THEORETICAL

FOUNDATION OF
CLASSROOM
MANAGEMENT IN
SPECIAL
EDUCATION
 THEORETICAL FOUNDATION OF
CLASSROOM MANAGEMENT IN SPECIAL
EDUCATION

“Classroom Management is a topic of enduring

concern to teachers, administrations and the
public. Management problems continue to be a
major cause of burnout and job
dissatisfaction of teachers.”
-Everston & Weinstein, 2006
Objectives:

 Explain what is meant by the term diversity.

 Identify and describe the sources of learner diversity

 Determine learner diversity as applied in Special Education Settings.

 Explain the value of understanding diversity in classroom management.

diversity in the classroom
What is diversity?
 Diversity simply means
recognizing
the group or
individual differences
that we see in our students
(Eggen & Kauchack, 2010).
Diversity also means looking at each student’s unique
profile (Greenspan & Weider,1998).
“CONCEPT OF DIVERSITY”

The classroom is a centrepiece of a complicated social

arrangement and daunting challenges for the teacher.

Studies have shown that a teacher who is ill- prepared

to understand the diversity in the classroom tends to
discriminate subtly students through certain facial expressions,
selective acknowledgement, or tolerating class “monopolisers”
(Davis, 2001).
 FAMILY PATTERNS
RACE & GENDER
AGE
PHYSICAL ATTRIBUTES
The most important challenge of the Special Education
teacher in a diverse educational setting is to:

Deal w/
PREJUDICE &
DISCRIMINATION
Why is it important for every teacher to
understand learner diversity?

It is important for educators and education planners at all levels to

understand student’s diverse cognitive abilities and challenges. Teachers need to
be competent in addressing particular types of learning challenges while
encouraging the growth of high ability learners. It’s also important to consider
the learning impacts of mainstreaming and grouping based on abilities, and the
implications that theories of learning have for assessment.
sources of learner
Diversity
Learner Diversity
Learner diversity in a typical classroom can
be attributed to culture, gender, language,
socioeconomic status and learning style. It
influences the way teachers manage the
classroom.
 Culture

Socio-
economic Learner Gender
Status Diversity

Learning
Style Language
Culture
Culture
• Attitudes &
• Values
• Child- Adult
Interaction
Gender
Gender
• Role Identity
• Stereotype Threat
Language
Language
• Dialect
Learning Style
Learning Style
• Visual
• Audio
• Kinesthetic
• Tactile
Socio-economic Status

Socio-Economic Status
• Basic Needs &
• Experiences
• Parent Involvement
• Attitudes &
• Values
 DIVERSITY IN THE
SPECIAL EDUCATION
SETTING
Their individual differences can be explained in terms of;
1. How the child reacts to;
 Sensations
 Process Information
 Plans, Actions &
 Sequences Behaviour & Thoughts

2.The level of;

 Functional
 Emotional
 Social &
 Intellectual Capacities

3. Typical & Necessary Interaction patterns

4. Family Patterns (Greenspan, Weider, 1998)
 The implications for
understanding learner
diversity are reflected in
the provisions of legal
mandates and policies
spelled out by the
Constitution. Department
of Education and other
agencies particularly,
the UNESCO.
 Education Act of 1982
 Constitution of the Republic of the Philippines
Art. XIV, Sec. 5, par. 5 (1987)
Mandates that all people regardless of:
 Sex
 Age
 Creed
 Socioeconomic Status
 Physical & Mental Condition
 Social & Ethnic Origin
 Political &
 Other Affiliations
 Should be given access to quality education in line with
the National Goals and Conducive to their full
development.
 The Global Movement for Education for ALL (1990) was
strongly reaffirmed by the Salamanca Statement and
Framework for Action (1994) in its principles and policy
ensuring the right to education for everyone regardless of
individual differences. The Philippine participation in the
significant conference and in the Dakar Framework 2000
inspired the Philippine Education for All 2015. National
Action Plan specifically to include in its goal a strong
declaration to provide basic quality education for all and
eliminate gender disparities in primary and secondary
education (Philippines EFA 2015, Goals 1 & 5 2005).
 MODULE 2

KEY COMPONENTS
OF CLASSROOM
MANAGEMENT
 Basic concepts of Classroom Management
Classroom management was defined as “a systematic designing of classroom
environment”.
In 19th to 20th century management focused on the mastery of 3Rs, Obedience and
compliance.
That period, classroom management was viewed as “bag of tricks”.
With the enhancement of technology and universal acceptance of diversity in
classroom in 21st century, the paradigm of classroom management shifted from
one way flow of interaction to and environment of shared responsibility and
learning.
Special education teacher can’t abandon management practice but can modify it to
respond to an era of technology.
Key components of
Classroom
management and
organization
  Physical
Component

Refers about the physical

features of the classroom. It is
where you see how the classroom
arrange and organize in terms of
seating arrangement, specialized
equipment classroom instructional
materials.
 Psychosocial Component
Compose of Student Factor, Teacher
Factor, Peer Factor and Family Factor.
 Student factor have significant impact on
how they behave and respond to the
classroom demands.
 Teacher factor influences the students to
perform the nature of ongoing dynamics
in classroom.
 Peer factor are highly influential in the
term of socialization.
 Family factor supply the needs and cause
a big impact towards the student or
child.
 Behavioral Dimension – concerned with the management of inappropriate
behaviors.
 Considered as the most challenging component of Special education teacher.
 Most important thing is to use development appropriate practice.
 Sound program of behavior classroom management must be develop.

Procedural Dimension
Classroom rules
Classroom procedure
 This is where classroom rules and classroom procedures are set by a Special teacher to
maintain in order.
 Example, the teacher remind the student the first thing to before to take the recess.
 Instructional Dimension
 For the Special education teacher in order for them to have a effective teaching, they must know the
certain aspect of instruction and management practice
 Schedule
 Transition
 Groupings
 Lesson planning
 technology
Organizational Dimension
 It refers to the time management strategies:
 Personal interaction
 Work environment
 Administrative duties
 Instructional application
 Personal application
Characteristic
of Classroom
Settings
Doyle(1986) cited 6 features of classroom that make it complex.

1. Multidimensionality
 Classroom is the setting for many activities, ranging from academic activities.
 Example, they play, sing and dance inside the room

2. Simultaneity
 Inside the classroom many things may occur or happen at the same period of time.
 Example, One cluster of students are writing while the other are talking.

3. Immediacy
 Many thing may happen quickly inside the classroom that need immediate respond.
 4.Unpredictability
 Many events may occur in the classroom even if how many and careful you planned you can’t
foretell what happen
 Example, you can predict how many activities the student can finish at that time.
5.Publicness
 Being a teacher you are exposed to the eye of the student, you are open to everyone.
6. History
 Refers to the accumulation of records, experiences, after a period of belonging to the classroom
community.
DEVELOPING A
PERSONAL
PHILOSOPHY
OF CLASSROOM
MANAGEMENT
Importance of Philosophy in Classroom Management
• Your philosophy in life is reflected in the personal values you demonstrate.
• Your philosophy of teaching is, likewise, reflected in your classroom practices.
• Your philosophy underlies your purpose of teaching, the way you treat and respond to
your students, the development of rules, consequences and rewards to be conducted, the
purpose of discipline and your approaches to classroom management.
• Philosophy reflects the beliefs and values of the individual which underlie their
behaviors. Our beliefs about the nature and characteristics of our students shape our
classroom management practices as well as our purpose in teaching. Since our beliefs and
values influence the expectations we hold for the students, they undermine our decisions
relating to the selection of experiences and opportunities for learning that we provide
the students.
 Philosophical Perspectiveness in Classroom
Management
• Beliefs about classroom management depend upon the teacher’s orientation of
the nature of the students and pupil control, perception of what it means to
manage the different dimensions of classroom life, social and political
perspectives, and beliefs about reason for student misbehavior (Hoy &
Weinstein,2006).
 There are three Philosophical Perspectives of
Classroom Management;

1. teacher-directed management
2. student-directed management
3. collaborative management
 TEACHER-DIRECTED MANAGEMENT
• The teacher-directed management believes that students will become better decision
makers by internalizing rules and guidelines for behavior given to them by responsible
and caring adults.
• Major decisions are made by the teacher and the goal of classroom management is
maintaining order.
• Teacher manages students’ behaviors.
• Good behavior is learned using reward and punishment that is typical of the principle in
behavior modification by Skinner.
• Compliance is gained through reward and coercive power.
• And this type of classroom management is useful for high incidence disabilities.
 STUDENT-DIRECTED MANAGEMENT
• A type of classroom management that is appropriate for gifted and independent
learners.
• This type views the student as capable of controlling his or her behavior if given the
opportunity to do so. There is emphasis on student ownership of classroom rules and
procedures and learning activities.
• The management practices under this type are guided by the theory of cognitive
development of Jean Piaget and Lev Vygotsky’s principle of scaffolding.
 COLLABORATIVE CLASSROOM
MANAGEMENT
• The collaborative classroom management is exemplified by the classroom
management practices of Driekur and Glasser.
• The classroom is viewed as a learning team where students are assumed to
be in control of their own behavior and the teacher as the facilitator and
modern manager.
• This type commonly practiced in regular classrooms and for gifted learners.
 A Personal Philosophy of
Classroom Management
• Theories can be starting points in developing one’s philosophy of classroom
management. Your personal experiences, experiences in schooling, and experience in
formal knowledge are also good sources of beliefs. When your beliefs about the nature
of learners and the purpose of schooling are well-defined , you will have a clearer
perception of what behaviors constitute the practice of your profession. They will
underlie all your actions and purpose of teaching and most of all your classroom
management.
• As a Special Education teacher, you should be clear on what type of children are under
your care. Children's with special needs may be categorized for purposes of placement
but each will be different in relation to learning needs and responding to situations.
• Here are some personal philosophies of practicing Special Education teachers.
 From a neophyte SPED teacher: “Children with special needs exhibit unpredictability in the kind of
behaviors displayed every minute and hour. As a teacher I want my classroom to be child-friendly by
starting with Do’s and Don’t’s. The purpose of classroom management is to provide warmth to the
children that they may enjoy the tasks required of them and at the same time can be equally rewarding
to the teacher.”
• Every teacher should have a philosophy of classroom management. A well-defined
philosophy can provide you a clear direction in planning learning activities, managing
behavior of students, and ultimately toward being a successful teacher.