introduces new,
unrelated material

Flip-flop:
➢like dangling, except that the teacher inserts
left-over materials from a previous lesson
 Avoid…
Thrust:
➢ teacher forgets to give clear instructions at the
appropriate time of a lesson.
➢Teacher must then re-explain the instructions to
each student on an individual level
Stimulus-bound:
➢Teacher is distracted by an outside stimulus and
draws the class’s attention to it
Activity 5 ~ The Managed Classroom V 2.0
Go back to your role play groups. Reflect on the
classroom misbehaviors and the management that
should have been done by a teacher in the specific
situation.
Polish your role play. Be sure to exhibit the best ways on
how to handle such scenario.

Then, ask someone to explain what you did by adding

the CM theory you based your responses on.

You will be graded according to Creativity, Expression,

Teamwork, Classroom Management Theory Used, and
Teacher-Like Simulation. Good luck!
Several factors that can hinder a
teacher’s ability to teach
effectively include:

Cheating
Inattention
Procrastination
Defiance
Narcissism
Activity 6 ~ Case Study on Hindrances
Choose a quad/quintet to work with on the case study.
Count off 1-5.
1-Cheating 2-Inattention 3-Procrastination 4-Defiance 5-Narcissism
Interview 5 teachers.
1 Preschool 1 Elem 1 JHS 1 SHS and 1 College

Ask them how they tried to manage such hindrance. If possible,

get them to tell you where they got such idea/solution. Do not
forget to record their profile: school, number of years, subjects
taught, school graduated, etc.

Document everything through a paper report. Include pictures

and write in paragraphs and non-linguistic representations.
Introduce the hindrance through researches you have done.
Then, have a group conclusion. Good luck! ☺
Battling Hindrances
 [Link]
 Dr. Lisa Rodriguez outlines common conduct issues in the
classroom and provides suggested solutions for each one.
These suggestions may not coincide with every teacher’s
disciplinary philosophy, but it is still helpful for teachers to see
how other educators handle issues like students “spacing
out,” sleeping, using cell phones, and monopolizing
discussions.

 [Link]
keep-students-from-cheating
 This website provides a few tips to keep students from
cheating in your class. Some of the tips include incorporating
student choice into lessons, avoiding busywork, and allowing
students to work in groups.
References
 Canter, L. (1999). Assertive discipline: more than names on the board and marbles in a
jar. Phi Delta Kappan, 71 (1) 57-61.
Laslett, R., & Smith, C.J. (1992). Effective classroom management. Florence, KY: Routledge.
Retrieved from Marist College Ebrary.
Jones, F. (1979). Positive classroom discipline. Retrieved from [Link].
Keane, B.R. (1984). Paper presented at the Annual Convention of the National Association of
School Psychologists: The development of a classroom management workshop
through an inservice training program. Philadelphia, PA.
Kohn, A. (2006). Beyond discipline: from compliance to community. (10th ed.). Alexandria,
VA:
Association for Supervision and Curriculum Development. Retrieved from Marist
College Ebrary.
Marzano, R., Gaddy,B.B., & Foseid, M.C. (2005). Handbook for classroom management that
works: Research-based strategies for every teacher. Alexandria, VA: Association for
Supervision and Curriculum Development. Retrieved from Marist College Ebrary.
Marzano, R. (2007). Art and science of teaching: a comprehensive framework for effective
instruction. Alexandria, VA: Association for Supervision and Curriculum Development.
Retrieved from Marist College Ebrary.
Malmgren K.W., Trezek B.J., & Paul P.V. (2005). Models of classroom management as
○ applied to the secondary classroom. Clearing House: A Journal of Educational Strategies,
Issues and Ideas, 79 (1) 36-39.
McManus, M. (1995). Troublesome behavior in the classroom: Meeting individual needs.
London, England: Routledge. Retrieved from Marist College Ebrary.
 Ormrod, J. E. (2011). Our minds, our memories: Enhancing thinking and learning at all
ages. Boston, Massachusetts: Pearson.
Pressman, B.L. (2007). Substitute teaching from A to Z: Become an organized professional,
work in any classroom. Blacklick, OH: McGraw-Hill. Retrieved from Marist College
Ebrary.
Tauber, R.T. (1999). Classroom management: Sound theory & effective practice. Westport,
CT: Greenwood Press. Retrieved from Marist College Ebrary.