Republic of the Philippines

NUEVA ECIJA UNIVERSITY OF SCIENCE AND

San Isidro Campus, San Isidro, Nueva Ecija, Philippines
College of Education

CHAPTER SEVEN

Theoretical Foundations of Classroom Management in Special Education

DIVERSITY IN THE CLASSROOM

A. CONCEPTS OF DIVERSITY

TEACHER

Some students with disabilities are never taken out of general education classrooms; others
never enter a regular school building. Some have very mild disabilities observed only in school
settings; others have multiple severe disabilities that affect many aspects of their lives. Some spend
only minutes each week with a specially trained teacher, others the whole day. Some graduate from
high school with a full academic course load and go on to highly competitive colleges; others drop
out of high school entirely; and still others receive special diplomas or certificates of attendance.
Some have parents who are deeply involved in advocating and planning their individualized
programs; others have parents who have never attended an IEP meeting.

Meaningful discussion of standards, curriculum, assessment, and outcomes cannot occur

without some attention to the varied characteristics of these large numbers of children. This
chapter examines how their extraordinary diversity complicates efforts to identify and categorize
children with disabilities and to design effective educational policies for them. It also analyzes how
disability variously affects the school experiences of these students, the roles their parents play in
that schooling, and the possible implications for standards-based reform. i

What is diversity?
Diversity can be conceptualized in different ways depending on the context. When it comes
to our classrooms, we conceptualize diversity as understanding each student brings unique
experiences, strengths, and ideas to our classroom. These differences can be along dimensions of
race, ethnicity, sexual orientation, gender, socio-economic status, age, ability, religious or political
beliefs, or other different ideologies. Diversity is the exploration and incorporation of these
differences to enrich learning and in our classrooms.

Concepts of Diversity
 The Concept of diversity encompasses acceptance and respect.
 It means understanding that each individual is unique and individual differences.

Why does diversity matter in my classroom?

The students have a wide range of experiences and educational backgrounds. As educators,
we have a responsibility to ensure our students are prepared to work in a diverse environment and
collaborate with others who bring new perspectives. When we incorporate a variety of perspectives
into our own teaching and offer students new ways of looking at their discipline we prepare our
students for the diverse workforce.

 DIVERSITY describes differences between people for example, their gender, skin color, hair
type, sexuality, religion and disability’s.
 Diversity in society must be valued rather than discriminated against.

B. SOURCES OF LEARNING DIVERSITY

TEACHER
Learning is effective to the extent to which it engages with learner identities. These are
deeply diverse, complex and multilayered. Learner differences should be measured and taken into

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NUEVA ECIJA UNIVERSITY OF SCIENCE AND
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College of Education
account both in terms of the dimensions of ‘gross demographics’ and the more subtle and variable
‘life world attributes’.

Class: social resource access, employment and social status

Locale: neighbourhoods and regions with differential social resources

Family: relationships of domesticity and cohabitation

Corporeal

Age: child development, life phases and peer dynamics

Race: historical and social constructions linked to visible differences

Sex and Sexuality: the bodily realities of masculinity, femininity and varied sexualities

Physical and Mental Abilities: spectrums of bodily and cognitive capability

Symbolic

Language: first and second language learners, dialect and social language

Ethnos: national, ethnic, indigenous and diasporas identities

Gender: identities based on gender and sexual orientation

Diversity in Special Education Setting

 Special education services are provided in a variety of instructional settings.

 Instructional settings are based on the percentage of time or number of periods that the
student receives direct, regularly scheduled special education services as required by the
Individual Educational Plan (IEP).
 Special Education Settings include the following options:
 for eligible students who needs special education instruction and related services in a
setting other than regular education.
 for eligible students who are served at home or hospital bedside. Students served on a
homebound are expected to be confined for a minimum of four consecutive weeks as
documented by a physician.
 for students in a classroom in a hospital facility or an approved residential care and
treatment facility not operated by the school district.

C. DIVERSITY IN SPED SETTING

TEACHER
Classroom management starts months before you or your students step into the classroom.
Experienced teachers end each year troubleshooting their classroom management strategies from
the previous school year. While not a comprehensive guide, here are seven tips that can make
classroom management a little less challenging and help you fulfil your goal of keeping all students
safe, engaged, learning and on task.

Establish Relationships

As a teacher, your relationship with a student starts the moment you meet them. No matter
how difficult a student may be, you need to embrace the challenge of getting to know him or her.
Every child deserves love. Life has enough hard knocks in store for a child who struggles socially,
and you may be one of the few people that child believes cares about him or her. This could make a
difference in his or her life choices, or at least in his or her decision not to disrupt your class.
Many teachers naturally form relationships with children. They enjoy their presence, listen
to them and respond appropriately, look with interest at what children show them—from a rock
star’s picture in a notebook to a squishy worm—and ask questions about it. They learn their
students’ names and greet them at the door. When a dispute arises, they listen and try to be fair.
They don’t play favorites. Teaching is a very active job, especially in higher grade levels, in which
teachers have less than two minutes per child per class period to establish a relationship.

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NUEVA ECIJA UNIVERSITY OF SCIENCE AND
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College of Education

Create a Positive Learning Climate

One of the most important things you can do to proactively manage your class is to establish
a climate that encourages learning. Teachers need to be aware of students’ intellectual, emotional,
physical and social needs and establish rules and procedures to meet them. Students should be
recognized as individuals, each of whom has something to offer.
Arrange student seating strategically, grouping students by skill level or arranging them in a
manner that’s conducive to group work or sharing in pairs. Also, plan for patterns
of movement within the classroom and have your students practice until it’s second nature; moving
students in a structured, timed way can enliven your classroom, while maintaining control and
adding focus. Nothing is as impressive and cohesive as a class moving into prearranged groups for
an activity in 30 seconds. This also allows for more variety in your lessons; for instance, you could
teach a 15-minute lesson to students at their desks, then move the class to a different setting and
teach a different, but related 20-minute lesson.
Establishing student expectations is also an important part of establishing a positive learning
climate. Make sure that every student is welcomed in a group and expected to participate. Also,
practice good time management and plan to teach from the first day of school.

Encourage Helpful Hands

Letting students take part in the classroom helps them feel invested—and it can be a help to
you as well! Some experienced teachers use task cards on which students’ names rotate weekly.
Strategies such as this provide fair ways to distribute classroom jobs. It can also be helpful to post a
sign that tells how to do a job. For instance, if you assign students to straighten and clean a
bookshelf, you might place a list of steps to follow on the bookshelf.
You might also allow students to help in more casual ways, such as assigning group runners for
supplies or allowing students to pass out papers or straighten the room. These tasks can serve as
helpful self-esteem builders for a child who often feels left out; however, you should note how many
times a student helps to avoid favouritism.

Teach Needed Skills

You should teach students the skills needed for success in your classroom. Often, teachers
think about teaching content, without realizing how important it is to teach other skills, such as
social skills, thinking skills, study skills, test-taking skills, problem-solving skills, memory skills and
self-regulation.

Many school issues disappear after a few lessons in anger management or another needed skill.
Students can benefit greatly if you find small segments of time to teach and model a skill; however,
you may need to be creative, since not all students need instruction in the same skill. However, if
students are struggling to get along with peers, be organized or be on time, which is better: to
discipline them for what they lack or to teach them what they need to know?

Set Up Structure and Procedures

Structure and procedures are vital parts of classroom management. Every part of the day
needs to be thought through and brought into alignment with what works best for your teaching
style, your students’ personalities, the age group and any special challenges that could cause a
distraction.

Start planning as soon as you see the classroom. Envision each class; ask yourself what you will do
and how it can be done easily. When your students arrive, get them on board by teaching classroom
procedures, along with your content, during the first week of class. For example, explain how to
enter, how get the needed supplies and start the warm-up exercise during the first few minutes of
class, how to turn in and pass out work, how to work in a group, how to move between activities
and how to exit the classroom. Also, be sure to cover your expectations, including how to behave in
class and the consequences of misbehavior.

Organize the Lesson

A lesson that engages all students, moves forward smoothly and allows the teacher to talk
to every child can only be accomplished through preparation. You need to design your lesson with
classroom management in mind.

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NUEVA ECIJA UNIVERSITY OF SCIENCE AND
San Isidro Campus, San Isidro, Nueva Ecija, Philippines
College of Education
First, build as many teaching strategies and interventions as possible into the lesson. Use time
management techniques (like setting a timer to help the class transition through a series of
activities), and implement quick feedback techniques, such as a checklist to keep up with student
progress.

Next, plan one-on-one and small group strategies, design appropriate movement and allow
time for social interaction and reflection time. For instance, you could ask students to write in their
journals at the end of an activity to give them time to think about what they just learned.

Organization also involves spending time after school arranging handouts, preparing supplies,
writing on the board and taking care of other tasks. In doing so, you can prevent pauses during the
lesson and better manage your classroom.

Use Effective Discipline

Classroom management can help you avoid most discipline problems. At the beginning of
the school year, be sure to explain and post your discipline plan, establishing that no one will be put
down, bullied or made fun of in class because it is a “safe zone” where everyone, including the
teacher, is allowed to make mistakes and learn from them.

Usually, this forms a cohesive learning environment, where students trust you to take care
of their needs and where they respect one another. Much can be said about positive (or negative)
peer pressure in a class. If there are students who want to learn and they act accordingly, the
dynamic of the class will likely remain fairly stable; however, if students who don’t want to learn
disrupt and influence their peers, you may need stronger discipline skills or even an administrator
to fall back on.

Even if you are diligent in setting up your discipline plan and have developed signals to
warn students that they are about to be disciplined, not every student will comply. When that
happens, follow the steps of your discipline plan. If that doesn’t work, you may refer the student
to response to intervention (RTI), or you may spend time researching other available discipline
plans for ideas. Whatever, you do, don’t give up, the students who are not disrupting – and even
those who are – need you

KEY CONCEPT OF CLASSROOM MANAGEMENT

A. BASIC COMPONENTS OF CLASSROOM MANAGEMENT

TEACHER

What is Classroom Management?

 Classroom Management is the way teachers organize what goes on in the classroom.
 When students with special needs are in your class, you must take extra care to plan because
their ability to process and their self-esteem are influenced by how well you’ve arranged your
class.
 If one of them needs a wheelchair, provide open rows and a place to sit. If they have problems
with social interaction, place them within a group of students who work well with others.
 If they need to be in the front of the room, make a walking path around the classroom to
influence students who need discipline, since they should also be close to the teacher.

For example, all newspaper companies are obliged to show a diversity of views.
Diversity in the classroom may include:
 Students coming from diverse socioeconomic backgrounds.
 Lesbian, gay, bisexual or transgender and Queer (LGBTQ) students.
 Students with learning and physical disabilities.
 Students with different learning styles.

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College of Education
 Gifted students

Components of an Effective Classroom Management Plan

The foundation of any classroom is first and foremost provides safely and comfort for the
student. The classroom must be a learning atmosphere that encourages. In no way should the
classroom be intimidating or distracting. In addition to these foundations of an effective classroom,
there are also several other key elements that should be done in the classroom.

List of the Components of an effective classroom management plan:

1. Understand what a classroom management plan is.- The teacher should have a basic
knowledge of what an effective classroom looks like. From this knowledge the teacher can know
what they should and should not use, as well as modify the information to personalize their class.

2. Take notes- Teachers should lifelong learners. In order to continue to be an effective teacher,
one should document what works and what hinders the students learning.

3. Determine your philosophy- Encouraging students to discuss and define their behavioral,
cognitive, and humanistic theories is important in the student’s educational growth. If defining the
student’s philosophy is important, than it is very important for the teacher to do.

4. Incorporate school policies and procedures.-The school policies should never be overlooked.
However, it is the teacher’s responsibility to follow the policies while still making the classroom
interesting and engaging.

5. Always modify and adjust to better use methods of classroom management.- Teachers
should not be afraid to change their classroom management plan. In fact, adjusting a classroom plan
to better benefit the student is important for a teacher to do. Ultimately the student is the highest
importance, not the classroom plan.

6. Define classroom rules and enforce consequence for breaking these rules– Student need
structure in the classroom, this is part of keeping the classroom safe and comfortable to the
students.

7. Display the rules, consequences, rewards, procedures and expectations to the students
and the parents- Having the information displayed for the students is a great way to remind the
students of the classroom expectations without saying a word. Simple motions toward the
classroom rules and consequences will enforce the structure of the class without wavering from the
class discussion.ii

B. KEY COMPONENTS OF CLASSROOM MANAGEMENT AND ORGANIZATION

TEACHER
Classroom management is the use of procedures and
teaching techniques that promote a safe and efficient learning
environment. For primary school teachers, disciplinary
method and behavioral expectations are central to this system.
As students age, the managerial style of instructors may
change to assist students in the development of self-guided
learning. Although every teacher will have a unique style of
management to meet each class' needs, the same elements can
be found consistently.

1. Classroom Design Although often overlooked, the first element of classroom management is
intentional design. Use the positioning of your desks, displays, storage and equipment to create a
warm and welcoming room. Make sure you have removed all unnecessary and distracting items
from your classroom. This is also a good time to check your room for safety hazards.

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NUEVA ECIJA UNIVERSITY OF SCIENCE AND
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College of Education
2. Rules Develop rules that foster respect, caring and community in your classroom. Make your
expectations for behavior clear at the beginning of the year by reviewing these rules with students.
Continue to reinforce your rules throughout the course, and post them in a visible location

3. Discipline Classroom rules must have concrete consequences. Students will test the limitations
of each teacher from the very first day of school. Be firm, fair and consistent. Begin by warning a
student and having them confirm their knowledge of the classroom rules. Follow-up continued
disruption by issuing demerits, detention, or other official reprimands. Never, hit, harass,
embarrass or yell at students-this is counterproductive and unprofessional.

4. Scheduling Keep your class in order by staying on time and on task. Do class work during class
time, leaving plenty of room for in-class assignments. Cramming work and instruction too close to
other activities can lead to disruptive behavior and poor comprehension. There should be space
before and after every room change, lunch, and recess for students to settle down. Having a regular
daily schedule helps you and your kids prepare for upcoming tasks. Be firm but fair with due dates.
Always leave room for extenuating circumstances. Never leave room for procrastination

5. Organization Stay organized inside and out. Keep your student files, assignments, lesson plans
and administrative paperwork in order. It sets a good example for your students and keeps you
from wasting instructional time looking for materials. Share this system with your students. Post
the classroom calendar, homework schedule and assignments on the board. Allow students to see
how you take notes. It helps them distinguish irrelevant information from essential details.
Encourage self-directed learning by providing students with their own agenda (notebook). You may
require students to have their notebooks checked at home or during class

6. Instructional Technique Although you may not have flexibility over the content of your
curriculum, teachers are able to convey information as they see fit. Tailoring your instructional
technique to the grade level, subject area, and students is very important. A hands-on
demonstration of electricity will keep 8th graders engaged, but may prove chaotic in a 3rd grade
classroom. Vary the style and intensity of your lessons. Follow-up lecture-style sessions with
relaxed group activities. Consult your colleagues for ideas for new lessons. Learn about each of your
student's learning style. (What is their learning curve? How do they learn best? Do they work well
in groups?) These observations are crucial when fitting your teaching style to your students needs.

7. Communication is the most important aspect of classroom management. It is essential to have

clear and consistent lines of communication with your administration, colleagues, students and
parents. Without it you will lose the respect of peers, the attention of students, and the cooperation
of parents. Be responsive to the concerns of others. Be flexible and willing to accommodate
reasonable requests.

C. CHARACTERISTICS OF A WELL-MANAGED CLASSROOM SETTING

Students as well as teachers, spend a majority of their time in classrooms and in school. The
classroom should, therefore, be a stress-free environment where
students and teachers feel comfortable spending so much time. It is
essential to have a well-managed classroom to improve classroom
efficiency and create an environment conducive to learning. A well-
managed classroom is not limited to discipline, unlike the popular
belief that discipline is the only vital management skill a teacher must
have. There are various characteristics that describe a well-managed
and efficient classroom

1. Student Engagement Classroom management includes various aspects, but one of the most vital
is that the students are engaged. A well-managed classroom will keep the students engaged at all
times in the learning process. Students are involved in the learning process, which helps foster
higher-level thinking skills in students. Teaching creatively can be a major factor in student
engagement because a lesson that is not interesting will cause the students to stop listening and
become distracted. A more creative teaching method will capture the student's attention and allow
them to focus.

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College of Education
2. Clear Expectations such as class objectives are clear in a well-managed classroom. Students
know the material they will be tested on, as well as the teacher's expectations for the various
assignments they will be graded on. This also allows for efficiency in the classroom because
students manage their time accordingly to move from one task to another effectively. A good way to
ensure that students are clear on what the class objectives are is to write the daily tasks on the
board at the beginning of each lesson, as well as write any exam dates in a place that students can
see regularly.

3. Effective Time Management To minimize wasted time and improve efficiency, a well-managed
classroom has good time-management skills. The students know which areas in the classroom are
accessible to them, as well as where items are placed in the classroom. They also know exactly what
to expect from each class in order to ensure good time management. Procedures for distractions
such as using the bathroom are in place to avoid minimizing the time students can spend on tasks
during class time.

4. Positive Work Environment A positive work environment is one of the main characteristics of a
well-managed classroom. Students are comfortable asking the teacher questions. The classroom
environment is also stress-free to ensure a good workflow and positive environment. Decorating
the classroom, as well as allowing the students to participate in classroom decorating, can help
encourage a positive work environment.

5. Firm Discipline is an important factor in well-managed classrooms and one of the main
characteristics. Students have clear and firm guidelines on which behaviors are allowed in the
classroom and which are not, which allows students to remain disciplined and encourage an
efficient workflow. Simple things such as guidelines on going to the bathroom or raising their hands
when speaking are in place to help keep a positive and effective work environment. Students should
also be given positive reinforcement and praise for appropriate behavior and good work to help
encourage them and others in the classroom.iii

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i
https://www.nap.edu/read/5788/chapter/5
ii
https://mariahjohnsonacu.wordpress.com/classroom-management-plan/
iii
https://education.gov.gy/web/index.php/teachers/tips-for-teaching/item/1521-characteristics-of-a-well-managed-
classroom