Classroom management

• Classroom management refers to the array of skills and strategies

teachers use to ensure that their classrooms are organized, safe, and
conducive to learning. Good classroom management creates an
environment where students feel comfortable and can focus on
academics. Additionally, research has shown a positive relationship
between effective classroom management and student achievement.

https://www.teacherph.com/10-pillars-outstanding-classroom-
management/#:~:text=Classroom%20management%20refers%20to
%20the,and%20can%20focus%20on%20academics.
Establishing Rapport and Building Relationships

• Building rapport and relationships with students are essential in creating a positive
learning environment. When students feel comfortable with their teacher and
classmates, they are more likely to be engaged in the learning process. There are a few
key ways to build rapport and relationships with students.
• First, it is essential to get to know each student individually. This can be done through
conversation, surveys, or simply taking the time to ask about their interests and
hobbies. Once you have established a relationship with each student, you must
maintain that relationship by regularly interacting with them. This can be done through
small group work, one-on-one tutoring, or simply speaking with them during class.
• It is also essential to create a positive classroom environment. This means that the
physical space is comfortable and inviting, and the atmosphere is positive and
respectful. Students feel comfortable in their environment and are more likely to
engage in learning.
Creating a Positive Learning Environment

• It is essential to create a positive atmosphere in the classroom where

students feel safe, respected and valued. Building positive
relationships with your students from the beginning is necessary.
Greeting them at the door with a smile, making eye contact, and
learning their names are great ways to start getting to know them as
individuals.
• When students know that you believe in them and expect them to
succeed, they are more likely to meet your expectations. Be consistent
in your expectations and consequences for both positive and negative
behaviors.
Providing Engaging Instruction

• When planning and delivering instruction, engaging and motivating

your students is essential. Start by clearly stating your objectives for
the lesson and providing any background information your students
will need.
• Use a variety of instructional strategies and activities to keep your
students engaged. Ensure your instructions are clear and concise and
provide plenty of opportunities for your students to practice what
they’re learning. Monitor student progress and give feedback that is
specific and meaningful.
Promoting Student Engagement

• When students actively engage in their learning, they are more likely
to retain what they’ve learned and be motivated to apply it. There are
various ways to engage your students in their learning, such as small-
group work, cooperative learning, and hands-on activities. Asking
questions and encouraging your students to ask questions can also help
engagement. Encouraging students to explain their thinking and share
their ideas is another way to engage them in their learning.
Having a Clear and Concise Behavior Policy

• it is important to proactively teach and reinforce desired behaviors to

create a positive classroom environment. Be clear about your
expectations for student behavior, and provide explicit instructions on
what you expect. Praise students when they display desired behaviors.
• When students exhibit negative behaviors, use constructive discipline
strategies to correct and teach the desired behavior. Be consistent in
your application of rules and consequences. Finally, provide
opportunities for students to reflect on their behavior and make
positive choices in the future.
Establishing Classroom Routines and Procedures

• Classroom routines are a vital part of a well-run classroom. They give

students a sense of order and predictability, which can help reduce
anxiety and behavior problems.
• When developing classroom routines, involve your students in the
process. Model the desired behavior, and have students practice the
routine. Be sure to review the procedures regularly.
Implementing Effective Discipline

• implementing effective discipline is essential for maintaining a positive learning

environment. Effective discipline is fair, consistent, and respectful.
• There are a few key ways to implement effective discipline:
1.Establish clear expectations for student behavior.
2.Teach students what is expected of them in terms of behavior.
3.Provide consequences for students who do not follow the expectations.
4.Monitor student behavior and give feedback.
5.Be consistent with your discipline procedures.
6.Evaluate your discipline procedures regularly.
• READ: 6 Pillars That Create a Safe and Orderly Classroom Environment
Implementing Effective Communication

• When communicating with students, it is vital to be an active listener. Make eye contact,
use facial expressions and body language to show engagement, and restate what the
student has said to ensure understanding. Active listening will help to build strong
relationships, resolve conflicts, and promote learning.
• When communicating with parents, use clear and concise language. Avoid jargon; explain
any acronyms or abbreviations. Be respectful of parents’ time, and follow up on any
promises.
• It is also essential to listen to feedback from parents and use it to improve your practice.
This can be done by holding parent-teacher conferences, sending home surveys, or simply
asking parents for their input. Be sure to communicate any changes you make to parents.
• Communication is a two-way process. Be sure to allow parents and students to ask
questions and share their thoughts. This will create an open and supportive environment
where everyone can feel comfortable communicating.
Continuing Professional Development

• teachers need to learn and grow as professionals continuously. Staying

current on best practices in classroom management and instructional
strategies is essential. Workshops, conferences, and professional
journals are great ways to stay informed. When teachers model
lifelong learning, it can inspire students to continue learning long after
they leave the classroom.
Constantly Reflecting on One’s Teaching Methods

• teachers need to reflect on their practice to improve their teaching.

Reflective practice can be done individually or with a group of
colleagues. It can be done informally, through conversations or
journaling, or formally, through action research. No matter how you
choose to reflect, the important thing is, to be honest with yourself and
use what you learn to improve your practice.
The Importance of Classroom Management

• Classroom management refers on how a teacher manages all the

activities in a classroom environment. It must be a conducive place for
the learners that could motivate and encourage pupils/students to go to
school regularly and participate actively in all classroom activities.
• Room Structuring – The print rich environment, proper display of
educational materials in all subject areas, beautiful and colorful visual
aids can motivate the learners.
• Seat Plan – Be sure that the learners are arranged in such a way that
they are comfortable and can easily see or hear what the teacher is
doing and discussing without obstruction. Arrange them in a way that
those pupils with hearing and visual difficulties will be seated in front.
• Heterogeneous grouping – Let every learner have the feelings of
belonging and develop self-confidence, encouraging them to exert
effort in their studies to level their abilities with their seatmates who
are much better than them when it comes to academic aspects.
• Discipline and Rewards – Immediately correct the misbehaviour of
the pupils who show good deeds by simply praising them.
• Avoid discrimination and favoritism – Pupils are very observant and
sensitive. Be fair in dealing with pupils , avoid intimacy. Don’t let any
pupil feel that he/ she is neglected.
• Be a keen observer on the emotional behaviour of every learner –
As a Child Friendly School, always consider the emotional behaviour
of the pupils . They should not be scolded or embarrassed in front of
their classmates because this may affect their attendance in school that
may lead them to stop schooling.

https://www.depedmasbatecity.com/the-importance-of-classroom-management/
• DepED Order No.40, s.2012 “POLICY AND GUIDELINES ON PROTECTING CHILDREN IN
SCHOOL FROM ABUSE, VIOLENCE, EXPLOTATION, DISCRIMINATION, BULLYING AND
OTHER FORMS OF ABUSE” The policy aim to protect the child from all forms of violence that may
be inflicted by adults, persons in authority as well as their fellow students, including bullying.
• CHILD ABUSE

- Refers to the maltreatment of a child whether habitual or not, which includes the following:
 Psychological or physical abuse, neglect, cruelty, sexual abuse, and emotional maltreatment.
 Any act or deeds or words which debases, degrades, or demeans the intrinsic worth dignity of a
child as a human being.

 Failure to immediately give medical treatment to an injured child resulting in serious impairment of
his or her growth and development or in the child’s permanent in capacity or death. (Section 3(b)
RA 7610)
DISCRIMINATION AGAINST CHILDREN

• Refers to an act of exclusion, distinction, restriction, or reference which is based on any ground such as age, ethnicity, sex, sex orientation and gender identity,
language, religion,
- Refers to a kind of punishment or penalty imposed for an alleged or actual offense, which is carried out or inflicted, for the purpose of discipline, training, or control,
by a teacher, school administrator, an adult, or any other child who has been given or has assumed authority or responsibility for punishment or discipline. It
includes physical, humiliating, or degrading punishment, including not limited to the following:
 Blows such as, but not limited to, beating, kicking, hitting, slapping, or lashing, of any part of a child’s body, with or without the use of an instrument such as, but not
limited to a cane, broom, stick, whip, or belt.
 Striking of a child’s face or head, such being declared as a “no contract zone”.
 Pulling hair, shaking, twisting joints, cutting, or piercing skin, dragging, pushing, or throwing of a child.
 Forcing a child to perform physically painful or damaging acts such as, but not limited to, holding a weight or weights for an extended period, and kneeling on
stones, salt, pebbles, or other objects.
 Deprivation of a child’s physical needs as a form of punishment.
 Deliberate exposure to fire, ice water, smoke, sunlight, rain, pepper, alcohol, or forcing the child to swallow substances, dangerous chemicals, and other materials
that can cause discomfort or threaten the child’s health, safety, and sense of security such as, but not limited to, insecticides, excrement, or urine.
 Tying up a child.
 Confinement, imprisonment, or depriving the liberty of a child.
 Verbal abuse or assaults, including intimidation or threat of bodily harm, swearing or cursing, ridiculing, or denigrating the child.
 Forcing a child to swear a sign, to undress or disrobe, or put anything that will make a child look or feel foolish, which belittles or humiliates the child in front of
others.
 Permanent confiscation of personal property of pupils, students, or learners, except when such pieces of property pose a danger to the child or to others, and
VIOLENCE AGAINST CHILDREN COMMITTED IN
SCHOOLS

- Refers to a single act or a series of acts committed by school administrators, academic and non-
academic personnel against a child which result in or is likely to result in physical, sexual,
psychological harm or suffering or other abuses including threats of such acts, battery, assault,
coercion, harassment, or arbitrary deprivation of liberty. It includes, but is not limited to the
following acts:
 Physical violence – bodily or physical harm. It includes assigning tasks which are hazardous to
their physical well-being.
 Sexual violence – acts that sexual in nature. It includes, but not limited to rape.
 Psychological violence – acts or omissions causing or likely to cause mental or emotional suffering
of the child.
 Other acts of violence of a physical, sexual, or psychological nature that are prejudice to the best
interest of the child.
• 11313 or The Safe Spaces Act (Bawal Bastos Law) covers all forms of
gender-based sexual harassment (GBSH) committed in public spaces,
educational or training institutions, workplace and online space.
• Signed in 2019, the Republic Act 11313 or the Safe Spaces Act/Bawal
Bastos Law penalizes wolf whistling, catcalling, misogynistic and
homophobic slurs, unwanted sexual advances, and other forms
of sexual harassment in public places, workplaces, and schools
as well as in online spaces.
What is a SAFE SPACE?

• A place or an environment where a person is respected, secured,

could show and communicate their true self where there is genuine
care, support system, sensitivity, equality, no judgment and no
discrimination of one’s gender, age, race, social standing, and
experiences.
CHARACTERISTICS THAT DEFINE A POSITIVE LEARNING
ENVIRONMENT:

• 1.) A feeling of safety and security

• Students who are in safe and nurturing learning spaces should be able
to feel physically and emotionally safe. In addition, they should be
able to see their learning environment as a place where they are free to
express themselves and ideas without being judged. Essentially,
positive learning spaces allow students to feel free to be themselves.
2.) A feeling of being valued and respected

• Safe and nurturing learning areas should be spaces where students can
feel valued and respected—regardless of their ability, gender, race,
religion, and ethnicity.
3.) A feeling of ownership

• A positive learning experience allows for an exchange of ideas

between the students and the teacher. Beyond that, students should
have ownership and input related to their class structure. They should
also be able to voice out their expectations from their class.
4.) A feeling of being challenged

• Students tend to perform better when they are feeling challenged. In

this regard, positive learning environments allow students to feel
challenged to achieve high expectations. Of course, a nurturing
learning environment should provide all the support necessary from
their school to meet these expectations.
5. Create multiple and varied opportunities for success

• For a positive learning environment to be effective, its class structure should

provide multiple and varied opportunities for students to experience success.
• Amid overwhelming options nowadays, it may be a little challenging to
choose the best school for your child. But you now have an idea of where to
start with the list above. First, narrow down your options by looking up the
school and researching their facilities and curriculum. From there, you can
choose the best one that fits your child’s needs.
• Keep in mind that maintaining a positive learning environment is a work in
progress. It does not happen overnight, and various factors go into it. With
that in mind, consider how your child perceives a safe and nurturing learning
environment and how they can contribute to making it an even better place
Concluding Words
• Classroom management is integral to a teacher’s job and can be
challenging. By implementing these ten pillars of outstanding classroom
management, you can create a positive and productive learning
environment for your students. When your students feel safe, respected,
and valued, they will be more engaged in their learning and more likely to
succeed.

• Effective teaching is the output of effective classroom management. If

every teacher could follow some of the suggested tips aforementioned,
probably we can improve the quality of education we have in our school.