UNIVERSITY OF

CALOOCAN CITY
Biglang Awa St., Corner Catleya St.,
EDSA, Caloocan City
COLLEGE OF EDUCATION

THE TEACHING PROFESSION

SUBJECT CODE: TC 002
TOPIC OR LESSON 2: The Teacher in the Classroom and Community
WEEK: 3
SUB-TOPIC/S:
2.1 Classroom Management

OVERVIEW OF THE TOPIC

Classroom management is an integral part of the teaching process. According to
Burden (2006) classroom management involves teacher actions to create a learning
environment that encourages positive social interaction, active engagement in
learning, and self-motivation. There are various definition of what classroom
management is, however the idea of classroom management broadens and becomes
encompassing to other classroom dimensions. These various dimensions include making
the most of our time allotted for each lesson, teaching, and learning resources,
creating a positive teacher-student relationship, and student potential. (Jao, 2017)

In today’s diverse world, you cannot expect to teach students all the same. In reality,
when you teach, neither you can assume that one classroom model is suited to all of
your students regardless of their family background. In order to create a meaningful
classroom experiences, you rethink what you are doing and how you are doing in the
classroom. Effective planning, implementing, monitoring, and maintaining
nonthreatening and inviting classroom atmosphere fall under classroom management.

The aims of this lesson is to assist you, future educators in attaining efficiency and
effectiveness in classroom management, in school community relations and in
establishing linkages and networking with organizations.

LEARNING OUTCOMES
Students are expected to manage instruction, relationship, physical environment,
discipline, time, and routines effectively.

LEARNING OBJECTIVES
At the end of the lesson, students should be able to:

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a. Foster effective classroom management.
b. Device effective ways of starting class.
c. Become knowledgeable and skilled in using a variety of teaching methodologies
and procedures in order to undertake lessons attainable in the present classroom
atmosphere.

ENGAGE
Review of the previous lesson. Instruction: Answer each with a YES or NO. If your answer
is NO, explain your answer.

• Essentialism
_____1. Do essentialists aim to teach students to reconstruct society? _____2. Is
the model citizen of the essentialist the citizen who contributes to the re building
of society?
_____3. Do the essentialist teachers give up teaching the basics if the students are
not interested?
_____4. Do the essentialist teachers frown on long academic calendar and
core requirements?

• Progressivism
_____1. Do the progressivist teachers look at education as a preparation for adult life?
_____2. Are the students’ interests and needs considered in a progressivist curriculum?
_____3. Does the progressivist curriculum focus mainly on facts and concepts? _____4.
Do the progressivist teachers strive to simulate in the classroom life in the outside
world?

• Perennialism
_____1. Are the perennialist teachers concerned with the students’ mastery of
the fundamental skills?
_____2. Do the perennialist teachers see the wisdom of ancient, medieval, and
modern times?
_____3. Is the perennialist curriculum geared towards specialization? _____4. Do the
perennialist teachers sacrifice subject matter for the students’ interests?

• Existentialism
_____1. Is the existentialist teacher after students becoming specialist in order
to contribute to society?
_____2. Is the existentialist concerned with the education of the whole person? _____3.
Is the course of study imposed on students in the existentialist classroom? _____4. Does
the existentialist teacher make heavy use of the individualized approach?

• Behaviorism
_____1. Are behaviorists concerned with the modification of students’ behavior?

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_____2. Do behaviorist teachers spend their time teaching their students on how
to respond favorably to various environmental stimuli?
_____3. Do behaviorist teachers believe that they have control over some variables
that affect learning?
_____4. Do behaviorist teachers believe that students are a product of their
environment?

• Linguistic Philosophy
_____1. Do linguistic philosophers promote the study of language?
_____2. Is the communication that linguistic philosophers encourage limited to
verbal language only?
_____3. Do linguistic philosophers prefer the teacher who dominates discussion to
save time to a teacher who encourages dialogue?
_____4. Is the curriculum of the linguistic philosopher open to learning of as
many languages like Mother Tongue as possible?

• Constructivism
_____1. Does the constructivist agree to a teaching methodology of
“telling”? _____2. Do constructivists believe that students can construct
knowledge? _____3. Do constructivists approve of teaching learner’s skill to
learn? _____4. Do constructivists believe that meaning can be imposed?

EXPLORE
Instruction: Describe full a well-manage classroom. Determine your own criteria. Use the
following guide questions:
▪ What is your definition of classroom management?
▪ What are the some of the main aspects of classroom management? ▪
Provide one or more examples of classroom strategies used in your class.
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EXPLAIN
“The classroom is the second home of both teachers and students.” Classroom
management is an integral part of the teaching process. It suggests providing a
classroom environment that is conducive to learning, such as appropriate time
scheduling for various activities and an orderly placement instructional material.
Following are some supportive measures that can create a well-managed classroom.

A. Organizational Plan
1. Structured Classroom
- The learning activities in a structured classroom are well-planned ahead of time
and the procedures follow accepted rules and regulations followed by the school. -
The lesson plan is carefully prepared such that all discussions are directed towards
the achievement of its objectives.
- Needed instructional tools and materials are readily available to ensure a smooth
conclusion of the lesson. Both teacher and students feel responsible for a
successful completion of the day’s plan.
2. Flexible Classroom
- Has an allowance of free movement, time allotment and even in decisions
regarding modes of undertaking the learning activities.
- Students are given chance to express and pursue special interests and the
responsibility to gain relevant thereafter.
- It allows different types of grouping, from a totally individualized set-up to one that
is class-oriented or group-oriented.
A. Individualized Approach
o All instructional approaches are intended for each individual student
considering ability, interests, and needs.
B. Group Set-up
o Organized for a number of purposes: Ability grouping together students of
the same achievement level. Ability to tackle concepts in a particular
 subject. Interest Groups and groupings according to hobbies and
recreational skills.
o Groupings could facilitate such teaching strategies as cooperative
learning, group experimenting, or drama presentations.
C. Some schools could opt to use a combination of both types of organization
depending on conditions that warrant a switch from to the other and vice
versa.

B. Scheduling
Good time management is the key to a smooth flow of planned activities. On it
would depend how much of the objectives we could be accomplished. Proper timing
could sustain motivation and interest, resulting in students’ active involvement in all class
undertakings.
Teachers must be able to plan thoroughly for their daily lessons and for additional
activities such as:
▪ Parent-teacher conference after class
▪ Working with other teachers during occasional school events.

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▪ Preparing new teaching devices
▪ Advanced requests for supplies and materials for the week’s lessons and for
learning centers.
▪ Supervising students along the corridors and school ground or while eating in the
canteen.

Once in a while you will be able to finish the lesson ahead of schedule. When
you can sense that the lesson will be over in five to ten minutes, be ready with filler
activities which are connected with the lesson.

C. Record Keeping
Of the responsibilities of a teacher is to keep school records. Among the activities
to be recorded are:
1. Daily Attendance
- An attendance register showing the presence or absence through a fast roll call
must be kept. An attendance likewise consulted in cases of declining
performance in classroom tasks. Causes of irregular attendance will easily be
solved if they are promptly recorded.
2. Students’ Progress
- School authorities, the parents, and sponsors are interested to know how their
children are performing/ progressing in all kinds of school activities. Realizing the
importance of such records, teachers must practice are in keeping accurate
records and communicating them to parents in the best means possible.

D. Physical Environment
Management of Physical Environment
This refers to the organization of the learning environment, supplies, and
materials. • Organize supplies and materials for activities that occur frequently in
most readily available accessible place and must be governed by the simplest
procedure. • Rules must go with territory and insist on respect for them. Expectations
 regarding beginning and end f class behavior must be clearly expressed.
• Avoid interruptions during class program.
• Arrange the physical setting and maximize visibility and accessibility. • Materials
and equipment stations are available in sufficient quantities and are located to
minimize congestion in traffic lanes.
• Bulletin boards and wall spaces are used to display student work and complement
current class activities.
• Set explicit procedures for getting materials from and returning them to
designated classroom locations.

E. Discipline
Discipline is controlled behavior. It constitutes the next important concern of
teachers as part of good management.
1. Causes of discipling problems
- 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 efficient.

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- With inappropriate seating arrangement such that distractions of student’s
concentrations can easily occur.
- Near sources of noise, which obstructs understanding of the lesson. - The students
bring to the classroom a surprising record of individual attitudes, interest, and
abilities. Characteristic could be traced to their differences in: a. Family
background b. Physical and mental capacities c. Emotional traits among others

2. Prevention
- Depending on the students’ abilities and interests, teachers can implement group
oriented methodologies. Such strategies promote strong cooperation and shared
group responsibility in all classroom undertakings, thus eliminating sources of
potential problems. Involving them in planning learning tasks ensure active
involvement and participation rather than passive attention as in routine activities.
- Teachers who are sensitive to possible misdirection of efforts and interactions are
fast to switch from one technique to anther as the need arises. There must be
clear understanding and the objectives of the lesson and the strategies to be
used. Any misstep in procedures will then be avoided. But if the continuous flow
of the activity is hampered by uncontrolled action, then the ability of the
teacher to shift to an alternate activity will be necessary.
- Of prime importance are the teachers’ personal attributes such as: patience,
compassion, concern and caring attitude, respect, and trust for others. - The
teachers’ personalities are their surest “arms” that can either win or fail amidst a
controllable learning situations.
- The teachers’ teaching style will determine how student will respond, at times
receptive, sometimes withdrawn.

Common Way of Establishing Discipline/Classroom Control

Discipline occupies the center stage in all learning activities. A classroom where good
discipline prevails is most conducive to purposeful activities. On the other, hand
improper behavior distracts attention and disrupts procedures being undertaken.
Because of the important role that students’ behavior plays in achieving learning
objectives every school sets its own policies regarding maintenance of appropriate
discipline.
Some common practice in how to achieve and maintain good
discipline: a) Discipline is the students’ responsibility.
b) Discipline is a teacher way of establishing a desirable student-oriented environment
for learning.
c) Discipline is a coupled with effective teaching strategies and techniques.
d) Discipline is achieved through the effects of group dynamics on behavior.
e) Discipline in believed to be exclusive responsibilities of teachers.

Common Ways of Dealing with Discipline Problem Acceptable and

effective Acceptable and effective:
▪ Use verbal reinforces that encourage good behavior and discourage bad
tendencies.
▪ Use non-verbal gestures, frown, or a hard look to dissuade them from mischiefs.

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▪ Dialogues could help in discovering problems and agreeing on mutuality
beneficial solutions.
▪ Award merits for good behavior and demerits for inconsistencies and lapses. ▪
Focus attention on one who is unruly and is about to disturb the neighbors. Lead
him/her to a secluded area and nicely convince him/her to be quiet. ▪ A private
one-on-one brief conference could lead to a better understanding of mistakes that
need to be remedied and improved.
▪ Allow the students the freedom to express agitated feelings and misgivings rather
than censure them right away.

Unacceptable and ineffective:

▪ Scolding and harsh words as a reprimand will have a negative effect on the entire
class.
▪ Nagging and faultfinding, together with long “sermons” are repugnant and nasty.
▪ Denying a student some privileges due to unnecessary hyperactivity could all the
more encourage repetitions.
▪ Use of ridicule or sarcasm could humiliate and embarrass a for mentor. ▪ 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.
▪ Assignment of additional homework compared to the rest could make them dislike
the subjects.
▪ Grades for academic achievement should not be affected due to misdemeanor.

F. Establishing Routine
Routine is a regular procedure or a normal practice that is to be followed. It is a
schedule of activities that is mostly time-paced and is attuned to the lesson a good
classroom management.
1. Advantages
The advantages of sticking to a routine are:
a) It helps in accomplishing everything that is planned.
b) It serves as a guide in controlling behavior.
c) The students feel secure since they know every step in the procedure.
d) It builds a teacher’s confidence in following a well-planned
procedure.

2. Ways of Establishing Routine

▪ Routine could be scheduled on a weekly or monthly instead of daily basis. The
practice gives a leeway in spending a little more time for an activity that the
students are so eagerly pursuing.
▪ Plan a routine for an entire class rather than for an individual or a group. It is easy
to accomplish the sequence of activity to lessen possible interruptions due to
differences in a group pacing.
▪ Plan a procedure for the whole unit with a corresponding time allotment for each
topic. You may allow flexibility in the time to be. in-between. Stick to the block of
time when the unit is expected to be completed.
▪ You might find the class in a situation when the interest and concentration is at its
peak. Though beyond the time limit, you may continue for the sake of additional

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learning and experiences being achieved. Cutting the procedure abruptly could
cause disappointment and wastage of momentum.
▪ Give clear and direct instructions to avoid guessing on what to do next.
Dillydallying wastes time and effort.
▪ Practice some signals that would mean the class is about to start and they must be
ready.
▪ Model time consciousness. Let them see that you are following the planned
routine. Examples in routine in connection with the lessons are:
a. Going on a fieldtrip.
b. Inviting resource speaker.
c. Viewing a film.
d. Downloading information.
e. Performing simple investigations.
f. Setting up a learning center.
g. Forming groups for an activity.

Classroom Management Models

During the mid-1900’s, teachers started to express their concerns about
managing classrooms. There was not any systematic approach developed by then.
Traditionally, teachers used the authoritative assertion techniques, however, this
technique did not last long and began to fade gradually (Allen, 1996). Later,
researchers began to observe teachers all over the country to study what worked well
and what did not for almost a decade from 1969 to 1979. This led to a systematic
development of classroom management models.

There are several models that have been developed over the years. Allen (1996)
in his research “Seven Models of Discipline” summarizes seven systematic models of
classroom management borrowing from Charles’ book Building Classroom Discipline:
From Models to Practice (1985). These models were a derivative of extensive classroom
observations studying the student- teacher behavior in addition to considering the
psychological aspects of humans (Allen, 1996, p. 1). They are:

1) The Kounin Model: Withitness, Alerting and Group Management.

2) The Neo-Skinnerian Model: Shaping Desired Behavior.
3) The Ginott Model: Addressing the Situation with Sane Messages.
4) The Glasser Model: Good Behavior comes from Good Choices.
5) The Dreikurs Model: Confronting Mistaken Goals.
6) The Canter Model: Assertively taking charge.
7) The Jones Model: Body language, Incentive Systems, and providing Efficient help.

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ELABORATE
Instruction: Envision your present or future classroom of the 21st Century. Visualize your
classroom setting. List appropriate management procedures that will create positive
learning conditions.
CLASSROOM MANAGEMENT TECHNIQUES PROCEDURE/ ACTIVITIES

A. Management of Discipline 1.
2.
3.
4.
5.

B. Management of Physical Environment 1.

2.
3.
4.
5.

C. Management of Routines 1.
2.
3.
4.
 5.

D. Management of Time 1.
2.
3.
4.
5.

II. Instruction: Choose one Classroom Management Models and explain it using a
graphic organizer.

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EVALUATE
Instruction: Classroom management and instructional management affect students’
behavior in school. It is very important to give detailed instructions on how lessons are
planned, organized, and executed, in order to maintain appropriate students’ behavior
and keep students engaged. Implementing fluidity in lesson delivery can maximize
misbehaviors.

Scenario:
Ms. Mikasa Ackerman has been having difficulty in her sixth-grade students
during cooperative group work. The students are assigned to specific groups to do
certain activities. They know where to go and with whom they will be working, but she is
struggling with the rotation transitions as students prepare to move from one group to
the next. During instruction, Ms. Cruz has no problem with smooth transitions and uses
variety of strategies (such as bell, five-finger countdown, and a patterned clap) that
signal students to finish one task before starting the next one. When it comes to group
transitions, however, she is not as smooth as in getting students to rotate from one task
to the next.
Solution:
How do you approach the problem of Ms. Ackerman? Consider the diversity of
her students (special needs, learning styles, language ability, etc.) when answering this
question.

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RUBRIC FOR EVALUATION SCORE

10 – The 8-9 – The 7-5 – The 4-1 – The 0–

E

explanation is explanation is
C

explanation is explanation is Has no

directly quite relevant to
N

relevant to the not clear and explanatio

relevant to the the topic. Only
A

topic. Most of has a very n

topic. Every few of the
V

E the details rough

L detail points contribute to details transition of
E
toward the the contribute to idea. The
R
topic. development the details are
of the topic. development not relevant to
of the topic. the topic.

T 10 – The 8-9 – The 7-5 – The 4-1– The 0–

explanation explanation
/

E explanation explanation Has no

N
shows at least shows at least shows at 3 to 5 shows at explanatio
9 correct/valid
E

C
6 to 8 most 2 n
N
M
correct/valid correct/valid evidences to correct/valid
E evidences to evidences to support his/her evidences to
support his/her answer.
U

D support his/her support his/her

I
G
answer. answer. answer.
R
V

E
A

10 – The 8-9 – The 7-5 – The 4-1– The 0–

Y

I
explanation is explanation is explanation is explanation is Has no
clear, has a somewhat
R

clear, has a not clear and explanatio

very good clear and has
A

L
good has a very n
C
flow of transition, most a rough rough
discussion, of the details transition from transition of
every detail are one idea to ideas.
is connected to another.
connected to each other.
each other.

I 10 – The 8-9 – The 7-5 – The 4-1 – The 0–

explanation explanation
Y

T explanation explanation Has no

has no error has 3 to 4
N
I
has 1 to 2 has at least 5 explanatio
H
L
in errors in errors in errors in n
C
A grammar, grammar, grammar, grammar,
E spelling, and spelling, and spelling, and spelling, and
punctuations. punctuations. punctuations. punctuations.
C

OVERALL SCORE: 40

REFERENCES
Purita P. Bilbao, Ed.D, Brenda B. Corpuz, Ph.D, Avelina T. Llagas, Ed.D. The Teaching
Profession. Lorimar Publishing Company. QC
Dr. Avelina M. Jao (2017). The Teaching Profession. Jimezyville Publications Lourdes S.
Lim, Ed. D. Rosalina A. Caubic, Ed. D. Luvimi L. Casihan, Ph.D. The Teaching
Profession. Adriana Publishing Co., INC.
 ADDITIONAL
MATERIALS

Models of Classroom Management: [Link]

education106/chapter/7-2-models-of-classroom-management-2/
Classroom Management: [Link]

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PREPARED BY:

Ms. Rosell P. Cultivo Ms. Desiree S. Isidro

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