Classroom management

1. RODOLFO M. EVASCO, JR. Buhang NHS, Buhang, Bulusan, Sorsogon Secondary School
Principal II Presenter
2. Why do teachers need to manage his/her classroom?
3. CLASSROOM is still the classical avenue where teaching and learning process happens.
CLASSROOM is considered the noblest HOME an effective teacher must prepare. The adage says
“Show me a your CLASSROOM and I tell you who you are.
4. MANAGEMENT is the systematic approach a teacher can give priority to promote EFFECIENCY.
EFFECIENCY is the process of delivering the goods of learning with less or no wasted at all yet
produces standard outcome.
5. CLASSROOM MANAGEMENT means promoting systematic standard to handle students’
attention.
6. SIMPLE TRUTH ABOUT HANDLING STUDENTS’ ATTENTION
7. • This change was revealed through the direct impact of technology in the lives of the learners’. •
Technology promotes faster access and universal communication. • The change affects students’
HABIT, ATTITUDE and ultimately the VALUE. 1. The Research reveals that attention span of
students lasts for only 15 minutes.
8. • Students’ right is always higher than teachers’ right. • The ediocyncracies of the teaching learning
process always go back to the end reason of learning- the STUDENTS’ 2. The student is the center
of the educative process.
9. • Research reveals that the access of learning did not only happen between the encounter of the
teacher and the students’, but rather it can also happen in varied encounters with the technology, co
students’, and the curriculum. 3. The student as co-maker of the teaching-learning process.
10. • Students are emotional being. • Teaching and learning are painful processes. • Acceptance took
happen when emotion is open. 4. THERE IS NO LEARNING NEGLECTING EMOTIONS.
11. Kaya po sabi ng mga ESTUDYANTE MO! •“Mahal mo ba ako dahil kailangan mo AKO. O kailangan
mo ako KAYA MAHAL MO AKO?
12. What is Classroom Management?  It’s effective discipline  It’s being prepared for class  It’s
motivating your students  It’s providing a safe, comfortable learning environment  It’s building
your students’ self esteem  It’s being creative and imaginative in daily lessons  And . . .
13. . . . It’s different for EVERYONE!! WHY?  Teaching Styles  Personality/Attitudes  Student
population  Not all management strategies are effective for every teacher  Try different
strategies to see if they work for you
14. What is Classroom Management? All of the things a teacher does to organize students, space,
time and materials so that instruction in content and student learning can take place. Includes all of
the things that a teacher must do toward fostering student involvement, cooperation and a
productive working environment.
15. Why is Classroom Management Important?  Satisfaction and enjoyment in teaching are
dependent upon leading students to cooperate  Classroom management issues are of highest
concern for beginning teachers  Classroom management and effective instruction are key in
ensuring student success and learning
16. Jacob Kounin Research says….
17. Effective Teacher Behavior Patterns Researcher: Jacob Kounin (1) WITH-IT-NESS Teacher’s
ability to communicate to students that he knows what they are doing in the classroom at all times.
It’s what teachers do to give their students the impression that they have eyes at the back of their
heads.
18. Effective Teacher Behavior Patterns Researcher: Jacob Kounin (2) OVERLAPPING Teacher’s
ability to handle two classroom events effectively at the same time. Teachers skilled in overlapping
are able to maintain the flow of their instruction, holding students accountable for their work, while at
the same time effectively dealing with interruptions.
19. Effective Teacher Behavior Patterns Researcher: Jacob Kounin (3) SMOOTHNESS Teacher’s
ability to manage smooth transitions between learning activities. It involves having smooth transition
 routines, using signals as cues to prepare students for transition and clearly ending one activity
before moving on to another.
20. Effective Teacher Behavior Patterns Researcher: Jacob Kounin (4) GROUP FOCUS Teacher’s
ability to keep the whole class or group of students “on their toes” and involved in learning by
1)structuring activities so that all students are all participating; (2)holding students accountable for
doing their work and (3) creating suspense or other high interest techniques for holding students’
attention.
21. Effective Teacher Behavior Patterns Researcher: Jacob Kounin ACCOUNTABILITY If students
know that the teacher expect them to do their work, will always check to see that they did it, and will
provide feedback on their performances, they are more inclined to remain academically involved and
on task, and to complete their work.
22. Effective Teacher Behavior Patterns Researcher: Jacob Kounin ACCOUNTABILITY If students
know that the teacher expect them to do their work, will always check to see that they did it, and will
provide feedback on their performances, they are more inclined to remain academically involved and
on task, and to complete their work.
23. 12 General Principles of Effective Classroom Management 1.Demonstrate caring 2.Take charge –
be in control of yourself 3.Communicate regularly and clearly with students 4.Establish enforceable
rules and enforce them 5.Hold high expectations for students 6.Persistently deal with unproductive
behavior
24. 12 General Principles of Effective Classroom Management 7.Invoke consequences in a calm
manner 8.Comment only on a student’s behavior, not personal traits 9.Model desirable behavior
10.Teach students to make appropriate choices 11.Organize teaching activities to avoid boredom
and wasted time 12.Provide ample opportunities or students to experience success and receive
recognition
25. Guiding Principles Good Teaching Active Engagement Positive Interactions
www.questar.org
26. 8 SIMPLE STRATEGIES Strategy 1: MEET AND GREET • Engagement begins the moment
students cross the classroom threshold. www.questar.org
27. 8 SIMPLE STRATEGIES Strategy 2: DO NOW Journal topic, problem of the day, anticipatory set
“Do now” related to the lesson No instruction from the teacher Immediately involve all Activate prior
knowledge www.questar.org
28. 8 SIMPLE STRATEGIES Strategy 3: RITUALS AND ROUTINES – RETEACH Classroom routines
include: How students enter the room What they do immediately Room arrangement Where/when
activities Where materials and supplies are kept When and how student movement is permitted
www.questar.org
29. 8 SIMPLE STRATEGIES Strategy 4: WORK THE ROOM • Become a facilitator • Interact with
students in proximity • Teach from all points in the room, not just the front desk www.questar.org
30. 8 SIMPLE STRATEGIES Strategy 5 : AVOID BIAS How to Avoid Bias? • Understand bias •
Appropriate rapport • Be friendly- don‟t be a friend • Watch favoritism • Make personal contact daily •
Don’t set yourself up to be misunderstood • Use professional interactions www.questar.org
31. 12. Talk sincerely-no sarcasm or “eye rolling” 11. Return work promptly 10. Be available during
non-classroom times 9. Use student‟s name when talking to them 8. Let parents/guardians know
student did a good job sometimes (see a balanced picture) 7. Prepare exciting lessons 6. Display
student work around the classroom/school Research Findings: Top 12 Answers “What are some
ways that teachers show you respect? www.questar.org
32. Research Findings: Top 12 Answers “What are some ways that teachers show you respect? 5.
Have a sense of humor 4. Listen without interrupting 3. Respect personal space (don‟t touch, grab,
eyeball, crowd) 2. Use a calm tome of voice, even when they are upset (No yelling) 1. Talk privately
to students when a problem occurs www.questar.org
33. 8 SIMPLE STRATEGIES Strategy 6 : WALK AND TALK Multiple Work Periods-10-20 minutes in
length Students working in pairs, groups, or independently The teacher facilitates and monitors
www.questar.org
34. 8 SIMPLE STRATEGIES Strategy 7 : MEAN BUSINESS Say what you mean. Mean what you say.
Then stop! www.questar.org
35. 8 SIMPLE STRATEGIES Strategy 8 : ADVOCATE Guiding Principles: • Self-advocacy and self-
regulation skills • Students involved in decisions • Teach collaboration skills • Encourage helping
others www.questar.org
36. THE HONEYMOON IS OVER!!  Dealing with Misbehavior  Every behavior has a function 
Four primary reasons for disruptive behavior in the classroom  Power  Revenge  Attention 
Want to be left alone (i.e., disinterest or feelings of inadequacy) Functions of Behavior
37. Functions of Behavior  Many misbehaviors exhibited by students are responses to a behavior
exhibited by the teacher  Do not tolerate undesirable behaviors no matter what the excuse 
Understanding why a person exhibits a behavior is no reason to tolerate it  Understanding the
function of a behavior will help in knowing how to deal with that behavior
38. Dealing with off-task behaviors  Remain focused and calm; organize thoughts  Either respond
decisively or ignore it all together  Distinguish between off-task behaviors and off-task behavior
patterns  Control the time and place for dealing with off-task behavior  Provide students with
dignified ways to terminate off-task behaviors  Make specific references to behaviors, do not make
it a personal attack
39. Dealing with off-task behaviors  Remember that continuing with classroom instruction is always
the main priority!!  Avoid playing detective  Utilize alternative lesson plans  Utilize the help of
colleagues  Communicate and enlist the help of parents/guardians
40. Power Seeking Behavior  Power-seeking students attempt to provoke teachers into a struggle of
wills  In most cases, the teacher should direct attention to other members of the class
41. Attention Seeking Behavior  Attention-seeking students prefer being punished, admonished, or
criticized to being ignored  Give attention to this student when he or she is on-task and
cooperating  “Catch them being good!” – and let them know you caught them
42. Starting Up… Smooth & efficient transitions Get everyone’s attention Teach routine Limit the
time required for student to be ready Engage students immediately www.questar.org
43. …moving on… Be prepared Clear explanations Create focus Have filler activities Have
materials ready Shift phases of learning www.questar.org
44. …wrapping up. Information about what happens next Describe follow-up activities Final
product or goal www.questar.org
45. Motivation Extrinsic Motivation Students are motivate by rewards removed from themselves.
Examples: tangibles praise grades www.questar.org
46. Motivation Intrinsic Motivation Students are motivated by the work itself. Examples: enjoy the
content enjoy the activity enjoy the feeling of competency www.questar.org
47. Determining Rules, Procedures and Consequences • Rules are a fact of life. • Rules differ from
procedures in that they have consequences whereas procedures do not.
48. Points to Consider in Developing Effective Rules 1. Rules should be stated clearly. 2. Rules should
be kept to a minimum. 3. Rules should contribute to a positive class climate. 4. Classroom rules
must be consistent with the school rules. 5. Rules should be reviewed throughout the year.
49. A procedure may be defined as an approved way of achieving a specific task, while routines serve
as a means to establish and regulate activities. PROCEDURE AND ROUTINE
50. “All battles are won before they are fought.” - Sun Tzu “Readiness is the primary determinant of
teacher effectiveness” - Harry K & Rosemary Wong
51. “I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my
personal approach that creates the climate. It’s my daily mood that makes the weather. As a
teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of
torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my
response that decides whether a crisis will be escalated or de- escalated and a child humanized or
de-humanized.” -Haim Ginott- Teacher and Child Avon Books, 1976
“Music is the universal language of mankind”

Pranav Rajkumar of Grade 1 has bagged 1st prize in Instrumental Music –Drums. Hosted by Attitude
Media -Empowering Kids, Talent Mela on Sunday,18th June 2023

“Kicking your way to victory with Karate!”

Our Dunites had Participated in WINNER CUP 2023 INTERNATIONAL KARATE

CHAMPIONSHIP and emerged as winners adding another feather to our cap.

Pradyumn Sujay Hinge has bagged 1st position in the Kata –Colour belt- Gold
medalist and 3rd position in Kumite-Colour belt

Ekisha Dubey has bagged 3rd position in the Kata-Colour belt -Bronze medalist
and 3rd position in Kumite –Colour belt.

Dunites of Grade 1 and 2 enjoyed “Beat the heat activities” organized with the aim of
promoting key skills like independent learning, creativity, teamwork, and social skills.

They prepared delicious and nutritious dishes. Measuring the ingredients showcasing
the creativity and culinary skills in making refreshing fruit salads to mouthwatering
sandwiches. An indoor engagement, this event provided a much-needed break from
traditional classroom routines.
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