Competent Teachers: Effective Classroom Managers

Classroom management is the business of getting students to do what teachers want them to do.

1. Teachers can arrange desks to encourage collaboration as well as independent work.

2. Minimize traffic flow problems.
3. Make sure materials are readily available.

How to Manage the Classroom Well for Teaching and Learning Situations

1. Set rules and procedures that students are expected to follow.

2. Let students actively engage in the pursuit of knowledge.

3. Lead students to take responsibility for their learning.

4. Respect everyone.

Classroom Management Techniques

1. Management of Intruction

2. Management of Discipline

3. Management of Relationship

4. Management of Physical Environment

5. Management of Time

6. Management of Routine

Management of Instruction

- Refers to the smooth flow of the instructional processes.

1.Maintain smoothness of instruction and avoid jarring breaks within the activity flow.

2.Manage transition from one activity to another, from subject or from lesson to recess or give clear
signals.

3. Maintain group focus during the lesson so that all students in the class stay involved in the lesson even
if the teacher calls on only one student.

4. Maintain a group focus during a seatwork by circulating to see how they are doing.

5. Develop withiness and be aware of student’s behavior at all time.

6. Develop overlapping skills and be prepared for all scenarios in the classroom.
Management of Discipline

- refers to the means of preventing misbehavior from occurring or the manner responding to behavioral
problems in order to reduce their recurrence in the future.

1. Start the year right with a clear, specfic plan for introducing the student to classroom rules.

2. Set few cIass rules for the students to follow.

3. Create an atmosphere where there is respect to one another.

4. AppIy the principle of least intervention for routine classroom behavior problem.

5. Manage behavior problems through applied behavior analysis.

6. Prevent serious behavior problem and remove the causes of misbehavior.

7. Formally develop the desired behavior by teaching (not telling) the behavior.

Management of Relationship

- refers to emotional climate and communications affecting learning conditions.

1.Maintain positive climate characteristics which allow students to choose a variety of activities to
achieve common goals.

2. DeveIop sense of interdependence, common bonds, defined group expectations and relationship
qualities that enhance wholesome emotional climate.

3. Develop communication characteristics that promote wholesome classroom relationship like positive
constructive conversations aimed at understanding on another’s point of view.

4. Render different forms of assistance by providing class meetings or students to have an opportunity to
examine the ideas and feelings that influence value judgement.

Management of Physical Environment

- refers to the organization of the learning environment, supplies, and materials.

1.Organize supplies and materials for activities that occur frequently in most readily available accessible
place, and must be governed by the simplest procedure.

2. Rules must go with territory and insist on respect for them. Expectations regarding beginning and end
of class behavior must be clearly expressed.

3. Avoid interruptions during class program.

4. Arrange the physical setting and maximize visibility and accessibility. Students’ desks are separated in
rows facing toward the chalkboard and away from the window.
5. Materials and equipment stations are available in sufficient quantitics and are located to minimize
congestion in traffic lanes.

6. Bulletin boards and wall spaces are used to display student work and complement current class
activities.

7. Set explicit procedures for getting materials from and returning them to designated classroom
locations.

Management of Time

- Refers to the organization and use of allocated time in the classroom.

1.Make good use of all classroom time.

2. Start teaching at the beginning of the period and end on time.

3. Establish routine procedures.

4. Minimize time spent on discipline and prevent interruptions.

5. Teach Iessons that are so interesting, engaging, and relevant to students interest.

6. Maintain momentum through, avoidance of interruptions or slowdown like phone calls knocks on the
door and other disturbance.

Management of Routines

- Refers to the established activities or procedure that are repeatedly done.

1.Teach pupils to learn how to form various grouping and return to standard arrangement with minimum
confusion.

2. Do not use the first few minutes of the class session to collect materials when students are potentially
most alert in instruction.

3. "Overlapping” technique is used ‚for collection and distribution of materials. It refers to the teacher’s
ability to attend to the task at hand and at the same time prevent an extraneous situation from getting out
of control.

4. Prepare for transition by planning distinct types and sequences of teacher-pupil activity e.g checking
homework assignment, presentation of new material, giving assignment, monitoring seatwork.

Competent Teachers: Good Community Link

Teacher is…

 a wide range of roles to support school and students success

  lead in a variety of ways and one of which is they can serve as leaders in the
community where they belong.
 Teachers are sometimes content to let parents and families take the initiative in
becoming involved in their children’s education. Teachers must look at-ways in
which the school can initiate this involvement. The school and the home share
responsibility for students’ learning; the relationship based on mutual respect to
one another.
 Involvement of teachers with other organizations is used to broaden and deepen
young people’s learning and to enable them to achieve success in wider contexts.
This work is carefully planned by school leaders to enhance school curriculum and
develop the perspectives of both students and teachers. Community links are fully
embedded into the life and work of the school.
 Teachers interact with parents, with students and other teachers regularly, affecting
the lives of their students daily. In addition to the classes they teach, teachers find
themselves involved in many community projects and serve the community at large
as leaders. They also regularly take positions within their barangay, communities of
teachers, parent-teacher organizations and professional teacher organizations.
 Teachers serve as not only educators, but also mentors and role models, especially
in the community where they live and in the modern world, where values such as
respect, sharing, cooperation and involvement in the community.

Teachers should be guided with the Code of Ethics for Professional Teachers, Article
III the Teacher and the Community which states that:

SEC. 1. A teacher is a facilitator of learning and of the development of the youth; he

shall, therefore, render the best service by providing an environment conducive to
such learning and growth.

SEC. 2. Every teacher shall provide leadership and initiative to actively participate
in community movements for moral, social, educational, economic, and civic
betterment.

SEC. 3. Every teacher shall merit reasonable social recognition for which purpose he
shall behave with honor and dignity at all times and refrain from such activities as
gambling, smoking, drunkenness, and other excesses, much less elicit relations.

SEC. 4. Every teacher shall live for and with the community and shall, therefore,
refrain from disparaging the community.
 SEC. 5. Every teacher shall help the school keep the people in the community
informed about the school's work and accomplishments as well as its needs and
problems.

SEC. 6. Every teacher is intellectual leader in the community, especially in the

barangay, and shall welcome the opportunity to provide such leadership when
needed, to extend counseling services, as appropriate, and to actively be involved in
matters affecting the welfare of the people.

SEC. 7. Every teacher shall maintain harmonious and pleasant personal and official
relations with other professionals, with government officials, and with the people,
individually or collectively.

SEC. 8. A teacher possesses freedom to attend church and worships as appropriate,

but shall. Not use his positions and influence to proselyte others. .

Involvement of Teacher in the Community

 A teacher can get the community involved by hosting activities for members of the
community to participate. A bake sale or garage sale would be open to the whole
community. Student activities such as ball games or Spelling bees can be advertised
to the public to encourage involvement.
 Teachers can also work with local churches to set up mentoring programs for the
members of community especially students who are poor in reading or doing math.
Teachers can also help in church activities like serving as commentators during
mass.
 Another way to be engaged in the community is to get students’ families involve in
school activities. A family that gets involved will stay involved as long as the
students are in the school. Family members will be more likely to help with
activities that involve their child.
 There are many ways that teachers can help build a sense of community especially
with the parents of the students. Building a network of communications will
enhance the effort. Communication are in several forms. Today, teachers use Web
pages to communicate with students and parents. Teachers can post calendar of
activities, assignments, rules, procedures, and more. Using email, teachers can
communicate with parents on a daily basis.
 Teachers can actively participate and be involved in community organization and
centers such as Red Cross, Boys and Girls Scouts. Their direct involvement in the
leadership of the community organizations allows teachers to help change the lives
of students outside of the classroom.
  Teachers can take leadership roles for current political events affecting their lives,
communities, and schools. When a bill dealing with schools and teachers is
presented in Congress, teachers mobilize the community to show their support for
the bill.
 Links with the community provide experiences which support the curriculum and
enhance students’ learning. Teachers should use effectively local facilities and
organizations when planning their lessons and learning activities. Such activities
focus on developing a wider awareness of the world beyond school and encourage
young people to perceive and use community as a resource.
 All schools are a community. Some communities are effective environments while
others are not. Teachers have the responsibility to help the school to be an effective
community.

CHAPTER 5

The Global Teachers: Knowledgeable of K to 12 Program of Various Countries

Basic Education is defined as the whole range of educational activities that are taking place in
either informal or non-formal setting with the goal of meeting the learner’s basic learning needs. It is
afacet that no country will achieve rapid economic growth without investing in education.

Basic education in developing countries is essential to build stable training partners with develop
countries especially that quality education is afforded to learners to become knowledgeable, skillful and
competent ready for global economy.

The Present Basic Education Scenario in the Philippines

* The mandate of ensuring that no learner shall be left behind and that every Filipino child will have
access to quality education gave away to the enactment of kindergarten Education Act in 2012 and the
Republic Act 10533 known as part of the basic education curricular and having it mandatory, improves
the students’ access to education.

* The Philippine Government believes that compulsory kindergarten better prepares learners who have
active minds to the next level of schooling.

* Enhanced Basic Education is popularly known as K to 12 started as a flagship reform strategy initiated
also by the Department of Education Secretary with the objective of producing more productive and
responsible citizens fully equipped with the essential competencies, skills for both lifelong learning and
employment.

* The model Kindergarten, 6 years of elementary education, 4 years of junior high school, and 2 years of
senior high school.

What are the Reasons for coming up with K to 12?

• The Philippines also had low performance in the Trends in International Mathematics and
Science Study (TIMSS) as revealed in the 2003 and 2008 TIMSS.

• Another reason is the unpreparedness for employment, entrepreneurship or higher education of

the Filipino High School graduates because of the congested tenyear curriculum.

• The years in school are not enough for students to absorb the necessary knowledge and skills to
pursue higher education.

• The Philippine is the only remaining country with a 10year basic education program. Graduates
of the 12 education cycle has potential to be globally competitive.

What is K to 12 Education Program?

• K to 12 is a term for the sum of primary and secondary education. It is used in countries like
United States, Canada, Turkey, Australia and now in the Philippines.

• The Expression is a shortening of Kindergarten (K) for 4-6 years old learners, through twelfth
grade (12) for learners who are 17-19 years old.

How do K to 12 Programs of Various Countries Differ?

PHILIPPINES

In the Philippines, K to 12 Program covers the Kindergarten plus the 12 years of basic education
(6 years of primary education) 4 years of Junior High School and 2 years of Senior High School.

The additional two years in senior High School aims to provide sufficient time for mastery of
concepts and skills, to develop lifelong learning skills and to prepare graduates for tertiary education, for
mid-level skills and development, for employment and for entrepreneurship.

Salient Features of the K to 12 Program

• Universal Kindergarten or the mandated Kindergarten for 5 years old learners.

• Contextualization and enhancement by making the curriculum relevant to learners.

• Mastery of knowledge and skills is done by introducing simple concepts in spiral progression in
subject areas like Mathematics and Science.

• The two years of the Senior High School is a specialization based on the learners aptitude and
interest.

• Completing the enhanced Basic Education from K/Kindergarten, Elementary Junior High School
curriculum and the specialized Senior High School Program, a Filipino Entrepreneurship.

BRUNEI DARUSSALAM
• Starts with one year primary education and then 6 years of elementary education. Students take
and should pass the end-of-cycle public examination before they progress to diversified secondary level.

• Secondary level has 2 categories, General Secondary Education Program (2-3 years) and another
2-3 of Upper Secondary Education where students are grouped according to their academic abilities,
talents and interest.

• In the General Education Program, the students take four core subjects and three complimentary
subjects and at least two elective subjects with science as one required elective.

• Students ho excel academically can take secondary education in two years. Differentiated and
specialized education responding to the different capabilities and interest of the learners are the required
secondary curriculum.

• Pre-school in Brunei is a playschool which aim to impart socio-emotional and personality

development for young learners in n informal preschool program.

CANADA

• They follow the K to 12 educational curriculum with secondary schooling or high school
structure that varies within a province in terms of inclusion of middle school or junior high school.

• By law, Canadians must be in school starting ages 5 or 6 and remain in school until ages between
16 and 18 depending on the province of territory.

• All provinces and territory provide universal, free and until secondary schooling of 12 years with
the exemption of Quebec where it offers education until 11 years.

• Elementary school includes Grade 1-6 in regions where there are 2 years of middle school or
junior high school, but those without middle or junior high school have elementary until Grade 8. In
Quebec, grade school is 6 years and their students proceed immediately to High school.

• Secondary High school with middle school or junior high school, begins in Grade 7 to Grade 12.

• Post secondary education includes career college or vocational school, community college or
university.

KOREA

• Their school system follows the 6-3-3-4 education ladder which is 6 years of elementary, 3 years
of middle school and 3 years of high school and 4 years of either junior college or university to complete
higher education.

• High School are in two categories (1)General High School and (2)Vocational High School
although there are limited numbers of schools. Which offer both general and vocational training which s
known as “Comprehensive High School”. Korean Kindergarten provides nurturing learning environment
through various pleasant activities and diverse teaching pedagogy. The Kindergarten or Early Childhood
curriculum includes physical , social, expression language and inquiry life areas.
• Elementary education in Korea is geared towards the acquisition of fundamentals necessary for a
productive civic life through nine principal subjects.

- Moral Education

- Korean Language

- Social Studies

- Arithmetic

- Natural Science

- Physical Education

- Music

- Fine Arts

- Physical Arts

• The Middle School curricular are a combination of 11 basic or required subjects, elective subjects
and extra-curricular activities.

• Blending of education and readiness for occupation is reflected in the technical and vocational
courses which are elective subjects. Korean students may combine to high school and admission to High
School depends upon the results of High School entrance examination.

MALAYSIA

• Malaysian education begins with Pre-school where the medium of instruction is both Malaysian
and English. Preschools that use Tamil or Chinese as medium of instruction also conduct teaching
learning process using Bahasa Malaysia and English.

• They offer a 2 year optional preschool for learners ages 4-5. standards-based preschool
curriculum for personality development of young learners is being followed in Malaysia.

• Elementary education is 6 years with a requirement of passing the public examination as

determining factor of the students readiness to secondary or high school level.

• Malaysia has 2 level category for Secondary or High school. Lower Secondary (level 2) and
Upper secondary (level 3)

• Lower secondary program offers general and undifferentiated curriculum for 2-3 years.

• In the upper secondary 2 years, students take subjects according to their appropriate streams
(Arts, science, technical and Religious).

SINGAPORE
• Their educations begins with Kindergarten or Pre school at the age of 4-6 years old. In
kindergarten, Although not compulsory, a 3-4 hour provision of language development, literary skills
basic number concepts , social skills, creative skills and appreciation of music and movement is being
provided to the young learners.

• Mother tongue is also part of the kinder curriculum, mother tongue language includes Chinese,
Malay Tamil and Indian,

• Preschool is followed by 6 years of Primary Education. English language, Mathematics, Mother

Tongue Language are the significant subjects in the primary education curriculum.

• Primary school has two stages Foundation and Orientation stages.

• During Foundation Stage (Primary 1-4) students are provided with strong foundation in English,
Mother Tounge and Mathematics.

• Orientation stage (Primary 5-6) is the stage where the students are taught Mathematics and
Science appropriate to their level.

• At the end of Primary 6, all students are assessed on their academic abilities through the primary
School Leaving Examination (PSLE).

• At the secondary level. Students may either go to Special (secondary 1-4 years). Express
(Secondary 1-4 years). Normal (Academic-secondary 1-5 years) courses depending on the measured
academic ability of the PSLE scores.

• These four steamed courses offer highly differentiated curriculum. Special and Express are four
year courses which lead to Singapore-Cambridge General Certificate of (GCE ‘O’) Education (Ordinary
Level) examination.

• Students in the Normal (academic) course take academically based subjects while those in the
GCE ‘O’ level examination at the end of 4 or 5 years of secondary education can qualify for junior
College (2years), a Polytechnic (3 or 4 years) or a Pre-university center (3years)

• Only those who qualify after passing GCE “A’ level examination at the end of junior College 2,
pre-university 3 or Polytechnic Year ¾ can enroll in local university or to the National University of
Singapore.

UNITED STATES

• The age of entry to compulsory education in the US varies according to the state, between 5-7
years old with 6 years old being the most common as an entry age for Kindergarten.

• Kindergarten Certificate is awarded to allow learners entry to Elementary School/Primary

Education.

• The Length of Primary education varies from 4 to 7 years depending on the States or Local
practice. Certificate or diploma may also vary by states/Districts for transition to Secondary School.
Based on its length elementary education may be followed or not by a number of years middle school
education which is generally three years (Grades 4-6 5-7, 6-8)

• High School (Grades 7-12 or Grades 8-12) length program is 6 years depending upon the laws
and policies of states and local districts.

• They are also mandatory subjects in almost all US high schools which include..

-Science (Biology, Chemistry, Physics)

-Mathematics (Algebra, Geometry, Trigonometry, Calculus, Statistics)

-English (Literature, Humanities, Composition, Oral Language)

-Social Sciences (History, Government, Economics) and Physical Education.