Classroom management is important for teachers to effectively teach students and promote learning. It involves organizing the classroom, students, time, and materials. Key aspects of effective classroom management according to research include with-it-ness, overlapping, smoothness, and group focus. Establishing clear rules, procedures, and consequences also helps manage student behavior. Motivating students and effective transitions between activities further support good classroom management.

1. RODOLFO M. EVASCO, JR.
Buhang NHS, Buhang, Bulusan, Sorsogon
Secondary School Principal II
Presenter

2. Why do teachers
need to manage
his/her classroom?

3. CLASSROOM is still the classical
avenue where teaching and
learning process happens.
CLASSROOM is considered the
noblest HOME an effective teacher
must prepare.
The adage says “Show me a your
CLASSROOM and I tell you who
you are.

4. MANAGEMENT is the systematic
approach a teacher can give
priority to promote EFFECIENCY.
EFFECIENCY is the process of
delivering the goods of learning
with less or no wasted at all yet
produces standard outcome.

5. CLASSROOM
MANAGEMENT
means promoting systematic
standard to handle students’
attention.

6. SIMPLE TRUTH
ABOUT HANDLING
STUDENTS’
ATTENTION

7. • This change was revealed through
the direct impact of technology in the
lives of the learners’.
• Technology promotes faster access
and universal communication.
• The change affects students’ HABIT,
ATTITUDE and ultimately the VALUE.
1. The Research reveals that
attention span of students lasts for
only 15 minutes.

9. • Students’ right is always higher than
teachers’ right.
• The ediocyncracies of the teaching
learning process always go back to
the end reason of learning- the
STUDENTS’
2. The student is the center of the
educative process.

11. • Research reveals that the access of
learning did not only happen between
the encounter of the teacher and the
students’, but rather it can also
happen in varied encounters with the
technology, co students’, and the
curriculum.
3. The student as co-maker of the
teaching-learning process.

13. • Students are emotional being.
• Teaching and learning are painful
processes.
• Acceptance took happen when
emotion is open.
4. THERE IS NO LEARNING
NEGLECTING EMOTIONS.

15. Kaya po sabi ng mga
ESTUDYANTE MO!
•“Mahal mo ba ako
dahil kailangan mo
AKO. O kailangan mo
ako KAYA MAHAL MO
AKO?

16. What is Classroom Management?
 It’s effective discipline
 It’s being prepared for class
 It’s motivating your students
 It’s providing a safe, comfortable
learning environment
 It’s building your students’ self
esteem
 It’s being creative and imaginative in
daily lessons
 And . . .

17. . . . It’s different for EVERYONE!!
WHY?
 Teaching Styles
 Personality/Attitudes
 Student population
 Not all management strategies are effective
for every teacher
 Try different strategies to see if they work for you

18. What is Classroom Management?
All of the things a teacher does to organize
students, space, time and materials so that
instruction in content and student learning can
take place.
Includes all of the things that a teacher must do
toward fostering student involvement, cooperation
and a productive working environment.

19. Why is Classroom
Management Important?
 Satisfaction and enjoyment in teaching are
dependent upon leading students to cooperate
 Classroom management issues are of highest
concern for beginning teachers
 Classroom management and effective instruction
are key in ensuring student success and learning

20. Jacob Kounin
Research says….

21. Effective Teacher Behavior Patterns
Researcher: Jacob Kounin
(1) WITH-IT-NESS
Teacher’s ability to communicate to
students that he knows what they are doing in
the classroom at all times. It’s what teachers
do to give their students the impression that
they have eyes at the back of their heads.

22. Effective Teacher Behavior Patterns
Researcher: Jacob Kounin
(2) OVERLAPPING
Teacher’s ability to handle two classroom
events effectively at the same time.
Teachers skilled in overlapping are able to
maintain the flow of their instruction, holding
students accountable for their work, while at the
same time effectively dealing with interruptions.

23. Effective Teacher Behavior Patterns
Researcher: Jacob Kounin
(3) SMOOTHNESS
Teacher’s ability to manage smooth
transitions between learning activities. It
involves having smooth transition routines,
using signals as cues to prepare students for
transition and clearly ending one activity before
moving on to another.

24. Effective Teacher Behavior Patterns
Researcher: Jacob Kounin
(4) GROUP FOCUS
Teacher’s ability to keep the whole class
or group of students “on their toes” and involved
in learning by 1)structuring activities so that all
students are all participating; (2)holding
students accountable for doing their work and
(3) creating suspense or other high interest
techniques for holding students’ attention.

25. Effective Teacher Behavior Patterns
Researcher: Jacob Kounin
ACCOUNTABILITY
If students know that the teacher expect
them to do their work, will always check to see
that they did it, and will provide feedback on
their performances, they are more inclined to
remain academically involved and on task, and
to complete their work.

26. Effective Teacher Behavior Patterns
Researcher: Jacob Kounin
ACCOUNTABILITY
If students know that the teacher expect
them to do their work, will always check to see
that they did it, and will provide feedback on
their performances, they are more inclined to
remain academically involved and on task, and
to complete their work.

27. 12 General Principles of Effective Classroom
Management
1.Demonstrate caring
2.Take charge – be in control of yourself
3.Communicate regularly and clearly with
students
4.Establish enforceable rules and enforce them
5.Hold high expectations for students
6.Persistently deal with unproductive behavior

28. 12 General Principles of Effective Classroom
Management
7.Invoke consequences in a calm manner
8.Comment only on a student’s behavior, not
personal traits
9.Model desirable behavior
10.Teach students to make appropriate choices
11.Organize teaching activities to avoid boredom
and wasted time
12.Provide ample opportunities or students to
experience success and receive recognition

29. Guiding Principles
Good Teaching
Active Engagement
Positive Interactions
www.questar.org

30. 8 SIMPLE STRATEGIES
Strategy 1: MEET AND GREET
• Engagement begins the moment
students cross the classroom
threshold.
www.questar.org

31. 8 SIMPLE STRATEGIES
Strategy 2: DO NOW
Journal topic, problem of the day,
anticipatory set
“Do now” related to the lesson
No instruction from the teacher
Immediately involve all
Activate prior knowledge
www.questar.org

32. 8 SIMPLE STRATEGIES
Strategy 3: RITUALS AND ROUTINES
– RETEACH
Classroom routines include:
How students enter the room
What they do immediately
Room arrangement
Where/when activities
Where materials and supplies are kept
When and how student movement is permitted
www.questar.org

33. 8 SIMPLE STRATEGIES
Strategy 4: WORK THE ROOM
• Become a facilitator
• Interact with students in proximity
• Teach from all points in the room,
not just the front desk
www.questar.org

34. 8 SIMPLE STRATEGIES
Strategy 5 : AVOID BIAS
How to Avoid Bias?
• Understand bias
• Appropriate rapport
• Be friendly- don‟t be a friend
• Watch favoritism
• Make personal contact daily
• Don’t set yourself up to be misunderstood
• Use professional interactions
www.questar.org

35. 12. Talk sincerely-no sarcasm or “eye rolling”
11. Return work promptly
10. Be available during non-classroom times
9. Use student‟s name when talking to them
8. Let parents/guardians know student did a good
job sometimes (see a balanced picture)
7. Prepare exciting lessons
6. Display student work around the
classroom/school
Research Findings: Top 12 Answers
“What are some ways that teachers show you
respect?
www.questar.org

36. Research Findings: Top 12 Answers
“What are some ways that teachers show you
respect?
5. Have a sense of humor
4. Listen without interrupting
3. Respect personal space (don‟t touch, grab,
eyeball, crowd)
2. Use a calm tome of voice, even when they are
upset (No yelling)
1. Talk privately to students when a problem occurs
www.questar.org

37. 8 SIMPLE STRATEGIES
Strategy 6 : WALK AND TALK
Multiple Work Periods-10-20 minutes
in length
Students working in pairs, groups, or
independently
The teacher facilitates and monitors
www.questar.org

38. 8 SIMPLE STRATEGIES
Strategy 7 : MEAN BUSINESS
Say what you mean.
Mean what you say.
Then stop!
www.questar.org

39. 8 SIMPLE STRATEGIES
Strategy 8 : ADVOCATE
Guiding Principles:
• Self-advocacy and self-regulation
skills
• Students involved in decisions
• Teach collaboration skills
• Encourage helping others
www.questar.org

40. THE HONEYMOON
IS OVER!!  Dealing with
Misbehavior
 Every behavior has a function
 Four primary reasons for disruptive
behavior in the classroom
 Power
 Revenge
 Attention
 Want to be left alone (i.e., disinterest or
feelings of inadequacy)
Functions of Behavior

41. Functions of Behavior
 Many misbehaviors exhibited by
students are responses to a behavior
exhibited by the teacher
 Do not tolerate undesirable behaviors
no matter what the excuse
 Understanding why a person exhibits a
behavior is no reason to tolerate it
 Understanding the function of a
behavior will help in knowing how to
deal with that behavior

42. Dealing with off-task behaviors
 Remain focused and calm; organize
thoughts
 Either respond decisively or ignore
it all together
 Distinguish between off-task
behaviors and off-task behavior
patterns
 Control the time and place for
dealing with off-task behavior
 Provide students with dignified ways
to terminate off-task behaviors
 Make specific references to
behaviors, do not make it a personal
attack

43. Dealing with off-task behaviors
 Remember that continuing with
classroom instruction is always
the main priority!!
 Avoid playing detective
 Utilize alternative lesson plans
 Utilize the help of colleagues
 Communicate and enlist the
help of parents/guardians

44. Power Seeking Behavior
 Power-seeking students
attempt to provoke teachers
into a struggle of wills
 In most cases, the teacher
should direct attention to other
members of the class

45. Attention Seeking Behavior
 Attention-seeking students
prefer being punished,
admonished, or criticized to
being ignored
 Give attention to this student
when he or she is on-task and
cooperating
 “Catch them being good!” – and
let them know you caught them

46. Starting Up…
Smooth & efficient transitions
Get everyone’s attention
Teach routine
Limit the time required for student to
be ready
Engage students immediately
www.questar.org

47. …moving on…
Be prepared
Clear explanations
Create focus
Have filler activities
Have materials ready
Shift phases of learning
www.questar.org

48. …wrapping up.
Information about what happens next
Describe follow-up activities
Final product or goal
www.questar.org

49. Motivation
Extrinsic Motivation
Students are motivate by rewards
removed from themselves.
Examples:
tangibles
praise
grades
www.questar.org

50. Motivation
Intrinsic Motivation
Students are motivated by the
work itself.
Examples:
enjoy the content
enjoy the activity
enjoy the feeling of
competency
www.questar.org

51. Determining Rules, Procedures and
Consequences
• Rules are a fact of life.
• Rules differ from procedures in that they
have consequences whereas
procedures do not.

52. Points to Consider in
Developing Effective Rules
1. Rules should be stated clearly.
2. Rules should be kept to a minimum.
3. Rules should contribute to a positive class
climate.
4. Classroom rules must be consistent with the
school rules.
5. Rules should be reviewed throughout the
year.

53. A procedure may be defined as an
approved way of achieving a specific
task, while routines serve as a means
to establish and regulate activities.
PROCEDURE AND ROUTINE

54. “All battles are won before they are fought.”
- Sun Tzu
“Readiness is the primary determinant of teacher effectiveness”
- Harry K & Rosemary Wong

55. “I’ve come to the frightening conclusion that I am
the decisive element in the classroom. It’s my
personal approach that creates the climate. It’s my
daily mood that makes the weather. As a teacher, I
possess a tremendous power to make a child’s life
miserable or joyous. I can be a tool of torture or an
instrument of inspiration. I can humiliate or humor,
hurt or heal. In all situations, it is my response that
decides whether a crisis will be escalated or de-
escalated and a child humanized or de-humanized.”
-Haim Ginott-
Teacher and Child
Avon Books, 1976