Chapter 3: Lesson 4

Managing Students' Behavior

Patricia R. Canlas
BEED-3C
Let's play a
game!
Grab the
bottle!
 Game Mechanics:
• The class will be divided into two groups.
• Each group will choose five representatives.
• The game master will read the question.
• After reading the question, the game master will say, "Ready, Set Go.".
• The player will grab the bottle to answer the question of whether it's good behavior or bad

behavior. You must grab it faster than your opponent. If your opponent gets the wrong
answer, you can steal and answer the question.
• Take note; we only have five questions.
• The group that gets the highest correct answer will be the winner.
Grab the
bottle!
 Question #
1
Hurting others physically or
emotionally.
Bad Behavior!
Good Behavior!
 Question #
Being kind and compassionate.
2
Bad Behavior!
Good Behavior!
 Question #
Being selfish and inconsiderate.
3
Bad Behavior!
Good Behavior!
 Question #
4
Lying or cheating
Bad Behavior!
Good Behavior!
 Question #
5
Helping others in need.
Bad Behavior!
Good Behavior!
Game
End!
 Objectives:

At the end of the lesson, you will be able to:

Identify the three distinct phases of classroom management.

Take some guidelines to consider when planning rules, routines, and

procedures for a multigrade classroom.
 Classroom
Management

- can be defined as the process of establishing and sustaining

appropriate student behavior such that the delivery of lessons is
not compromised (Kratochwill, 2010).
Classroom behavior Management

- Entails more than just following rules and procedures. Rather, it's
a proactive and constructive system. Moreover, they should
consistently engage and communicate with students and their
families to build positive relationships with them (The Iris Center,
2021).
 There are three (3) distinct phases of classroom
management:

1. Planning before school begins.

- Before the school year starts, the teacher visualizes life in the classroom how learners are going to
behave in the classroom, how they will interact with one another how materials will be arranged, and
other essential classroom considerations

2. Implementing plans.

- The teacher executes the plans that were developed before the beginning of the school. In this phase,
expectations are formed. The learners create a vision as to what will happen in their class.
3. Maintaining good discipline.

- The teacher maintains the positive academic and social norms that have been established. The role
of the teacher shifts towards maintaining a high level of student engagement and minimizing
disturbances in the learning environment.

In a multigrade classroom, a teacher works with students of diverse ages and ability levels.
As a result, he/she is likely to confront some behavioral problems. According to Wong and Wong
(2009), the root cause of behavior problems in the classroom appears to be the absence of established
rules and procedures that help things run smoothly in the classroom.
 Here are some guidelines to consider when planning rules, routines, and procedures for a
Multigrade Classroom:

A. Inside the Classroom

What rules and procedures are you going to establish for the use and care of the different
materials and equipment in the classroom?

What rules and procedures will the learners be expected to follow when they are in a certain
area of the classroom?
B. Other School Areas such as in the comfort
room, office, playground, etc.

When and how are learners going to have access to these areas?

What rules and procedures are you going to implement for lining up and going to these
areas?

How should learners behave in these areas?

C. During Whole-Class Activities and Seatwork

When and how do you want learners to ask and answer questions (eg., raising hands)?

If you want everyone's attention, how will you cue or signal the class?

What rules and procedures are you going to set up for learners working together?

How and when are you going to give instructions for activities or assignments?

How are you going to monitor progress on tasks or assignments?

C. During Whole-Class Activities and Seatwork

How and when will the learners obtain the materials they need for the activities, tasks, or
assignments?

What procedures will learners follow when turning in the outputs or materials, especially
when you are discussing with individuals or small groups?

How and when will the learners' outputs or assignments get corrected?

What procedures will you use for returning work?

What can the learners do when they are done with their tasks?
D. During Small Groups

What procedures, rules, and signals will learners follow regarding the movement to and
from groups?

When and how can learners ask and answer questions?

What are your expectations for learners who are working together in small groups?

While you are dealing with a group of learners, what will the rest of the class be doing?
E. Other Procedures that Must Be Considered

What routines are you planning to establish to start each school day?

What routines are the learners going to follow to end each school day?

Are you going to use a student helper system? What expectations are you going to set for
student helpers, to accomplish their roles?
Thank you for Listening!

Patricia R. Canlas
BEED-3C