 JACOB KOUNIN is known as a classroom management theorist

Classroom Management / Group Management by Jacob Kounin

 "RIPPLE EFFECT," which is when one student's behavior is corrected it often influences
another student's behavior nearby. 
 OVERLAPPING can be applied within the classroom by creating a procedure to use when two
separate situations happen at nearly the same time. 
 MOMENTUM can be applied within the classroom making lessons short so students have time
to work with other students in groups, which will let students elaborate on a certain subject and
gain knowledge from other student's connections.
 SMOOTHNESS can be applied within the classroom by constructing certain body language
signs at the beginning of the year so students can use these signs during a lesson to notify the
teacher if they need help with a certain portion of the lesson so on and so forth. 
 GROUP FOCUS can be applied within the classroom by always having some sort of group
each day so students have time to collaborate with one another. 
 “WITHITNESS” is the art of running a classroom while having eyes in the back of your head.
 STIMULUS-BOUNDEDNESS - teacher’s attention interrupted by extraneous stimulus.
 Thrusts - teacher interrupts students engaged in activities without warning or considering
whether students are ready or not.
 DANGLES - teacher interrupts activity and then returns to it again.
 TRUNCATIONS - Teacher does not return to current activity after being interrupted.
 FLIP-FLOPS - teacher changes from activity A to B and back to A again as though she has
changed her mind.
 OVER DWELLING - teacher spends too much time on one aspect of lesson or some aspect of
a student’s behavior - lesson slowdown occurs.
  FRAGMENTATION - Breaking down an activity so that students spend too much time waiting
to work.
 SIGNAL INTERFERENCE--- is any type of non-verbal behavior that communicates to the
student without disturbing others, that his behavior is not appropriate.
 PLANNED IGNORING--- is based on reinforcement theory that if you ignore a behavior, it
lessens and eventually disappears.
 PROXIMITY CONTROL--- is any movement towards or taking up a position in the vicinity of
the disruptive student. 
 DIRECT APPEAL--- another technique that is very useful for instances in which a teacher
enjoys a referent or expert power base is direct appeal.
 ANTISEPTIC BOUNCING -- a student is removed, temporarily, from a situation where it is
likely that he/she will become a disruptive influence.
 HURDLE HELP is a behavior management technique used to curve the
negative behavior of a child before that behavior takes place.

Collaborative and Cooperative Learning

 COLLABORATIVE LEARNING -- In this mode of learning, each student makes progress
individually in-line with the progress made by others.
 COOPERATIVE LEARNING -- This method of learning relies heavily on interdependence of
the students among each other.
  COGNITIVE DEVELOPMENT-- is the construction of thought processes, including
remembering, problem solving, and decision-making, from childhood through adolescence to
adulthood.

Piaget's theory of cognitive development

 Schemas are continually being modified by two complementary processes that Piaget termed
assimilation and accommodation.
 Assimilation refers to the process of taking in new information by incorporating it into an
existing schema.
 Accommodation is what happens when the schema itself changes to accommodate new
knowledge.

Stages of Cognitive Development

Stage Age Range What happen at this Stage?
Sensorimotor 0 - 2 years old Coordination of senses with motor responses, sensory
curiosity about the world. Language used for demands
and cataloguing. Object permanence is developed.
Preoperational 2 – 7 years old Symbolic thinking, use of proper syntax and grammar to
express concepts. Imagination and intuition are strong,
but complex abstract thoughts are still difficult.
Conversation is developed.
Concrete 7 – 11 years old Concepts attached to concrete situations. Time, space,
Operational and quantity are understood and can be applied, but not
as independent concepts.
Formal 11 years old and Theoretical, hypothetical, and counterfactual thinking.
Operational older Abstract logic and reasoning. Strategy and planning
become possible. Concepts learned in one context can be
applied to another.

Piaget's Theory of Moral Development

Piaget (1932) suggested two main types of moral thinking:

Heteronomous morality (moral realism)| (5-9 yrs)

1.
 IMMANENT JUSTICE--They accept that all rules are made by some authority figure,
and that breaking the rules will lead to immediate and severe punishment.
 EXPIATORY PUNISHMENT--The function of any punishment is to make the guilty
suffer in that the severity of the punishment should be related to severity of wrong-
doing.

2. Autonomous morality (moral relativism)|(9 – 10 years old)

Children recognize there is no absolute right or wrong and that morality depends on intentions
not consequences.
 The New Taxonomy (Marzano and Kendall, 2007)
Level of Difficulty Process Verbs, Phrases, Definitions Useful for SLOs
Examining Importance Analyze importance of knowledge to self.
6. Self-System
Examining Efficacy Examine own beliefs to improve integration of knowledge.
Thinking
Examining Emotions identify emotional responses associated with knowledge
Examining Motivation examine motivations to learn and improve
set specific learning goals and develop a plan for
Specifying Goals accomplishing the
5. Metacognition goals
Process Monitoring Self-monitor the process of achieving a goal.
Monitoring Clarity determine how well they understand knowledge
Monitoring Accuracy determine accuracy of understanding and defend judgments
Investigate; research; take a position on; distinguish features;
Investigating explain; think through implications; report results. The student
generates and tests hypotheses
Experiment; generate; test; theorize; predict. The student
4. Knowledge Experimenting
designs new methods of collecting data.
Utilization
Solve; recognize obstacles; adapt; develop novel strategies
Problem-Solving
to reach goals under difficult conditions.
decide; select among similar alternatives; establish criteria;
Decision-Making
defend choices
Specifying Predict; judge; deduce; argue for cause or predictions.
Establish conclusions; elaborate about inferences; state a
principle, generalization or rule; trace chronological
Generalizing
development; infer new generalizations from known
knowledge.
Identify errors or problems; identify issues or
misunderstandings; assess; critique; diagnose; evaluate; edit;
3. Analysis Analyzing
revise, identify and explain logical or factual errors in
knowledge.
classify; organize; sort; identify a broader category; identify
Classifying different types; identify super ordinate and subordinate
categories of information
categorize; compare & contrast; differentiate; discriminate;
Matching
distinguish; sort; create an analogy or metaphor
symbolize; depict; represent; illustrate; draw; show; use
Symbolizing models; diagram chart depict critical aspects of knowledge in
a pictorial of symbolic form
2. Comprehension describe how or why; describe the key parts of; describe the
effects; describe the relationship between; explain ways in
Integrating
which; paraphrase; summarize; discern essential from
nonessential elements
Use; demonstrate; show; make; complete; draft. Perform
Executing
procedures without significant errors.
Exemplify; name; list; label; state; describe; who; what;
Recalling
where; when produce information on demand.
1. Retrieval
recognize (from a list); select from (a list); identify (from a
list); determine if the following statements are true. determine
Recognizing
whether provided information is accurate, inaccurate or
unknown.
 UNESCO Education for Sustainable Development 2005-2014

1. LEARNING TO KNOW
Knowledge, values and skills for respecting and searching for knowledge and wisdom

 learn to learn
 acquire a taste for learning throughout life
 develop critical thinking
 acquire tools for understanding the world
 understand sustainability concepts and issues Education for Sustainable Development:
- recognizes the evolving nature of the concept of sustainability.
- reflects the ever growing needs of societies.
- acknowledges that fulfilling local needs often has international effects and
consequences.
- addresses content, context, global issues and local priorities.

2. LEARNING TO BE
Knowledge, values and skills for personal and family well-being

 see oneself as the main actor in defining positive outcomes for the future
 encourage discovery and experimentation
 acquire universally shared values
  develop one’s personality, self-identity, self-knowledge and self-fulfillment
 be able to act with greater autonomy, judgment and personal responsibility Education for
Sustainable Development:
- Builds on the principles and values that underlie sustainable development.
- Deals with the well-being of all three realms of sustainability – environment, society, and
economy.
- Contributes to a person’s complete development: mind and body, intelligence,
sensitivity, aesthetic appreciation and spirituality.

3. LEARNING TO LIVE TOGETHER

Knowledge, values and skills for international, intercultural and community cooperation and peace

 participate and co-operate with others in increasingly pluralistic, multi-cultural societies

 develop an understanding of other people and their histories, traditions, beliefs, values and
cultures
 tolerate, respect, welcome, embrace, and even celebrate difference and diversity in people
 respond constructively to the cultural diversity and economic disparity found around the world
 be able to cope with situations of tension, exclusion, conflict, violence, and terrorism
 is interdisciplinary. No one discipline can claim ESD for its own, but all disciplines can
contribute to it.
 builds civil capacity for community-based decision-making, social tolerance, environmental
stewardship, adaptable workforce and quality of life.

4. LEARNING TO DO
Knowledge, values and skills for active engagement in productive employment and recreation

 be an actor as well as a thinker

 understand and act on global and local sustainable development issues
 acquire technical and professional training
 apply learned knowledge in daily life
 be able to act creatively and responsibly in one’s environment Education for Sustainable
Development:
- is locally relevant and culturally appropriate.
- must become a concrete reality for all our daily decisions and actions.
- is about helping build a sustainable and safe world for everyone.

5. Learning to transform one self and society

Knowledge, values and skills for transforming attitudes and lifestyles

 work toward a gender neutral, non-discriminatory society

 develop the ability and will to integrate sustainable lifestyles for ourselves and others
 promote behaviours and practices that minimize our ecological footprint on the world around
us
 be respectful of the Earth and life in all its diversity
  act to achieve social solidarity
 promote democracy in a society where peace prevails Education for Sustainable Development:
- integrates the values inherent in sustainable development into all aspects of learning
- encourages changes in behaviour to create a more viable and fairer society for
everyone
- teaches people to reflect critically on their own communities
- empowers people to assume responsibility for creating and enjoying a sustainable
future

REPUBLIC ACT NO. 10627 -- Anti-Bullying Act of 2013

SEC. 2. Acts of Bullying. – For purposes of this Act, “bullying” shall refer to any severe or repeated use by one
or more students of a written, verbal or electronic expression, or a physical act or gesture, or any combination
thereof, directed at another student that has the effect of actually causing or placing the latter in reasonable
fear of physical or emotional harm or damage to his property.

SEC. 3. Adoption of Anti-Bullying Policies. – All elementary and secondary schools are hereby directed to
adopt policies to address the existence of bullying in their respective institutions. 

SEC. 4. Mechanisms to Address Bullying. – The school principal or any person who holds a comparable role
shall be responsible for the implementation and oversight of policies intended to address bullying.

SEC. 5. Reporting Requirement. – All schools shall inform their respective schools division superintendents in
writing about the anti-bullying policies formulated within six (6) months from the effectivity of this Act.

SEC. 6. Sanction for Noncompliance. – In the rules and regulations to be implemented pursuant to this Act, the
Secretary of the DepED shall prescribe the appropriate administrative sanctions on school administrators who
shall fail to comply with the requirements under this Act.

SEC. 7. Implementing Rules and Regulations. – Within ninety (90) days from the effectivity of this Act, the
DepED shall promulgate the necessary rules and regulations to implement the provisions of this Act.

SEC. 8. Separability Clause. – If, for any reason, any provision of this Act is declared to be unconstitutional or
invalid, the other sections or provisions hereof which are not affected thereby shall continue to be in full force
or effect.

SEC. 9. Repealing Clause. – All laws, decrees, orders, rules and regulations or parts thereof which
are inconsistent with or contrary to the provisions of this Act are hereby repealed, amended or
modified accordingly.

SEC. 10. Effectivity. – This Act shall take effect fifteen (15) days after its publication in at least two (2)
national newspapers of general circulation.

DIFFERENCE BETWEEN GUIDANCE AND COUNSELING

 BASIS FOR
GUIDANCE COUNSELING
COMPARISON

Meaning Guidance refers to an advice or a Counseling refers to a professional

relevant piece of information advice given by a counselor to an
provided by a superior, to resolve a individual to help him in overcoming from
problem or overcome from difficulty. personal or psychological problems.

Nature Preventive Remedial and Curative

Approach Comprehensive and Extroverted In-depth and Introverted

What it does? It assists the person in choosing the It tends to change the perspective, to
best alternative. help him get the solution by himself or
herself.

Deals with Education and career related Personal and socio-psychoological

issues. issues.

Provided by Any person superior or expert A person who possesses high level of
skill and professional training.

Privacy Open and less private. Confidential

Mode One to one or one to many One to one

Decision making By guide. By the client.

4 Types of Parenting Styles and Their effects on Kids

1. AUTHORITARIAN PARENTING
Do any of these statements sound like you?

 You believe kids should be seen and not heard.

 When it comes to rules, you believe it's "my way or the highway."
 You don't take your child's feelings into consideration.

2. AUTHORITATIVE PARENTING

Do any of these statements sound like you?

 You put a lot of effort into creating and maintaining a positive relationship with your child.
  You explain the reasons behind your rules.
 You enforce rules and give consequences, but take your child's feelings into consideration. 


3. PERMISSIVE PARENTING

Do any of these statements sound like you?

 You set rules but rarely enforce them.

 You don't give out consequences very often.
 You think your child will learn best with little interference from you.

4. UNINVOLVED PARENTING

Do any of these statements sound familiar?

 You don't ask your child about school or homework.

 You rarely know where your child is or who she is with.
 You don't spend much time with your child.

‘’ THE PRINCIPLES OF LEARNING’’ | From Horne and Pine (1990)

 The principles of learning provide additional insight into what makes people learn most effectively. The
principles have been discovered, tested, and used in practical situations.
 By knowing some principles on how learning takes place, we will be guided on how to teach.
 Students are buoyed by a feeling of progress –
it feels easy.
 Then they start to realize that they are not
doing it correctly – they think they are going
backwards.
 When you persevere, they start to get it
correct and become competent.
 After a lot of practice it becomes the natural
thing to do.

LAWS OF LEARNING by Thorndike (1932)

LAW OF EFFECT
• Learning is strengthened when accompanied by a pleasant or satisfying feeling.
• Learning is weakened when associated with an unpleasant feeling.
• Learning takes place properly when it results in satisfaction and the learner derives pleasure out of
it.

LAW OF EXERCISE
 Things most often repeated are best remembered.
 Students do not learn complex tasks in a single session.

LAW OF READINESS
Individuals learn best when they are physically, mentally and emotionally ready to learn, and they do
not learn well if they see no reason for learning.

LAW OF PRIMACY
 Things learned impression. First create a strong.
 ‘’What is TAUGHT TIME’’. Must be RIGHT the FIRST?

LAW OF RECENCY
Things most recently learned are best remembered.

LAW OF INTENSITY
The more intense the material the more it is likely learned.