MIDTERM
MISLANG, SARAH V.
BSED II – MAJOR IN ENGLISH
THE TEACHING PROFESSION
ACTIVITY 1
VISION OF THE 21st CENTURY SCHOOL
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.
CLASSROOM MANAGEMENT TECHNIQUES
A. MANAGEMENT OF INSTRUCTION
B. MANAGEMENT OF DISCIPLINE
C. MANAGEMENT OF RELATIONSHIP
D. MANAGEMENT OF PHYSICAL
ENVIRONMENT
PROCEDURES/ACTIVITIES
1. Diagnosing student’s needs and abilities,
imparts to the teacher the necessity of
discovering the needs, interest, and
capabilities of his/her students.
2. Effective teaching enhances the teacher’s
instructional competence and helps prevents
classroom management problems.
3. Preparing the setting for learning and
selecting instructional strategies. Once the
objectives have been established, the teacher
has to decide on the technique that will help
the students achieve the goals.
1. Set the classroom rules at the start of the
year.
2. Remain neutral during conflicts.
3. Search for the root cause of the
misbehavior.
1. Build positive relationships with students
and parents starting with the first day of
school. Let students get to know you and
each other by preparing fun icebreakers or
exchanging letters. Consider sending a letter
home to parents or calling each home to
establish those relationships right away.
2. You may be tempted to jump right into
content when the school year starts, but
taking the time to build relationships will pay
off later. You'll create individual relationships
that last and a community for your students.
3. Your fellow faculty and staff are your
greatest resource. Reach out to the teachers
next door or the thousands of teachers on
Twitter. There will be someone out there
who not only has an answer to your question,
but wants to connect and join your
professional circle.
1. Before students can succeed academically,
they must feel safe, both physically and
mentally.
2. Students must feel connected to teachers,
staff, and other students. Schools can nurture
 these connections by focusing on students’
social and emotional learning.
3. Students must feel supported by all those
connected to their learning experience. This
includes teachers, classmates,
administrators, family, and community
members. These parties should share an
understanding of what positive school
climate at the school and classroom looks like
so they can work together toward this
common goal.

E. MANAGEMENT OF TIME 1. Prioritize tasks based on importance and

urgency. Look at your daily tasks and
determine which are: important and urgent,
important but not urgent, urgent but not
important, and not urgent and not
important.
2. Setting time constraints for completing
tasks helps you be more focused and
efficient. Making the small extra effort to
decide on how much time you need to allot
for each task can also help you recognize
potential problems before they arise. That
way you can make plans for dealing with
them.
3. Utilize your calendar for more long-term
time management. Write down the deadlines
for projects, or for tasks that are part of
completing the overall project. Think about
which days might be best to dedicate to
specific tasks.

F. MANAGEMENT OF ROUTINES 1. When they arrive at school, children must

be clear about where to put their things,
where they should wait until lessons begin
and how they will know it is time to make
their way to the classroom.
2. The same applied when leaving the
classroom. Rules should be put in place for
when children should or should not leave the
classroom. To avoid accidents, children
should be fully aware of how they should
leave the room.
3. Using signs and gestures is an effective
way of getting the whole class to cooperate
with certain aspects of the day. Establish
signs for quiet time, paying attention, going
to the washroom, and asking questions.

ACTIVITY 2
 CLASSROOM MANAGEMENT TECHNIQUES
Give possible classroom management techniques to the following misbehaviors of students. (10
points)

MISBEHAVIOR CLASSROOM MANAGEMENT TECHNIQUES

1. A Grade 5 pupil who interrupts small MANAGEMENT OF DISCIPLINE
group work.
2. A Grade 10 student who continually MANAGEMENT OF DISCIPLINE
makes noises during class.
3. A Grade 11 students who threatens to MANAGEMENT OF PHYSICAL ENVIRONMENT
beat up another student after class
outside the campus.

ACTIVITY 3
Imagine that you were the teacher in one of the classes in Grade 7, as you begin to make plans
to create the productive discipline climate that will work best for your students, you consider
many different factors. Use the question below as a guide to your systematic planning that will
work well for your students.
1. What are the expectations for a successful discipline climate in my school? How can I
include these expectations in a plan that will meet the needs of my students?
Improving school climate and discipline centers on the development of a schoolwide discipline
policy that sets high expectations for behavior, provides clear, developmentally appropriate,
and proportional consequences for misbehavior, and uses disciplinary incidents to help
students learn from their mistakes, improve their behavior, and meet high expectations.
Students monitor themselves and take more responsibility for their behavior and their learning.
Students spend more time on task and academic learning time increases. Teachers can more
easily recognize and motivate positive behaviors. Classroom stress for students and teacher’s
decreases. Students gain a sense of safety and security.
2. How can I encourage my students to become self-disciplined?
Support them in making a commitment to themselves to get started on achieving their goals.
Assist them in affirming their commitment to organize themselves, manage their focus over
time, and limit time-wasting distractions. Help students learn to consistently define themselves
as people who commit to and achieve their goals. It will probably be necessary to remind them
time and again that along the learning pathway, successful people forgive themselves when
they make mistakes and then continue on.