The document discusses the roles and responsibilities of teachers both in the classroom and in the community. It states that teachers have two communities - their teaching community within the school, and the community outside of school which includes parents, local officials, and others. To function effectively, teachers must have competencies in knowledge, skills, and attitudes. The document then outlines ways for teachers to effectively manage their classroom, including organizing the physical space, establishing routines and schedules, keeping records, and maintaining discipline. It provides tips and guidelines for teachers to create a well-managed learning environment.

1. The Teacher in
the Classroom
and
Community

2. “The teacher is a diplomat and ambassador of tact
and sensitivity, as he/she facilitates productive, positive
interactions among the multiplicity of personalities, cultures,
beliefs and ideals”.
-Unknown-
A teacher is a facilitator of learning and of the
development of the youth; he shall, therefore, render the best
services by providing an environment conducive to such
learning and growth.
-Code of Ethics for Professional Teachers, Article III-

3. INTRODUCTION
 The teacher has two communities.
 Teaching community
 consists of his/her fellow teachers, colleagues and
superiors
 Community outside the school
 Includes the parents of his/her learners, local
officials, alumni/alumnae and other members of the
society in which the school is located
 To function well in the classroom and in the community,
he/she must be equipped with competencies.
 knowledge
 skills
 attitudes

4. A teacher is a facilitator of learning and
of the development of the youth; he
shall, therefore, render the best
services by providing an environment
conducive to such learning and growth.
Code of Ethics for Professional Teachers,
Article III

5. The school and the community are on the “front
lines” of the teacher’s educational reach.
The school serves as the center for educational
pursuits while the institutions and
establishments of the community serve as
extended learning centers and sources of
instructional materials.

6. Every teacher shall provide leadership
and initiative to actively participate in
community movements for moral, social,
educational, economic and civic
betterment.
Code of Ethics, Article III

7. The teacher’s competencies needed are:
1. Organizing a well – managed classroom in
terms of time management, record-keeping,
orderliness and discipline;
2. Fostering linkages for mutual concerns, and
3. Undertaking networking activities with
organizations for educational, social and civic
purposes.

8. Lesson 1
“The classroom is the second home of both teachers and students.”

9. Classroom management is an integral part of the
teaching process. It suggests providing a classroom environment
that is conducive to learning, such as appropriate time scheduling
for various activities and an orderly placement of furnitures and
instructional materials. A clean and well – lighted area, together
with a comfortable seating arrangement, make the classroom an
inviting place for promoting interaction and a much welcomed
feeling of togetherness. Records of performance are well-kept
and reported to keep track of progress. Discipline indicating
complete behavior control is well-established.

10. The following are some supportive measures that can
create a well-managed classroom.
A. Organizational Plan
1. Structured Classroom
The learning activities in a structured classroom are
well-planned ahead of time and the procedures follow accepted
rules and regulations established by the school.
2. Flexible Classroom
There can be spontaneous explorations and discovery of
information, thus encouraging active participation in their own
style of learning.
a. Individualized Approach – all instructional approaches are intended for
each individual student considering ability, interests and needs.
b. Group Set-up - grouping could facilitate such teaching strategies as
cooperative learning, group experimenting or drama presentation.
c. combination of both types of organization

11. B. Scheduling
* Good time management is the key to a smooth flow of planned
activities.
* Proper timing could sustain motivation and interest, resulting in
students’ active involvement in class.
Teachers must be able to plan thoroughly for their daily lessons and
for additional activities such as:
•parent – teacher conference after classes
•working with other teachers during occasional school events
•Preparing new teaching devices
•Advanced requests for supplies and materials for the week’s lesson and for
learning centers
• supervising students along the corridors and school ground or while eating
in the canteen

12. Filler or Emergency Activities
Following are some easy and relevant activities:
•Ask for a brief story that is about or an extension of the
lesson.
•An anecdote that happened recently will surely be
interesting.
•Have a question box and let a student pick one and answer.
•Role-play about the lesson conclusion.

13. Tips for maintaining good time management
Following are reminders for effective use of time:
1. Schedule all activities with corresponding time allotment way ahead of
time.
2. Provide enough time for everything you expect to happen.
3. Avoid rushing since you know you have carefully allotted required time
for every activity. Quality may suffer.
4. Anticipate difficulties or failure of some operations in order to be able to
pursue alternative actions.
5. Be flexible with time assignments.
6. Use fillers in case you finish the lesson ahead of time.
7. Set the example by showing that you are time conscious.

14. C. Record Keeping
Among the school activities to be recorded are:
1. Daily Attendance – showing the presence or absence. An attendance is
likewise consulted in cases of declining performance in classroom tasks.
2. Students’ Progress – one of the most important responsibilities that teachers
must perform with utmost proficiency. Reporting pupil progress to parents will
help build a positive and harmonious relationship between the teachers and
parents, more importantly, between the school and the home.
* Have a record book for recording daily performance such as quizzes,
recitations, assignments, reports, major tests, and outstanding performance.
* Each student should have a portfolio to file actual records of scored
tests, accomplished assignments, artwork and other checked requirements for
the week and month.

15. D. Physical Environment
A clean classroom where everything is arranged neatly is both
attractive and a comfortable place to stay in.
1. Maintaining Cleanliness
2. Look after proper ventilation and lighting for their comfort and ease.
3. Unnecessary noise due to careless closing and opening of doors and
windows must be avoided.
4. Bulletin Boards and Display - Students must assist in the preparation of
the bulletin board.
5. Seating Arrangements

16. E. Discipline
Discipline is controlled behavior. It constitutes the next important
concern of teachers as part of good management.
1. Causes of disciplining problem – the teacher’s lack of adequate
knowledge and skills in handling occurrences of misbehavior likewise
contribute to a trouble-prone setting. The classroom may not be
conducive to learning if it is:
a. Overcrowded with more than the regular number of students to class.
b. With poor lighting facilities and inadequate ventilation.
c. With furnitures and storage cabinets disorderly positioned, making the
collection and retrieval of tools less efficient.
d. With inappropriate seating arrangement
e. Near sources of noise which obstructs understanding of the lesson.

17. 2. Prevention - “You must know how to anticipate trouble so that minor
skirmishes may not erupt to full-pledged battles.” The following are some
effective measures practiced in some schools:
a. Depending on the students abilities and interests, teachers can implement
group-oriented methodologies such as; 1. cooperative learning approach, 2.
team learning, 3. peer tutoring, 4. group projects and collections.
b. There must be clear understanding of the objectives of the lesson and the
strategies to be used.
c. Of prime importance are the teachers’ personal attributes such as; 1.
patience, 2. compassion, 3. concern and caring attitude, 4. respect and trust
for others.
d. The teachers’ personalities are their surest “arms” that can either win or fail
amidst a controllable learning situation.

18. •A warm, respectable relationship with students through sincere and
straightforward communications can demonstrate trust and credibility.
•Unpretentious gestures and genuine modes of receiving students’
explanation bring about much-needed peace of mind.
•Facial expressions can show all kinds of emotions – happiness, satisfaction,
anger, dislike.
•Kind words of praise, greetings, encouragement, and friendly
conversations, about work accomplished. Recognize and appreciate their
progress and achievement.
•A caring attitude can be modeled and students will feel confident, secure
and upright in return.
•Avoid showing unusual closeness of favoritism and biased treatment for
some. Treat them all equally well.

19. e. The teacher’s teaching style will determine how the students will respond, at
times receptive, sometimes withdrawn.
3. Common Ways of Establishing Discipline/Classroom Control - Discipline
occupies the center stage in all learning activities.
a. Discipline is the student’s responsibility.
b. Discipline is the teacher’s way of establishing a desirable student-oriented
environment for learning.
c. Discipline is coupled with effective teaching strategies and techniques.
d. Discipline is achieved through the effects of group dynamics on behavior.
e. Discipline is believe to be the exclusive responsibility of the teacher.

20. 4. Some Tips to Make You a Good Disciplinarian
• Be prepared to face a class with multi-behavior tendencies. Each
individual acts in a unique manner.
• Know your students well – their names, family composition, and socio-
economic status. In case of misbehavior, you will understand them
easily and an appropriate assistance will come in time.
• Show your sincere concern for their welfare.
• Commendable behavior is reciprocal.
• Be calm, poised and tactful in solving discipline problems. Refrain from
unkind words and harsh punishments.
• Be firm and consistent in following “do’s” and “don’ts” AT ALL TIMES.

21. • Be enthusiastic.
• Let out your good sense of humor. Laugh with your students and
sometimes at yourself. It will reduce tension from all.
• Speak with a good voice volume, not too loud to become noise nor too
soft to be heard.
• Be humble with words and actions. It could produce a magnetizing
affect.

22. 5. Common Ways of Dealing with Discipline Problems
Acceptable and effective:
• Use verbal reinforcers that encourage good behavior and discourage
bad tendencies.
• Use nonverbal gestures, frown or hard look to dissuade them from
mischiefs.
• Dialogues could help in discovering problems and agreeing on mutually
beneficial solutions.
• Focus attention on one who is unruly and is about to disturb the
neighbors.

23. • Award merits for good behavior and demerits for inconsistency
and lapses.
• A private, one-on-one brief conference could lead to a better
understanding of mistakes that need to be remedied or improved.
• Allow students the freedom to express or explain agitated feelings
and misgivings rather than censure them right away.
Unacceptable and ineffective:
• Scolding and harsh words as a reprimand will have a negative
effect on the entire class.
• Nagging and faultfinding, together with long “sermons” are
repugnant and nasty.

24. • Keeping a student in a “detention area” during or after classes as a
penalty for a misbehavior is a waste of time and occasion for
learning. The shameful experience is not easy to forget.
• Denying a student some privileges due to unnecessary hyperactivity
could encourage more repetitions.
• Assignment of additional homework compared to the rest could
make them dislike the subject.
• Use of ridicule or sarcasm could humiliate and embarrass a
formentor.
• Grades for academic achievement should not be affective due to
misdemeanor.

25. E. Establishing Routine
Routine is a regular procedure or a normal practice that is to be
followed. It is a schedule of activities that is mostly time-paced and is attuned
to lesson objectives.
1. Advantages
1. It helps in accomplishing everything that is planned.
2. It serves as a guide in controlling behavior.
3. The students feel secure since they know every step in the procedure.
4. It builds a teacher’s confidence in following a well-planned procedure.
2. Ways of Establishing Routine
• Routine could be scheduled on a weekly or monthly instead of daily.
• Plan a routine for an entire class rather than for an individual or group.

26. • Plan a procedure for the whole unit with a corresponding time allotment
for each topic.
• You might find the class in a situation when the interest and concentration
is at its peak. Though beyond time limit, you may continue for the sake of
additional learning and experiences being achieved. Cutting the procedure
could cause disappointment and wastage of momentum.
• Give clear and direct instructions to avoid guessing on what to do next.
• Practice some signals that would mean the class is about to start and they
must be ready.
• Model time-consciousness.