Report Psthe
Report Psthe
Report Psthe
MANAGEMENT
Guiding Principles in
Classroom Management
Classroom management is not teaching; it is a necessary conditions to
teaching
Introduction
Poor Classroom Management
- common problem in the classroom.
Classroom Management
- the prerequisite of teaching.
What do the teachers manage?
1. resources to facilitate learning
- 3 Ms
a. Moment
b. Materials
c. Man
James H. Stronge
Principles. . .
3. Orchestrate smooth transitions and continuity of momentum
throughout the day.
- smooth transitions + continuity of momentum = no lessons left behind.
- distractions makes the classroom restless
- Restlessness - father of disciplinary problems
4. Strike a balance between variety and challenge in student's
activities.
- the use of variety of student activities will ensure that students' multiple
intelligences and varied learning styles are considered in the conduct of
student learning.
- Boredom = disciplinary problems
Principles. . .
5. As classroom manager, be aware of all actions and activities in the
classroom.
- heightened awareness of everything that happens in our classroom
puts our pupils and students on their toes all the time.
- with-it-ness (Kounin)- the eyes on the back of our heads thing.
6. Resolve minor inattention and disruption before they become major
disruptions.
- a stitch on time saves nine
- we have not to wait until our class is out of control. We have to respond
to inappropriate behavoir promptly.
- Misdemeanors - should be responded immediately.
- a small spark should be put out to avoid conflagration.
Principles. . .
7. Reinforce positive behavior.
- be generous with genuine praise.
- subtraction mentality - teachers who are quite stingy with praises.
- for a praise to be genuine it mus be given according to merit. A way
of appreciating and recognizing their hard work and good behavior.
8. Treat minor disturbance calmly.
- Do not make a mountain out of a mole (Ornstein, 1990)
- a single stern look or gesture to stop the misbehavior.
- Let us not make a fuss about it.
Principles. . .
9. Work out a physical arrangement of chairs that facilitates an
interactive teaching-learning process.
- a flexible seating arrangement where we can re-arrange seats or desk
to suit or learning needs and conditions.
Management of Time
Time lost is irretrievably lost- Jose Rizal
The only thing you cannot recycle is wasted time
beginning of the course)
(from the
Introduction
205 days / (school) year
6 hours / day is consumed
= 1230 hours - devoted hours for 1 school year for
FOUR periodic tests.
- which is more than enough to master basic
competencies.
Intro. . .
Intro. . .
Reason/s:
1. Disruption of instruction due to disciplinary problems
2. due to announcements
3. administrative tasks (attendance checking)
4. black out (for lessons with film-viewing, etc.)
Effective. . .
Use a common place to keep materials such as
scissors, and school supplies.
Follow a consistent schedule and maintain
procedures and routines established at the beginning
of the year.
Handle administrative tasks quickly and efficiently.
Effective. . .
Prepare materials in advance.
Make clear and smooth transitions.
Limit disruptions and interruptions through
appropriate behavioral management technique.
(James H. Stronge, 2002)
Quality output. . .
Anticipate difficulties or failure of some operations in
order to be able to pursue alternative actions.
Be flexible with time assignments.
Set the example by showing that you are time-conscious.
Discipline
Self-discipline connotes internal motivation for one's behavior, the
internalization of domestic ideals and is most evident when external
regulations of behavior are absent - George Bear
Causes. . .
B. TEACHER'S POOR MANAGEMENT SKILLS
- lack of skills in handling misbehavior likewise contribute ti a
trouble-prone setting.
Teachers' ability to meet discipline-challenging situations
depends on:
1. knowledge and skills in employing a wide range of classroom
strategies and procedures;
2. personal and emotional attributes.
Causes. . .
C. STUDENTS' VARIED BACKGROUND
- students brings an individual attitudes, interests and abilities.
Differences:
1. family background;
2. physical and mental capacities;
3. emotional traits among others.
How to. . .
A. Depending on the students abilities and interests, teachers can
implement group-oriented methodologies such as:
1. Cooperative learning approach;
2. Team learning;
3. Peer tutoing;
4. Group projects and collections.
How to. . .
B. Teachers who are sensitive to possible misdirection of efforts and
interactions are fast to switch from one technique to another as the
need arises.
C. Of prime importance are the teachers' personal attributes such
as:
1. Patience
2. Compassion
3. Concern and caring attitude
4. Respect and trust for others.
How to. . .
D. The teachers' personalities influence students' behavior.
Such as:
1. Warm, respectable relationship with students through
sincere and straightforward communications;
2. Unpretentious gestures and genuine modes of
recieving students' explanations;
3. Recognition and appreciation;
4. Caring attitude;
5. Equal treatment.
How to. . .
E. The teachers' learning style will determine how the students will
respond.
Such as:
1. How they give orders in the form of requests and how clearly the
procedures are explained.
2. Involving everyone from the planning to the implementing of the
lesson results well-coordinated investigations and discussions.
3. Use of appropriate tools and evaluation techniques will show a
final achievement of learning objectives.
Authoritatian
Control
Assertive
Laissez faire
No control
Various modes. . .
AUTHORITARIAN Setting/Type of discipline
- teacher has total control of the discipline.
- the teacher has the right to insist on proper behavior.
- the teacher announces the rules that the students are expected
to follow.
- the student have no say.
*Discipline - the exclusive responsibility of the teacher.
Various modes. . .
ASSERTIVE Type of discipline
- discipline is both a responsibility of the teacher ad students.
- student participate in formulating rules for their own behavior
and they are expected to observe them.
Assertive Discipline
a structured, systematic approach designed to assist teachers in
managing an organized, teacher-in-charge classroom
environment.
the teacher is the captain of her classroom.
Behaviors. . .
4. Use a firm tone of voice.
5. Maintain eye contact.
6. Use non-verbal gestures in support of verbal
statements.
Behaviors. . .
7. Use hints, questions, and I-messages rather than
demands or requests.
8. Follow-up with promises rather than with threats.
9. Be assertive in confrontations with students.
Various modes. . .
LAISSEZ FAIRE Type of discipline
- the students can do as they please
- there is no teacher control
Common. . .
4. Discipline is achieved through the effects of group
dynamics on behavior.
5. Discipline is believed to be the exclusive
responsibility of the teachers.
Acceptable. . .
4. Focus attention on one who is unruly and is about to
disturb the neighbors.
5. Award merits for good behavior and demerits for
inconsistencies and lapses.
6. A private one-on-one brief conference.
7. Give the students the freedom to express or explain
agitated feelings.
Unacceptable. . .
4. Denying a student some privilege due to unnecessary
hyperactivity.
5. Assignment of additional homework compared to the rest can
make them dislike the subject.
6. Use of ridicule or sarcasm could humiliate and embarass a
student.
7. Grades for academic achievement should not be affected due to
misdemeanor.
Effective. . .
3. Direct cost
-those interventions that involves a direct and concrete
consequences for misbehavior.
4. Group contingency
- a group of students meet the behavioral criterion to earn credit.
5. Home contingency
- making parents awae of the postive and negative behaviors of
their children by noting or calling or visiting them.