Classroom Management

1
12/02/2020
SIR CRESPO, UA LET REVIEW
CLASSROOM
MANAGEMENT AND
ART OF QUESTIONING
SIR PABS
UA LET REVIEW
2
 Perhaps the single most important aspect of

teaching is classroom management. You
can't successfully teach your students if you
are cannot make them listen to you..
 This is because good teaching is
correlated if not predicated to good
classroom management and discipline.
SIR CRESPO, UA LET REVIEW 12/02/2020

3
What is Classroom
Management?
 More than the establishment of

order and control in the classroom, it
is the process of creating a
wholesome classroom environment
conducive for learning.

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When can you say that the
class is well-managed?
 When the class is earnestly engaged

in the activities in the classroom.
 There could be noise in the process
called as academic noise, but that
one, we tolerate, for it leads to
healthy exchanges and eventually,
learning of the students.
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Reasons for the Breakdown
of Classroom Discipline.
1. Student’s Factor

2. Teacher’s factor
3. Environmental
Factors
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The “Problem Child”
 Psychologists would say there is no

such thing as a problem child, but a
“child with a problem”
 The misbehavior of the students are
only surface behavior, the
underneath is where we have to
focus.
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Approaches in Classroom
Management
 1. Assertive Approach (Lee & Marlene
Canter’s Model)
 This is for students with chronic misbehavior
 The teacher shows that he/she is the
authority; specifies the rules of behavior &
communicate this to the students.
 “I like this”/”I Like that”

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 2. Business-Academic Approach (Evertson

& Emmer)
 This is a task-oriented approach that
requires the teacher to engage the students
in academic work. Organization &
management of students activities is what is
required of the teacher in this approach.

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 3. Behavior Modification Approach

(Watson/Skinner)
 This is focused on individual student.
This requires the teacher to study the
individual history of the misbehaving
student and to modify the behavior
thru reinforcement or punishment.
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 4. Group Managerial Approach (Jacob

Kounin)
 Requires the teacher to respond
immediately to group misbehavior to avoid
the “rippling effect”
 “A stitch on time saves nine”
 Requires the teacher to have eyes at the
back of his/her head- “with-it-ness”.
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 5. Group Guidance Approach

(Fritz Red)
 Capitalizes on group censure
 Require the teacher to develop a
strong group rapport and a
strong group atmosphere.
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 6. Acceptance Approach (Rudolph

Dreikurs)
 Maintains that every person has a prime
need for acceptance. They want to belong
and to be liked by others

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 Acceptance Seeking Behavior

1. Attention-getting
2.Power-seeking
3. Revenge seeking
4. Withdrawal

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 7. Success Approach (William Glasser)

 Although the Teacher should not excuse
bad behavior on the part of the students,
they need to change whatever negative
classroom conditions that may spoil
classroom management.

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12/02/2020
Proficient Classroom
Management
BY JACOB KOUNIN
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For effective classroom
management
 Movement management – the

teacher keeps lessons and groups
engaged at an appropriate pace,
with smooth transitions and varying
activities. The momentum should be
consistent, monitored and adjusted in
order to prevent slow-downs and
stoppages
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management
 SMOOTHNESS –refers to the teacher’s

ability to keep the classroom running
an organized fashion. Teaching a
lesson while maintaining the students
focus, transitioning from one subject to
the next without losing the students or
having a lot of disruption
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management
 Group focus- the teacher keeps

the attention of all members of the
class at all times, which assists in
maintaining an efficient classroom
and reducing students’
misbehaviour.

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management
Group alerting – the teacher

obtains and holds the attention
of the class, both at the
beginning of the lesson, and
as the activities change with
the lesson.
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management
Withitness- the teacher

perceives everything in all
areas of the classroom at all
times. (eyes at the back of
the head)
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For Effective Classroom
Management
Accountability – the
teacher holds all members
of the class responsible for
their learning and behavior

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12/02/2020
Proficient Classroom
Management Avoids
BY JACOB KOUNIN
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Management Avoid
 1.Dangles – occur when a teacher

leaves a topic without having finalized it
or otherwise drawn the lesson to
conclusion. Leaving a lesson unfinished
 Lessons should be completed
 Ex: :oh my, its almost time to go to
lunch. Clean up and line up to the door.
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2. Flip-flops = somewhat like a

dangle. Occurs when a
teacher is teaching a lesson
on one topic, but then inserts
unrelated material from a
previous lesson.
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 3. Thrusts – the teacher teaches too

slowly or too fast or switches back and
forth, thus failing to acquire and hold an
appropriate momentum for students to
learn.
 Occurs when teacher failed to give
clear direction that repetition of
instruction is given.
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 4. Stimulus-bound = here, the

student and teacher engaged in
a lesson and then something
attracts his or her attention, she
loses the instructional focus and
momentum while dealing with
other issue.
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5. Truncation – the

teacher engages in a
dangle, yet fails to resume
the original and dropped
the activity.
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6.Slowdowns = the
teacher when
teaching, moves
slowly and stops the
instruction too often
causing students to
lose interest.
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7. Satiation = the students

have focused on one learning
aspect too long and begin
lose interest, make more
mistakes and misbehavior

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8. Over-dwelling = the

teacher dwells on on issue
and engages in a stream of
talk clearly no longer than
the time needed for students
understanding.
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 Behavior is a matter of choice.

Good behavior results from
good choices, bad action
results from bad choices. The
teacher then must help the
students make good choices.
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Punishment: To punish or
not?
 Some teachers say that the best
approach is to ignore undesirable
behavior while paying attention to &
reinforcing desirable behavior.
 Others argue that ignoring
misbehavior sends a miscue for others
to follow.
 Which
is which? 12/02/2020
33
Basis of punishment
Thorndike’s Law of Effect

A behavior is strengthened
if it results to satisfaction; it
is weakened if it results to
annoyance.
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What is punishment then?
An unpleasant
stimulus that an
individual will avoid.

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Factors to be considered in
giving punishment
1. Students personality

2. Intention
3. Severity of the offense

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Principles in the Use of
Punishment:
 1. Use it sparingly.
 2.Make it clear why they are punished.
 3. Avoid punishing when angry.
 4. Dont threaten the impossible
 5. Dont assign extra homework/test as
punishment.
 6. Observe the “hot-stove rule”
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 7. Be consistent
 8. Don't use double standard
 9. Give the students the benefit of the
doubt.
 10. Document all serious incidents
 11. Punish when inappropriate behavior
starts rather than when it ends.
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Preventive Disciple/Proactive
Management
 1. Planned ignoring
 2. Signal interference
 3. Proximity control
 4. Interest boosting
 5. Humor
 6. Hurdle lesson
 7. Routine
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8. Direct Appeal

9. Removing Seductive
Object
10. Antiseptic Bouncing
11. Physical Restraint
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Some Guideposts in
CMD
 1. Focusing
Be sure you have the attention of
everyone in your classroom
before you start your lesson. Don’t
attempt to teach over the chatter
of students who are not paying
attention.
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 2. Direct Instruction
Uncertainty increases the level of
excitement in the classroom. The
technique of direct instruction is to begin
each class by telling the students exactly
what will be happening. The teacher
outlines what he and the students will be
doing this period. He may set time limits for
some tasks.
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 3. Monitoring
The key to this principle is to
circulate. Get up and get around
the room. While your students are
working, make the rounds. Check
on their progress.

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 4. Modeling
McDaniel tells us of a saying that goes “Values are

caught, not taught.” Teachers who are courteous,
prompt, enthusiastic, in control, patient and
organized provide examples for their students
through their own behavior. The “do as I say, not
as I do” teachers send mixed messages that
confuse students and invite misbehavior.

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 5. Non-Verbal Cuing
A standard item in the classroom of the 1950’s was the clerk’s bell.
A shiny nickelbell sat on the teacher’s desk. With one tap of the
button on top he had everyone’s attention. Teachers have shown
a lot of ingenuity over the years in making use of non-verbal cues in
the classroom. Some flip light switches. Others keep clickers in their
pockets.

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Non-verbal cues
Non-verbal cues can also be facial

expressions, body posture and hand
signals. Care should be given in
choosing the types of cues you use in
your classroom. Take time to explain
what you want the students to do when
you use your cues.

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 6. Environmental Control
A drab classroom, dark, hot

contribute to students’ restlessness.
 Traffic in the classroom also affects
CMD.

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 7. Low-Profile Intervention
Most students are sent to the dean’s office
as a result of confrontational escalation.
The teacher has called them on a lesser
offense, but in the moments that follow, the
student and the teacher are swept up in a
verbal maelstrom. Much of this can be
avoided when the teacher’s intervention is
quiet and calm.
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Low Profile Intervention
 An effective teacher will take care that the

student is not rewarded for misbehavior by
becoming the focus of attention. She
monitors the activity in her classroom,
moving around the room. She anticipates
problems before they occur. Her approach
to a misbehaving student is inconspicuous.
Others in the class are not distracted.

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 8.Assertive Discipline
This is traditional limit setting authoritarianism.

When executed as presented by Lee Canter (who
has made this form a discipline one of the most
widely known and practiced) it will include a
good mix of praise. This is high profile discipline.
The teacher is the boss and no child has the right
to interfere with the learning of any student. Clear
rules are laid out and consistently enforced.
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 9. Humanistic I-Messages
These I-messages are expressions of our feelings.

Thomas Gordon, creator of Teacher Effectiveness
Training (TET), tells us to structure these messages in
three parts. First, include a description of the child’s
behavior. “When you talk while I talk...” Second,
relate the effect this behavior has on the teacher.
“...I have to stop my teaching...” And third, let the
student know the feeling that it generates in the
teacher. “...which frustrates me.”

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ART OF QUESTIONING

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ART OF QUESTIONING
 Good teaching requires

good questioning.
Effective teaching is
correlated , if not
predicated to skillful
questioning that teachers
earn the sobriquet as
“expert question asker”.
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Purposes of Asking Questions
 Question initiates
learning
 Questions guide learning
 Questions assesses
learning
Questioning stimulates
thinking.
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Problems on the Art of
Questioning (Punzalan, 2002)
 Teachers...
*can’t discriminate between

HLQ and LLQ
*cant decompose “big” questions
*are poor in sequencing questions
*can’t handle students response
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According to Thinking Process
 Low-level questions –
emphasizes memory and
recall information
 High-level questions- go
beyond memory and
factual information and deal
with complex and abstract
thinking.
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According to Type of Answers
Required
 . CONVERGENT – one
1
correct answer is required
 2. DIVERGENT – open-
ended question. Right
answer is not so important
than how the students
arrive at their answer.
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A Letter
 Dear Kristine,
Tomorrow is the New Year’s Day.
Wish you were here. I miss you much.
I’ll have my first operation
tomorrow. Please wish me luck.
I’ll keep in touch.
Lovelots,
Chad
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Questioning Strategies
Directing
Redirecting
Probing
Prompting
Rephrasing
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DIRECTING
ASK A QUESTION,
WAIT-TIME (3-4
SECONDS) THEN CALL
A STUDENT
What is a
Constitution? (pause)
John?
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REDIRECTING
 Used to address students wrong

responses.
 Is the answer of Gina correct,
Maria?
 Do you agree on the comment of
Rey, Mario?

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PROBING
 The purpose is to extend students

incomplete or partial answer.
 In probing, the teacher stays on the
same student.
 What do you mean by that?
 Can you support your answer?
 Can you present an example to
support your argument?
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PROMPTING
 The question is addressed to the

whole class.
 The purpose is to give clues or
cues.
 What geometric figure is
displayed, class?
 What kind of triangle?

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REPHRASING
Used when after asking the

same question, the class
cannot give yet the correct
answer.

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DONTS IN ASKING QUESTION
 Dont ask yes-no question.

 Dont ask vague questions (question overloads)
 Dont ask suggestive or leading question.
(Why is Pinoy a good president)
* Dont ask fill-in questions
* Dont ask tugging questions
* Dont call a student before asking a question.
* Dont exploit volunteers

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Dos in ASKING QUESTIONS
 Ask stimulating questions

 Ask sequential questions
 Vary the length of questions
 Ask clear and simple questions
 Observe wait time
 Follow up correct answer
 Follow up incorrect answer
 Call on volunteers and non-volunteers
 Call on disruptive students

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1

 Perhaps the single most important aspect of

SIR CRESPO, UA LET REVIEW 12/02/2020

 More than the establishment of

SIR CRESPO, UA LET REVIEW 12/02/2020

 When the class is earnestly engaged

1. Student’s Factor

 Psychologists would say there is no

SIR CRESPO, UA LET REVIEW 12/02/2020

 2. Business-Academic Approach (Evertson

SIR CRESPO, UA LET REVIEW 12/02/2020

 3. Behavior Modification Approach

 4. Group Managerial Approach (Jacob

 5. Group Guidance Approach

 6. Acceptance Approach (Rudolph

SIR CRESPO, UA LET REVIEW 12/02/2020

 Acceptance Seeking Behavior

SIR CRESPO, UA LET REVIEW 12/02/2020

 7. Success Approach (William Glasser)

SIR CRESPO, UA LET REVIEW 12/02/2020

 Movement management – the

 SMOOTHNESS –refers to the teacher’s

 Group focus- the teacher keeps

SIR CRESPO, UA LET REVIEW 12/02/2020

Group alerting – the teacher

Withitness- the teacher

SIR CRESPO, UA LET REVIEW 12/02/2020

 1.Dangles – occur when a teacher

2. Flip-flops = somewhat like a

 3. Thrusts – the teacher teaches too

 4. Stimulus-bound = here, the

5. Truncation – the

7. Satiation = the students

SIR CRESPO, UA LET REVIEW 12/02/2020

8. Over-dwelling = the

 Behavior is a matter of choice.

Thorndike’s Law of Effect

SIR CRESPO, UA LET REVIEW 12/02/2020

1. Students personality

SIR CRESPO, UA LET REVIEW 12/02/2020

8. Direct Appeal

SIR CRESPO, UA LET REVIEW 12/02/2020

McDaniel tells us of a saying that goes “Values are

SIR CRESPO, UA LET REVIEW 12/02/2020

SIR CRESPO, UA LET REVIEW 12/02/2020

Non-verbal cues can also be facial

SIR CRESPO, UA LET REVIEW 12/02/2020

A drab classroom, dark, hot

SIR CRESPO, UA LET REVIEW 12/02/2020

 An effective teacher will take care that the

SIR CRESPO, UA LET REVIEW 12/02/2020

This is traditional limit setting authoritarianism.

These I-messages are expressions of our feelings.

SIR CRESPO, UA LET REVIEW 12/02/2020

SIR CRESPO, UA LET REVIEW 12/02/2020

 Good teaching requires

*can’t discriminate between

correct answer is required

 Used to address students wrong

SIR CRESPO, UA LET REVIEW 12/02/2020

 The purpose is to extend students

 The question is addressed to the

SIR CRESPO, UA LET REVIEW 12/02/2020