I am sharing this presentation with the belief that teachers like I would understand the importance of classroom management for an effective and efficient learning. God bless you!

3.  A systematic designing of the
classroom environment to create
conditions in which effective teaching
an learning can occur(Smith, et.al,
2006).
 Requiring teachers to be skillful in directing
classroom activities to make students busy
and discipline.
 Rules were imposed and students were
strictly monitored never to break.
Focused on the mastery of 3R’s, obedience
and compliance.

5.  The ability of teachers and
students to agree upon and carry
forward a common framework for
social and academic interactions
by creating an ethos within a
social fabric that is built over
time, and ultimately leads to
student self-discipline(Freiberg
and Lapointe, 2006).

6. Shifted from one-way flow of interaction to
an environment of shared responsibility and
learning.
 Shifted from obedience and compliance to
procedures which advance self-discipline.
Emphasizes on the concerted efforts of both
the teacher and students to create an
effective learning environment.

7.  Stimulating and supportive
environment
 Reasonable expectations from
the learners and
 Opportunities for all students to
experience success.

8.  Physical Dimension
 Psychosocial Dimension
 Behavioral Dimension
 Instructional Dimension
 Procedural Dimension
 Organizational Dimension

9.  Instructional issues
 Discipline
 Management issues and
 Interpersonal relationships

10. Setting the stage
Physical environment
Enriching the classroom
environment
Academic materials and text
Interest boosting
Humor
Organized lessons
Positive expectations

11. Comfort and Order
Comfort - as described at school (in the
classroom) refers to physical comfort.
Room temperature
Arrangement of furniture
Availability of wall spaces
Seating arrangement
Traffic patterns
Interest centers
Storage of materials
Signage
Visual appearance of the classroom

12. Order - refers to identifiable routines and
guidelines for acceptable behavior in the
class.
Beginning class
Ending class
Interruptions
Instructional procedures
Non-instructional procedures
Grading system
General conduct
Communication procedures

15.  How to arrange desks and other
furniture.
 When to take breaks and what kind of
breaks they will be.
 What to display on the bulletin boards
and walls.

16. Setting the classroom climate
Student factors- students’
attitude about school and their
relationship with their teachers
and other school authorities
Teachers factors – teacher’s
disposition , competencies and
skills and behavior
Communication skills

17. Peer factors – peer influence in
in the process of socialization,
bolstering self-confidence and
providing a sense of identity and
belonging.
Family-related factors – parents’
interest is exemplified by the
degree of involvement in the
child’s education.

18. Creating and increasing
desirable behaviors
Decreasing undesirable
behaviors
Generalization and maintenance
Developing self-management

19. Focusing on improved self-concept

20. Management of Instruction
Schedule
Transitions
Grouping
Lesson plans/Course Syllabus

21. Standards of Behavior
Classroom rules
Classroom procedures

22. Establishing order through
classroom rules

23. Establish and maintain a healthy
relationship
Personnel interaction
Work environment
Administrative duties
Instructional applications
Personal applications

27. Encouraging responsibility

29. 2 teach is
2 touch lives
4ever

30. Classroom Management by O.
Beriones Dañocup, 2010
Student Teachers’ Manual for
Observation and Participation by
Brenda B. Corpuz, et.al, 2002
www.slidesshare.net
Note: Lecture available @
http://www.slideshare.net/MariaM
arthaManetteMadrid/classroom-
management-21543793