AIDS TO EFFECTIVE TEACHING AND

CLASSROOM MANAGEMENT

Roselle M. Beltran
Subject Teacher
 Effective Teaching is in consonance
with the effective use of essential tools/aids.

This lecture will focus on specific

approaches, suggestions, procedures and
cautions on the use of recitations,
assignment and the art of questioning as
effective tools for learning and the need to
adopt classroom management practices and
discipline in the teaching-learning situations.
A. THE RECITATION

The present concept of recitation focuses on the

development of reflective thinking, creative expressions,
favorable attitudes and ideals for social living.

It is learner-centered and allows self-expression.

This is directly in contrast with the traditional type of

recitations where the teacher merely hears his students
re-cite the prepared material.
 TECHNIQUES IN CONDUCTING
RECITATIONS
 Planning and organizing will ensure the smooth
unfolding of activities in the recitation.
 It should be purposive. Set goals should be clear to
both the teacher and the students.
 It should provide for active students participation and
self-activity.
 It should utilize life-like situations.

 It should provide for individual differences.

 It should provide for evaluation.

CAUTIONS IN CONDUCTING
RECITATIONS
Poor or ill – conduct of recitations may not be
totally avoided but it could be minimized
provided that the following cautions are
observed:
1. No one should monopolize the recitations
especially the teacher.

1. Students should recite for the class not for

the teacher alone.
3. Discipline should always prevail inside the
classroom.

4. The modern teacher gives his learners every

chance to recite and aims for even distribution of
his questions and activities.

5. Interruption in the recitation is discouraged since

the learner’s flow of thought may be disturbed.
It is also a sign of discourtesy,

6.Teachers should know how to handle the

responses of the learners.
 THE ASSIGNMENT

• Any lesson would not be considered complete

without the assignment.
• Assignment is an integral part of the lesson.
• It is the most important phase of the teaching-
learning activities outside of the classroom.

 Assignment is that part of the lesson which tells

the learners what they are to do and what
they are to accomplish on the lesson.
ASSIGNMENT

it is a job that does not only extend to

the home but in class such as lessons to
be studied, projects to be accomplished,
exercises to be accomplished or a
review of the previous lesson
REQUISITES OF A GOOD
ASSIGNMENT
1. The assignment should be perfectly clear
and definite.
2. The assignment should be concise but
detailed enough to enable the learners to
understand the task assigned them.
3. The assignment should be well-understood.
4. The assignment should be adjusted to the
time available to the learner.
5. The assignment should be well-planned and
organized.
 REQUISITES OF A GOOD
ASSIGNMENT

6. The assignment should be flexible and adapted to

the needs of the individual learner.

7. It should be adapted to ability, experience,

interest, home condition and available time for
study.

8. It should be, if possible, of some practical use in

itself, or be useful in the learner’s daily life.
REQUISITES OF A GOOD
ASSIGNMENT

9. It should stimulate the thinking and

reasoning power of the learner.

10. It should prepare for the effective

execution of work.

11. It should be checked by the teacher to see

that it can be effective.
 TYPES OF ASSIGNMENTS
A. In terms of learners for whom assignment is intended.
Individual
time and effort-consuming for teachers since the
learner’s interest, ability, and achievement level
should be considered.

 Group
small group assignment
class assignment
In terms of length
day-to-day assignment
long range

TWO MAJOR TYPES

Old type assignment.
Characteristics of a traditional school which
is based upon the nature of the child.
Ex. Page by page, problem, topic, then
exercise and question.
New type assignment
 It is child-centered which considers child’s
abilities, interests and experiences.
Ex. Project type, contract and job type
WHEN TO GIVE THE ASSIGNMENT
 At the beginning of the period if it has no direct
bearing on the lesson at hand.
 At the end of the period/lesson if it is an outgrowth of
the lesson.
 In the course of the discussion or recitation if a
certain problem grows out of the discussion.
 HOW MUCH TIME SHOULD BE DEVOTED
TO THE ASSIGNMENTS?

 For a day-to-day assignment-not more

than 5-10 minutes for a 40-minute period
or 15-20 minutes for 60 minutes class.
 For project/experiment assignment- one
whole period or more. There is no place
for an assignment given few seconds
before the class ends.
THE ART OF QUESTIONING
Questioning is no doubt an indispensable
aspect of a good teaching. If it is handled
carefully, it promotes effective and reliable
teaching.

Good teaching then is synonymous to good

and skillful questioning.
What is questioning?

Key technique in teaching

Used for a variety of purposes

CLASSIFICATION OF QUESTIONS

1. According to purpose (developmental, drill, review,

measurement and marking, diagnostic).
2. According to what they measure (factual knowledge,
understanding skill, reasoning power, judgment,
measuring attitudes, values and appreciation, route
memory).
3. According to mental functioning (memory, thought
provoking, explanation, argument, disruption,
relationship, classification, summary, reorganization,
narration, illustrative example.

PURPOSES OF ASKING QUESTIONS

1. Stimulate the inquiring ability on the part of the

student.
2. Learn how much the child has remembered
3. Check upon the degree of the child’s understanding of
important facts and concepts.
4. Discover any lack of information needed for thinking
about the problem.
5. See if the learner possesses background of
experience for learning situation
6. Motivate learning
7. Discover students’ interests
8. Give the learner opportunities to establish human
relationships.
9. Give the learner opportunities to express his ideas
10. Help him in concentrating on pertinent materials
11. Stress important facts
12. Provide for drill in the mastery of facts having
high social utility
13. Measure progress
14. Gain the attention of the student
15. Develop a problem-solving attitude towards
subsequent discussions.
16. Arouse interest and curiosity
17. Review content already learned
18. Stimulate learners to ask questions
19. Promote thought and the understanding of
ideas

20. Change the mood/tempo, direction of the

discussion

21. Encourage reflection and self-evaluation

22. Allow expression of feelings

TYPES OF QUESTIONS
 According to thinking process involved:

a. Low level questions- focus on facts, don’t

test levels of understanding or problem
solving skills.
b. High level questions- go beyond memory
and factual information, more advance,
stimulating and more challenging, involve
abstraction and point of view.
According to type of answer required:

a. Convergent questions – tend to have one

correct and best answer.
are used to drill learners on vocabulary, spelling and
oral skills but not appropriate for eliciting thoughtful
responses
usually start with what, who, when or where
are referred to as low-level questions
are useful when applying the inductive approach
and requires short and specific information from the
learners
b. Divergent questions – open-ended and usually have many
appropriate answers.
Reasoning is supported by evidence and examples
Associated with high level thinking process and encourage
creative thinking and discovery learning
Usually start with how and why, what or who followed by why

 According to the questions used by teachers during open

discussion

 a. Eliciting Questions – these are employed to:

Encourage an initial response
Encourage more students’ participation in the discussion
Call attention to a discussion that is lagging or dying out
Probing Questions – seek to:
Expand or extend ideas
Justify ideas
Clarify ideas

Closure-Seeking Questions – used to

help students form conclusions,
solutions or plans for investigating
problems.
GUIDELINES IN ASKING
QUESTIONS
 Wait Time – the interval between asking a
question and the student response. This is
a 3-4 second think-time.
 Prompting – uses hints and techniques to
assist students to come up with a response
successfully.
 Redirection – involves asking of a single
question for which there are several
answers; used in high level questioning.
 Probing - a qualitative technique used for
the promotion of effective thought and
critical thinking, provides the students a
chance to support or defend a stand or point
of view.

 Commenting and prompting – used to

increase achievement and motivation.
TIPS ON ASKING QUESTIONS

Ask questions that are:

 stimulating/thought-provoking
 within student’s level of abilities
 relevant to students daily life situation
 sequential – a stepping stone to the next
 clear and easily understood
TIPS ON ASKING QUESTIONS

vary the length and difficulty of questions

have sufficient time for deliberation
follow up incorrect answer
call on volunteers or non-volunteers
call on disruptive students
move around the room for rapport/socialization
 encourage active participation
 phrase questions clearly
 ask as many learners as possible to answer certain
questions
TECHNIQUES OF QUESTIONING
 Question should be fairly well-distributed
among the different members of the group.
 No special order should be observed in the
distribution of questions.
 The student who is to respond to the
question should be designated after the
question has been asked and time has been
allowed from formulating the answer.
 The rule for questioning should be adjusted to
the nature and purpose of the questions and the
relative familiarity of the group with the material
covered by the question.
 Individual difference of ability and special
knowledge and interest should be taken into
consideration in the assignment of question.
 Questions should occasionally be assigned to
inattentive pupil.
 Questions should ordinarily be asked in a
manner such as not to suggest the correct
answer.
 Repetition of a question in most instances is
not advisable.
 A natural, interesting and conversational tone
should be used rather than one that asks or
demands in a formal, artificial, school room
manner.
 Questions should be asked in a manner that
indicated confidence in the pupil.
 Pivot questions which have been thought out
in advance, should be employed in the
development of the lesson.
CONDUCT OF A GOOD
QUESTIONING
Should be asked in a conversational tone.

Should aim to develop the lesson.

Should be equally distributed among the

members of the class.
Should consider individual differences.

There should be no repetition of questions.

Inattentive pupil should be asked more often to
answer questions
No calling on fixed order
General rule- ask thought provoking question
and challenging question
Courtesy between the teacher and the pupil
should prevail.
Questioning should be in good grammatical
form
Flow of question should be logical and
smooth.
HOW TO HANDLE ANSWERS TO
QUESTIONS
Show appreciation for any answer.
Comprehensive and complete answer to
question is required.
Wrong answers should never be allowed to
go uncorrected.
The teacher should not repeat an answer.
A student should recite to the whole class,
not to the teacher.
The teacher should not allow answering in
chorus.
TYPES OF QUESTIONS TO AVOID

Questions that suggest answer

Trick questions

Too broad

Poorly phrased, vague question

 FORMULATING QUESTIONS & RELATED
ISSUES

Pivotal questions. There are four or five basic

questions that are related to the major part or
objectives of the lesson. These are formulated and
written in advance.

Emerging questions. These are other questions

that are formulated as the lesson proceeds and
teacher-student interactions take place. These are
not prepared since it is impossible to know in
advance where the discussion would lead to.
Wait-time. It is the interval between asking a question
and the response. Average amount of wait-time is 1
second but it could be increased to elicit better response.

Directing. This is applied when the teacher asks the

question and then calls on somebody to answer. This is
effective because more, if not most of the students will
think about the question.
Redirecting. This is employed if the student who is
called to give the appropriate answer could not
provide it. The teacher does not give the answer but
calls on another one instead.

Probing. In this strategy, the teacher stays with the

same student. He asks for clarification, rephrase the
question or ask questions. Probing could be employed
for all students but is very effective to high achievers
because it leads to high responses and discussions.
Commenting. Criticism is usually connected with
commenting. It is suggested that it be used sparingly
as this will have negative effect on student’s
achievement. The effect is visible when students stop
asking questions or responding to questions.

Praising. Honest praise increases motivation and

achievement. This positive reaction can be simple
smile, a nod of approval or a brief comment indicating
approval or acceptance.
 DON’TS IN ASKING QUESTIONS
1. Ask yes or no questions that allow a 50-50 chance
of getting the right answer.
2. Ask indefinite or vague questions.
3. Ask guessing questions.
4. Ask double or multiple questions.
5. Ask suggestive or leading questions.
6. Ask fill-in questions.
7. Ask overload questions.
8. Ask tugging questions.
 DON’TS IN ASKING QUESTIONS
9. Cross-examination questions.
10. Call the name of a student before asking a
question.
11. Answer a question asked by a student if students
should know the answer.
12. Repeat questions or answers given by students.
13. Exploit bright students or volunteers.
14. Allow choral responses or hand waving.
15. Allow improper speech or incomplete answers to
go unnoticed.
 DO’S IN ASKING QUESTIONS
1. Ask questions that are stimulating and not merely
memory testing.
2. Ask questions that are commensurate with
students’ abilities.
3. Ask questions that are relevant to students.
4. Ask questions that are sequential.
5. Vary the length & difficulty of questions.
6. Ask questions that are clear and simple.
7. Encourage students to ask questions of each other
& to make comments.
 DO’S IN ASKING QUESTIONS
8. Allow sufficient time for deliberation.
9. Follow up incorrect answers.
10. Follow up correct answers.
11. Call on nonvolunteers and volunteers.
12. Call on disruptive students.
13. Prepare five or six pivotal questions.
14. Write the objective and summary of the lesson as
a question, preferably as a problem.
15. Change your position & move around the room.
 CLASSROOM MANAGEMENT

 the administration or direction of activities with

special reference to such problems as discipline,
democratic techniques, use of supplies and
reference materials, the physical features of the
classroom, general housekeeping, and the social
relationship of the learners.
CLASSROOM MANAGEMENT

 The operation and control of classroom activities,

which is relatively confined to the mechanical aspects
of teaching activity.

 Refers to the operation and control of classroom

activities; involves the ability to maintain order and
sustain pupil attention.
What are the Purposes of Classroom
Management?

 To minimize the occurrences of discipline problems.

 To increase the proportion of classroom time devoted

to constructive and productive activity.
 3 C’s of Classroom Control

1. CONTENT – facilitate the delivery of instruction

2. CONDUCT – promotion or orderly and safe learning

environment

3. CONTEXT – emphasis is on communication rather than

physical elements associated with classroom settings
TECHNIQUES OF CONTENT
MANAGEMENT

PHYSICAL SET-UP/SETTING OF ROUTINES

 Teach learners to form various groupings and return
to standard arrangement with minimum confusion.
 Identify traffic routes and clean the way.
 Organize supplies and materials for activities that
occur frequently
 Rules must go with territory and insist on respect for
them
TYPES OF CONTROL

1. PREVENTIVE CONTROL – aimed at

minimizing the onset of anticipated discipline
problems through planning.
2. SUPPORTIVE CONTROL – aimed at directing
students’ behavior before it becomes a full
blown problem.
3. CORRECTIVE CONTROL – seeks to discipline
students who have not been faithful to the
standard of good conduct.
 Do not use the first few minutes of a class session for
collection

 “Overlapping” techniques is useful for collection and

distribution of materials
 Prepare for transition by planning distinct types and
sequences of teacher, pupil activity (ex.: checking
homeworks, presentation of new materials, giving
assignment, monitoring network).
 Arrange furniture that will facilitate overall monitoring,
making a visual sweep of the room and detecting work
problems or social distractions.

 Employ low profile classroom controls.

Arrange the physical setting to maximize visibility and
accessibility.
Develop and use nonverbal signals to express impatience
and disapproval (e.g. eye contact, hand gestures, clearing
one’s throat, facial frowns).

Teach and model self-management skills.

INSTRUCTIONAL
MANAGEMENT

Involves gaining and maintaining the cooperation of

students in activities that make use of full classroom
time.

a. Analyze instructional activities, duration, space

required, type and number of students, resources needed,
and expected behavior for management requirements.
Arouse students to become active participants and
sustain learners involvement through thoughtful
and systematic planning.

Develop the three clusters of instructional

management skills
 Movement Management – refers to maintenance momentum and
making transitions from one topic to another.
 Group Focus – ability to maintain group alertness and sustain a
concerted effort.
 Avoidance of satiation, minimize impediments to progress through
Restructuring of the program
Variety for interesting encouragement
Challenge to test intellectual abilities

Techniques of Conduct Management

Assertive Management
1. establish a conduct code
2. set limits to conduct inside and outside
classroom
3. manage consequences of enforced rules
whether good or bad
 a. good – verbal praise, a valued privilege,
tangible recognition
b. bad – a verbal reprimand, loss of privileges or
deprivation of tangible recognition

4. seek the support of principal and parents

5. encourage self-discipline with positive feedback to
sustain the process.
TECHNIQUES OF CONTEXT
MANAGEMENT

1. Respect students as human beings than valuing them

for what they can do.
2. Perceive disturbance rather than controlling your
purpose in teaching.
3. Tend to be more concerned with larger rather than
smaller issues.
4. Be self-revealing than self-concealing.
5. Capitalize an interpersonal relationship of trust and
confidence as solution to discipline problem.

6. Capitalize an interpersonal relationship of trust and

confidence as solution to discipline problem.

7. Utilize eight-step problem solving as a solution to

discipline problem.

8. Utilize class meetings as a solution to discipline

problems.
Behavioral Modification Approach
• The use of rewards to increase the occurrence of
appropriate behavior and punishments to reduce
the likelihood of inappropriate behavior.

1. Questions to Consider

a. What is the specific behavior that requires
modification (increase, reduction, elimination)?
b. When does the behavior occur?
 c. What are the consequences of the behavior? What happens
in the classroom when the behavior is exhibited?
d. How do these consequences reinforce inappropriate
behavior?
e. How can the consequences be altered?
f. How can appropriate behavior be reinforced?

Basic Principles
a. Behavior is shaped by its consequences not by the causes
of problems in the
history of the individual or by group conditions.
b. Behavior is strengthened by immediate reinforces.
Positive reinforces are praises or rewards.
Negative reinforces take away or stop
something that the student doesn’t like.

 c. Behavior is strengthened by systematic

reinforcement (positive or negative).
Behavior is weakened if not followed by
reinforcement.

d. Students respond better to positive reinforces than they do

to punishment (averse stimuli). Punishment can be used to
reduce inappropriate behavior, but sparingly.

e. Rules are established and enforced. Students who follow

rules and praised and rewarded in various ways. Students
who break rules and either ignored or reminded about
appropriate behavior, or punished immediately.
Models
 are effective in modifying behavior to the degree
that they capture attention, hold attention, and are
imitate. The best models are those that individuals
can identify with on the basis of one or more of the
following traits:
 a. Sex e. personality attractiveness
 b. age f. competence
 c. ethnicity g. ability to reward imitators
 d. power h. physical attractiveness
Techniques in Building Good
Discipline:
a. Demonstration. Students know exactly what is
expected. In addition to having expected
behavior explained to them, they see and hear it.
b. Attention. Students focus their attention on what
is being depicted or explained. The degree of
attention correlates with the characteristics of
the model (teacher) and characteristics of the
students.
c. Practice. Students are given opportunities to practice
the appropriate behavior.

d. Corrective feedback. Students receive frequent,

specific, and immediate behavior is suppressed and
corrected.

e. Application. Students are able to apply their

learning in classroom activities (role playing, modeling
activities) and other real-life situations.
 Strategies for Managing
Problem Students
Accept students as they are, but build on and
accentuate their positive qualities.
Be yourself. Students can recognize phoniness
and take offense at such deceit.
Be confident. Take charge of the situation, and
don’t give up in front of the students.
Provide structure, since many of these students
lack inner control and are restless and impulsive.
e. Explain your rules and routines so students understand
them. Be sure your explanations are brief, otherwise
you lose your effectiveness and you appear to be
defensive or preaching.

f. Communicate positive expectations that you expect

the students to learn and you require academic work.

g. Rely on motivation, and not your prowess to maintain

order; an interesting lesson can keep the students
on task.
h. Be a firm friend, but maintain a psychological
and physical distance so your students
know you are still the teacher.
i. Keep calm, and keep your students calm,
especially when conditions become tense or
upsetting. It may be necessary to delay
action until after class when emotions have
been reduced.
j. Size up the situation and be aware of
undercurrents of behavior, since these students
are sizing you up and are knowing
manipulations of their environment.
k. Anticipate behavior, being able to judge what will
happen if you or a student decide on a course of action
may allow you to curtail many problems.

l. Expect, but don’t accept, misbehavior. Learn to cope

with misbehavior, but don’t get upset or feel inadequate
about it.
PUNISHMENT

 Guidelines for Using Punishment

1. Don’t threaten the impossible. Make sure the

punishment can be carried out.

2. Don’t punish when you are at loss for what else to

do in an emotional state. The
quiet, cool approach is more effective than the
angry, emotional approach.
3. Don’t assign extra homework as well as the subject.
4. Be sure the punishment follows the offense as soon as
incidents before they become bug and unmanageable.
possible. Don’t impose punishment two days after the
students misbehaves.
5. Be sure the punishment follows the offense as soon as
possible. Don’t overact to mild behavior or underplay or
ignore serious misbehavior.
6. Be consistent with punishment. If you punish one
student for something, don’t ignore it when another
student does the same thing. However, students and
circumstances differ, and there should be room for
modification.

7. Don’t use double standards when pushing. You

should treat both sexes the same way, and low-
achieving students the same way.
8. Give the students the benefit of doubt. Before
accusing or punishing someone, make sure you have
the facts right.

9. Don’t hold grudges. Once you punish the

student, put the incident behind you and try to start
with a clean slate.

10. Don’t personalize the situation. React to

misbehavior, not the student.

11. Document all serious situation. This is especially

important if the behavior involves sending the
student out of the room or possible suspension.
Preventive Discipline

 Refers to establishing control systems in the

classroom and avoiding the breakdown of controls
 Involves a series of strategies to modify the
surface behavior of the students so they are
engaged in appropriate classroom tasks
 Also involves preventing students from getting
out of control by reacting to small, manageable
incidents before they become bug and
unmanageable.
APPROACHES TO CLASSROOM
MANAGEMENT

1.ASSERTIVE APPROACH. It expects the teacher to

specify rules of behavior and the consequences should
these be defied and to communicate these rules and
consequences clearly. Under this approach, the students
are made to understand that the teacher is the one in
charge of the classroom. It is based on a model of
discipline which the teacher insists on responsible
behavior from the students. This is synonymous, to
authoritarian parenting where obedience is valued and
misbehavior is strictly punished.
2. BUSINESS-ACADEMIC APPROACH.

This approach which was developed by

Everton and Emmer emphasizes the
organization and management of the students
as they engage in academic activities. Task
orientation, that is, focusing on businesslike
and orderly accomplishment of the academic
activities, leads to a clear set of procedures
for students and the teacher to follow.
3. BEHAVIORAL-MODIFICATION APPROACH.

This is rooted in the classic work of behaviorists

Watson and Shinner. It involves a variety of
techniques and methods ranging from simple
rewards to elaborate reinforcement training.
Behaviorists assume that behavior is shaped by the
environment and pay little attention to the causes of
the problems. Under this approach, teachers spend
little time on the personal history of the student.
The focus is on how to increase the occurrence of
appropriate behavior thru a system of rewards and
reduce the possibility of an inappropriate behavior
thru punishment.
4. GROUP MANAGEMENT APPROACH.

A Kounin research which emphasized the need to

respond immediately to group student behaviors that are
undesirable in order to prevent problems rather than having
to deal with them as they emerge. This has something to
with ripple effect which maintain that if the misbehavior is
stopped immediately, it remains an isolated and does not
develop into a problem.
5. GROUP GUIDANCE APPROACH.

It is based on changing the surface behavior of the

students on a group basis. This approach maintains that
discipline and class control are produced through the group
atmosphere and evidenced through group rapport. This
gives the teacher a chance to work with students as a group
rather than on individual basis. In effect, the task of the
teacher is lighter and thus, the focus on content and group
accomplishment.
ACCEPTANCE AND SUCCESS APPROACHES

Both approaches are rooted in humanistic

psychology. The Acceptance approach is based on
the belief that everyone wants to belong and be liked
by other who are important to him. To achieve this,
he would rather behave than misbehave. In the
success approach, though teachers should not excuse
bad behavior of students, they need to change
whatever negative classroom conditions that exist and
improve the condition so they lead to student success.
Why is it a must that appropriate approaches be
considered in classroom management? Let’s take a look,
these consequences/ risks:

-rejection -chronic fatigue

-worry -frustration
-misunderstood
On the other hand, if we, teachers adopt approaches
relevant to/commensurate to actual classroom
environment, then we are assured of the following returns
from our clients.

-happiness -fulfillment
-hope -satisfaction
-faith -academic success
 PRINCIPLES UNDERLYING
CLASSROOM MANAGEMENT

1. The teacher should bear in mind that the plan in handling

classroom activities should be adapted to the classroom
conditions. The class size, classroom arrangement, and
teaching materials must be well considered.
2. The teacher should bear in mind that regulations on
absence and tardiness should be handled according to
administrative requirement.
3. The teacher should bear in mind that the handling of
instructional materials should be routinized to save time
and avoid confusion.
PRINCIPLES UNDERLYING
CLASSROOM MANAGEMENT
4. The nature and needs of the pupils should be
borne in mind in making the seating arrangement.
5. It should be borne in mind that effective teaching
and efficient learning are possible only when the
classroom condition is normal.
 - The teacher should bear in mind that the
positive approach to classroom management and
control is more effective than the negative
approach.
 DISCIPLINE AS PUNISHMENT
GUIDELINES

Learn what type of punishment school authorities

permit.
Learn what punishment can be given.
Never assign extra homework as punishment.
As punishment, never prohibit student from attending
a favorite class.
Do not assign a punishment, which is actually a
reward.
Never strike a student.

Arrange for all punishments to follow the offense as

closely possible.
Be consistent with punishment.

Before accusing or punishing any student, get the

facts.
Be prepared to document any serious incidence of
misbehavior.
 MODERN CONCEPT OF
DISCIPLINE

Discipline based on devotion to humanitarian

principles and ideals such as freedom, justice and
equality to all.
Discipline, which recognizes the inherent dignity and
rights of every human being rather than discipline
attained through humiliation.
Discipline which develops self-direction, self-
discipline rather than discipline based on compulsion
and obedience.
Discipline based on understanding of the goal in view
rather than discipline based on high authority.
PREVENTIVE MEASURES FOR
CLASSROOM DISCIPLINE
Formulating objectives in terms of behavioral
changes desired.
Structuring the classroom so as to be conducive to
learning.
Providing interesting activity for learners.
Providing proper motivation.
Making use of personality and personal influence
and maintaining proper personal attitude.
Building up school spirit.
Conference with the learners.
Stimulating of group responsibility
Correct attitude on the part of the teacher.
Providing proper routine
Giving individual assignments.
Utilizing the resources of the community and the
school institution.
Using functional methods, procedures and techniques.
Evaluating the programs made by the pupils as a
results of teaching.
CORRECTIVE MEASURES PRESCRIBED BY
THE DEPARTMENT OF EDUCATION

1. Suspension or expulsion
2. Corporal punishment prohibited
3. Withdrawal of privileges

PRINCIPLES GOVERNING THE HANDLING OF

DISCIPLINARY PROBLEMS:
1. The teacher should be responsible for his own task of
disciplining pupils.
2. The teacher should cooperate with school administrators in
upholding and enforcing school regulations and in
maintaining standards affecting disciplinary problems.
3. The teacher should not punish the whole class for the
wrong done by one.
4. The teacher should approach disciplinary problems
positively.
5. The teacher should not make the corrections within the
hearing distance of other students.
6. The teacher should not attempt to settle any problem of
discipline at the height of his anger.
7. The teacher should endeavor through a talk with the pupil
to make clear to him the need for correction.
8. The teacher should treat the offender in terms of his
economic and social status.
9. The teacher should adjust the correction to the nature of
the offense and the student concerned.
10. The teacher should never use corporal punishment as a
solution to any
disciplinary problems.
11. The teacher should know the existing laws and
regulations which relate to discipline and be governed
by them.
12. The teacher should be able to guide the learners in
setting up rates of conduct and after the rules have
been adopted, he should guide and direct the learners
in their observance.
13. The teacher should show respect and kindness
during the investigation.
14. The teacher should consider self-control as an
ultimate goal in teaching.
15. The teacher should see to it that punishment is
reasonable and constructive.
16. The teacher should see to it that friendship with the
offender is maintained.
17. The teacher must bear in mind that praise and social
approval are more effective in promoting good standard
than censure, blame and punishment.
18. Whenever disciplinary problems arise, the teacher
should ask himself such questions, what is wrong with
my teaching methods and techniques? What is wrong
with any subject matter?
19. When a learner misbehaves in the classroom, he
should be studied in an effort to do.
20. Prevention of disciplinary situations is to be
preferred to remedying difficulties that arise.
21. Deliberately ignore the misbehavior to a point.
22. Intervene with non-verbal signals.
23. Reduce the distance between the offender and you.
24. Make an effort to rekindle lost interest.
25. Use humor to diffuse tensions.
26. Give functional assistance to perplexed students.
27. Do things differently now and then.
28. Give support through routine-some student need it
more than others.
29. Use no punitive exile.
30. Physical restraint is sometimes necessary.
CONCLUSIONS ON THE
THEORY OF PUNISHMENT
Punishment is more effective if the teacher has
already a positive relationship with the student.
Punishment if it must be used, should come early
in a sequence of misbehavior and should be
systematically applied.
Greater firmness at the onset of misbehavior may
be more effective than the practice of gradually
escalating the intensity.
The student should understand clearly what is that he is
being punished for.
Punishment is more effective if the learner has the choice
of engaging in an activity that is an acceptable alternative
to the misbehavior.
The same aversive treatment should not be repeatedly
done.
It is generally better if reprimands can be delivered
privately rather than publicly, to the students concerned.
THANK
YOU!