The document discusses three key aspects of motivating students in the classroom: 1. Motivation develops from understanding the complete learning experience, including learner preferences, expectations, tasks, teaching strategies, resources, and environment. 2. Intrinsic motivation is important and can be developed through teaching routines, setting achievable goals, encouraging self-evaluation, helping students believe in their abilities, and teaching behavior components. 3. Coercion should be minimized and failure accepted as part of learning, as it breeds future success. An overall goal is to create a productive learning environment.

1. We are living in an era of change and challenge in a society which is presently enveloped by
striking and inspiring discoveries. One of these discoveries is classroom management skills
wherein teachers’ competencies are much desired to fashion because it is the professional
landscape of the learner’s personalities. Education, therefore must equip the learners with the
ability in the proper use of classrooms and materials as far as their aptitudes and capabilities
warrant.
The ability of teachers to organize classrooms and manage the behavior of their
students is critical to achieving positive educational outcomes. Although sound behavior
management does not guarantee effective instruction, it establishes environmental context
that makes good instruction possible. Reciprocally, highly effective instruction reduces, but
does not eliminate, classroom behavior problems (Emmer and Stough, 2001)/
A significant body of research also attests to the fact that classroom organization and
behavior management competencies significantly influence the persistence of new teachers in
teaching careers (Ingersoll & Smith, 2003).
Chap.1
1.introduction 2. statement of the problem 3.significance of the study 4.scope and delimination
of the study.
chap2.theoretical frame work
relevant theories ,definition of terms and related laws,related studies,coceptual framework-input
-process-output
chapt.3
methods of research
chapt.4
presentation ,analysis ,and interpretation data .Presentation of finding .data from school survey-
discussion of reslts
4 last conclusion@ recommendation..

2. Definition of Terms
In order to provide a comprehensive framework of the materials incorporated in
this study the following definitions of terms are presented.
A principle-defines the positive attitude and expectations for long-term
behavioral growth.
A procedure-a specific activity by students and/or teachers that is directed at
accomplishing something related to the rule.
A rule-is developed from a guiding principle, is short-term in nature, and
defines a general standard for observable behavior to support the principle.
Classroom management-a systematic instructional process used by teachers
to guide students toward successful rule compliance in the classroom, on the job, and in
the community.
Obedience-based models of discipline-uses punishments as deterrents, then creates
fear that something bad will happen when rules are broken, and provide rewards for
doing what is expected.
Responsibility-based models of discipline-requires teaching students the skills
of decision making and providing opportunities to see appropriate behaviors in action
from good role models.
Conclusions
Behavioral theorists, such as B. F. Skinner, have devoted their time and energy
into researching behavior, and how we can motivate and condition children's learning.
Many others have influenced how behavior can be modified for optimal learning. The
history of child psychology and development has assisted teachers in learning the stages a
child experience from birth to adulthood. These important aspects of growth and
development have assisted the evolution of education and behavior management in the
classroom.
Out of all the studies and research that have been conducted in our past, new and
successful classroom management approaches have developed. Of the five approaches
that were researched in this study, it was found that each approach was unique in its own
right. Each had solid goals and objectives. Each had substantial research data to support
its theories and ideas.
Some classroom approaches were not appropriate for every grade level. The 1-2-
3 Magic (Phelan, 1995) approach was more appropriate for preschool through eighth
grades. There was no information found for management at the high school level for this
approach. This approach did describe techniques that could be applied at home as well as
at school. Having the same behavior management techniques at home and at school
would be advantageous to the child who needed strong consistency. On the other hand,
Student Peer Mediation was appropriate for older students. This approach also had
unique techniques such as students helping other students. It allowed older students gain
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skills in conflict and resolution. This approach gave teachers more opportunities to teach

3. because many of the disruptions could be settled outside of the classroom.
There were several classroom management approaches that could be geared
toward all grade levels, or used as a school-wide program. The Discipline with Dignity
approach offered essential skills and strategies to handle anger and disruptive behavior in
the classroom. The main objective was to treat the student fairly, but on an individual
basis. The program also strongly encouraged students to learn self-discipline and
responsibility. The Assertive Discipline approach (Canter, 1976) could easily be
recommended as a school-wide program as well as an individual classroom management
program. The rules could be consistent inside and outside of the classroom. For
example, the rule of: follow the directions of the adult could pertain to the classroom as
well as recess on the playground. This program had an interesting practice of having
objectives for both the teacher and the child. White et al. (2001) demonstrated that this
approach was very effective as a school-wide program. Its special features included
unified support by all faculty members and administrators. This was a rare, but
welcomed technique for making all parties including students, staff, and administrators
responsible for the success (or failure) of the school-wide behavior management.
The development of knowledge was found to be crucial in creating well-designed
classroom rules. Teachers are still at a great disadvantage because professional training
often overlooks the issue of classroom management skills. Yet, teachers are expected to
create, implement, and maintain high standards for these skills. Teachers need to be
organized, efficient, highly motivating educators. They also need to obtain knowledge
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from the wide spectrum of categories including principles, rules, procedures, time
management and inclusion of students with disabilities.
The steps for planning an effective classroom management concept revealed one
overall objective. That objective was to provide a cooperative and productive learning
environment for all students. After rules have been established it is important to
remember what the student needs to do in order to follow the rules successfully.
Communication is and always will be the key to success!
Recommendations
The following recommendations are made to help the educator analyze critical
information about classroom management techniques and practices. It is the researcher's
hope that these recommendations may assist in reading and reviewing a variety of
classroom management approaches. It is also the researcher's hope that the educator gain
appropriate knowledge about the wide spectrum of criteria needed to select and create
well-designed rules for an effective classroom management concept. Therefore, the
following recommendations are given:
* Communicate high expectations to students.
* Use active listening skills.
* Look for what is positive in a student's work.
* Nurture student self-esteem.
* Create rules that will accommodate all students, including students with
handicaps or disabilities.
· Provide positive reinforcement.
· Deliver clear expectations.
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* Model effective leadership.

4. * Be consistent in handling consequences.
· Be fair.
* Always respect student's feelings.
* Avoid sarcasm, put-downs, and ridicule.
* Believe that students are competent.
* Be open to all points of view.
· Be sincere.
* Listen without judging.
*Make parents allies.
* Model the behavior you want.
* State classroom rules in positive terms.
* Always encourage children to do their best.
* Keep parent-teacher lines of communication open at all times.
· Keep children safe.
· Belief in yourself as a fine educator.
* Try new approaches.
* Wait for appropriate response time.
* Set clear, concise goal for instruction.
* Give students choices to develop positive self-worth.
* Get to know your students.
*· Start your day off with a positive ritual.
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There are four categories of disciplinary behaviors identified by Stage and Quiroz, they are: (1)
reinforcement, (2) punishment, (3) no immediate consequences, and (4) combined punishment
and reinforcement.
Rules have to be clear and preferably with no room for misinterpretation.
The level of appropriateness for disciplinary action must be in conjunction with the behaviour.
Therefore, it is significant to match the consequence to the seriousness of the infractions.
Rule: Keep your hands to yourself; no hitting and fighting with your classmates.
Reason: Students are not encouraged to be physical with their classmates as well as their
inclination to use their hands to provoke or disturb their classmates as they move in or out of
class.
This is to reduce the possibility of incidences of fights breaking out from such silly actions. Most
fights normally begin from innocent light pushes and slaps, which eventually turn into nasty and
violent fights.

5. Consequences: Negative approach (punishment): students found to infringe this rule would be
required to make use of their hands to do more productive activities, such as, picking up litter in
the school compound and cleaning up the classroom for a week.
Rule: Respecting other people’s property; treat it as if it’s your own . Students are expected to
respect other people’s belongings. This includes the properties of the school. They should not
destroy the property of others.
Reason: Students must learn not to abuse other people’s property. Defacing and destroying is an
unhealthy habit as well as outright disrespect for others and authority.
Consequences: Negative approach: Students who break this rule will have to volunteer to help
the horticultural club with the gardening process as well as the Operations Manager with simple
maintenance of the properties in the school for the month. They will also be enrolled in the
corrective-work- order squad and assigned duties for a month.
Rule: Coming back to class immediately after Mother Tongue lesson.
Students are expected to be back in their class for their subsequent lesson and seated with their
books for that lesson no more than 5 minutes after the Mother Tongue lesson.
Reason: Students must learn to be responsible for their movement and take ownership of their
role as dutiful students by moving for their next lesson in an efficient manner. The longer they
take to get back to class for lesson, the lesser time they have for the subsequent lesson and they
would be loitering and disturbing other classes’ lessons.
Consequences: Combine no immediate consequence, punishment and reinforcement: Students
who are later than 5 minutes are given a verbal warning up to the third time. After which, the
student would be required to attend detention (on the 3rd and 4th time being late) for 1 hour and,
subsequently, 2 hours of detention for the 5th time late onwards. The student’s late coming is a
distraction to the lesson. However, if any students who are ready and have their books out for the
next lesson will be given early recess (on Friday) of 5 - 10 minutes if they are behaving in this
consistently favourable manner for the whole week.
Rule: Moving off in an orderly fashion for CPA lesson at the computer lab.
When students are getting ready to go to the computer lab, they have to first get up from their
seats and push it in silently and slowly walk out of class and form a single line with no
movement.
Reason: Students must learn to be responsible for their individual action and behaviour. They
should also understand how their action can affect the other classes’ lessons. Their rowdiness
and inability to follow instructions is a bad influence and should not be condoned.
Consequences: Punishment (corrective) followed by negative punishment: If these students push
the chairs in loudly, dash out of class, unable to form a single line but one that is haphazard and

6. rowdy. the teacher will require the students to return to class silently, be seated quietly, review
their behaviour and then try the earlier procedure of lining up in a single file and quietly again. If
the class persistently behave in the undesirable manner for the next 2 subsequent CPA lesson,
then the students will have to practice this routine for 30 minutes after school hours according to
the number of time they fail to move off in an orderly fashion to the computer lab.
Rule: Visiting inappropriate websites.
Reason: Students must learn to be responsible for their own action and learn the importance of
behaving in an appropriate manner that encourages high level of moral and ethical values.
Incident: Students are in the computer lab during their regular CPA lesson. One of the students
who is sitting at the far back is surfing an inappropriate website. Another student happens to pass
by and saw the site the former was viewing and hollers out “Teacher, A is watching an XX site!”
Consequences: Negative consequence (removal): The student has violated one of school’s key
values which breaches its mission of being morally upright. Therefore, the student will have his
privilege of using the computer taken away from him. He will be assigned a partner who would
work on the computer while he watches his partner work on the computer for the next three
lessons. And, he will have to be placed in the front where the teacher can see his entire computer
screen for at least one term.
How would you motivate your students in your class for effective learning to take place?
The Motivated Student
Motivation is crucial for effective learning and this develops from an understanding of the
learning process. This process relates to the complete learning experience which includes: the
learner’s preference, expectations placed on the learner, the task, the teaching process, learning
strategies, the resources and the learning environment: opportunities for exploratory learning,
and provision of a stimulating and supporting environment that embraces even failures. It is clear
here that in order to cultivate motivated students, there are a series of processes that are needed
to be taken into consideration to enable a student-centred learning environment.
Education advances have been focusing on curriculum and instruction, the what and how of
teaching. Far less attention and focus has been paid to the who of teaching.
Therefore, equally, if not, more importantly the areas that should be developed include the
intrinsic ways to create motivated students. Here are some ways:
a) Teach routines, rituals, procedures and structure to help students internalise and polish their
repertoire of essential skill sets.
b) Create realistic expectations – set goals that are challenging yet achievable. Break difficult
subject matter into doable parts to make it achievable so that students see progressive in
themselves.

7. c) Teach students to consciously self-evaluate so as to encourage them to unlock their
enthusiasm for learning. The students will be encouraged to evaluate the effectiveness of their
actions, and can then plan accordingly with regards to their educational needs.
d) Help students discover the power of their internal motivation so as to create a positive self-
image and capability and boost their self-efficacy: the willingness and ability in themselves to
achieve success.
e) Teach the students about the components of behaviour: overt action, feelings, thoughts, and
physiological. They need to understand that these components work in concert; therefore
changing any one necessarily affects the others. As such, students should learn to control and
manage these components of behaviour.
f) Minimise use of coercion and accept failure to be a critical part of the learning process and as
opportunities to breed subsequence successes.
e a productive learning environment.