Group 2

Group 2
ABDUL
ANTANG
BATANG
CENTINA
DELA PIEDRA
GALEOS
JAVIER
LORANIA
MADERABLE
MAGSIPOC
PALANOG
PREMALLON
TUMAMBO

Competent Teachers: Effective Classroom Managers

Topic Learning Outcomes:

a. Manage instructions, relationship, physical environment, discipline, time, and routines

1. What subject or grade do you want to teach in the future?
2. What will you do on the first day of class?
3. What will your rules and consequences be?

Afterwards, compare your answer to what you have learned at the end of the module.

Deepen!

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.

Introduction
Should teachers still worry about students who chew gum? What should teachers do about those students
whose cell phones ring in class? How should teachers react when they hear students using offensive language?

Teachers wonder what to do about these and the countless other learner behaviors that they witness each
school day. Are these the issues that should concern them or should they focus exclusively on the more serious
problems confronting the 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 class.

Many teachers are unsure of how to define a class that is well-disciplined because today's discipline issues are
neither simple nor self-evident. For example, teachers may want the students to be engaged in active learning, but
those classroom activities can appear chaotic. They also struggle with new issues such as cyber bullies and online
cheating.

Even though educators may not always be in agreement about the exact definition of a well-disciplined
classroom, most of them certainly know when things are not going well. Misconduct referral notices are remarkably
uniform in the types of behaviors that teachers and administrators do not find acceptable.

The room itself is appealing in a well-disciplined room. Many teachers still teach in cramped and overcrowded
rooms without enough basic materials and certainly not expensive equipment such as interactive whiteboards and LCD
projectors. Despite these restrictions, effective teachers can manage to create an environment where students focus on
learning. Teachers can arrange desks to encourage collaboration as well as independent work, minimize traffic-flow
problems, and make sure materials are readily available. Walls could be used to stimulate student engagement with
displays of students' learning output.

Consider some ways in which you might incorporate in your future planning of student engagements. At the end
of this chapter you are expected to explore possible approaches to solve problems of the 21st century classroom using
good management skills.

Managing the Classroom Well Is Important In Teaching and Learning Situations

A knowledgeable teacher may fail in teaching due to inability to work effectively with students. Students may be
entertaining each other during class time, talking aloud or walking around aimlessly in the classroom. What can be done
to help students learn in these situations?

Here are some tips in order to manage the classroom well:

1. Set Rules and Procedures That Students Are Expected to Follow
The teacher must communicate the rules clearly to the students. Clear communication entails a clear discussion
of every rule and its rationale. A final critical strategy is to find out if students understand the rules and commit
to abide by them. Class rules, procedures, and notice of upcoming activities are posted in convenient places to
help students stay on track. Students follow class routines for daily chores without nagging. In a well-disciplined
class, students understand what they are expected to achieve each day and how they are to go about them.
2. Let Students Actively Engage in the Pursuit of Knowledge
Active learning generates a much higher noise level than the silent classrooms of the past. There is
movement, laughter and noise. Students are up and out of their seats while engaged in a variety of interesting
activities that encourage thought and discovery. They do more talking than the teacher on most classroom
learning experiences.

3. Lead Students to Take Responsibility for Their Learning

In a well-disciplined class, teachers may lead students, but they do not coerce them into good
behaviour through threats of dire punishment. Teachers encourage s the importance of choosing good
behaviour over the short-term term thrills of bad behaviour. In an orderly class, self-directed students not only
encourage each other, but they also work with their teachers to achieve academic and behaviour goals that
they themselves have established. Successful teachers employ a variety of strategies to promote responsible
decision-making and create self-reliant students.

4. Respect Everyone
Teachers and students treat each other with obvious respect. This is evident in such nonverbal
interactions as body language and tone of voice as well as in what students and teachers say to each other.
Students speak with confidence because they feel their opinions are valued. Students in a well-disciplined class
also respect their classmates. They have been taught to appreciate each other's unique contributions to the
class as well as appropriate ways to resolve conflicts. There is a general sense of togetherness and steadfast
courtesy.

Classroom Management Techniques

How do teachers manage the first days of the new school year to set the stage for the entire year? Here are
some classroom management techniques:

Management of Instruction
This refers to the smooth flow of the instructional processes. Smoothness involves circulating to facilitate
students' cooperation and discussion as they work in small groups.
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 behaviour at all time.
6. Develop overlapping skills and be prepared for all scenarios in the classroom.

Management of Discipline
This refers to the means of preventing misbehaviour from occurring or the manner responding to behavioural
problems in order to reduce their recurrence in the future.
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.
3. Create an atmosphere where there is respect to one another.
4. Apply the principle of least intervention for routine classroom behaviour problem. Create varied interesting
lessons to make students pay attention to class discussion and students do not engage in activities that disrupt
class discussion.
5. Manage serious behaviour problems through applied behaviour analysis.
6. Prevent serious behaviour problem and remove the causes of misbehaviour.
7. Formally develop the desired behaviour by teaching (not telling) the behaviours.

Management of Relationship
This refers to emotional climate and communications affecting learning conditions.
1. Maintain positive climate characteristics which allow students to choose a variety of activities to achieve
common goals.
2. Develop sense of interdependence, common bonds, defined group expectations and relationship qualities that
enhance wholesome emotional climate.
3. Develop communication characteristics that promote wholesome classroom relationship like positive
constructive conversations aimed at understanding on another's point of view.
4. Render different forms of assistance by providing class meetings or students to have an opportunity to examine
the ideas and feelings that influence value judgement.

Management of Physical Environment

This refers to the organization of the learning environment, supplies, and materials.
1. Organize supplies and materials for activities that occur frequently in 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 regarding beginning and end of class
behaviour must be clearly expressed.
3. Avoid interruptions during class program.
4. Arrange the physical setting and maximize visibility and accessibility. Students' desks are separated in rows
facing toward the chalkboard and away from the window.
5. Materials and equipment stations are available in sufficient quantities and are located to minimize congestion in
traffic lanes.
6. Bulletin boards and wall spaces are used to display student work and complement current class activities.
7. Set explicit procedures for getting materials from and returning them to designated classroom locations.

Management of Time
This refers to the organization and use of allocated time in the classroom.
1. Make good use of all classroom time.
2. Start teaching at the beginning of the period and end on time.
3. Establish routine procedures.
4. Minimize time spent on discipline and prevent interruptions.
5. Teach lessons that are so interesting, engaging, and relevant to student's interest.
6. Maintain momentum through avoidance of interruptions or slowdown like phone calls, knocks on the door and
other disturbance.

Management of Routines
This refers to the established activities or procedures that are repeatedly done.
1. Teach pupils to learn how to form various grouping and return to standard arrangement with minimum
confusion.
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 teacher's ability to
attend to the task at, hand and at the same time prevent an extraneous situation from getting out of control.
4. Prepare for transition by planning distinct types and sequences of teacher-pupil activity e.g. checking homework
assignment, presentation of new material, giving assignment, monitoring seatwork. Transitions should be quick
and quiet.