A systematic designing of the classroom

environment to create conditions in

which effective teaching an learning can
occur(Smith, et.al, 2006).
Requiring teachers to be skillful in directing
classroom activities to make students busy and
discipline.
Rules were imposed and students were strictly
monitored never to break.
Focused on the mastery of 3Rs, obedience and
compliance.

The ability of teachers and students

to agree upon and carry forward a
common framework for social and
academic interactions by creating
an ethos within a social fabric that
is built over time, and ultimately
leads to student selfdiscipline(Freiberg and Lapointe,
2006).

 Shifted

from one-way flow of interaction to

an environment of shared responsibility and
learning.
Shifted from obedience and compliance to
procedures which advance self-discipline.
Emphasizes on the concerted efforts of both
the teacher and students to create an
effective learning environment.

Stimulating and supportive

environment
Reasonable expectations from
the learners and
Opportunities for all students to
experience success.

Physical Dimension
Psychosocial Dimension
Behavioral Dimension
Instructional Dimension
Procedural Dimension
Organizational Dimension

Instructional issues
Discipline
Management issues and
Interpersonal relationships

Setting

the stage
Physical environment
Enriching the classroom
environment
Academic materials and text
Interest boosting
Humor
Organized lessons
Positive expectations

Comfort

and Order

Comfort - as described at school (in the

classroom) refers to physical comfort.
Room

temperature
Arrangement of furniture
Availability of wall spaces
Seating arrangement
Traffic patterns
Interest centers
Storage of materials
Signage
Visual appearance of the classroom

Order - refers to identifiable routines and

guidelines for acceptable behavior in the
class.
Beginning

class
Ending class
Interruptions
Instructional procedures
Non-instructional procedures
Grading system
General conduct
Communication procedures

How to arrange desks and other

furniture.
When to take breaks and what kind of
breaks they will be.
What to display on the bulletin boards
and walls.

Setting

the classroom climate

Student factors- students
attitude about school and their
relationship with their teachers
and other school authorities
Teachers factors teachers
disposition , competencies and
skills and behavior
Communication skills

Peer

factors peer influence in

in the process of socialization,
bolstering self-confidence and
providing a sense of identity and
belonging.
Family-related factors parents
interest is exemplified by the
degree of involvement in the
childs education.

Creating

and increasing
desirable behaviors
Decreasing undesirable
behaviors
Generalization and maintenance
Developing self-management

Focusing

on improved self-concept

Management

of Instruction

Schedule
Transitions
Grouping
Lesson

plans/Course Syllabus

Standards

of Behavior
Classroom rules
Classroom procedures

Establishing

rules

order through classroom

Establish

and maintain a healthy relationship

Personnel

interaction
Work environment
Administrative duties
Instructional applications
Personal applications

Encouraging

responsibility

2 teach is
2 touch lives
4ever

Classroom

Management by O.
Beriones Daocup, 2010
Student Teachers Manual for
Observation and Participation by
Brenda B. Corpuz, et.al, 2002
www.slidesshare.net
Note: Lecture available @
http://www.slideshare.net/MariaM
arthaManetteMadrid/classroommanagement-21543793