CHAPTER 8

CLASSROOM MANAGEMENT

Objectives:
1. Explain why classroom management is an integral part of teaching;
2. Expound the guiding principles in classroom management;
3. Discuss the implications of these principles to teaching;
4. Differentiate the various approaches in classroom management;
5. Identify the elements of classroom management;
6. Explain the aspects of management techniques;
7. Identify the established routine for efficient and effective learning.

What is classroom management?

Classroom management (CM)- administration or direction of activities with reference to

such problems as discipline, democratic techniques, use and cares of supplies and
reference materials, the physical features of the classrooms, general
housekeeping and the social relationships of the pupils.

Classroom management – includes the operation and control of activities such as seating,
attendance, use of instructional materials, classroom courtesies and discipline
require foresight and planning (Lardizabal, Bustos, Bucu & Tangco, 1991)

Classroom management refers to the operation and control of classroom activities; involves
the ability to maintain order and sustain pupil attention

What are the purposes of classroom management?

1. To minimize the occurrence of management problems
2. To increase the proportion of classroom time devoted to constructive and productive
activity

Why is classroom management an integral part of teaching?

 It helps the teacher establish an atmosphere which permits activities to be carried on
efficiently and economically.
 It ensures wise use of the teacher’s and the pupil’s time, efforts and energies.
 It spells careful use of the physical facilities of the school.

Guiding Principles in Classroom Management (James H. Stronge in his

“Qualities of Effective Teachers” 2002)

“Classroom Management is not teaching; it is a necessary condition to teaching”

1. Consistent, proactive discipline is the crux of effective classroom management

(“Prevention is better than cure”. Teacher should not wait for disciplinary problem to
crop up before taking any move.

Anticipate potential problems and nip them in the bud. Be consistent in manning the class,
apply at all times established rules and policies to all pupils/ students regardless of creed,
color, economic status, academic standing in class.
2. Establish routines for all daily tasks and needs.
(Routinized collection of assignments, passing of papers and preparation for
experiments saves as a lot of time and effort. Routine procedures give rise to orderly
learning environment and maximum and optimum use of precious time. Doyle says,
“ routinization makes classroom activities less vulnerable to breakdowns and
interruptions because students know the normal sequence of events and what is
expected of them”(Ornstein,p.96 cited by Salandanan & Corpuz 2007)
3. Orchestrate smooth transitions and continuity of momentum throughout the
day.
Teachers should keep in mind the smooth transitions and continuity of momentum
though out the day to ensure that every instructional moment is made use of wisely.
4. Strike a balance between variety and challenge in students’ activities.
Strike the golden mean between extremely easy and extremely difficult activities.
Utilize their multiple intelligences; match your teaching styles to their learning styles
5. As classroom manager, be aware of all actions and activities in the classroom.
We must have the eyes at our back. We should be keen enough to the things that
happened in the classroom. Likewise teachers heightened awareness of everything
that happened in the classroom is of crucial value. This technique is called with-it-
ness by Jacob Kounin.
Research findings point out that “effective classroom management skills include the
use of space and proximity or movement around the classroom for nearness to
trouble spots and to encourage attention” (Strong, 2002)
6. Resolve minor inattention and disruption before they become major
disruptions.
Respond to inappropriate behavior with genuine praise. A stitch on time saves nine.
Never wait until the class is out of control. Misdemeanor has a “ripple effect” if not
checked early. Conflagration begins with sparks. Put out the spark early enough to
avoid blaze.
7. Reinforce positive behavior.
Fortify positive behavior with genuine praise. Give praises according to merit. It is
the proper way of appreciating and recognizing hard work and good behavior.
8. Treat minor disturbance calmly (Ornstein, 1990 cited by Salandanan & Corpuz,
2007)
“Never make a mountain out of a mole”. If a stern look/gesture can kill the
inappropriate behavior so be it.

9. Work out a physical arrangement of chairs that facilitates an interactive

teaching – learning process.

(Come up with a physical arrangement that allows maximum interaction). Vary the chair
arrangement. Have a flexible seating arrangement where we can re-arrange seats or desk
to suit our learning needs and conditions.)

10.Make good use of every instructional moment.

Minimize discipline time to maximize instructional time.
APPROACHES TO CLASSROOM MANAGEMENT

1. Assertive Teachers specify rules of behavior and consequences of

approach disobeying them.
Teachers communicate rules and consequences clearly
Teachers hold students accountable for their actions
(students who disobey rules receive one warning and subject
to series of increasingly more serious sanctions)
 This technique assumes that firm classroom
management liberates students because it allows
them to develop their best traits, skills, and abilities
and provides them with psychological security in the
classroom and an effective learning environment
Suggestions for teachers applying assertive discipline
1. Clearly identify expectations
2. Take position(Say,” I like that or “ I don’t like that”
3. Use a firm tone of voice
4. Use eye contact, gestures and touches to supplement
verbal messages
5. Say no without guilt feelings
6. Give and receive compliments genuinely
7. Set limits on students and enforce them
8. Indicate consequences of behavior and why specific
action is necessary
9. Be calm and consistent: avoid emotion or threats
10. Follow through regularly
11. Persist; enforce minimum rules; don’t give up
12. Establish positive expectations for student behavior,
eliminate negative expectations about students
13. Gain confidence and skills in working with chronic
behavior
problems in the classroom
2. Business Developed by Evertson and Emmer
Academic Emphasizes on the organization and management of the
approach students as they engaged in the academic work.

It involves a high degree of “time on task” and “academic

engaged time” for students. (When students are working on
their tasks, there is a little opportunity for discipline problem
to arise). Teachers’ organizes students work, keep them on
tasks, monitors their work, give them feedback and holds
them accountable by providing rewards and penalties.
It is a no play and no frills approach “academic productivity
movement in education.

Task orientation- orderly accomplishments of academic work

Teachers establish and explain clearly to students work
assignment, features of work, standards to be met and
 procedures.
Clear Communication of Assignments and work
Requirements
 Instruction for assignment ( explain the assignment,
post assignments on the chalkboard or distribute
copies)
 Standards form, neatness and due dates( general
rules- type of paper, writing material to use, page
numbering system, form for headings)
 Procedures for absent students (establish routines for
makeup work, assign class helpers who will be
available at a particular time of the day, designate a
place where students can pick up and turn in make-up
work.
Monitoring student Work
 Monitoring group work( feed backing)
 Monitoring individual work(have students bring their
work to the teacher one at a time)
 Monitoring completion of work(Procedure for turning
in work must be established and enforced)
 Maintaining records of student work (teachers should
keep record of the student’s work-divide it into
several headings like project, quizzes, test workbook
assignment and etc.

3. Behavior It increases the occurrence of appropriate behavior through a

Modification system of rewards and reduces the likelihood of inappropriate
Approach behavior through punishments.
Basic Principles:
 Behavior is shaped by its consequences.
 Behavior is strengthened by immediate reinforcers
(positive-praise/rewards /negative- take away or stop
something that the student doesn’t like)
 Students respond better to positive reinforcers than
they do to punishment – can be used to reduce
inappropriate behavior, but sparingly.
 Student should be rewarded for appropriate or
adaptive behavior
 Constant reinforcement( reinforcement of behavior
every time it occurs produces the best results-
especially in conditioning situations/new learning
situations
The behavioral modification approach builds limits and
consequences into behavior and employs various rules,
rewards and punishments. Watsons and Skinner---behavior is
shape by the environment.
Modelling is a well known system utilized in various social
learning situations.
Models are effective in modifying behavior to the degree that
they capture attention, hold attention and are imitated.
Parents, teachers, and other adults, public figures and peers
are considered as effective models
 The best models are those that individuals can identify with
on the basis of one or more of the following traits: Physical
attractiveness, personality, competence, power and ability to
rewards imitators

4. Group Based on Jacob’s Kounin Research

Managerial Emphasizes on the importance of responding immediately to
approach group student behavior that might be undesirable in order to
prevent problems
(ripple effect) If a student misbehave and the teacher stop it
immediately –remains an isolated incident and does not
develop into a problem. Conversely, if it is not noticed, is
ignored /allowed to continue it becomes more serious and
chronic.
Kounin analyzes classroom activities for purposes of
management by dividing into categories- pupils behavior and
teacher management behavior.

Pupil behavior
1. Work involvement (time on tasks or academic
engaged time)
Teacher should keep the learners busy by giving them
tasks.(Less chance of boredom and discipline problem
arise)
2. Deviancy(misbehaviour to serious misbehavior)
Mild misbehavior(whispering, making faces, teasing,
passing notes,)
Serious misbehavior( violates school and social codes,
harmful behavior that interferes with others)
Teachers should never allow mild behavior generate
serious misbehavior.

Categories of teacher behavior

a. Desist techniques- teachers’ action to stop
misbehavior that depends two abilities
With-it-ness = ability to react on target and in a
timely fashion (communicating to students that one
knows what is happening) Kounin cited in Acero et.al
2000, one has eyes in the back of one’s head.
Overlapping behavior – teachers ability to handle
more than one matter at the same time (ex. Student
reciting and another student interrupting with a
question or comment.
b. Movement management- the organization of
behavior in transition from tasks to tasks within and
between lessons.
It is the technique of guiding students smoothly from
one activity to another, keeping the lessons and the
group moving by changing the pace/speed or using
variety when the need arises. It involves skills in
 routinizing housekeeping activities to provide more
time for instruction.
(Smoothness or shuddering/jerky)
1. Smoothness-calm flow of activities (uninterrupted
work periods and short fluid transitions made
automatically without interruptions.
Teachers should avoid superfluous announcements
and interruptions when the students are busy;
students’ finishes an activity before starting on the
next.
Never abruptly end or start the activity.
c. Jerking- disorderly flow of activities ( the result when
the teacher tries to do many things at once; teacher
does not make clear to students the procedures for
ending one task and changing to new one.
d. Momentum- keeping activities at an appropriate pace
( it is impeded/hindered if the teacher engages in over
dwelling or fragmentation
Over dwelling- giving direction beyond what are
necessary such as giving too many directions,
overemphasizing, nagging, and preaching.
Fragmentation-giving too much detail, breaking
things down into too many steps, duplication or
repeating activities( ex. Teacher call the students
to the desk to read one by one, when one student
read aloud while others listen

Houskeeping activities that need to be routinized

1. Seating arrangement
2. Entering and leaving the room
3. Taking class attendance
4. Using the blackboard and keep it clean after use
5. Passing, collecting, handling and putting away books,
materials and equipment
6. Collecting and distributing students’ papers.
e. Group focus- alerting (Kounin cited in Acero, Javier &
Castro 2000) by giving activities such as: creating
suspense, presenting new material, choosing reciters
randomly and selecting reciters.
It can also be done by using accountability (asking
students to hold up props, requiring the students to
perform and check their performance.
Work performance, smoothness and momentum are
enhanced by instructional techniques that facilitate
learning. Student satiation/tediousness/dreariness can
be avoided in three ways: a. providing a feeling of
progress, providing challenges, adding variety to the
lessons.
 Students engagement in lessons and activities is the
key to successful classroom management (Kounin as cited
in Acero et. al 2000)
Who is a successful teacher?
- Monitors student work in a systematic way
- Clearly defines acceptable and unacceptable behavior
- Exhibits with-it-ness and overlapping activities
- Has a clear sense of direction and sequence for tasks
- Can make smooth transitions from one activity to
another

5. Group Is based on changing the surface behavior of the students on

Guidance a group basis. Since teachers have few opportunities to work
approach with students on an individual basis, they must learn to work
with groups of students and to maintain group focus on the
content task of the group. Discipline and classroom control
are produced through the group atmosphere and enhanced
through the group rapport.
6. Acceptance Discipline is rooted in humanistic psychology and maintains
approach that every person has a prime need of acceptance. They want
to belong and to be liked by others who are important to
them more than they want to learn. This approach is also
based on the democratic model of teaching in which the
teacher provides leadership by establishing rules and
consequences, but at the same time allows students to
participate in decisions and to make choice.

MANAGEMENT OF TIME

“Time lost is irreversibly lost”

- Jose Rizal

Objectives:
1. Recognize the effective techniques that help maximize instructional time;
2. Elaborate these techniques;
3. Value the importance of time management.

To maximize instructional time:

 Work for smooth transitions
 Allow for no idle, time by using fillers
 Remain involved with the students throughout the period
 Use a common place to keep materials
 Follow a consistent schedule and maintain the procedures and routines established
at the beginning of the year.
 Handle administrative tasks quickly and efficiently
 Prepare materials in advance
 Limit disruptions and interruptions ( Stronge, 2002)
For quality output within an allotted time, here are some suggestions
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 time for every activity.
Quality may suffer.
4. Anticipate difficulties or failures to be able to pursue alternative actions.
5. Be flexible with time assignments
6. Set the example by showing that you are time conscious.

Management Techniques

Aspects of classroom management Techniques

Setting > Clear all identified traffic routes
> Frequently used materials should be
kept in readily accessible place
> Establish rules for every learning
station in the room
> Arrange pieces of furniture that
facilitate easy movement, overall
monitoring visibility and accessibility.
> Make explicit all procedures for
getting, using and returning materials

Instruction  Maintaining effective flow pacing,

momentum and transition from
one topic to another.
 Observe effective techniques of
questioning to maintain group
alertness
 Promote cooperation and
cohesiveness by holding students
accountable for classroom
incidents
 Ensure satisfaction and sense of
progress and mastery through
adjusting tasks and requirement
to student’s capability level
Conduct  Prepare a “wish list” of desired
behaviors
 State rules as desired behaviors
 Model and teach the rules
 Display rules publicly
 Apply disciplinary procedures
consistently to all pupils
 Link disciplinary procedures to
student’s inappropriate behaviors
 Rewards for appropriate behavior
 should be appealing to the
students
 Explicitly state and consistently
apply punishments
 Check the deterrent value of
penalties
 Provide parents copies of school
rules and their consequences for
violations.
 Enlist participation of the principal
and colleagues in the formulation
and administration of school rules
and in determining their positive
and negative consequences
 Establish a conduct code
 Employ low- profile classroom
control
Routine  Identify daily activities that can be
routinized to save time and effort
 Inform students why routines are
established
Climate  Respect and value students as
human beings
 Enforce freedom within
reasonable limits.
 Stress group cooperation and
cohesiveness’ over competition
 Maintain an atmosphere of
“Freeing” rather than control

Relationship  Make every student in the class

feel he/she is valued
 Be direct and honest with
students and encourage them to
do the same
 Develop a sense of independence
 Be personally involved rather than
alienated.
 Employ corrective measures
without sarcasm and ridicule
 Employ communication that
safeguards self-esteem and
convey respect.
 Assist every student in building
confidence

DISCIPLINE
Self- discipline connotes internal motivation for one’s behavior, the internalization
of domestic ideals and is most evident when external regulations of behavior are
absent.
George Bear

Objectives:

1. Identify the causes of discipline problems;

2. Generate ways on how discipline problems can be prevented;
3. Explain the various modes of establishing classroom discipline;
4. State the ways on how to become a good disciplinarian;
5. Give details on the acceptable and unacceptable ways of dealing with disciplinary
problems.

Discipline- any means adopted by the teacher for the orderly behavior of the learners.
-refers to proper conduct of the students in the classroom

To achieve good management teachers should not only look into the care of routine factors
but also he has to maintain good discipline in his class.

Discipline to be effective should be vital, meaningful, and sympathetic. The students should
know why he is called upon to conform to certain rules and regulations. It is important that
the advantage of proper conduct in the society should be made clear to him/her. Moreover,
he should realize that developing of desirable habits will be of value in his future life.

Some causes of disciplinary problems:

 Unfavorable learning conditions

Classroom not conducive to Effects

learning
1. Poor lighting facilities and Attention and interest is difficult to
inadequate ventilation sustain
2. Furniture and cabinets Collection and retrieval of tools
disorderly positioned would be less efficient
3. Inappropriate seating Distractions can easily occur
arrangement
4. Near to sources of noise Obstruct understanding of the
lesson
 Teacher’s poor management skills
-Teachers’ lack of adequate knowledge and skills in handling occurrences of
misbehavior
-Teacher’s lack ability to meet challenging situations

 Students’ varied background

-Individual characteristics= interests, attitudes and abilities
These could be traced from their family background, physical and mental
capacities, and emotional traits. With varied abilities they may greatly differ in
expressing self-control, patience and temper when challenged. Their
relationships with one another can bring about either positive or negative
 interactions as they study and work together; hence, it would be best that
they know each other well for a warm climate in the classroom.

Teacher’s way of dealing with the students may be wanting in developing a

congenial and harmonious relationship, one that is brought about by a
pleasing and gracious attitude. However, some possesses distinctive
temperaments that can either attract or distract students’ attention that can
lead to truce of behavior.

How to prevent Disciplinary Problems:

1. Employ more group oriented methodologies

 Cooperative learning approach, team learning, peer tutoring, group projects
and collections can help promote group cooperation and share group
responsibility in all classroom undertakings; thus, eliminating sources of
potential problems.
2. Use varied teaching techniques
3. Develop patience, compassion, genuine respect and care for your students
 Calm and composed reaction in the midst of untoward behavior can ensure an
acceptable solution.
 A compassionate teacher understands and feels sympathetic towards
students’ struggles and sufferings.
 A warm and respectable relationship with students through sincere and
straightforward communications can demonstrate trust and credibility.
 Recognize and appreciate their progress and improvement.
 A caring attitude can be modeled and the students will feel confident, secure
and upright in return.
 Treat them all equally well.

Various Modes of Establishing Discipline/ Classroom Control:

1. Discipline is the student’s responsibility. The students participate in

formulating rules for their own behavior and they are expected to observe them.
They should be ready for the consequences if they misbehaved.
2. Discipline is the teacher’s exclusive responsibility. Teachers should see to it
that team of learners work and study together for a common goal. Teachers have
the right to insist on proper behavior. They announce the rules that students are
expected to follow. Good behavior is rewarded and bad is dealt with accordingly.
3. Discipline is coupled with effective teaching strategies and techniques
A well-planned learning activity will go on smoothly with less interruption.
4. Discipline is achieved through the effects of group dynamics on behavior.
Individual behavior affects the group; likewise, the group expectations with the
individual behavior.

Some tips that could make a teacher a good disciplinarian:

1. Be prepared to face a class with multi-behavior tendencies

2. Know your students well ( names, family composition and socio-economic status)
3. Show your sincere concern for their welfare (Develop among them self-control
and self-discipline; as they grow they will be more responsible for their own
behavior.)
 4. Commendable behavior is reciprocal (Your winsome manners and positive
attitude will be watched and duplicated in return.)
5. Be calm, poised and tactful in solving discipline problems.
(Refrain from unkind words and harsh punishment.)
6. At all times be firm and consistent in following classroom dos’ and don’ts.
(Students will likely test your patience and try how far they can go.)
7. Be enthusiastic and the students will match your enthusiasm instead of
being drawn to trouble
8. Have a good sense of humor (Laugh with your students and sometimes at
yourself. It will reduce tension from all.)
9. Have a well-modulated voice.
10.Be humble in words and action

Effective Ways of Dealing with Discipline Problems:

1. Use verbal reinforces that encourage good behavior and discourage bad tendencies.
2. Use non-verbal gestures, frown or a hard look to dissuade them from mischiefs.
3. Dialogues can help in discovering problems and agreeing on mutually beneficial
solutions
4. Focus attention on one who is unruly and is about to disturb the neighbors. Lead
him/her to a secluded area and nicely convince him/her to be quiet.
5. Award merits for good behavior and demerits for inconsistencies and lapses.
6. A private one-on one brief conference can lead to a better understanding of mistakes
that need to be remedied or improved.
7. Give students the freedom to express or explain agitated feelings and misgivings
rather than censure them right away.

Unacceptable and ineffective Ways of Dealing with Discipline Problems

1. Scolding and harsh words as reprimand will have a negative effect on the entire
class.
2. Nagging and faultfinding, together with long sermons are repugnant/disgusting and
nasty.
3. Keeping the student in a “detention area” during or after classes as penalty for
misbehavior is a waste of time.
4. Assignment of additional homework compared to the rest can make them dislike the
subject.
5. Use of ridicule or sarcasm could humiliate and embarrass a formentor.
6. Grades for academic achievement should not be affected due to misdemeanor.

Techniques in Building Good Discipline:

a. Demonstration. Students know exactly what is expected. In addition to
having expected behavior explained to them, they see and hear it.
b. Attention. Students focus their attention on what is being depicted or
explained. The degree of attention correlates with the characteristics of the
model (teacher) and characteristics of the students.
c. Practice. Students are given opportunities to practice the appropriate
behavior.
d. Corrective feedback. Students receive frequent specific, and immediate
behavior is suppressed and corrected.
 e. Application. Students are able to apply their learning in classroom activities
(role playing, modeling activities) and other real – life situations.

Strategies for Managing Problem Students:

a. Accept students as they are, but build on and accentuate their positive
qualities.
b. Be yourself. Students’ can recognizes phoniness and take offense at such
deceit.
c. Be confident. Take charge of the situation, and don’t give up in front of the
students..
d. Provide structure, since many of these students lack inner control and are
restless and impulsive.
e. Explain your rules and routines so students understand them. Be sure your
explanations are brief; otherwise you lose your effectiveness and you appear
to be defensive or preaching.
f. Communicate positive expectations that you expect the students to learn and
you require academic work.
g. Rely on motivation and not on your prowess to maintain order; and
interesting lesson can keep the students on task.
h. Be a firm friend, but maintain a psychological and physical distance so our
students know you are still the teacher.
i. Keep calm, and keep your students calm, especially when conditions become
tense or upsetting. It may be necessary o delay action until after class when
emotions have the emotions have been reduced.
j. Size up the situation and be aware of under currents of behavior, since these
students are sizing you up and know manipulators of their environment.
k. Anticipate behavior, being able to judge what will happen if you or a student’s
decide on a course of action may allow you to curtail many problems.
l. Expect, but don’t accept, misbehavior. Learn to cope with misbehavior, but
don’t get or feel inadequate about it.

A. Punishment
Guidelines for using punishments
1. Don’t threaten the impossible. Make sure the punishment can be carried out.
2. Don’t punish when you are at loss for what else to do in an emotional state. The
quiet, cool approach is more effective than the angry emotional approach
3. Don’t assign extra homework as well as the subject.
4. Be sure the punishment follows the offense as soon as possible. Don’t impose
punishment two days after the student misbehaves.
5. Don’t overact to mild behavior or underplay or ignore serious misbehavior.
6. Be consistent with punishment. If you punish one student for something, don’t
ignore it when another student does the same thing. However, students and
circumstances differ, and there should be room for modification.
7. Don’t use double standards when punishing. You should treat both sexes the
same way and low achieving students the same way.
 8. Give the students the benefit of doubt. Before accusing or punishing someone,
make sure you have the facts right.
9. Don’t hold grudges. Once you punish the student, put the incident behind you
and try to start with a clean slate.
10. Don’t personalize the situation. React to misbehavior, not to the student.
11. Document all serious incidents. This is especially important if the behavior
involves sending the student out of the room or possible suspension.
B. Preventive Discipline
 Refers to establishing control systems in the classroom and avoiding the
breakdown of controls.
 Involves a series of strategies to modify the surface behavior of the students
so they are engaged in appropriate classroom tasks.
 Also involves preventing students from getting out of control by reacting to
small, manageable incidents before they become big and unmanageable.

Activity
Direction: Classify the different ways of dealing with disciplinary problems given in
this chapter under the five categories of disciplinary intervention given below.

Here are five effective disciplinary interventions backed up by research:

Teacher reaction Includes verbal and physical behaviors of

teachers that indicate to students that
their behavior is appropriate or
inappropriate

Tangible recognition Includes those strategies in which

students are provided with some symbol
or token for appropriate behavior. These
tokens can be used to recognize or
reward appropriate behavior.

Direct Cost Interventions that involve a direct and

concrete consequences for inappropriate
student behavior; isolation time

Group Contingency Group of students meets the behavioral

criterion to earn credit; e.g. raised hands
before speaking out for an entire class
period.

Home Contingency Making parents aware of the positive and

negative behaviors of their children by
way of a note, phone call or a visit.
 ESTABLISHING CLASSROOM ROUTINE

“Routines are the groundwork for a well- orchestrated classroom”.

Objective
Describe what routine can be established for an efficient and effective teaching-
learning process.

Some routines can be of great help:

1. Beginning and ending the class period

2. Transitions
3. Getting/ distributions of materials and equipment
4. Group work
5. Seatwork and teacher-led activities.

Prof Castro’s Vignette (Marzano,2003 cited by Corpuz and Salandanan, 2007)

 Students are organized with specific roles assigned in rotating basis.
 If in case there is conflict the organizer or the one assigned asks the
teachers assistance.
Transitions
Instructional interruptions are within the teacher’s control. It could be anticipated or
unanticipated.

Anticipated interruptions are:

 Beginning of an instructional episode
 Between instructional episode
 After an instructional episode
 Equipment set up and take down
 Material distribution and collection
 From teacher to student centered activity
 Beginning/end of class or school day

Solving Pre- Lesson Transition

Orlich, et.al (1994 cited by Corpuz and Salandanan, 2007)
 Delegate administrative tasks
 Routinized attendance taking, materials distribution and homework collection.
 Use the first and last few minutes of the class to encourage critical and creative
thinking activities.
Sample Routine for the first five minutes of the class
 Problem of the day
 Brain teaser
 Word of the day
 React to a quotation
 Respond to a newspaper editorial
 Conundrum (riddle, puzzle, poser, challenge, question)

Solving Transition during the Lesson

 Supplementary exercises for the fast workers

 Get the fast learners to tutor students in need of help
  Ask the fast learners to assist you in administering tasks like preparing for the next
learning episode.

Solving Post- Lesson transition

 Observe routinized dismissal procedure
 Remind the students to pause after the bell rings to make sure that everything is
fixed.
 Remind them to wait for the magic word” thank you and have a great day”.

Unanticipated Transitions
 Prepare your class for eventualities
 Take time to explain your expectations for dealing with unanticipated
interruptions at the beginning of the year/semester.

 Use of materials and equipment (make your rules and procedures explicit on
the distribution of materials, storage of common materials, teachers desks
and storage areas, the use of the different equipment and facilities).
 Assigned students to distribute, collect materials (materials captain)
 Label the shelves, cabinets and other storage

 Group Work
Marzano,2003 cited by Corpuz and Salandanan said that ,group work like cooperative
learning has a positive impact on student achievement, interpersonal relationships and
attitude about learning.

Rules and procedures on group work

 Movement in and out of the group
 Expected behaviors of students in the group
 Expected behaviors of students not in the group
 Group communication with the teacher

Seatwork and Teacher- led Activities

 Student attention during presentations
 Student participation
 Talking among students
 Obtaining help
 Behavior when work has been completed

Effective signals
 54321 countdown
5----freeze
4----quiet
3----eyes on the teacher
2----hands free
1---listen for instruction

 Raise hand if you want to participate

 To obtain teacher’s attention

One finger----- sharpen my pencil
Two fingers---- I need a tissue
Three----------- I need your help
Teacher’s hand signal means
 Freeze (stop what you are doing)
 Gently top on your neighbor’s arm to get his her attention to freeze
 Face the teacher and listen to instruction

“Routines are the groundwork for a well –orchestrated classroom”. The

establishments of routines help maximize time for instruction. Routines can be
established to begin and end lessons, to make transition smooth, to distribute and
collect instructional materials to conduct group work, seatwork and other teacher-
led activities.

Activity

 Observe a class and find out how the teacher gets the attention of her students.
You might find the class in a situation when the interest and concentration is at its
peak. Time limit is due. Suppose you are the teacher, would you allow them to
continue? Why or why not?

EFFECTIVE INSTRUCTIONAL TECHNIQUES

Objectives:
1. Define motivation.
2. Differentiate the types of motivation.
3. Recognize the effective motivational strategies.
4. State the questioning and effective reacting techniques.
5. Explain the guiding principles in the use of homework.

Introduction

Motivation, questioning and reacting techniques and homework are effective

instructional techniques. Teachers should plan and carry out their lessons to get better
result. Since learning is an active process, the amount and quality of earning takes place
ultimately depends on the learner. The learner’s interest and perseverance to learn is
determined to a very great extent of teacher’s level of motivation.
The learner’s level of motivation is influenced by the teacher’s ways of teaching
which includes questioning and reacting techniques.
Homework strengthens neural connections especially if it is done in accordance to its
purpose, it has an integrative, applicative and preparatory functions.

MOTIVATION

“Only the curious will learn and only the resolute overcome the obstacles to
learning”

Motivation ---- is a driving force that impels one to react.

---- inner urge that moves a person
---- organizes, directs and strengthens behavior that ultimately leads to
higher achievement in the classroom.
---- makes the learner get interested in learning and keeps the learner
engage in learning

Kinds of Motivation

1. Intrinsic
 Originate from the student’s inner selves or from factors inherent in
the task being performed.
e.g. students may engage in learning activity because they enjoy the
activity or they are convince that what they learn is important or is the
right thing to do.
 Greatly influenced by the innate values and attitudes

2. Extrinsic Motivation
 Originates from the student’s learning environment or from factors
external to the students and unrelated to the task at hand.

e.g. trophy for the first placer, trip to Disneyland for a year –end
grade, certificate for a well-behaved and medal for winning the
debate.

Motivational Strategies

-Have something to do with teaching interactive teaching strategies and teacher’s

pleasing personality.
 Employ a variety of teaching strategies
 Narrate a short story or recite poem which is related to the lesson.
 Remember the kind of motivation that would work for every group of
students.
 Have a good sense of humor because it illicit positive reactions.
 Pleasing personality always wins positive interactions.
 Plan lessons that will arouse their curiosity.
 Lessons that will keep everyone moving to get chance at wheel.
 Introduce an educational game related to the lessons
 Use teaching strategies that have high motivating power like role playing,
simulation, drama presentation and musical show.
 Use film showing, slide presentations, television broadcasts learning
devices will keep the learners’ highly attentive and concentrated
Teachers who are enthusiastic, energetic and “happily- charge” are likely joined by equally
energized and joyful students throughout the years.

Activity
1. Discuss and answer the questions: How do feelings of self-efficacy affect one’s level
of motivation?
2. A teacher can be a motivator or a de-motivator. Do you agree? Explain your answer.
 EFFECTIVE QUESTIONING and REACTING TECHNIQUES

“Children go to school as question marks and leave a school as

periods”
-Neil Postman-

Objectives:
1. Enumerate and explain the characteristics of a good question;
2. Explain the principles that must be observed in the art of questioning;
3. Construct good questions that develop the HOTS of the students;
4. Work harmoniously and cooperatively.

Required Activities
 Library research on the types of questions and characteristics of good questions.
 Classroom discussion on the types; characteristics, uses of questions
 Classroom discussion on questioning techniques and techniques in handling students’
questions.
 Classroom observation with the help of an observation guide.
 Post classroom observation.

Introduction

Question is one among the teaching tools conveniently placed in the hands of
a teacher (Lardizabal,et.al cited in Acero,Javier&Castro,2000). Asking questions will
help your pupils/students develop their critical and creative thinking skills. However,
too many teachers either use it carelessly or fail to see its possibilities for effective
learning. Even with the teaching formula of “assign, study, recite, test,” the
traditional classroom at all levels was dominated by activities of the question and
answer type (Acero, et.al, 2000).
Although the traditional teaching formula has fallen into disrepute in current
educational practices, questioning still remains an indispensable part of good
teaching.
Acero,2000 stated that there are some who said that the effectiveness of a
teacher can be gauge by his ability to ask good questions.
Thus, skilful questioning involves knowledge of the various uses of questions,
characteristics of a good question, the techniques of questioning, and the techniques
of handling students’ responses and questions.

The kind of questions we ask determines the level of thinking we develop. Low level
questions demand low level responses. They require simple recall or memory type of
answers. High level questions call for higher order thinking ability.
“Why” and “how” questions require analysis of observations.

Uses of Questions
1. Stimulate pupils to think (questions that help pupils to think about facts in a
meaningful and interrelated way.
 Example: Would you go for poll computerization this national election? Why?
2. Motivate learners (it make pupils enthusiastically learn new topics)
Example: Can you imagine what would be the adverse effect of the
recession to the economic situation?
Have you ever wondered how the planets revolve around the sun?
Can you imagine what else can the depreciated peso buy nowadays?
If you were the doctor, would you do to help the barrio folks understand the need for
cleanliness of surroundings?
3. To diagnose pupils difficulties.(Q’s are helpful for the students to determine
the difficulties of students in any lesson. Thus, by using wide range of question
types the teacher will be able to obtain a valid appraisal of the pupils’ specific
weaknesses, indicating what remains to be done to help the pupils.
For instance diagnosing the difficulties of students in the use of the present tense,
third person, singular number, the ff. questions can be asked.
What is referred to as the S form of the verb?
What form of the verb is required by a plural subject in the third person?
4. To discover pupils’ interest
Ex.List down some of your favorite hobbies.
What would you prefer , playing games in the net or watching movies?
Why?
5. To develop the ability to organize and evaluate materials or experiences.
( Through questions, teachers can lead the pupils to evaluate carefully the values
or merits of the data gathered and to realize their relative significance)
Ex.Do you think parents are to blame for their children’s
mistakes?
Was the King right in abdicating his throne in favorof his cousin?
Take note that questions can be utilized further to help the pupils organize the
data evaluated into a form that makes for larger generalizations. The teacher can
formulate questions that will lead pupils to see relationships upon broader
interpretations and conclusion. Why do people pay taxes?
 What do people get in return for paying taxes?
 Why do some people avoid paying taxes?
 How does the BIR ensure effective collection of taxes?
6. To aid pupils to relate pertinent experiences to the lesson.
Children have varying experiences which may have important bearing in the
understanding of a given lesson. To supplement and clarify certain difficult
points in a lesson, teachers can draw upon the experiences of the children
through the use of questions. For instance, teaching about the different kinds of
clouds the teacher may ask:

Have you ever enjoyed watching the clouds on a bright sunny day? What did you
observe? What happens to these clouds when it about to rain?

Types of Questions (Ornstein1992 cited in Acero et.al, 2000)

1. According to the thinking process involved:

a. low- level questions (memory and simple recall of information) Ex. Define
energy. State the law of inertia.
b. High level questions (deal with facts and abstract thinking). It calls for a
respondent to analyse, evaluate and solve problems. These questions are more
stimulating and challenging and in many instance no right or wrong answers.
Ex.What is the relationship between the distance of the planet and its period
of revolution?
 What are the implications of utilizing instructional technology to effective
t0065aching-learning process? ; How did the conflict between the rebels and the
government forces solved?

2. According to type of answer required

Convergent questions Convergent questions – require a single predictable answer.

Examples are those that call for defining, stating, interpreting and summarizing.
Divergent questions – they require respondents to think in “different directions” to think
of alternative actions or to arrive at own decision.
-encourage reasoning and provide supporting examples and evidence associated with high
level thinking and encourage creative thinking and discovery learning.
There are several possible answers. Example: Why are you voting for him? What will
happen if you leave it under sunlight for a week?
Why do teachers use hots questions in teaching mathematics?
How did the Philippines attain its independence from the Spaniards?
What will happen if the Bill of Magna Carta of students will be signed into law?

3.According to the questions during open discussions

a. Eliciting questions-are questions use to encourage an initial response

b. Diagnostic questions
These questions are asked to find out what pupils or students know and what they
do not know about a certain lesson or whether they studied lessons or not, their strengths,
weaknesses, habits , interests, needs, etc are discussed.
E.g.Who among you use discovery method and inquiry teaching in delivering lessons?
How do you compare these two methods of teaching?
c. Probing questions- use to extend or clarify ideas (gets to the bottom of things)
d. Closure seeking- used to help students to formulate conclusion, solutions or plans for
investigating problems

Different Levels and Types of questions

1. Exploratory questions probe facts and basic knowledge

e.g. What research evidence support the theory of a cancer-prone personality?
2.Challenge questions examine assumptions, conclusions and
interpretations.
e.g. How else might we account for the findings of this experiment?

3.Relational questions- asks for the comparisons of themes, ideas or issues

e.g. What strong evidence against Manero did the supreme court use in
deciding her guilt?
Why did the King change his feelings at the end of the story?
4.Action questions call for conclusions or action
e.g.In response to Gancayco findings and recommendations, what should
President Ramos do?
5.Extension questions- expand the discussion
E.g. How does this relate to what we have previously discussed?
6.Hypothetical questions- pose a change in the facts or issue
e.g. Suppose Roland had been rich instead of poor, would the outcome have
been the same?
 FOUR DIMENSIONS OF QUESTION (Arabit et. al (1993)
1. Literal comprehension questions (require understanding which usually begins with
who, what, when and where)
2. Interpretation Questions (require students to interpret lines because the facts are
not directly mentioned about the idea that is being referred to.
Ex.What good are meatless Friday to people?
3. Critical Evaluation questions (require understanding and grasping fully the authors
ideas including supplementary meaning like asking how and why.
Ex.Do you like the ending of the story? Why?
How do you achieve your goals in life?
4.Application question and Integration
require judging the worth of ideas and effectiveness of presentation
ex. What would you consider as good qualities of the Filipino families? Explain.
Describe the real you. What are your values? How can you strengthen values?

Types of questions according to purpose

1. For Assessing cognition- used to determine one’s knowledge in understanding. It
promotes high level thinking. Ex. Why is sounds heard louder when underwater than
out of it?
2. For Verification- determines the exactness or accuracy of the results of an activity
or performance.
Ex.Why lightning seen before thunder is heard?
3. For Creative thinking- proves into one’s originality. Ex. How can you demonstrate
soil-less gardening?
4. For Evaluating-elicits response that include judgments, value and choice. It asks
personal opinions about an event, a policy or a person. Ex. Was your teacher’s
demonstration well-done?
5. For Productive thinking- includes cognitive reasoning. It analyses facts,
recognizes patterns or trends and involves memory and recall. Ex. How can we
apply the law of Conservation?
6. For Motivating – it attempts to put students in the right mood. Ex. Would you like
to know how your favorite flower can remain fresh longer?
7. For instructing- question asks for useful information. It directs guides and advice
on what and how to do an activity. Ex. What are the steps in performing an
experiment?

QUESTIONING TECHNIQUES

Effective questioning techniques:

1. Varying type of questions.
2. Asking non-directed question – pose the question first, then call on a student
to answer. Direct the question to all.
3. Calling on non-volunteers.
4. Rephrasing – if you sense that the question is not understood, simplify it or ask
it in another way.
5. Sequencing logically – it is asking related questions from simple to complex
one after another.
6. Requiring abstract thinking – this means going beyond simple recall
questions.
7. Asking open-ended questions – this means asking divergent questions to
develop higher order thinking skills.
 8. Allowing for sufficient wait time – this is the time when the teacher waits for
an answer. A number of things to consider: a.) level of difficulty, b.) the type of
response required, c.) background knowledge of respondent, d.) the intellectual
ability of the respondent.
-Providing sufficient wait time can achieve the following:
a. Motivate slow thinking students to respond
b. Improves the quality of the responses made
c. Decreases the amount of guessing or wrong inferences
d. Increases the number of correct responses
e. Leads the teacher to vary his questions
f. Provides time for the teacher to evaluate the answers given
g. Encourages the students to ask their own questions; give them ample time to
think about the answer.
9. Involving as many as possible – distribute your questions to as many
students. Widen participation.
10. Directing (Ask the questions then call a student’s name)
-Avoid fixed predictable order when calling the students’ names.
-Call on non-volunteers who manifest signs that they know the answers.
-Do not embarrass students because of their inability to answer the question.
11. Redirecting ( Ask the questions, call a student to answer, and call again
another student to correct, elaborate, or extend previous answers.)
-Use redirecting questions for high achieving students
12. Probing (Ask the question again if a student fails to answer, rephrase or
simplify but stay on with the same student.)
-Use probing for low achieving students
-Staying with the same students, ask follow -up questions to clarify, rephrase
the questions or ask related questions and restate the student’s ideas.
-Avoid cross examination when probing. Start with a series of easier questions
leading toward the answer
-If the student responds correctly, follow the related questions. Never overdo
probing.

How to Improve Questioning Techniques (SEAMEO INNOTECH cited by Corpuz

and Salandanan, 2007)

1. Know your own style of questioning

2. Request a colleague to critique your own style as to the kind of questions;
amount of wait- time provided; type of responses required and what
questions will be avoided.
3. Increase your own breadth of type of questions.
4. Consider the individual abilities and interest of the students
Select the brighter one to answer the high level questions
Approving nod, a smile or a praise for answer given will encourage them to volunteer
ideas.
Experiencing success in giving correct answers promotes a feeling of confidence
among students.
5. Spend time reflecting on the type of questions you ask.

How to encourage questions from the students:

1. The teacher’s questioning technique is the key in encouraging the students in asking
relevant and high level questions.
2. Attend to their questions.
3. Praise the correctly formulated questions.
 4. Allot an appropriate time slot for open questioning.

Techniques in Handling Pupil’s Response

1. Providing feedback on the correctness or incorrectness of a response

1.1 Be tactful in providing corrective feedback;

1.2 Give a hint or break down the question if necessary, to guide the learner to the
correct response;
1.3 Explain the correct answer when the students cannot arrive at it;
1.4 Initially ask easy questions to enhance the students self-confidence and
encourage active participation from everyone.

2. Giving appropriate praise to high quality responses

2.1 Match praise to the level of difficulty of the question answered or to the quality
of the response given
2.2 Vary acceptance reactions (99 ways of saying “okay”)
2.3 Remember that apprehensive learners needs more praise than the confident
one.

3. Making follow-up questions

In making follow up questions:
3.1 Remember that follow up questions should logically relate to the preceding
questions and or the learner’s response.
3.2 Follow up questions should be characteristically developmental and directed
towards a better/deeper understanding of the topic being discussed.
3.3 Clearly-stated, short follow up questions elicit better responses from the
students.

4. Redirecting questions
4.1. Certain questions deserve to be answered by more than one learner. Take
advantage of this opportunity to promote creative or divergent thinking
4.2 Some students need a re-formulation of the questions for better
understanding. Be sensitive and accommodating to such need.

5. Following up a student’s response with related questions

In explaining the question/answer:
5.1 Slowly repeating or replacing certain words in a question maybe the way to
enable a student to give the correct answer
5.2 Students need to understand better an accepted response to a question.
5.3 The students can feel the teacher’s interest in them when their needs can feel
the teacher’s interest in them when their needs communicated directly or
through non-verbal behavior are accommodated.

6. Re-phrasing the seemingly unclear question

6.1 Rephrase unclear questions by using terms or idioms familiar to the student.
6.2 Avoid long and complicated sentence structures in asking questions.
 7. Showing non-verbal encouragement
7.1 Cultivate the habit of conveying positive meanings through your body
language like facial expressions; communicate a message of encouragement
to students.
7.2 Eye to eye contact, a smiling face, and an encouraging hand gesture remove
fear of embarrassment from the students

8. Encouraging learners to asks questions

8.2 Watch out for students who seem to have problems about certain responses.
Encourage them to bring out their questions.
8.3Create a communication climate which encourages pupils to provide additional
information or give comments that can add to understanding.

Techniques in Handling Student Questions: (Corpuz and Salandanan, 2007)

1. Student questions should be welcomed by the teacher.
2. A teacher should not answer a student question right away. S/he should first turn
over the question to the class for other students to answer and probably discuss.
3. Discrimination of student question should not be allowed.
4. A teacher should require students to frame grammatically correct questions.

Activity Questions

1. Prepare 3 convergent and divergent questions about a political issue. What

are the advantages of asking questions classified as such?
2. Observe a class. Observe the teacher’s questioning and reacting techniques.
Use the table provided. Share your observation in class.

Directions: Tick the strategy(ies) used to draw out a response to the question.

Questioning Strategy Questions

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
1. Rephrasing
2. Sequencing
logically
3. Requiring abstract
thinking
4. Asking open-
ended questions
5. Varying type of
question
6. Asking non-
directed question
7. Calling on non-
volunteers
8. Allowing for wait
time
9. Assessing student
comprehension
10. Involving as many
 as possible.
Source: SEAMEO INNOTECH 1994(The Interactive Instruction Aeries for teacher Education p. 28)

Reacting Behavior Tally of Use Frequency

Providing acceptance/ Corrective
feedback
Giving appropriate praise
Repeating/ Explaining the answer
Rephrasing the question
Asking follow-up questions
Redirecting question to other pupils
Soliciting students’ questions
Encouraging through non-verbal
behaviour
Criticizing/responding to students
or his/her answer
Scolding for misbehavior or not
listening
Reacting Techniques used by Teachers

Others,
Pls. specify
Length of Lesson: __________________ minute
Time started:_____________ ended:_________

________________________
Observer

Source: SEAMEO INNOTECH 1994(The Interactive Instruction Aeries for teacher Education p. 28)

HOMEWORK

“Homework is an extension of the classroom”

Objectives:
1. Explain the functions of homework;
2. Elaborate the guiding principles in the use of homework;
3. Practice cooperation in doing the tasks.

Introduction

Students, for one reason or another, are not always happy with homework.
But when done properly, homework leads to mastery of learning. What are the purposes for
which they are given achieved.

Functions of Homework
 It is extended practice.
 It is advance preparation for the next lesson
 Helps cultivate good study habits.
 It is an assessment tool

Research has proven that for every 30 minutes of “additional homework” a students does
per night, his or her overall grade point average (GPA) increases about half point. This
means that if a student with a GPA of 2.00 increases the amount of homework she does by
30 minutes per night, her GPA will rise to 1.5. (Keith. T. Z., 1982)

Guiding Principles in the Use of Homework

 It is differentiated in terms of level and purpose.

 Enhances the facilitative role of parents.
 Observe school policy on homework.
 Has a relevant purpose understood by all.
 It is evaluated and commented on.
 Comments are feed back to the learners and parents.
 During PTCA meetings share tips on how to make homework time successful such as
the following:
- Designate a well-lit space for homework.
- Establish time to do the work or use the calendar to plan when the
work can be done if schedules vary.
- Ask students specifics about the school day and what needs to be done
each night.
- Tell them the numerous benefits of homework and provide statements
that parents can use with their child.
- Assure parents that you want to hear if the students need a lot of
coaching from parents. (James H. Stronge, 2002)