Managing Student's Behavior
Classroom scenario
Teacher Anne, a multigrade teacher, conducted a whole class discussion with her Grades 1, 2 and 3
learners. The class was harmonious until she told the second and third graders to go and work in groups
while she's dealing with the first graders, The learners were neglectful of what to do. Most of them were
just playing around and not helping in accomplishing the given task. Only a few members in each group
were doing all the work. Teacher Anne wasn't able to keep every group under control.
Classroom Management
Classroom management can be defined as the process of establishing and sustaining appropriate
student behavior such that the delivery of lessons is not compromised (Kratochwill, 2010).
There are three (3) distinct phases of classroom management:
1. Planning before school begins. Before the school year starts, the teacher visualizes life in the
classroom: how learners are going to behave in the classroom, how they will interact with one
another, how materials will be arranged, and other essential classroom considerations.
2. Implementing plans. The teacher executes the plans that were developed before the beginning
of school. In this phase, expectations are formed. The learners create a vision as to what will
happen in their class.
3. Maintaining good discipline. The teacher maintains the positive academic and social norms that
have been established. The role of the teacher shifts towards maintaining a high level of student
engagement and minimizing disturbances in the learning environment.
According to Wong and Wong (2009), the root cause of behavior problems in classrooms
appears to be the absence of established rules and procedures rather than poor student
discipline. Research shows that providing rules and procedures helps things run smoothly in the
classroom.
Here are some guidelines to consider when planning rules, routines and procedures for a
Multigrade Classroom:
a. Inside the Classroom
What rules and procedures are you going to establish for the use and care of the
different materials and equipment in the classroom?
What rules and procedures will the learners be expected to follow when they are in
a certain area of the classroom.
b. Other School Areas such as in the comfort room, office, playground, etc.
When and how are learners going to have access to these areas?
What roles and procedures are you going to implement for lining going to these
areas?
How should learners behave in these areas?
c. During whole-class activities and seatwork
When and how do you want learners to ask and answers questions?
If you want everyone's attention, how will you cue or signal the class? What rules
and procedures are you going to set up for learners working together?
How and when are you going to give instructions for activities or assignments?
How and when will the learners obtain the materials they need for the activities,
tasks, or assignments?
What procedures will learners follow when turning in outputs or materials,
especially when you are having discussion with individuals or small groups?
How and when will the learners' outputs or assignments get corrected?
What procedures will you use for returning work?
What can the learners do when they are done with their tasks?
d. During small groups
What procedures, rules, and signals will learners follow regarding the movement to and
from the group?
When and how the learners ask and answer questions?
What are your expectations for learners are working together in small groups?
While you are dealing with a group of learners, what will the rest of the class be
doing?
e. Other procedures that must be considered
What routines are you planning to establish to start each school day?
What routines are the learners going to follow to end each school day?
Are you going to use a student helper system? What expectations are you going to set
for student helpers to accomplish their roles?
Classroom behavior management entails more than just following rules and procedures.
Rather, it's proactive and constructive system.