Classroom Management
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This document discusses classroom management. It states that classroom management involves establishing routines to promote learning and prevent discipline issues. An orderly classroom allows learning to occur. Classroom management uses rules and procedures to maintain order. Its key functions are planning, communication, and control. The document also examines disruptive student behaviors and different ways teachers can respond to disruptions, such as looking, questioning, directing, modeling, and physical interventions.
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Effective classroom management consists of teacher behaviors that maximize student engagement in learning activities and effective use of instructional time. Good classroom management allows learning to occur. Both the art of teaching through a teacher's personality and experience, and the science of child development and curriculum structure are important. The principles of effective teaching include preparing thoroughly, starting lessons well, setting clear objectives, having a positive attitude, balancing activities, and communicating effectively with students. Effective classroom management requires establishing rules and procedures, implementing consequences, and developing positive relationships.
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This document provides information and guidance on effective classroom management. It discusses that good classroom management is key to maintaining a positive learning environment and setting consistent rules and procedures. It outlines different classroom management styles like authoritarian, authoritative, laissez-faire, and indifferent. It emphasizes the importance of establishing clear rules, procedures and consequences. It also stresses the importance of building positive teacher-student relationships through modeling, clear instruction, being attentive to student needs, and high levels of cooperation. The document provides various strategies and case studies to improve classroom management.
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Classroom management relies on establishing rules, routines, and positive teacher-student interactions to create an orderly learning environment. Effective strategies include modeling polite behavior, developing classroom rules with student input, praising good behavior, addressing issues immediately but privately, and keeping things positive. For online learning, the teacher needs to build engagement, community, clearly organize resources, establish participation norms, and routinely contact and support students. Without good classroom management, teaching goals are difficult to achieve.
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Teaching is a noble profession. However, it is not an easy one. Individuals may have numerous degrees to their name, but to impart this knowledge to others is not as simple and itself is an art. https://www.queryfloor.com/blog/effective-classroom-management-strategies
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Classroom management involves establishing effective discipline, being prepared, motivating students, and providing a safe learning environment. It is important for classroom control and student engagement. Principles include minimizing disruptions and off-task behaviors while teaching students to manage themselves. Techniques include focusing attention on the entire class, moving around to monitor students, using non-verbal cues, and overplanning lessons to maximize learning time. Withitness refers to a teacher's awareness of the classroom. Establishing clear rules, communicating expectations, and creating a businesslike atmosphere from the start help set the stage for an orderly classroom.
Classroom management
Classroom management is a term teachers use to describe the process of ensuring that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction.. different classroom management tips and techniques are used to maintain discipline in class.
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The document discusses important principles and techniques for effective classroom management. It emphasizes the importance of classroom management for teacher satisfaction and student learning. Some key techniques include having well-planned lessons, moving around the room, using proximity control, and understanding the functions of misbehaviors to address them appropriately. Classroom rules, organization, and clear expectations are also important aspects of classroom management.
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Classroom management involves creating an effective learning environment where students are engaged and well-behaved. It includes establishing clear expectations and routines to minimize disruptions. Effective classroom managers use techniques like proximity control, monitoring students, and non-verbal cues to maintain order. They also motivate students by building self-esteem and making lessons creative. Classroom management is important for teacher satisfaction and for students to learn. Successful managers deal with behaviors appropriately while also preventing off-task behaviors. They teach students to self-manage and stay engaged in planned learning activities. Following school policies helps teachers avoid issues and focus on student learning.
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"Thank you for sharing. Let's move our discussion forward."
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This document discusses different bases for promotion: seniority, merit/ability, and a combination of seniority and merit. It defines a promotion as movement to a higher job classification and title change. Seniority prioritizes employees with more time at the organization, focusing only on longevity. Merit/ability bases promotion on performance evaluations and competency. Combining seniority and merit considers both experience and ability, promoting seniors while also selecting talented young employees. The document outlines advantages and disadvantages of each approach.
Demotion and Employee Morale
Demotion is the downward movement of an employee to a lower position and salary, typically due to incompetence or serious mistake. It should only be used rarely and under exceptional circumstances. Demotion can negatively impact employee morale, as it is seen as a punishment. To mitigate this, companies should establish clear demotion policies and communicate them to employees. Any demotion should involve a fair investigation. In contrast, treating employees fairly, recognizing good work, and providing training and benefits can boost morale.
Types of Employment in the Philippines
There are five main types of employment in the Philippines according to the document:
1. Regular/permanent employment is for employees who perform activities necessary for the employer's business and enjoy security of tenure.
2. Term/fixed employment is for a definite period of time determined by the employment contract.
3. Project employment is for a specific project and the employee may become regular if continuously rehired for new projects.
4. Seasonal employment is for work that occurs only during certain seasons of the year.
5. Casual employment is for incidental work for a definite period and the employee may become regular after one year of continuous service.
Republic Act 10911
Republic Act 10911, also known as the Anti-Age Discrimination in Employment Act, prohibits age discrimination in hiring and employment. The law aims to promote equality in the workplace by requiring employers to evaluate job applicants and employees based on their competencies rather than their age. It covers both public and private sector employers. The law bans age preferences in job advertisements and inquiries about age during hiring. Violators may be fined between 50,000 to 500,000 pesos and imprisoned for 3 months to 2 years. Certain industries where age is relevant to job requirements are exempt.
Job Interview Etiquette and Attire
The document provides guidelines on interview etiquette and attire. It discusses maintaining proper etiquette during the interview such as making firm handshakes, maintaining eye contact, dressing appropriately, and thanking the interviewer. It emphasizes dressing conservatively, either in business formal attire such as a skirt suit and dress shoes for women or a dark suit and tie for men, or business casual attire such as dress pants and a button-up shirt. The document stresses that first impressions, including appearance, are important for making a good impression on the employer in the first 30 seconds of the interview.
Employment Interview
The document discusses different types of employment interviews, including structured and unstructured interviews. It describes various styles of interviews such as one-on-one, panel, group, telephone and video conference interviews. Common problems with interviews are also outlined, such as first impressions carrying more weight than later information, contrast effects between applicants, negative information bias, and impact of nonverbal communication. The overall purpose is to provide an overview of employment interview techniques and their flaws.
Biodata, Resume and Curriculum Vitae
This document compares and contrasts biodata, resumes, and CVs. It defines each: biodata focuses only on personal information and should be no more than one page; a resume summarizes professional skills, achievements, and roles in 1-3 pages to target industries; a CV has no length restriction and focuses on academia, research, and publications, making it suitable for academic roles. The document provides advice on when each is appropriate to use when applying for jobs or scholarships.
Application Form and Resume Types
The document discusses application forms, which contain an applicant's personal and employment information. It notes application forms allow employers to standardized screening. While application forms standardize information for objective evaluation, they do not allow applicants to freely express themselves. The document also outlines disadvantages like being time-consuming, which may discourage applications. It provides tips on creating forms using templates to modify for an organization.
HR Procurement
This document discusses the key aspects of the personnel procurement process, including human resource planning, recruitment, selection, placement, and selection methods. It begins by defining procurement as obtaining resources through effort and means. It then explains the main stages as human resource planning to identify needs, recruitment to attract applicants, selection to evaluate qualifications, and placement to hire the best candidates. A variety of selection methods are outlined such as application forms, interviews, tests, and background checks to determine the most suitable individuals for open positions.
Industrial Psychology
This document provides an overview of industrial psychology. It begins by explaining that industrial psychology emerged in the early 20th century to scientifically study work behavior and meet organizational needs. The document then defines industrial psychology as the application of psychology to business and industry problems. It discusses the two sides of industrial psychology - the industrial side which matches individuals to jobs, and the organizational side which studies how organizations influence behavior. The document also outlines six major fields of industrial psychology and provides foundational figures in the field like Munsterberg, Taylor, and Gilbreth. It concludes by summarizing theories of organization structure including classical, bureaucratic, administrative, and contingency theories, and Mintzberg's five basic parts of any organization.
Behaviorism
Behaviorism is a movement in psychology that views learning as occurring through interactions between organisms and their environment. It proposes three major types of learning: classical conditioning, in which a neutral stimulus becomes associated with an unconditioned stimulus to elicit a response; operant conditioning, where behaviors are strengthened or weakened through reinforcement and punishment of consequences; and social learning theory, where observation of models leads to imitation of behaviors.
Human Reproductive System
The document provides information about the male and female reproductive systems. It describes the main organs involved in both systems, including their locations and functions. Some key facts are presented, such as that fertilization typically occurs 14 days after the start of a woman's menstrual period. The zygote is formed after the union of an egg and sperm. Pregnancy lasts approximately 260 days or 9 months and is divided into three stages called trimesters. The male system produces and stores sperm and secretes hormones while the female system transports eggs, provides a place for fertilization and gestation, and gives birth.
Psychosocial Development Theory - Erikson
Erik Erikson was a German-American developmental psychologist known for coining the term "identity crisis." He proposed that people progress through eight distinct psychosocial stages from infancy to adulthood, where they face a crisis centered around developing basic psychological needs and societal expectations. According to Erikson's theory, successfully resolving each crisis leads to healthy personality development and the acquisition of virtues to handle future crises, while failure can negatively impact personality and ability to progress through further stages.
Moral Development Theory - Kohlberg
Heinz Dilemma describes a situation where a man named Heinz's wife is dying from cancer. The only drug that can save her is very expensive, costing more than Heinz can afford. The chemist who created the drug refuses to lower the price even though Heinz is desperate. Later that night, Heinz breaks into the chemist's lab and steals the drug.
Lawrence Kohlberg developed a theory of six stages of moral development. The stages progress from preconventional morality, where right and wrong are based on obedience and avoiding punishment, to conventional morality, where right and wrong are based on social norms and laws, to postconventional morality, where individuals develop their own principles of
Human Development
This document provides an overview of human development. It defines developmental psychology as explaining physical, social, emotional, intellectual, and moral development over a person's lifespan. Development involves progressive changes that lead toward maturity and full growth. There are different patterns of development, such as from head to tail (cephalocaudal) and from center of the body outward (proximodistal). Development rates are rapid in the prenatal period through age 6, slow from ages 6 through adolescence, and then accelerate again during adolescence. The document outlines physical changes associated with puberty in boys and girls.
Cognitive Development Theory - Piaget
Jean Piaget was a Swiss psychologist who developed the theory of cognitive development to explain how children acquire knowledge and learn. He believed that children construct an understanding of the world through experiences that create disequilibrium forcing accommodation or assimilation of new schemas. Piaget identified four stages of cognitive development - sensorimotor, preoperational, concrete operational, and formal operational - where children's reasoning and thinking skills advance as their brains mature. His theory emphasized that learning results from interactions between biology and experiences in the environment.
Developmental Tasks - Havighurst
Robert J. Havighurst was an American educator and expert on aging who developed the theory of developmental tasks. He proposed that there are certain tasks that must be achieved at each stage of life in order to successfully transition to the next stage. The document outlines Havighurst's biography and lists developmental tasks from babyhood through late adulthood, including learning to walk, developing social skills with peers, selecting a mate, raising children, and adjusting to retirement. The developmental tasks serve the purposes of informing individuals of societal expectations, motivating them to meet those expectations, and preparing them for what is to come at each life phase.
Ageing and Death
This document summarizes various theories and concepts related to aging and death. It discusses biological theories of aging such as the wear and tear theory and programmed cell theory. It also defines primary and secondary aging. Regarding death, it provides definitions of clinical and medical death and discusses cultural concepts of death from ancient Greece, Philippine mythology, and Japan. The document also examines the controversial issue of euthanasia, defining it as intentionally ending a life out of mercy, and distinguishing between active and passive forms.
Application of Group Process to Adolescents
This document discusses the application of group counseling to adolescents. It defines adolescence as the period from ages 15-17 when a child develops into an adult. Group counseling can help adolescents by allowing them to discuss their struggles openly, learn from peers and leaders, and understand they are not alone. Effective group counseling requires establishing trust, knowing how much to disclose, handling reluctant members carefully, having an engaging leader, and encouraging participation. The goal is to help adolescents through their development challenges by processing their experiences in a supportive group environment.
Schools of Psychology
The document outlines the six main schools of thought in psychology: structuralism, functionalism, behaviorism, Gestalt psychology, psychoanalytic, and humanistic. It provides details on the founders, key ideas, and experimental methods of each school. Structuralism was founded by Wundt and focused on introspection to study the building blocks of sensations and perceptions. Functionalism shifted to studying thinking, learning, and motivation, using longitudinal research. Behaviorism criticized previous methods and focused only on observable behaviors. Gestalt psychology studied organized patterns of behavior and perception. Psychoanalytic looked at unconscious motives and used free association. Humanistic emphasized human potential and freedom of choice.
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Classroom Management
- 1. Classroom Management Prepared by: Orlando A. Pistan, MAEd Psychology Instructor
- 2. Classroom Management One of the most challenging and difficult functions of a teacher is classroom management. In the past, classroom management had often been an issue dealing with individual student behaviour; also the ability of the teacher to control or manage his class as reflected in the quietness of the students.
- 3. Classroom Management Management of the class means establishing a routine that enables learning to move smoothly and prevent unnecessary discipline problems. From a pedagogical standpoint, only in an orderly classroom can learning occur. Orderly does not mean quiet and rigid. An orderly classroom is one in which everyone- teacher and students, know exactly what is going on.
- 4. Classroom Management Classroom management is the use of rules and procedures to maintain order, so that learning may result.
- 5. Functions of Classroom Management: Planning Communication Control
- 6. Functions of Classroom Management: Planning – where objectives and procedures are selected. This also concerns ongoing activities and how they can be best organized.
- 7. Functions of Classroom Management: Communication – by which information is transferred. This underscores the necessity to tell students what is expected of them.
- 8. Functions of Classroom Management: Control- appear in different guises in every classroom because of the uniqueness of the classroom environment and teacher’s preference.
- 9. Disruptive Behaviours in the Classroom Let us examine what is actually going on in the classroom. It would be useful to know something about the kinds of disruptive behaviours exhibited by students during classes. Any student may have one or more particular kinds of problem behaviour.
- 10. Disruptive Behaviours in the Classroom Odd noises Over-talkativeness Shouting one’s answer Answering at the same time Moving around Standing Short attention span Fighting, hitting Temper tantrums Destructiveness Uncooperativeness Lack of perseverance Does not follow instructions Staring blankly Failing to finish Eating inside the classroom Habitual absences & Tardiness
- 11. Responding to Disruptions Looking on Non-directive statements Questions Directing Modelling Physical interventions
- 12. Looking on. Sometimes teacher simply looks hard at the student. This look is a way of showing disapproval.
- 13. Non-directive statements. At times, teachers simply state words what they see. The statement is a verbal way of showing awareness of what is happening.
- 14. Questions. Teachers may ask the concerned student. This question may be perceived by the student as an instruction or punishment.
- 15. Directing. Teacher tries to correct the misbehaviour by telling the student how to act. In essence, the teacher commands proper behaviour or it may be an utterance of request.
- 16. Modelling. Teacher may point out and praise another student who is behaving correctly. Or the teacher can physically move the student through desired behaviour.
- 17. Physical interventions. Sending the student out of the classroom, isolate the student, the teacher may grab, shake, or even paddle a student.
- 18. Thank you for paying attention. Prepared by: Orlando A. Pistan, MAEd Psychology Instructor