Capitol Tech U Doctoral Presentation - April 2024.pptx
classroommanagementppt1-DLAC.pptx
1.
2. Which of the following is an example of a classroom rule?
a.What to do during seatwork
b.How to gather materials in a cabinet
c.Actions during a fire drill
d.Be to class on time
3. Which of the following is a FALSE statement about classroom
rules:
a.Students should be involved with rule writing when it applies
b.Rules should be visibly posted in the classroom
c.Rules should always be written in a firm and serious manner
d.Rules should not include more than 5 items
4. When creating rules for your classroom, you should
consider
a.Rules your parents would approve of
b.The grade level and school policies
c.What your students want for every rule
d.Creating rules that coordinate with a neighboring teacher
5. A routine classroom procedure is defined as a method of process
for how things are to be done in the classroom. Which of the
following is an example of a classroom procedure?
a.Be to class on time
b.Place homework into the homework basket
c.No cursing or teasing others
d.Use inside voices
6. Which of the following is an example of an appropriate classroom
procedure a good manager should enact in order to ensure a smooth
start to each class?
a.Quietly take your seat and begin the bellwork posted on the white
board
b.Ask the teacher or a friend for information about today’s lesson
c.Wait in your seat until announcements come over the intercom
d.Begin an art activity while waiting for the teacher to begin
7. Which of the following are examples of fundamental classroom
management skills utilized by effective teachers?
a.Provide plans for curriculum adjustments
b.Plan, organize, and maintain a productive learning
environment
c.Determine student placement in reading programs
d.Successfully write a formal lesson plan
8. A teacher that is intentionally inviting demonstrates this
classroom management skill by doing which of the following:
a.Attending to more serious disruptions first
b.Addressing students by name
c.Being organized and understanding that calm is strength
d.Practicing predictability
9. An effective classroom manager understands
a.the timing of the school bell schedule and the calendar of
events
b.the bottom line is compliance with rules and order
c.the motivation of all learners
d.the relationship between effective instructional strategies
and classroom management
10. What is another name for the intentional technique a
teacher uses to engage students?
a.Teaching
b.Instructional methods
c.Instructional strategies
d.Classroom management
14. 1. Consistent, proactive discipline is the
crux of effective classroom management.
“Prevention is better than cure”, so
goes the adage. If we are proactive in
our approach to discipline we prevent
unnecessary disciplinary problems from
cropping up. We have not to wait for
disciplinary problems to erupt for us to
take a move.
15. 2.Establish routines for all daily tasks
and needs.
Routinized collection of assignments,
passing of papers, and preparation for
experiments saves as a lot of time and effort.
We have not to explain or instruct our pupils/
students on how to pass papers, collect
assignments, prepare for experiments day in
and day out because we have established the
routines for these everyday tasks. They have
become habitual for each member of the
class.
16. 3. Orchestrate smooth transitions and
continuity of momentum throughout the
day.
Smooth transitions and continuity of
momentum throughout the day ensure
us that every instructional moment is
made use of wisely. No unnecessary lull
is created that will breed classroom
restlessness, which is the father of
disciplinary problems.
17. 4. Strike a balance between variety and
challenge in students’ activities.
A variety of student activities will ensure that
students’ multiple intelligences and varied learning
styles are considered in the conduct of student
activities. Most of the time our activities fall under the
word use, talking, writing will certainly challenge the
linguistically intelligent students but bore the logic
and math wizards and other groups of different
intelligences. When boredom creeps into the
classroom, we have disciplinary problems in our
hands.
18. 5. As classroom manager, be aware of all
actions and activities in the classroom.
Our heightened awareness of everything
that is happening in our classroom puts our
pupils and students on their toes all the time.
While our back faces them when we write on
the board, our “eyes on the back of our
heads” will make our pupils and students feel
that we know what they are doing. This is
what Kounin calls with-it-ness.
19. 6. Resolve minor inattention and
disruption before they become major
disruptions.
The old adage “a stitch on time saves nine”
aptly applies here. We have not to wait until
our class is out of control. Misdemeanor has a
“ripple effect” if not checked early.
Conflagration begins with a spark. Put out the
spark early enough to avoid conflagration. We
ought to respond to inappropriate behavior
promptly.
20. 7. Reinforce positive behavior
Be generous with genuine praise. Some
teachers are quite stingy with praise. These are
the teachers who think will become less when
they praise others. They have the so-called
“subtraction mentality.” Other teachers are
overgenerous with their praise. Their praises
overflow so much that they give praise even
when is not appropriate. For our praise to be
genuine it must be given according to merit. It is
our way of appreciating and recognizing hard
work and good behavior.
21. 8. Treat minor disturbance calmly.
“Do not make a mountain out of a
mole.” If a stern look or gesture can kill
the inappropriate behavior so be it.
That’s the end period! Let us not make a
fuss about it.
22. 9. Work out a physical arrangement
of chairs that facilitates an interactive
teaching-learning process.
There is no doubt that external environment
affects us. The most common arrangement of
tables and chair in the classroom is one where the
teachers’ table and chairs are in front and the
student’s desk or chairs are arranged in rows
facing the teacher. This seat arrangement does not
always enhance interaction among students. Let
us work for a flexible seating arrangement where
we can re-arrange seats or desk to suit our
learning needs and conditions.
23. 10. Make good use of every
instructional moment.
Minimize discipline time to
maximize instructional time.
26. HERE ARE SOME RESEARCH-BASED
EFFECTIVE TECHNIQUES TO MAKE WISE ALL
OF TIME:
Remain involved with the students during the
entire class period allowing for no idle time.
Use fillers, in case you finish the lesson ahead
of time. Examples of fillers are reciting a favorite
stanza then letting others explain the meaning or
conducting a short contest about the lesson.
27. Use a common place to keep materials such
as scissors, school supplies. This saves time.
You have not to look for them when you need
them.
Follow a consistent schedule and maintain the
procedures and routines established at the
beginning of the year.
Prepare materials in advance.
Make clear and smooth transitions.
Limit disruptions and interruptions through
appropriate behavioral management technique.
Cont…
28. FOR QUALITY OUTPUT WITHIN AN ALLOTTED
PERIOD, HERE ARE SOME SUGGESTIONS:
Schedule all activities with corresponding time
allotment way ahead of time. Early preparations
could avoid haste and confusion.
Provide enough time for everything you expect
to happen.
Avoid rushing since you know you have carefully
allotted required time for every activity. Quality may
suffer.
Anticipate difficulties or failure of some
operations in order to be able to pursue alternative
actions.
29. Be flexible with time assignments. If
students are observed to be so interested
and eager to continue working, allow a little
more time for them to complete and
achieve the objectives with satisfaction.
Set the example by showing that you are
time- conscious. They will develop the
same precision regarding time utilization.
Cont…
30.
31. Discipline is controlled behavior. It
constitutes the next important
concern of teachers as part of good
management. No matter how well-
managed a learning environment
is, students will occasionally
misbehave. Teachers must be
ready to deal with them with utmost
care and consideration.
32. SOME CAUSES OF DISCIPLINARY
PROBLEMS
Unfavorable learning conditions
-The classroom may not be conducive to learning if it is:
•overcrowded with more than the regular number of students
to a class.
• with poor lighting facilities and inadequate ventilation.
• with furniture and storage cabinets disorderly positioned,
making the collection and retrieval of tools less efficient.
•with inappropriate seating arrangement such that
distractions can easily occur
•near sources of noise which obstruct understanding of the
lesson.
33. Teacher’s poor management skills
- The teachers’ lack of adequate knowledge
and skills in handling occurrences of misbehavior
likewise contribute to a trouble-prone setting.
Students’ varied background
- The students bring to the classroom a
surprising record of individual attitudes, interests
and abilities. Said characteristics could be traced
from their differences in: a) family background, b)
physical and mental capacities, and c) emotional
traits among others.
34. HOW TO PREVENT DISCIPLINE
PROBLEMS
To prevent discipline problems, teachers can:
implement group-oriented methodologies
such as: 1) cooperative learning approach, 2)
team learning, 3) peer tutoring, and 4) group
projects and collections.
use varied teaching techniques
develop patience, compassion, genuine
respect and care for the students.
35. Schools differ in how they achieve and maintain
good discipline. Following are some common
practices.
1. Discipline is the students’ responsibility. If they misbehave,
the teacher accepts no excuses. They must be ready for
the consequences.
2. Discipline is the teachers’ way of establishing a desirable
student- oriented environment for learning.
3. Discipline is coupled with effective teaching strategies and
techniques.
4. Discipline is achieved through the effects of group
dynamics on behavior.
5. Discipline is believed to be the exclusive responsibility of
the teachers.
36. WAYS OF DEALING WITH DISCIPLINE
PROBLEMS
ACCEPTABLE AND EFFECTIVE:
1. Use verbal reinforcers that encourage good
behavior and discourage bad tendencies.
2. Use nonverbal gestures, frown or a hard look to
dissuade them from mischiefs.
3. Dialogues can help in discovering problems and
agreeing on mutually beneficial solutions
4. Focus attention on one who is unruly and is
about to disturb the neighbors.
37. 5. Award merits for good behavior and
demerits for inconsistencies and lapses.
6. A private one-on- one brief conference
can lead to a better understanding of
mistakes that need to be remedied or
improved.
7. Give students the free to express or
explain agitated feelings and misgivings
rather than censure them right away.
38. UNACCEPTABLE AND INEFFECTIVE:
1. Scolding and harsh words as a reprimand will
have a negative effect on the entire class.
2. Nagging and faultfinding, together with long
“sermons” are repugnant and nasty.
3. keeping a student in a “detention area” during or
after classes as a penalty for misbehavior is a
waste of time and occasion for learning. The
shameful experience is not easy to forget.
4. Denying a student some privileges due to
unnecessary hyperactivity can all the more
encourage repetitions.
39. 5.Assignment of additional homework
compared to the rest can make them
dislike the subject.
6.Use of ridicule or sarcasm could
humiliate and embarrass a student.
7.Grades for academic achievement
should not be affected due to
misdemeanor.
40.
41. FURNITURE ARRANGEMENT
Furniture such as chairs and tables for
demonstrations or displays must be positioned
appropriately.
Exhibit shelves are either permanently pinned to
the wall or are made to stand at the sides.
White board for writing and clarifying lesson
discussions, together with bulletin boards, are
available for posting important messages and
outstanding pieces of students work, art and
illustrations.
42. Below are some sample seating arrangements:
Students in rows face front of
classroom (door is in back of room)
Door
1. Traditional rows in
columns are ideal for
establishing classroom
management. This
arrangement allows
students to focus on you
when you are lecturing or
teaching routines and
procedures. It is great for
direct instruction.
43. Students
face center
of
classroom
2. Position student desks
so that they face the
center when you are
facilitating classroom
discussions. The outer
area is ideal for skits, role
playing, and student
demonstrations. It creates
a friendlier atmosphere
and can be used in lieu of
traditional rows.
44. Students
at tables
face front
of room
3. Situate chairs around
tables so that students do
not have their backs facing
you. When it is time for
small group activities, they
can move their chairs to
face each other. This
arrangement is ideal for
cooperative learning
activities. Be aware that
seating students in groups
invites dialogue, which is
great if that is your purpose.
45. Students
desks
grouped
so
students
face each
other
4. This format is
wonderful if you have
desks because you can
rearrange them from
traditional rows into
groups and back again,
depending on your
lesson plan. Teach
students how to quickly
rearrange the desks to
facilitate small group
work.
46. Clean rooms, hallways and surroundings are
wholesome places to stay in. the teacher should
schedule who is responsible for their neatness on a
regular basis.
The physical environment must also be a safe
place where curious, overactive and energetic
children are always o n the go.
During class hours proper lighting and ventilation
must be provided and maintained for everybody’s
comfort.