PEDAGOGICAL RETOOLING IN MATHEMATICS,

LANGUAGES AND SCIENCE PLUS

(PRIMALS JHS – TLE)

CLASSROOM
MANAGEMENT
GAYLY ANN I. TOLENTINO
HEAD TEACHER III, ERIS
Classroom Management
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 . . .
. . . 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
PRINCIPLES OF
CLASSROOM
MANAGEMENT 
1. Consistent, proactive discipline is
the crux of effective classroom
management. 
▪ “Prevention is better than cure”, so
goes the adage. If we are proactive
in our approach to discipline we
prevent unnecessary disciplinary
problems from cropping up. We have
not to wait for disciplinary problems
to erupt for us to take a move. 
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. We have not to explain or instruct
our pupils/ students on how to pass
papers, collect assignments, prepare for
experiments day in and day out because
we have established the routines for these
everyday tasks. They have become
habitual for each member of the class. 
3. Orchestrate smooth transitions
and continuity of momentum
throughout the day. 
▪ Smooth transitions and continuity
of momentum throughout the day
ensure us that every instructional
moment is made use of wisely. No
unnecessary lull is created that will
breed classroom restlessness, which
is the father of disciplinary problems.
4. Strike a balance between variety and
challenge in students’ activities. 
▪ A variety of student activities will ensure that
students’ multiple intelligences and varied
learning styles are considered in the conduct of
student activities. Most of the time our activities
fall under the word use, talking, writing will
certainly challenge the linguistically intelligent
students but bore the logic and math wizards
and other groups of different intelligences.
When boredom creeps into the classroom, we
have disciplinary problems in our hands.
5. As classroom manager, be aware of all
actions and activities in the classroom. 
▪ Our heightened awareness of everything
that is happening in our classroom puts
our pupils and students on their toes all
the time. While our back faces them when
we write on the board, our “eyes on the
back of our heads” will make our pupils
and students feel that we know what they
are doing. This is what Kounin calls with-
it-ness. 
6. Resolve minor inattention and
disruption before they become major
disruptions. 
▪ The old adage “a stitch on time saves
nine” aptly applies here. We have not to
wait until our class is out of control.
Misdemeanor has a “ripple effect” if not
checked early. Conflagration begins
with a spark. Put out the spark early
enough to avoid conflagration. We
ought to respond to inappropriate
7. Reinforce positive behavior 
▪ Be generous with genuine praise. Some
teachers are quite stingy with praise.
These are the teachers who think will become
less when they praise others. They have the
so-called “subtraction mentality.” Other
teachers are overgenerous with their
praise. Their praises overflow so much that
they give praise even when is not appropriate.
For our praise to be genuine it must be given
according to merit. It is our way of appreciating
and recognizing hard work and good behavior.
8. Treat minor disturbance
calmly. 
▪ “Do not make a mountain out
of a mole.” If a stern look or
gesture can kill the
inappropriate behavior so be
it. That’s the end period! Let us
not make a fuss about it.
9. Work out a physical arrangement of chairs
that facilitates an interactive teaching-learning
process. 
▪ There is no doubt that external environment
affects us. The most common arrangement of
tables and chair in the classroom is one where
the teachers’ table and chairs are in front and
the student’s desk or chairs are arranged in
rows facing the teacher. This seat arrangement
does not always enhance interaction among
students. Let us work for 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. 
 CLASSROOM
MANAGEMENT 
TECHNIQUES 
MANAGEMENT
OF TIME
 Time is of the essence in learning. How
much students learn depends upon the
amount of time they spend in learning. The
impact of time however on achievement is
influenced also by the quality of instruction
and the learning tasks. No matter what
amount of time is spent, no learning takes
place if there is poor instruction and poorly
devised learning tasks. It is observed that
classes where students are occupied with
learning activities, where time is managed
properly, learn more
HERE ARE SOME RESEARCH-BASED
EFFECTIVE TECHNIQUES TO MAKE
WISE ALL OF TIME:
✓Orchestrate smooth classroom
transitions.
✓ Remain involved with the students during
the entire class period allowing for no idle
time.
✓ Use fillers, in case you finish the lesson
ahead of time. Examples of fillers are
reciting a favorite stanza then letting others
explain the meaning or conducting a short
Cont... 
✓ Use a common place to keep materials such
as scissors, school supplies. This saves time.
You have not to look for them when you need
them.
✓ Follow a consistent schedule and maintain
the procedures and routines established at the
beginning of the year.
✓ Prepare materials in advance.
✓Make clear and smooth transitions.
✓Limit disruptions and interruptions through
appropriate behavioral management technique.
FOR QUALITY OUTPUT WITHIN AN
ALLOTTED PERIOD, HERE ARE SOME
SUGGESTIONS:
➢ Schedule all activities with corresponding time
allotment way ahead of time. Early preparations
could avoid haste and confusion.
➢ Provide enough time for everything you expect
to happen.
➢ Avoid rushing since you know you have
carefully allotted required time for every activity.
Quality may suffer.
➢ Anticipate difficulties or failure of some
operations in order to be able to pursue alternative
actions. 
Cont... 
➢ Be flexible with time assignments. If
students are observed to be so
interested and eager to continue
working, allow a little more time for
them to complete and achieve the
objectives with satisfaction.
➢ Set the example by showing that
you are time- conscious. They will
develop the same precision regarding
time utilization. 
MANAGEMENT
OF
DISCIPLINE
Discipline is controlled behavior.
It constitutes the next important
concern of teachers as part of
good management. No matter
how well- managed a learning
environment is, students will
occasionally misbehave.
Teachers must be ready to deal
with them with utmost care and
consideration. 
SOME CAUSES OF DISCIPLINARY PROBLEMS
❖ Unfavorable learning conditions -The
classroom may not be conducive to learning if it is: 
• overcrowded with more than the regular number of
students to a class. 
• with poor lighting facilities and inadequate
ventilation. 
• with furniture and storage cabinets disorderly
positioned, making the collection and retrieval of
tools less efficient. 
• with inappropriate seating arrangement such that
distractions can easily occur 
• near sources of noise which obstruct
understanding of the lesson. 
❖ Teacher’s poor management skills 
The teachers’ lack of adequate knowledge
and skills in handling occurrences of
misbehavior likewise contribute to a
trouble-prone setting.
❖ Students’ varied background 
- The students bring to the classroom a
surprising record of individual attitudes,
interests and abilities. Said characteristics
could be traced from their differences in: a)
family background, b) physical and mental
capacities, and c) emotional traits among
others.
HOW TO PREVENT DISCIPLINE
PROBLEMS 
To prevent discipline problems, teachers
can: 
✓implement group-oriented methodologies
such as:
1) cooperative learning approach,
2) team learning,
3) peer tutoring, and
4) group projects and collections.
✓ use varied teaching techniques
✓ develop patience, compassion, genuine
respect and care for the students. 
Schools differ in how they achieve and
maintain good discipline. Following are some
common practices: 
1. Discipline is the students’ responsibility. If they
misbehave, the teacher accepts no excuses. They
must be ready for the consequences.
2. Discipline is the teachers’ way of establishing a
desirable student-oriented environment for
learning.
3. Discipline is coupled with the effective teaching
strategies and techniques.
4. Discipline is achieved through the effects of group
dynamics on behavior.
5. Discipline is believed to be the exclusive
responsibility of the teachers.
WAYS OF DEALING WITH DISCIPLINE
PROBLEMS
ACCEPTABLE AND EFFECTIVE: 
1. Use verbal reinforcers that encourage good
behavior and discourage bad tendencies.
2. Use of non-verbal gestures, frown or a hard
look to dissuade them from mischiefs.
3. Dialogues can help in discovering problems
and agreeing mutually beneficial solutions.
4. Focus attention on one who is unruly and is
about to disturb the neighbors.
 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 free to express
or explain agitated feelings and
misgivings rather than censure them
right away. 
 UNACCEPTABLE AND INEFFECTIVE:
1. Scolding and harsh words as a reprimand
will  have a negative effect on the entire
class.
2. Nagging and faultfinding, together with loNG
“sermons” are repugnant and nasty.
3. Keeping a student in a “detention area” during
or after classes as a penalty for misbehavior is
a waste of time and occasion for learning. The
shameful experience is not easy to forget.
4. Denying a student some privileges due to
unnecessary hyperactivity can all the more
encourage repetitions.
 5. Assignment of additional
homework compared to the rest can
make them dislike the subject.
 6.Use of ridicule or sarcasm
could humiliate and embarrass a
student.
 7.Grades for academic
achievement should not be affected due
to misdemeanor. 
MANAGEMENT
OF PHYSICAL
ENVIRONMENT
 FURNITURE ARRANGEMENT 
 Furniture such as chairs and tables for
demonstrations or displays must be
positioned appropriately.
 Exhibit shelves are either permanently
pinned to the wall or are made to stand at
the sides.
 White board for writing and clarifying
lesson discussions, together with bulletin
boards, are available for posting important
messages and outstanding pieces of
students work, art and illustrations. 
 SEATING ARRANGEMENT
Below are some sample seating arrangements: 
1. Traditional rows in
columns are ideal for
establishing classroom
management. This
arrangement allows
students to focus on
you when you are
lecturing or teaching
routines and
procedures. It is great
for direct instruction. 
SEATING ARRANGEMENT
2. Position student desks
so that they face the
center when you are
facilitating classroom
discussions. The outer
area is ideal for skits, role
playing, and student
demonstrations. It
creates a friendlier
atmosphere and can be
used in lieu of traditional
rows. 
SEATING ARRANGEMENT
3. Situate chairs around
tables so that students do
not have their backs facing
you. When it is time for
small group activities, they
can move their chairs to
face each other. This
arrangement is ideal for
cooperative learning
activities. Be aware that
seating students in groups
invites dialogue, which is
great if that is your purpose.
SEATING ARRANGEMENT
4. This format is
wonderful if you have
desks because you can
rearrange them from
traditional rows into
groups and back again,
depending on your
lesson plan. Teach
students how to quickly
rearrange the desks to
facilitate small group
work.
 PHYSICAL CONDITION OF
THE CLASSROOM
✓ Clean rooms, hallways and surroundings
are wholesome places to stay in. the teacher
should schedule who is responsible for their
neatness on a regular basis.
✓ The physical environment must also be a
safe place where curious, overactive and
energetic children are always o n the go.
✓ During class hours proper lighting and
ventilation must be provided and maintained
for everybody’s comfort. 
MANAGEMENT
OF ROUTINES
 Refers to the established activities or
procedures 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 to 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. Transition
should be quick and quiet. 
MANAGEMENT OF
RELATIONSHIP
 This 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. Develop 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
judgment. 
 Classroom Management
Scenarios
 Read your groups scenario
 Provide a possible solution
and be ready to share!
Scenario #1
 Sixth period, the last period of the day, has just started
when Richel* walks into your classroom and slams her
books onto her desk. Richel is a student who is usually
moody, but in general has not caused many problems (or
disturbances in your classroom, although you have heard
of her being disrespectful to other teachers). You can’t
help but think that first she comes late and then interrupts
your review of yesterday’s material with the slamming of
the books. You continue your lesson, but hear heavy sighs
coming from Richel. A few moments later, you clearly hear
an obscenity.
 Directions:
 Identify the problem
 What is your suggestion to help this teacher?
Scenario #2
 Throughout class you notice that Fritz* and Smart* are
glaring at each other and making some snide
comments, when they are within ear-shot of each other.
As your class begins to exit the room, Fritz and Smart
end up next to each other. Smart shoves Fritz, which
results in Fritz turning around and throwing a punch.
Fritz has caused many previous problems in your class
all year – particularly with the other children. He usually
responds fairly well to you, but has had previous
displays of aggressive behavior. Smart has previous
not caused any problems for you and typically is a very
well-behaved young boy, just with a little more energy
than others.
 Directions:
 Identify the problem
 What is your suggestion to help this teacher?
Scenario #3
A student sitting in the middle of the class
has to be constantly reminded to stop
talking. When this is addressed with him,
he argues with the teacher and states
that he was just asking a question. How
could his teacher handle this behavior?
 Directions:

 Identify the problem

 What is your suggestion to help this
teacher?
NEXT STEPS…
Behavior Management Truths
 Consistency is the key!
 If students are engaged, they
are not causing trouble.
 You can win the battle but lose
the war.
 Choose your battles wisely.
 Parents can be allies or
enemies.
 Assigning blame is ineffective.
Behavior Management Truths
 Children need structure.
 Students rise or fall
according to our
expectations.
 If you fail to plan, you plan to
fail.
 Do unto others, as you would
have them do unto you.
 We all make mistakes.
 https://www.slideshare.net/MarielynAgcol/classroom-management-ppt-1
 Classroom Management “Nip it in the bud!”
Developed for Public Schools of Robeson County by Shanita Anderson, Teresa
Hardin, Shameicha Wade