Competent Teachers: Effective Classroom Managers

Chapter 4
Intended Learning Outcome
Manage instruction, relationship, physical environment, discipline, time and routines effectively.
Introduction
Should teachers still worry about students who chew gum?
What should teachers do about those students whose cell phones ring in class?
How should teachers react when they hear students using offensive language?
Classroom Management
The business of getting students to do what teachers want them to do.
Managing the Classroom well is important in Teaching and Learning situations
1. Set rules and procedures that students are expected to follow.
2. Let Students Actively Engage in the Pursuit of Knowledge
3. Lead Students to Take Responsibility for their Learning
4. Respect Everyone
Classroom Management Techniques
Management of Instruction
1. Maintain smoothness of instruction and avoid jarring breaks within the activity flow.
2. Manage transitiion from one activity to another, from subject or from lesson to recess and give clear
signals.
3. Maintain group focus during the lesson so that all students in the class stay involved in the lesson ever if
the teacher calls on only one student.
Management of Instruction
4. Maintain a group during a seatwork by circulating to see how they are doing.
5. Develop withiness and be aware of student's behavior at all time.
6. Develop overlapping skills and be prepared for all scenarios in the classroom.
Management of Discipline
1. Start the year right with a clear, specific plan for introducing the student to classroom rules.
2. Set few class rules for students to follow.
3. Create an atmosphere where there is respect to one another.
Management of Discipline
4. Apply the principle of least intervention for routing classroom behavior problem.
5. Manage serious behavior problems through applied behavior analysis.
6. Prevent serious behavior problem and remove the causes of misbehavior.
7. Formally develop the desired behavior by teaching (not telling) the behavior.
Management of Relationship
1. Maintain positive climate characteristics which allow students to choose a variety of activities to achieve
common goals.
2. Develop sense of interdependence, common bonds, defined group expectations and relationship
qualities that enhance wholesome emotional climate.
Management of Relationship
3. Develop communication characteristics that promote wholesome classroom relationship like positive
constructive conversations aimed at understanding on another's point of view.
4. Render different forms of assistance by providing class meetings or students to have opportunity to examine the
ideas and feelings that influence value judgement.
Management of Physical Environment
1. Organize supplies and materials for activities that occur frequently in most readily available accessible place, and
must be governed by the simplest procedure.
2. Rules must go with territory and insist on respect for them. Expectations regarding beginning and end of class
behavior must be clearly expressed.
3. Avoid interruprtions during class program.
Management of Physical Environment
4. Arrange the physical setting and maximie visibility and accessibility.
5. Materials and equipment stations are available in sufficient quantities and are located to minimize congestion in
traffic lanes.
6. Bulletin boards and wall spaces are used to display student work and complement current class activities.
7. Set explicit procedures for getting materials from and returning them to designated classroom locations.
Management of Time
1. Make good use of all classroom time.
2. Start teaching at the beginning of the period and end on time.
3. Establish routine procedures.
4. Minimize time spent on discipline and prevent interruptions.
5. Teach lessons that are so interesting, engaging, and relevant to student's interest.
6. Maintain momentum through avoidance of interruptions or slowdown like phone calls, knocks on the door and
other disturbance.
Management of Routines
1. Teach pupils to learn how to form various grouping adn return to standard arrangement with minimun
confusion.
2. Do not use the first few minutes of the class session to collect materials when students are potentially most
alert to instruction.
3. "Overlapping" teachnique is used for collection and distributiion of materials.
4. Prepare for transition by planning distinct types and sequences of teacher-pupil activity
Group Activity
Envision your present or future classroom of the 21st century school. Visualize your classroom setting.
List appropriate management procedures that will create positive learning conditions.
Give possible classroom management technique to the following misbehaviors of students.
ANTAGONISM WITH AUTHORITY
What can be done to help students improve their interaction with authority figures?
Give possible classroom management technique to the following misbehaviors of students.
ARGUMENTATIVE STUDENT
How can the teacher deal with a child who becomes argumentative upon confrontation?
Give possible classroom management technique to the following misbehaviors of students.
BEHAVIOR PROBLEMS
What steps can be followed to resolve a child's constant misbehavior?
Give possible classroom management technique to the following misbehaviors of students.
BOASTFUL, ATTENTION-SEEKING STUDENT
What can be done for a student who is constantly disrupting the class in order to gain the teacher's
attention?
Give possible classroom management technique to the following misbehaviors of students.
CALLING OUT IN CLASS
What do you do with a student who calls out answers or comments during class?
Give possible classroom management technique to the following misbehaviors of students.
DEMANDING STUDENTS
How do you cope with a child who demands your constant attention?
Competent Teachers: Good Community Link
Chapter 5
Intended Learning Outcome
Establish effective community relationship by applying ethical principles.
The Teacher and the Community
Shall render the best services
Provide leadership and initiative to actively participate in community movements.
Behave with honor and dignity at all times and refrain from gambling, smoking, drunkenness and illicit
relations.
Study and understand local customs and traditions.
Inform the community about the schools work, accomplishments, its needs and problems.
Provide leadership in community when needed; extend counseling services.
Posses freedom to attend church and worship.
Involvement of Teacher in the Community
hosting activities for members of the community to participate
work with local churches
get students families involve in school activities
Building a network of communications
involvement in community organizations
take leadership roles for current political even
Reflective Community Identification
Future teachers have to identify the community resources as a step to connect with individuals with
whom communication must be open and efforts are collaboration. Make a web with your identified
community resources.