SECTION 2 – Professional Teachers are Compete

ED 202 Learning Module 4

INSTRUCTOR: PRINCESS IZZA Y. PIELAGO

Learning Module Chapter 4: Competent Teachers: Effective Classroom Managers
Classroom is a complex interaction of students, teachers and learning materials. A competent
teacher should have the skills in managing instruction, classroom environment, time, and
discipline in order to impart knowledge and skills to students.

Intended Learning Outcome (ILO)

Manage instruction, relationship, physical environment, discipline, time and routines
effectively.

INTRODUCTION
Should teachers still worry about students who chew gum? What should teachers do about those
students whose cell phones ring in class? How should teachers react when they hear students
using offensive language?
Teachers wonder what to do about these and the countless other learner behaviors that they
witness each school day. Are these the issues that should concern them or should they focus
exclusively on the more serious problems confronting the students?
Classroom management is the business of getting students to do what teachers want them to do.
If the teacher is good at it, a lot of things get done and students enjoy coming to class.
Many teachers are unsure of how to define a class that is well-disciplined because today's
discipline issues are neither simple nor self-evident. For example, teachers may want the students
to be engaged in active learning, but those classroom activities can appear chaotic. They also
struggle with new issues such as cyber bullies and online cheating.
Even though educators may not always be in agreement about the exact definition of a well-
disciplined classroom, most of them certainly know when things are not going well. Misconduct
referral notices are remarkably uniform in the types of behaviors that teachers and administrators
do not find acceptable.
The room itself is appealing in a well-disciplined room. Many teachers still teach in cramped and
overcrowded rooms without enough basic materials and certainly not expensive equipment such
as interactive whiteboards and LCD projectors. Despite these restrictions, effective teachers can
manage to create an environment where students focus on learning. Teachers can arrange desks
to encourage collaboration as well as independent work, minimize traffic-flow problems, and
make sure materials are readily available. Walls could be used to stimulate student engagement
with displays of students' learning output. Consider some ways in which you might incorporate
in your future planning of student engagements. At the end of this chapter you are expected to
explore possible approaches to solve problems of the 21st century classroom using good
management skills.

GUIDED PRACTICE 1

A. Identification. Write the correct term being described.

1. The ability of a teacher to organize learning activities and student behavior effectively.
2. The system of guidelines that students are expected to follow in the classroom.
3. The process of keeping students actively involved in learning activities.

B. Short Reflection
Why might a knowledgeable teacher fail if they cannot manage the classroom effectively?
______________________________________________________________________________
______________________________________________________________________________

ENGAGE
I. MANAGING THE CLASSROOM WELL IS IMPORTANT IN TEACHING AND
LEARNING SITUATIONS

A knowledgeable teacher may fail in teaching due to inability to work effectively with students.
Students may be entertaining each other during class time, talking aloud or walking around
aimlessly in the classroom. What can be done to help students learn in these situations?
Here are some tips in order to manage the classroom well:

1. Set Rules and Procedures That Students Are Expected to Follow

The teacher must communicate the rules clearly to the students. Clear communication entails a
clear discussion of every rule and its rationale. A final critical strategy is to find out if students
understand the rules and commit to abide by them. Class rules, procedures, and notice of
upcoming activities are posted in convenient places to help students stay on track.
Students follow class routines for daily chores without nagging. In a well-disciplined class,
students understand what they are expected to achieve each day and how they are to go about
them.

2. Let Students Actively Engage in the Pursuit of Knowledge

Active learning generates a much higher noise level than the silent classrooms of the past.
There is movement, laughter and noise. Students are up and out of their seats while engaged in a
variety of interesting activities that encourage thought and discovery. They do more talking than
the teacher on most classroom learning experiences.

3. Lead Students to Take Responsibility for Their Learning

In a well-disciplined class, teachers may lead students, but they do not coerce them into good
behavior through threats of dire punishment. Teachers encourage students to understand the
importance of choosing good behavior over the short-term thrills of bad behavior. In an orderly
class, self-directed students not only encourage each other, but they also work with their teachers
to achieve academic and behavioral goals that they themselves have established.
Successful teachers employ a variety of strategies to promote responsible decision-making and
create self-reliant students.

4. Respect Everyone
Teachers and students treat each other with obvious respect. This is evident in such nonverbal
interactions as body language and tone of voice as well as in what students and teachers say to
each other. Students speak with confidence because they feel their opinions are valued. Students
in a well-disciplined class also respect their classmates. They have been taught to appreciate each
other's unique contributions to the class as well as appropriate ways to resolve conflicts. There is
a general sense of togetherness and steadfast courtesy.

GUIDED PRACTICE 2
A. True or False. Write T if the statement is correct and F if incorrect.

___ Rules should be explained together with their rationale.

___ Classroom discipline should rely mainly on punishment.
___ Students should participate in maintaining classroom order.
___ Clear routines help students stay focused on learning.

B. Scenario Analysis
Scenario: A teacher constantly shouts at students to remain quiet but never explains the
classroom rules.

What classroom management mistake is evident?

What strategy should the teacher implement instead?

II. CLASSROOM MANAGEMENT TECHNIQUES

How do teachers manage the first days of the new school year to set the stage for the entire
year? Here are some classroom management techniques:
Management of Instruction
This refers to the smooth flow of the instructional processes. Smoothness involves
circulating to facilitate students' cooperation and discussion as they work in small groups.
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 and 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 withitness 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
This 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, specific plan for introducing the student to classroom rules.
2. Set few class rules for the students to follow.
3. Create an atmosphere where there is respect to one another.
4. Apply the principle of least intervention for routine classroom behavior problem. Create varied
interesting lessons to make students pay attention to class discussion and students do not engage
in activities that disrupt class discussion.
5. Manage serious 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
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 judgement.

Management of Physical Environment

This 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 quantities 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 lessons that are so interesting, engaging, and relevant to student's 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 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. Transitions should be quick and quiet.

GUIDED PRACTICE 3
A. Matching Type. Match the type of management with its description.

Column A Column B
1. Instruction Management A. Organization of materials and seating
2. Discipline Management B. Preventing and addressing misbehavior
3. Physical Environment C. Maintaining smooth lesson flow
4. Time Management D. Effective use of classroom time

B. Application Question
A teacher arranges desks to encourage collaboration and minimize classroom traffic.
Which type of management is being applied?
Explain why this strategy improves learning.