PRINCIPLES AND METHODS OF TEACHING

Modular Approach
BY: PROF. GENARA B. PACANA
MODULE 3: MANAGING THE CLASSROOM
I.
Introduction
Classroom Management is not yet teaching, but it is prerequisite to teaching. Attention is basic to learning. We cannot
expect the students to learn without attention because learning requires focus. As a classroom manager, teachers manage
resources to facilitate learning. These resources include the 3Ms.Moment, Materials, and Man. In the context of
teaching, these are time, teaching materials and other physical features like desks, tables, and the learners themselves.
II.
Objectives
1. Explain the concept of routine, time management, discipline and other elements of classroom management that are
essential to learning.
2. Cite situations about the demonstration on the use of the different approaches, methods and techniques in
organizing the classroom.
3. Justify the need to manage the classroom well for maximum learning.
III.
Instructions
1. Read thoroughly the discussion/power point presentation.
2. Research on specific cases/problem in relation to classroom management.
3. Answer the pre-test and post-test.
4. Perform the requested activities efficiently.
IV.
Pretest
TRUE or FALSE: Write the word TRUE if the sentence is correct and FALSE if it is
wrong on the blank provided for before each number.
_________1. The primary purpose of routine is to economize the use of time for teaching and learning.
_________2. The more rules the teacher imposes in the classroom the more effective classroom management is.
_________3. Corporal punishment is prohibited only if parents complain against the practice.
_________4. The teacher needs to act promptly if misbehavior occurs in the classroom.
_________5. Nagging leads to proper decorum in the classroom.
_________6. Strict imposition of the rules in the classroom is the best way to prevent disciplinary problems.
_________7. Excellent instruction could prevent misbehavior in the classroom.
_________8. Dealing with the problem as it occurs is an example of proactive discipline.
_________9. Praising a child could contribute to positive atmosphere in the classroom.
________10. Scolding a child does not guarantee positive change in his/her behavior.
Discussion
A. GUIDING PRINCIPLES IN CLASSROOM MANAGEMENT
Classroom management is not teaching; it is a necessary condition to teaching.
A common problem that beginning teachers face is poor classroom management. The following principles can help the new teacher
manage the classroom well.
PRINCIPLES IN CLASSROOM MANAGEMENT
Below is a list of principles on classroom management backed up by research as cited by James H. Stronge in his book Qualities of
Effective Teachers (2002)
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.
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.
3. Orchestrate smooth transitions and continuity of momentum throughout the day.
Smooth transitions and continuity momentum throughout the day ensure us that every instructional moment is made use of
wisely.
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.
5. As classroom management, are aware all actions and activities in the classroom.
Our heightened awareness of everything t is happening in our classroom puts our pupils and students on their toes at all time.
a. 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.
6. Reinforce positive behaviour.
Be generous with genuine praise. Some teachers are quite stingy with praise.
7. Treat minor disturbance calmly.
Do not make a mountain out of a mole. If a stern look or gesture can kill the inappropriate behaviour so be it.
8. 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 students desk or chairs are arranged in rows facing the teacher.
9. Make good use of every instructional moment. Minimize discipline time to maximize instructional time.
B. DISCIPLINE
Self-discipline connotes internal motivation for ones behaviour, the internalization of domestic ideals and is most evident
when external regulations of behaviour are absent- George Bear
Discipline is controlled behavior. It constitutes him next important concern of teachers as part of good management. No matter how
well-managed a learning environment is, students will occasionally misbehave.
Disciplinary problems may be traced to:

Unfavorable learning conditions

Some of the most common causes of classroom problems point prominently to unfavourable learning conditions that impinge
on the learners abilities needs and interests.
Teachers poor management skills
The teachers lack of knowledge and skills in handling occurrences of misbehaviour 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. 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:
Employ more group-oriented methodologies
Use varied teaching techniques
Develop patience, compassion, genuine respect and care for your students
Various Modes of Establishing Discipline/Classroom Control
The establishment of classroom control can be seen as:
Students responsibility
Teachers exclusive responsibility

A result effective teaching strategies

An effect of group dynamics on behavior
Schools differ in how they achieve and maintain good discipline. Following are some common practices.
1. Discipline is the students responsibility
2. Discipline is the teachers way of establishing a desirable student-oriented environment for learning.
3. Discipline is coupled with effective teaching strategies and techniques
4. Discipline is achieved through the effects of group dynamics on behaviour.
5. Discipline is believed to be the exclusive responsibility of the teachers.
Are you a good disciplinarian?
Here are some tips at could make a teacher a good disciplinarian:
1.
2.
3.
4.
5.
6.

Be prepared to face a class with multi-behavior tendencies.

Know your students well- their names, family composition and socio-economic status.
Show your sincere concern for their welfare.
Commendable behavior is reciprocal.
Be calm, poised and tactful in solving discipline problems.
At all times e firm ad consistent in following classroom dos and donts. Students will likely test your patience and try how
far they can go.
7. Be enthusiastic and students will match your enthusiasm instead of being drawn to trouble.
8. Let out your good sense of humor.
9. Speak with a good voice volume, not too loud to become noise nor too soft to be heard.
10. Be humble in words and actions.
Ways of Dealing with Disciplinarian Problems
To establish discipline, use acceptable ways of dealing problems and avoid the unacceptable measures all means.
Discipline is any means adopted by the teacher for orderly behavior of students.
3 means of Classroom discipline:
1. Desirable Means of Discipline include the following: reminding or reprimanding the students of their present misbehavior for the
purpose of renewal or transformation.
2. Less Desirable Means of Discipline include demerit, withdrawal of students roles or responsibility in order to change his/her
behavior.
3. Undesirable Means of Discipline include the use of abuses in whatever forms verbal, emotional, and physical. These are as follows:
Emotional/ Verbal

Obscene languages
Name-calling
Teasing
Scolding
Oral defamation
Slander
Conduct unbecoming of a teacher
Refusal to smile and show a healthy environment for
learning

Physical

Spanking
Pinching
Manhandling
Battery
Standing on the air
Writing SORRY for one thousand times
Kneeling on the floor
Tying the child on the pole

C. MANAGING THE PHYSICAL ENVIRONMENT

The external environment helps create the atmosphere conducive for learning
Introduction

A well-designed utilization of classroom space is of utmost necessity if the aim is to be able to manage all learning activities to a
successful completion.
Furniture Arrangement
The physical features in the classroom must be located in areas where the contents could be viewed well and be made available or
use.
Seating Arrangement
The seating arrangement deserves foremost consideration since the students stay in each at the longest time during the day.
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.
D. ESTABLISHING CLASSROOM ROUTINE
Routines are the groundwork for a well-orchestrated classroom
Introduction
The classroom is a place where most of students learning takes place under the guidance of the teacher. The learning environment in
this classroom must be learner-friendly and educational.
Routine is one important aspects of classroom management. Organized routine means the management of details so as to leave the
learners and the teacher free for their teaching and learning.
Principles Underlying Classroom Routine
1. Routine activities should be selected with a view toward their carry-over values in life situations.
2. The larger the classes the more necessary to have routine.
The teacher is expected to organize classroom activities for the students in the first day of classes otherwise if he/ she fails to do
this, problem always prevail.
3. Routine procedures yield a maximum amount of experience value to the learner
4. Routine seeks to conserve learner initiative
5. It prevents lesson confusion
With routine, learning becomes systematic and the students would be free from any confusion. As they are conditioned most of
the time then learning takes smoothly.
Some Activities that Establish Routines
1.

Enlivening the room - this includes the putting up of curtains, flowers, plants, pictures, posters, cleanliness and
attractiveness of the room, as well as, the bulletin and subject area displays.
2. Use of chalkboard - teachers should train the children that the board should always be ready for use, chalk should
always be at hand, and erasers are always made clean, the board should be clean by either the teacher or the students for
the next class to use.
3. Attendance and Seating attendance records are kept through the use of attendance chart. Attendance checking should
be made economical of time and not distracting. Have a set regulation regarding tardiness or absence.
4. Handling devices, materials and equipment assemble materials before class that are planned for use during class.
5. Response to Signals train students to understand non-verbal signals like disinterest, boredom, and other forms of
misbehavior.
6. Watering the plants in the garden the learners are members of the school community, thus they would feel the
ownership of taking care of the plants in the garden and the potted plants inside the room by watering it regularly.
7. Cleaning the room and the garden the teacher organizes cleaning teams for regular routine assignments.
Routines also include the following classroom courtesies and preliminary activities.
Some routines on the following can be of great help:
Beginning and ending the class day or period
Transitions
Getting/distribution of materials and equipment
Group work
Seatwork a teacher-led activities
Beginning and ending the class day or period
Transitions
Management of most instructional interruptions is fully within the teachers control. Examples of
anticipated interruptions are:
Beginning of an instructional episode
Between instructional episodes
After an instructional episodes
Equipment set up and take-down
Material distribution/collection
From teacher-to-student-centred activity
Beginning/end of class or school day
Use of Materials and Equipment
Make clear your rules and procedures on the distribution and collection of materials, the teachers desk
and storage areas, students desks and storage areas, the use of the pencil sharpener.
Group Work
Rules and procedures on group work address the following areas:

 Movement in and out of the group

Expected behaviours of students in the group
Expected behaviours of students not in the group
Group communication with the teacher
Seatwork and Teacher-led Activities
Rules and procedures in these areas pertain to:
Student attention during presentations
Student participation
Talking among students
Obtaining help
Out-of-seat behaviour
Behaviour when work has been completed
E. Approaches in Classroom Management
1.
2.

ASSERTIVE APPROACH- deals with the use teachers assertion to immediately respond to students misbehavior. This
approach is based on primarily on Lee and Marlene Canters model of discipline, which teachers insist on students
responsible behavior.
BEHAVIOR MODIFICATION APPROACH- deals with the refinement of students behavior with the use of positive and
negative reinforces to transform their misbehavior.

The following adults can best model building and modifying learners behavior: parents, relatives, teachers, and other adults through
the following:
Demonstration of the expected behavior is explaining to the students what they see and hear.
Attention is the degree of attention that correlates with the characteristics of the student.
Practice is an opportunity for students to practice the appropriate behavior.
Corrective feedback is the moment where the appropriate behavior is reinforced; inappropriate behavior is suppressed and
corrected.
Application is the application of students learning in classroom activities like: ( role playing, modeling activities) and other
real- life situations
3.

BUSINESS ACADEMIC APPROACH- deals with the principle used by many businessmen. In this approach, the teacher
needs to establish a transaction with his/ her students like clients in the business world-that is to make a deal or no deal
transaction as regards of their varied personalities in the classroom.
4. GROUP MANAGERIAL APPROACH- deals with the involvement of the students stakeholders to transform the
behavior. It emphasizes the importance of responding immediately to group the student behavior that might be inappropriate
or undesirable in order to prevent problems rather than having with them after they emerge.
Work involvement- refers to the amount of time the students spent and engaged in assigned academic work. It closely resembles
what other research call Time on task or academic engage time
Desist management Techniques are the teachers actions taken to stop misbehavior.
Movement and Management- is the organization of behavior in transition from task to task within and between lessons.
Group Focus is keeping the students focused on the group activity or task.
5.
6.
7.

SUCCESS APPROACH- deals with the students self-realization to the right thing for learning. This is anchored in
humanistic psychology, which William Glasser calls it as reality therapy.
GROUP GUIDANCE APPROACH- is based on manipulating or changing the surface behavior of the student on a group
basis. Discipline and classroom control are produced through the group atmosphere and enhanced through group rapport.
ACCEPTANCE APPROACH- is rooted in humanistic psychology and maintains that every person has a prime need for
acceptance (Boiser: 2000). For her, the acceptance approach is based on the democratic model of teaching in which the
teacher provides leadership by establishing rules and consequences, but at the same time allows students to participate in
decision and make choices.
F.

Reinforcement

2 kinds of reinforcement
Positive is a management support associated with the giving of rewards or incentives.
Negative- is a management support associated with the use of punishment.
Types of reinforcement
1. Graphic reinforcement is a management support to learning that emphasizes on the use of words of appreciation and
admiration scribbled on paper like: very good, excellent and fantastic.
2. Activity reinforcement is a management support to learning that emphasizes activities that catch students interest and
attention such as: games, sports and trips.
3. Verbal reinforcement is a management support to learning associated to verbal prompt that emphasizes verbal messages and
appreciation of the acceptable students behavior like: I like you because you are so cute.
4. Non-verbal reinforcement is a management support to learning that makes use of teachers pleasant disposition and
emotional stability that serves as behavioral models for the students to captivate like: showing the right smile
5. Tangible reinforcement is a management support to learning that makes use of material things such as: candies, chocolates
and bread.
Misbehavior in the classroom:
Attention getting is the behavior of the children to be caught the attention of their teacher or classmates on them
where learning is sacrificed.

Power seeking is the behaviors of the child assert his or her aggressiveness for any point of contradiction, which
was not manifested at home.
Revenge seeking is the behavior of the child to be resentful by taking whatever forms of vengeance to avenge the
teacher.
Withdrawal is the behavior of the child to withdraw learning manifested in yawning, sleeping, daydreaming, and
cutting-classes.
Briskness is the behavior of the child to be abrupt in his mobility like standing, running, and any form of
movement that can disturb leaning in the classroom.
Goofing is the behavior of the child to do wrong, by doing a mistake, by making distraction or destruction in
his/her presence of mind.

G. TIME MANAGEMENT
Is a skill among teachers alike inside the classroom by keeping in touch with the attainment of lesson targets reflective in the
instructional plan.
4- Steps plan for time management suggested by Hewit & Whittier

Establishing clear goals and developing plans carefully prevents educators from wasting their time, energy, and resources.
Identifying and Eliminating Timewasters these are four basic types of time: namely, payoff, investment, organization, and
waste. The first three are productive, and the last serves no useful purpose.
Establishing positive time management strategies is the first step of many teachers to eliminate time wasting.
Taking care of oneself is an effective time management strategy. The teacher who is overburdened and exhausted is of little
use to his/her students.

Effective time management is a critical feature in the development of a classroom environment that is conducive to learning. The
following are the terminologies used in classroom time management.
1.
2.
3.
4.
5.
6.

Allocated time refers to the amount of time the school or teacher sets aside to teach a given content area or lesson.
Actual instructional time refers to the amount of time when instruction is actually taking place and can be viewed as a
subset of allocated instructional time.
Engaged time refers directly to the amount of time the learner spends attending to a lesson or task.
Academic Learning Time incorporates active engaged time and the appropriateness of instruction
Transition Time refers to the movement of one learning activity to another.
Collaborative Time is the time of the teachers in various specializations to meet for the inclusive learning development of
the students.

To maximize instructional time:

Work for smooth classroom transitions
Allow for no idle time by using fillers
Remain involved with students throughout the period
Use a common place for materials
Establish routines
Limit disruptions and interruptions.
Time lost is irretrievably lost.- Jose Rizal
Note: Check on the power point presentation for more discussion.
V.

Post Test
Multiple Choice: Tick the letter having the correct answer.
1. What is the best way to handle a child who cannot seem to stay put in one place?
A. ignore him
C. give him more work than the others
B. find out if he has a learning difficulty
D. tell him to go back to his seat
2. In Mrs. Colanags class, everybody is welcomed. Learning activities are properly planned
to involve everyone in the class. The teachers lessons involve the life and experiences
of the learners. This situation clearly shows that the teacher
A. is unbiased or non-prejudiced
C. uses effective modeling behavior
B. understands the process of learning
D. is an effective communicator
3. Mr. Aragon, a grade six teacher thinks that his pupils coming from the slum might be
incapable of achieving academic success as their wealthier classmates. If the teacher seeks
your advice what will you tell him?
A. Group the students according to socio-economic status.
B. Provide opportunities for students of different economic background to work together.
C. Expose the disadvantaged pupils to successful children of high socio-economic
backgrounds.
D. Be careful not to make predictions about individual students on the basis
of group differences.
4. Misdemeanor has a ripple effect This implies that as a classroom manager a teacher ______.
A. Reinforces positive behavior
B. Responds to misbehavior promptly
C. is consistent in her classroom management practice
D. counts 1 to 10 before she deals with a misbehaving student

5. Which is an INAPPROPIATE way to manage off-task behavior?

A. Redirect a childs attention to task and check his progress to make sure he is continuing to work
B. Make eye contact to communicate what you wish to communicate
C. Move closer to the child to make him feel your presence.
D. Stop your class activity to correct a child who is no longer on task
6. To be an effective classroom manager, a teacher must be friendly but must at the same time be_______.
A. Confident
C. Analytical
B. Businesslike
D. Buddy-buddy
7. Kounin claims that with-it-ness is one of the characteristics of an effective classroom
manager. What is one sign of With-it-ness?
A. Giving attention to students who are having difficulty with school work
B. Seeing only a portion of the class but intensively
C. Knowing where instructional materials are kept
D. Aware of whats happening in all parts of the classroom
8. What must a teacher do to ensure orderly transitions between activities?
A. Allow time for the students to socialize in between activities
B. Have the materials already at the start of the activity.
C. Assign fewer exercises to fill the allotted time.
D. Wait for students who lag behind
9. The task of setting up routine activities for effective classroom management is a task that a
teacher should undertake___________.
A. as soon as the students have adjusted to their schedules
B. on the very first day of school
C. every day at the start of the session
D. every homeroom day
10. Teacher S uses the low-profile classroom control technique most of the time.
What does this imply?
A. She is reactive on her disciplinary orientation
B. She manages pupils personalities
C. She reacts severely to a misbehaving student
D. She stops misbehavior without disrupting lesson flow

God Bless!