CHAPTER 4

Competent Teachers:
Effective Classroom
Managers
 CLASSROOM

- Is a complex interaction of students, teachers and learning materials.

❏ A competent teacher should have the skills in managing instruction, classroom

environment, time, and discipline in order to impart knowledge and skills to
students.
❏ 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 the class.
 01 01

MANAGING THE 02

CLASSROOM WELL 03
IS IMPORTANT IN
TEACHING AND 04

LEARNING 05
SITUATIONS
REPORTER: MS. EDRALINE
06

Let's Get Started

 01

02

A KNOWLEDGEABLE TEACHER may fail 03

in teaching due to inability to work
effectively with students. Students may be 04
entertaining each other during class time,
talking aloud or walking around aimlessly in 05

the classroom 06
Tips in order to manage the classroom well; 01

02

03

1. Set rules and procedures that students are expected to follow

04
2. Let students actively engage in the pursuit of knowledge
3. Lead students to take responsibility for their learning 05
4. Respect everyone
06
 02 01

CLASSROOM 02

MANAGEME 03

NT 04

TECHNIQUES 05

REPORTER: MS. GUMIAL 06

Let's Get Started

 01
MANAGEMENT OF INSTRUCTION
02

03

- REFERS TO THE SMOOTH FLOW OF THE INSTRUCTIONAL PROCESS. 04

SMOOTHNESS INVOLVES CIRCULATING TO FACILITATE STUDENTS’
COOPERATION AND DISCUSSION AS THEY WORK IN SMALL GROUPS.
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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.
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MANAGEMENT OF DISCIPLINE
02

03

04
- REFERS TO THE MEANS OF PREVENTING MISBEHAVIOR
FROM OCCURRING OR THE MANNER RESPONDING TO
BEHAVIORAL PROBLEMS IN ORDER TO REDUCE THEIR 05
RECURRENCE IN THE FUTURE

06
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02
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. 03
3. Create an atmosphere where there is respect to one another.
4. Apply the principle of least intervention for routine classroom behavior
problems. Create varied interesting lessons to make students pay attention 04
to class discussion and students do not engage in activities that disrupt
class discussion. 05
5. Manage serious behavior problems through applied behavior analysis.
6. Prevent serious behavior problem and remove the causes of misbehavior.
7. Formally develop the desired behavior by teaching 06
( not telling ) the behavior.
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02

MANAGEMENT 03

OF 04

RELATIONSHIP 05

REPORTER: MR. LIMCHANCO

06

Let's Get Started

 1. Maintain positive 01
climate 2. Develop sense of
characteristics interdependence,
- REFERS TO which allow common bonds, defined 02
EMOTIONAL students to group expectations and
CLIMATE AND AND choose a variety relationship qualities that
COMMUNICATION of activities to enhance whole some 03
S AFFECTING achieve common emotional climate.
goals.
LEARNING
CONDITIONS. 04

3. Develop communication 05
4. Render different forms of
characteristics that promote
assistance by providing class
wholesome classroom relationship
meetings or students to have an
like positive constructive 06
opportunity to examine the ideas
conversations aimed at
and feelings that influence value
understanding on another’s point
judgement.
of view.
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02

- REFERS TO THE ORGANIZATION 03

MANAGEMENT OF
OF THE LEARNING
PHYSICAL ENVIRONMENT, SUPPLIES, AND
ENVIRONMENT 04
MATERIALS.

05

06
 01

02

1. Organize supplies and materials for activities that occur frequently in 03

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 04
regarding beginning and end of class behavior must be clearly
expressed. 05
3. Avoid interruptions during class program.
4. Arrange the physical setting and maximize visibility and accessibility;
Students desks are separated in rows facing forward the chalkboard and 06
away from the window.
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02

03
5. Materials and equipment stations are available in sufficient and are
located to minimize congestion in traffic lanes.
04
6. Bulletin boards and wall spaces are used to display student work and
complement current class activities. 05

7. Set explicit procedures for getting materials from and returning them 06
to designated classroom locations.
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02

MANAGEME 03

04
NT OF TIME 05

REPORTER: MS. SANTOS

06

Let's Get Started

- REFERS TO THE 01
ORGANIZATION
AND USE OF
ALLOCATED TIME 02
IN THE 1. Make good use of all classroom time.
CLASSROOM. 2. Start teaching at the beginning of the
03
period and end on time.
3. Establish routine procedures.
4. Minimize time spent on discipline and 04
prevent interruptions.
5. Teach lessons that are so interesting, 05
engaging, and relevant to student’s interest.
6. Maintain momentum through avoidance of
interruptions or slowdown like phone calls, 06
knocks in the door and other disturbance.
 01
MANAGEMENT OF
ROUTINES
02

03

- REFERS TO THE
04
ESTABLISHED
ACTIVITIES OR
PROCEDURES 05
THAT ARE
REPEATEDLY 06
DONE.
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02
1. Teach pupils to learn how to form various grouping and return to standard arrangement
with minimum confusion. 03
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 04
teacher’s ability to attend to the task at hand at the same time prevent an extraneous
situation from getting out of control.
05
4. Prepare for transition by planning distinct types and sequences of teacher-pupil activity
checking homework assignment, presentation of new materials, giving assignment,
monitoring seatwork. Transitions should be quick and quiet. 06
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THANK YOU FOR LISTENING.
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