Classroom Management

By Group 3
Dinglasan, Elaine
Flora, Natalie
Picar, Shaila Patricia
Tellez, Hanna Selah
 Classroom Management

 Refers to the complex set of plans and actions that

the teacher use to ensure that learning in the
classroom is efficient and effectively.

 It is also involves in teaching the students how to

manage their own behavior in classroom setting by
establishing learning situation that will allow them to
do this.
Classroom Leadership

 Is one of the major components of

Classroom Management.

 According to Doyle (1996) refers to the

actions and behaviors manifested by a
teacher to influence the learners to put
forth effort towards the achievement of
the goals and objectives of instruction.
Classroom Atmosphere
Effective teachers seek to provide a
classroom atmosphere that is supportive
of the students and their efforts, where
all students feel welcome and accepted
by the teacher.
 Ways of getting to know the students
1. Classroom Sharing During the first day of school
2. Observation of Students in the Classroom
3. Observing of Students outside the Classroom
4. Conversation with students
5. Conferences and Interviews with students
6. Students Writing
7. Open- ended Questionnaires
8. Cumulative Record
9. Discussion with fellow teachers and Guidance
Counselor
 The classroom should be a pleasant place
for each student to come and to learn it. Some
specific way by which a positive classroom
environment can be created, according to
Cangelosi (1994)
 Classroom Discipline

Is a process of controlling students

behavior in the classroom.

It is involves step s in preventing

inappropriate students behaviors and
procedures for dealing with inappropriate
behavior.
Types of Misbehavior of the students

1 Aggression
2 Immorality
3 Defiance of Authority
4 Class Disruptions
5 Goofing off
 As a teacher, one of your major
responsibilities is to model
appropriate behavior and not to be
a cause or contributor to students
and problems in the classroom.
Possible causes of misbehavior of the
students;
1. Nagging
2. Assigning extra school work
3 .Punishing the Group
4 .Use of writing a Punishment
5 .Threats and Ultimatums
6 .Premature Judgments and Actions
7 .Inconsistency
8 .Harsh and Humiliating Punishment
PREVENTING CLASSROOM
MANAGEMENT PROBLEMS

 Classroom rules that specify for student

behaviour are vital for effective management
as pointed out by Jacob and his colleagues
(1993) rules that are clearly stated and
consistently monitored can do much to
prevent management problems.
 Guidelines -Keep class rules and school rules
consistent -State rules positively and allow
student input the rule making process.

 The combination of the rules and procedures

together with careful monitoring will
eliminate most classroom management
problems before they get started.
THEORETICAL APPROACHES IN DEALING
CLASSROOM MANAGMENT PROBLEMS

 Classroom Management of Teacher

-Teacher assumption about their; students
and their role in guiding student
development.

 Teacher haven different approaches in

dealing classroom management problems.
 The 3 approaches
Non-interventionist, Interactionist and Interventionist.

 Non-interventionist • the child develops from

inner unfolding of potential.

 Teacher role: Facilitate process by promoting strong

trusting relationship with children and helping them
develop problem solving abilities.

 Goal of Non-interventionist - Enhance the personal

growth and freedom of individual
 INTERACTIONIST APPROACH- child develop from
the interaction of inner and outer forces.

 Teacher Role; Attempt to understand student

behaviour . To help students understand their own
behaviour and its consequences.

 A aforementioned Approach- while still

concerned with the establishment of rules, places
major emphasis on how these rules establish and
one each students responsibility to follow this
rules.
 INTERVENTIONIST APPROACH - Also called
behaviourist approaches. - Base on behaviourist views of
learning.
 Suggested of this approach - Children develop as a result of
external environment, conditions, reinforcement and
punishment.
 Teacher Role in Classroom - establishes rules, procedures and
communicate this rule clearly to the students. Implement
appropriate reward, punishment for compliance to non-
compliance.
 Goal of Interventionist- to maintain orderly and productive in
classroom.
CONTROLLING THE CLASS THROUGH
ASSERTIVE DISCIPLINE
 Assertive Discipline -became popular approach to
classroom management in 1980's

 emphasis the teacher's right to an orderly

classroom.

 Jacob and his colleagues (1993) to Approach

discipline attempts to train teachers to respond to
management problems with proactive behaviour
rather than non-assertive or hostile actions.
 This is based on the premise that teachers have
three rights.
1. Right to establish a classroom structure that is
conductive to learning.

2. Right to determine and expect appropriate behaviour

form student.

3. Right to ask help from parents, principal and other

professional to produce order in the classroom. Using
the rights bases, assertive discipline advocates the
creation of management system similar to the
interventionist approach.
 The National Competency Board-
Teacher Standards

 Is an integrated theoretical framework that

defines the different dimensions of effective
teaching, where effective teaching means being
able to help all types of students learn the
different learning goals in the different learning
goals in the curriculum.
What does Competency- Based Mean?

-Means that the standards or criteria for

characterizing good teaching are defined in the
terms of the teacher’s credential, LET score,
grades in graduate school, degrees, personalities
traits, and so on, We look at what the teacher can
do competently.
 Why do we need the NCBTS?

 NCBTS provides a single frameworks that

shall define teaching in all aspects of a
teacher’s professional life and in all phases of
teacher development.
 Traditional View
Teaching is a technical process, and
the good qualities of this technical
process are well defined.
Teaching knowledge is technical
knowledge applicable to all learner
and context.
Teaching involves consistent
application of technical knowledge.
Effective application of teacher
knowledge is dependent on
prerequisite in puts in teaching
environment.
NCBTS View
Teaching is facilitating learning and
the qualities of good teaching are
defined in terms of whether students
learn or not.
Teacher knowledge is essentially
complex and problematic;
applicability varies across learners
and contexts.
Teaching involves reflective and
flexible application of technical
knowledge in ways that best bring
about student.
Effective teaching is determined
within the limits and opportunities
found in the learning environment.
 The 7 DOMAIN OF NCBTS

 Domain 1 – social regard for learning

 Domain 2 – The learning Environment
 Domain 3 – Diversity of Learners
 Domain 4 – Curriculum
 Domain 5 – Planning, assessing and reporting
 Domain 6 – Community Linkage
 Domain 7 – Personal Growth and Professional
Development