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1. CLASSROOM
MANAGEMENT
AND TECHNIQUES

4. Identify your best
teacher/s from
kinder to college
(Dropping name/s is
not important)
His / Her Classroom
Management Style
Identify your worst
teacher/s from kinder
to college
(Dropping name/s is
not important)
His/Her Classroom
Management Style
- - - -

9. 4CharacteristicsofaW
ell-Managed
Classroom
Characteristics IneffectiveTeacher EffectiveTeacher
1. High Level
student
involvement
of Teacher is working. Students are working.
Expectations everythingin Chapter 3.”
2. Clear Student’s Teacher says “Know Teacher tells students
objective of lessons and
tests.
3. Little Waste of Teacher punishes according Teacher
Time and Removal to mood. Students always ask plan
has discipline
and posts
of Confusion. what the assignment is. assignments.
4.Work-Oriented Teacher tells but does not Teacher practices
practice procedures.. procedures until they
become efficient.

13. 



14. 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.

15. 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.

16. ACCEPTABLE AND EFFECTIVE UNACCEPTABLE AND INAFFECTIVE
1. Use verbal reinforcers that encourage good behavior
and discourage bad tendencies.
1. Scolding and harsh words as a reprimand will have a
negative effect on the entire class.
2. Dialogues can help in discovering problems and
agreeing on mutually beneficial solutions.
2. Nagging and faultfinding, together with long
“sermons” are repugnant and nasty.
3. Focus attention on one who is unruly and is
about to disturb the neighbors.
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. A private one-on- one brief conference can lead to a
better understanding of mistakes that need to be
remedied or improved.
4. Denying a student some privileges due to unnecessary
hyperactivity can all the more encourage repetitions.
5. Give students the free to express or explain agitated
feelings and misgivings rather than censure them right
away.
5. Assignment of additional homework compared to the
rest can make them dislike the subject and grades for
academic achievement should not be affected due to
misdemeanor.

18. 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.

19. Below are some sample seating arrangements:
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.
Students face
center of
classroom

20. Below are some sample seating arrangements:
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.

21. Below are some sample seating arrangements:
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.
Students
desks
grouped so
students
face each
other

22. 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 on the go.
During class hours proper lighting and ventilation must be
provided and maintained for everybody’s comfort.

24. 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.

25. This refers to emotional climate and communications affecting
learning conditions.
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 judgment

26. CLASSROOM MANAGEMENT BEST PRACTICES
Barbara Gross Davis, Tools for Teaching McKeachie’s Teaching Tips Linda Nilson, Teaching at its Best
1. Make it clear you value all comments 1. Establish fair policies 1. Balance authority and
approachability
2. Discourage students who monopolize
discussion
2. For low attentions, switch
activities
2. Be aware of your students and non
verbal communication, use them to
communicate base on your desire
response
3. Tactfully correct wrong answers 3. Keep your cool-don’t respond
instantly
3. Avoid overly long lectures
4. Emphasize mastery and learning
rather than grades
4. Start with an assumption of
honesty, don’t believe the worst in
students
4. Consult with problem students in
private whenever possible
5. Give speedy feedback 5. Remember that students are
human who need sympathy and help
5. Model correct behaviour

28. Questions?

29. LET’S HAVE GROUP ACTIVITY

30. E-ARTE MO SIRATMAM!