Organization and Management of Learner-centered Classrooms

1. Unit 3: Organization and
Management of Learner-
Centered Classrooms
Eunice R. Buencamino

2. Learning objective:
 Learn about learner-centered classroom
management and organization.

3. A Learner-Centered Classroom Requires
Students to Have New Skills
 One of the basic facts that all teachers
know about the learning process is: the one
who does the work does the learning. But
being able to successfully do the work in a
learner-centered classroom will require
most students to advance their learning
skills.

4. Areas where students will likely need
our help in developing their learning
skills:
Learning how to learn on their own.
Developing the communication skills
needed to collaborate with others.
Teaching others.

5. Making presentations.
Developing lifelong learning skills.
Developing their metacognitive skills—
knowing what they know, don’t know or
misunderstand.

6. Forms of learner-centered classroom
organization, procedures and physical structure
 Classroom Management • is “the actions and strategies
teachers use to solve the problem of order in
classrooms” (Doyle, 1986)
 Effective teachers also use rules, procedures, and
routines to ensure that students are actively involved in
learning (Marzano & Pickering, 2003).
 In essence, they use management not to control
student behavior, but to influence and direct it in a
constructive manner to set the stage for instruction
(McLeod, Fisher, & Hoover, 2003)

7.  Classroom Organization • Focuses on the physical
environment. Effective teachers organize a safe
classroom environment for the learners.
Classroom management and Classroom organization are
intertwined. While rules and routines influence student
behavior, classroom organization affects the physical
elements of the classroom, making it a more productive
environment for its users.
 They strategically place furniture and learning materials in
learning centers, in order to optimize student learning and
reduce distractions.

8.  Effective teachers know that student behavior is
not only about rules and consequences (Woolfolk-
Hoy & McLeod,2003). They also know that a larger
component is the development of a classroom
climate that influences how students perceive their
environment and behave. Thus, effective teachers
expect students to act in a manner that contributes
to a positive classroom environment.

9. Classroom structuring
 DEPED GUIDELINES ON CLASSROOM STRUCTURING
Every classroom shall be suitably structured and decorated to
make the surroundings of pupils/students conducive to
learning. The materials for structuring and decorating shall
be selected on the basis of their educational value providing
opportunities for class discussions. Likewise, its cleanliness
and orderliness must be maintained. It is vital aspect
contributing to the educational growth of the
pupils/students.

10. CHECKLIST in classroom management/organization
 Is your classroom guarantee a safe and protective spaces for
students?
 Classrooms must have proper ventilation and lighting and have
enough space for 45-50 pupils.
 Classrooms desk and other furniture are sized to the age of the
pupils. In case of shared desk, each pupil must have enough space to
do seatwork.
 The classroom layout and furniture must allow pupils to interact and
do group work.
 Your classroom must have a bulletin board or a corner that display
helpful learning materials such as posters, Illustrations, newspaper
and magazine clippings and the students own works.
 The classroom facilities and premises are regularly maintained and
kept clean.

11. Activity:
 Base on what you have learned about the topic, why
organization and management of a learner-centered
classroom is important? Give at least 3 benefits of its
practices for teachers and students.

12. References:
 www.google.com
 www.coursehero.com
 www.Wikipedia.com