This document discusses principles and characteristics of inclusive classroom management. It outlines several objectives, including explaining principles and characteristics of inclusive classrooms and discussing tips for personalizing large lecture classes. Some key principles discussed are sustainability, ensuring teaching approaches work on both intrinsic and extrinsic student motivation through diverse activities and group work, and taking a comprehensive approach that considers all aspects of the educational environment. The document also provides some rules for teaching, such as learning students' names, and tips for personalizing large classes, like arriving early to chat with students and recognizing their accomplishments.

1. PRINCIPLES AND
CHARACTERISTICS OF THE
INCLUSIVE CLASSROOM
MANAGEMENT
ROSANNA GONZALES, PhD
Professor
MARIE CRIS G. BULATAO
PhDDS317- Development and Management of Innovative Programs
Student, 2nd Semester S.Y. 2020-2021

2. OBJECTIVES
1. To explain the Principles and Characteristics of the Inclusive
Classroom Management
2. To describe the Some Rules adapted from Tools for Teaching by
Barbara Gross Davis
3. To discuss the Tips on how to personalize the large lecture class

3. PRINCIPLE OF SUSTAINABILITY
This principle implies
stability and continuity of
results and effects from
inclusive classroom
management measures. It
is closely connected with
the fact, that the inclusive
management is directed
toward a parallel
stimulation and
development of internal as

4. THE TEACHER MUST WORK PURPOSEFULLY
ON BOTH SITES OF STUDENTS MOTIVATION
USING:
Complex possibilities for
effective teaching – saturating
education with different activities,
stimulating different types of
intelligence and styles of learning,
supporting varied forms of
achievements and presentations;

5. THE TEACHER MUST WORK PURPOSEFULLY
ON BOTH SITES OF STUDENTS MOTIVATION
USING:
Forming power of group
development and group
dynamic – incorporating
permanently the individual
to the group, group values,
goals, way of functioning;

6. THE TEACHER MUST WORK PURPOSEFULLY
ON BOTH SITES OF STUDENTS MOTIVATION
USING:
Developmental potential of self-
education – directed to more
complex and adequate self-
perceiving, self-evaluation and
self-esteem;

7. THE TEACHER MUST WORK PURPOSEFULLY
ON BOTH SITES OF STUDENTS MOTIVATION
USING:
Supporting influence of
positive communication
in the classroom –
liberating from useless
impediments and
complexes, removing
redundant barriers and
prejudices.

8. THE COMPREHENSIVE APPROACH PRINCIPLE/
PRINCIPLE OF INCLUSIVENESS
This principle refers to the magnitude and multitude
of measures for inclusive classroom management. It
is based on the understanding about the really
shaping and stimulating importance of every aspect
and layer of the educational environment.
Traditional instruction is focused on educational
goals, curriculum and to a certain extent on
instructional methods. However, the innovative and
inclusive educational communication is also defined
by the specifics of interacting subjects, their roles,
expectations, previous experience, needs. Multiple
interactions are realized in such educational context
and learning is only one of them.

9. SOME RULES ADAPTED FROM TOOLS FOR
TEACHING BY BARBARA GROSS DAVIS
 Introduce yourself to your class.
 Ask students to fill out an introduction card.
 Learn students’ names.
 Give students an opportunity to meet each other.
 Ask students to interview each other outside of class.
 Encourage students to exchange phone numbers.

10. TIPS ON HOW TO PERSONALIZE THE LARGE
LECTURE CLASS
 Let students know that they are not faces in an anonymous audience.
 If your class has extra seating space, ask students to refrain from sitting in
certain rows of the classroom.
 Recognize students’ extracurricular accomplishments.
 Capitalize on outside events or situations, as appropriate.
 Arrive early and chat with students.
 Seek out students who are doing poorly in the course.

11. TIPS ON HOW TO PERSONALIZE THE LARGE
LECTURE CLASS
 Acknowledge students who are doing well in the course.
 Schedule topics for office hours.
 Talk about questions students have asked in previous terms.
 Listen attentively to all questions and answer them directly.
 Try to empathize with beginners.

12. REFERENCES
• https://www.edweek.org/education/opinion-10-characteristics-of-an-
innovative classroom/2018/07?fbclid=iwar0_1ufvokhosntw5b6k4bbc-
ytslrugcay23a6hw8g7pup_ex3ctrrcoku
• https://www.google.com/search?q=complex+possibilities+for+effectiv
e+teaching+&source=hp&ei=oml8ymvsfo-
umax6gbdgcg&iflsig=ainfcbyaaaaayhzxseaavxfxdugl89_fo7ctismnyo3c
&oq=complex+possibilities+for+effective+teaching+&gs_lcp=cgdnd3
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wiz&ved=0ahukewjlvm3cgynwahupcqykhfoadkwq4dudcac&uact=5