Seminar-Workshop

On
POSITIVE CLASSROOM
MANAGEMENT and BULLYING
By: Teacher Rosemarie U.
 Seminar Objectives
Adopt positive classroom
management strategies and
practices; and
Develop and enhance classroom
management skills as sound
foundation of effective teaching and
learning
 Warm-Up

Gummy Bear
Dance
Workshop 1:
Group yourselves according
to the number of years in
serving the school…..
Group 1 = 1-2 years
Group 2 = 3-5 years
Group 3 = 6 years &
above
Workshop 1:

My Best and
Worst Teacher
 Stages of Teaching
Kevin Ryan, The Induction of New Teachers

Fantasy Stage

Survival Stage
Mastery Stage
Impact Stage
Fantasy Stage
 Neophyte teacher believes that
all that is needed to succeed is to
relate and be a friend to students

 Teaching means doing

activities especially fun, fun, fun!
 Mastery Stage

 Students success
 Effective practices
 High expectations
 Professional readings and meetings
 Accountability
 Problem solver
 Impact Stage
 Affect lives
 Go beyond mastery

The E-teacher
Effective – achieving goals
Efficient – accomplishes things with
the maximum use of resources
Excellent – seeks to do more, the better
Major Areas of Expertise for
E
-  Understanding of
T student’s sociological
background
e
a  Classroom management
c
h  Knowledge of subject
e matter
r
s  Knowledge of
pedagogy
What are the
roles of a
teacher?
Teacher’s Role
Facilitator Parent
Counselor Leader
Manager Mentor
Etc. Friend
T’s Functions Organized in 3 Roles
1. making wise
choices about the
most effective
instructional
strategies to
employ
 What is
Classroom
Management?
 What is Techniques
Eliciting theto
maximize
cooperation
student
of
Classroom engagement
students inin
Management? The full range
Materials
academic
minimizing
activities,
Instructional
of teacher misconduct
not merely
strategies sotothat
that
Organizing students,
efforts to worthwhile
minimize
contribute academic
to
space, time, materials
oversee activities
misconduct are(Brophy,
students
Instruction occuring
so that instruction &
Layout classroom continuously
1988)
behavior
learning can take
activities,
place Provision of
including
Classroom
learning, social
Management procedures is
Techniques for
interaction and necessary to create &
changing Policies
maintain an
student
student and
environment in which
Behavior behaviour Procedures
misbehaviors & teaching & learning
(Burden, 2005;
teaching self-
Good & Brophy, can occur (Duke 1987)
discipline Time
2006)
(Mannings &
Bucher, 2007)
I. Definition of Classroom
Management
 consists of all of the teacher thoughts, plans,
and actions that create an orderly environment
and promote learning

 are strategies that the teachers use to create a

safe and orderly environment in the classroom

 working with and through others to accomplish

the organization’s goals (Randolph, 1985)
How to avoid
student’s
misbehavior?
 Many of the emerging classroom
management/discipline programs and
principles are based on the belief that
when student’s basic needs
are met, misbehavior can be
avoided.

How to avoid misbehavior?

 As Classroom
Managers, what
do teachers need
to determine?
II. As Classroom manager, the
teacher determines the ff. :
The kind of psycho-social climate that prevails in
the classroom.

The kind of physical environment most conducive

to learning (lighting, venatilation, and room
appearance).

The establishment of effective classroom

procedures with efficiency and less cost of time
and energy on both the teacher and the students.
What are the
concepts of
Classroom
Management?
 III. Concepts on Classroom
Management
1. Careful thought, patient attention to
details and painstaking preparation have
been the ingredients of any successful
piece of teaching.
2. The key to successful school teaching
lies in sound class management (James
Dunhill)
3. Effective classroom management begins
not from physical environment but from
the teacher herself.
 III. Concepts on Classroom
Management
4. “ It is not an atom of use preaching the good
life if you yourself are not the shining
example. Do not be always right though or
do not pretend to be always right if you’re
not. The revelation to the pupils of an
occasional fallibility may earn you their
love and sympathy.”

“Let us practice what we preach.”

 III. Concepts on Classroom
Management
5. The climate prevailing in the classroom has
considerable affect on student’s learning
(Lindgwen, 1980: 390 mentioned by Bustos and
Espiritu, 1996)

6. The climate in which the student works is

determined by an orderly atmosphere and an
attractive working environment )Lightfoof=t,
1983 mentioned by Reganit, 1998)
 III. Concepts on Classroom
Management
7. Effective schools maximize the time to
learn.
8. Teachers tend to use the strategies that
are congruent with what they believe.
9. All classrooms need rules and routines to
function effectively. It should be taught in
the first four days of the school (Leinhardt,
Weidman and Hammond; 1991).
Workshop 2:
Each group must contain the
2 to 3 members according to
the category below:
1-2 years
3-5 years
6 years & above
Workshop 2:
What are the
inviting and
disinviting
behaviors of
teachers?
 Example of Encouraging Behaviors
(Orstein, 1990)

Sample Situation: Student talks

with a classmate
 Teacher maintains eye contact
indicating attention of student’s
needs and or problems

 Teacher calls students by their

names.
Examples of Resctricting/Disinviting Behaviors

Sample Situation: Student talks

with a classmate
 Teacher pokes, slaps, or grabs
students.

 Teacher throw pieces of chalk to

the misbahaving student.
Situation:

Teacher’s Teacher’s
encouraging/inviting restricting/disinviting
behaviors (Intentional or behaviors (Intentional or
Unintentional) Unintentional)
• •
Management Components that
Demand our Attention
1. Setting and maintaining realistic
classroom rules/limits
- aim for CONSISTENCY
- involve the students in setting simple
class rules
- convey your expectations to the
children often, using a variety of t
echniques
Management Components that
Demand our Attention
2. Positive Reinforcement and encouragement
- Praise-encourage the efforts of the child
not of the teacher’s

3. Active listening
- send children the message that they are
important enough to have the teacher’s
individual attention (STOP, LOOK, LISTEN,
RESPOND)
Management Components that
Demand our Attention
4. Redirection

5. Logical and Natural consequences

6. Creative transition - these are connective tissues

for creating a daily route that flows (songs, finger
plays, poems that occur between the more
structured parts of the day and help children make
waiting fun, focus attention, and stimulate interest
in upcoming events.)
 Four Management Principles
(Reganit, 1998)

1. Students follow rules when

they understand and accept
the rules.

2. Aim for maximizing time

spent in productive work
rather than stressing control
behavior.
 Four Management Principles
(Reganit, 1998)
3. Establish self-control rather
control by authority.

4. Problems are minimized when

students are engaged in work
that matches their interest and
attitude.
P
R
I 1. Assess, clarify
N and
C communicate
I needs and
P expectations
L
E
S
P
R 2. Create a warm and
I nurturing climate: the
N classroom should be a
place where students feel
C welcome and at home
I - physical environment
P - treatment of students should
be with dignity and respect
L - Esprit de corps = the teacher
facilitates the development
E of togetherness
S
P
R 3. Democratically develop
I a set of rules and
N consequences

C - should be agreed upon and

understood by the class
I - discuss logical
P -
consequences
display the rules and
L consequences permanently
E
S
P
R 4. Develop a daily routine
I yet remain flexible.
N 5. Make learning more
C attractive and fun for
students.
I - provide genuine incentives-
those that stimulating
P - provide variety of seatwork

L
- focus on students needs =
lessons should be relevant,

E strategies congruent to learning

styles; activities should be fun
S
 1. Deal with misbehavior quickly,
consistently and respectfully.
- use non-verbal communication = body
language, facial expressions. Gestures, eye
contact and physical proximity to prevent
escalation

- use appropriate and clear reminders/

request

- redirect misbehavior
 1. Deal with misbehavior quickly,
consistently and respectfully.
- deal with attention-seeking students
- avoid power struggles rather offer some
positions of responsibility or decision making
- address the behavior not the student’s
character
- invoke consequences
- prevent escalation through talking with the
student
2. When all else fails, respectfully
move the problem-student from the
class.
Continued disruptions are detrimental to the
over-all object that all students will become
effective and active learners.

Use behavioral plan = can be written in

contract form and should include expected
behavior for the student, positive
recognition for compliance, and
consequences for failing.
 What are the Ways
to Build and Practice
Communication
Skills for Classroom
Management
 Three Models for
Dealing with Student
Misbehavior
Guidelines
for
Effective
Praise
 Kohn’s (1996)
Ten Suggestions for
Dealing with
Disruptive or
Misbehaving Students
 Some
Preconditions
for Effective
Motivation
(David Nunan, 2009)
The Positive
Classroom
Matrix
Using Positive
Discipline in
Managing
Student
Behavior
in Class
My Classroom Management
Profile

Answer
the form
individually
 Authoritarian
 Firm limits & controls
 Quiet classroom
 No indication of “cura personalis”
 Passive students
 Teacher prefers vigorous discipline and
expects swift obedience
 Students need to follow directions
and not asking why
 Authoritative
 Limits & controls but with
students independence
 More open to verbal interaction
 More warm and nurturing
 Encourages self-reliance & socially
competent behavior
 Laissez-faire
 Few demands & controls
(“bayaan na lang, padaanin na lang”)
 Strives not to hurt student’s
feelings, can’t say no
Very involves with students
Students’ buddy
Discipline is likely to be inconsistent
 Indifferent
 Not very involved in the classroom
 No (or lacking) classroom discipline
 No impositions
 Not prepared
 Results to students having low
achievement motivation and lack of
self-control
 CM Profile
Low Control High Control

Low Concern
Indifferent Authoritarian
or affection

High Concern Laissez-Faire Authoritative

or affection
 How do our belief affect the
way we manage our classroom?

“Whatever one believes to be

true either is true or becomes
true in one’s mind.”
- John C. Lily
 How do our belief affect the
way we manage our classroom?

The teacher’s beliefs

become students’
Reality.
 Beliefs
How we work with students
in the classroom is shaped
primarily by what we believe
about how students learn
how to behave.
 What do Teachers Do to Create a
Well-managed Classroom? (Kuonin)
8 variables for describing the group
management behavior of Ts

1. With-itness – the ability to accurately

spot deviant behavior even before starts

2. Overlappingness – the ability to spot

and deal with deviant behavior while
going right on with the lesson
 8 variables for describing the group
management behavior of Ts

3. Smoothness – absence of behavior that

interrupt the flow of activities
4. Momentum – absence of behaviors that
slow down lesson pacing
5. Group alerting – techniques the T uses
to keep non-involved Ss attending and
forewarned of forthcoming event
 8 variables for describing the group
management behavior of Ts

6. Accountability – techniques used by Ts

to keep Ss accountable for their
performance
7. Challenge arousal – techniques used by
Ts to keep Ss involved and enthusiastic

8. Variety – the degree to which various

aspects of lessons differ
 Important Findings

• With-itness, momentum,
overlappingness, smoothness,
and group alertingn all appear
to increase student
involvement

• With-itness and momentum decreases

Ss deviancy
 Common Problems in Maintaining
Smoothness and Momentum
Dangle = leaving a topic dangling to do
something else

Flip-flop = beginning and stopping an

activity and then going back to it

Fragmentation = breaking
instruction/activities into overly small
segments
 Common Problems in Maintaining
Smoothness and Momentum
Overdwelling – staying too long giving
instructions or in an activity even after
Ss understand it
Stimulus-bounded – T is so immersed in a
small groupnof Ss; ignores others
Thrust = T burst into activities without
assessing Ss readiness, gives
orders/questions that confuse Ss
Truncation = T end activities abruptly
 What do Effective Classroom
Managers do?
Set procedures that govern Ss talk,
partipation and movement, turning in
work, and what to do during downtime.
Give clear instructions.
Handle misbehavior quickly.
Give clear and explicit presentations and
explanations.
Use appropriate classroom layout.
 Student behavior to be taught
in the 1st week of classes

• Discipline – school wide consistency

- General rules
- Specific rules
Procedures and Routines Defined

• Procedures – how the teachers

wants things to be done

• Routines – what students do

automatically
 How many rules?

• Only about 7 rules and

procedures at the secondary
level

• 5 to 8 at the elementary level

Carefully select the rules and procedures
for your classroom
Teaching Classroom Procedures
must be:

• Explain

• Rehearse

• Reinforce
In teaching classroom procedures and
cchool policies , the students should :

• Know

• Understand

• Accept/Embrace
Workshop 3:
Group yourselves according
to the category you are as
advisers and assistant
adviser
1. Preschool
2. Cat A
3. Cat B
4. Cat C
Workshop 3:
Who are bullies
and bullied
among my
students?
 HOUSE OF REPRESENTATIVES
HOUSE OF
H. No. 5496
REPRESENTATIVES

H. No. 5496

House of Representatives
H. No. 5496
 Through our hearts and hands, the
children need to be provided with an
education in an environment which
does not destroy their self-esteem.
Thank
You
