Countdown!

5 for freeze
4 for quiet
3 for eyes on the speaker
2 for hands free
1 listen for instructions
 Activity 1: LIE DETECTOR
 Choose a partner.
 Write 3 statements about yourself (2 of the statements
should be truthful and 1 should be a lie).
 Ask your partner to spot the lie.
 If your partner will spot the lie, you will sing a nursery
rhyme.
Powers of the Teacher
• ExpertPower
• Referent Power
• Reward Power
 Expert Power
 Expert power is shown when teacher makes his student
feel that he is knowledgeable about the lesson.

 The teacher shows students his vast knowledge of a

subject matter.
 Referent Power
 It means that the teacher accept the students the way
they are.

 It is the opposite of the traditional idea that teacher lives

in “ivory tower.”
 Reward Power
 Reward power is the authority of teacher to give student
grade that he/she deserves.

 Giving of grades that are tantamount to the efforts of the

students
 in
CLASSROOM MANAGEMENT
Classroom Management

being
effective
prepared motivating
discipline
for class the learners

provision of safe,
building self-
comfortable
esteem of
learning creative and
the pupils
environment imaginative
in daily
lessons
 1. HUMAN (MAN)
2. TIME (MOMENT)
3. MATERIALS
Classroom Management

is different
for
everyone.
Classroom Management

Why?
Classroom Management

is different
for
everyone.
 Why?
 Teaching Styles
 Personality
 Student population
 Not all management strategies are effective for every
teacher.
 Classroom Management
Administration or direction of activities with special
reference to such problem as discipline, democratic
techniques, use and cares of supplies and references,
materials, physical features of the classroom, general
housekeeping, and social relationships of the pupils.
 Types of Student Problems
 Failure Syndrome-usually says, I can’t do it.
 Perfectionist-anxious of making mistakes
 Under Achiever-student do minimum to get by
 Low Achiever-student have difficulty even if they are
willing to work
 Types of Student Problems
 Hostile Aggressive-not easily controlled, they damage
property
 Passive Aggressive-express opposition to teachers but
indirectly
 Defiant-student resist authority and carry on a power
struggle with teachers
 Hyperactive- show excessive and constant movement
even when sitting
 Causes of Disciplinary Problems
 Unfavorable learning conditions
– overcrowded with more than the regular number
of students
– poor lighting facilities and inadequate ventilation
– with furniture and storage cabinets disorderly
positioned
– with inappropriate seating arrangement
– near sources of noise which obstruct
understanding of the lesson
 Causes of Disciplinary Problems
 Teacher’s poor management skills
– Lack of adequate knowledge and skills in handling
occurrences of misbehavior
– personal and emotional attributes
– Knowledge and skills
 Causes of Disciplinary Problems
 Students’ varied background
– family background
– physical and mental capacities
– emotional traits among others
 Approaches to Classroom Management
 Assertive Approach
 Business Academic Approach
 Behavior Modification Approach
 Group Managerial Approach
 Group Guidance Approach
 Acceptance Approach
 Success Approach
 Assertive Approach
 Identify expectations clearly.
 Be willing to say “I like that” or “I don’t like that.”
 Be persistent in stating expectations and feelings.
 Assertive Approach
 Use a firm tone of voice.
 Maintain eye contact.
 Use non-verbal gestures in support of verbal statements.
 Assertive Approach
 Use hints, questions, and I-messages rather than
demands for appropriate behaviors.

 Follow up with promises (reasonable consequences,

previously established) rather than with threats.
 Assertive Approach
 Be assertive in confrontations with students; include use
of statements of expectation, indicate consequences that
will occur and note why action is necessary.
 Various Modes of Establishing Discipline/Classroom Control

Authoritarian Assertive Laissez faire

No
Control
Control
 Business Academic Approach
 Emphasizes the organization and management of
students as they engage in academic work
 Three major categories: 1. Establishment and
communication of work assignment; 2. Standards and
procedures, monitoring of student work; and Feedback of
students
 Behavior Modification Approach
 A treatment approach, based on the principles of
operant conditioning, that replaces undesirable behaviors
with more desirable ones through positive or negative
reinforcement
 Basic Principles
 Behavior is shaped by its own consequences.
 Behavior is strengthened by systematic
reinforcement.
 Behavior is strengthened by immediate
reinforces.
 Student respond better to positive
reinforcements than they do on punishment.
 There should be constant reinforcement.
 Group Guidance Approach
 It 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.
 Group Guidance Approach
 Splitting the classroom up into smaller groups and
having these groups get together and talk for a half hour
every day is one way to use group guidance in
classroom discipline. Making your classroom one big
team is a powerful way to encourage proper behavior
and discourage behavior that is out of place.
 Group Managerial Approach
 Respond immediately to group student
behavior that may be inappropriate or
undesirable in order to prevent problems
than having to deal with them after they
emerge
 RIPPLE EFFECT - if a student misbehave
and the teacher stops the misbehavior
immediately, it remains an isolated incident
and class does not develop a problem.
 Acceptance Approach
 Maintains that every individual needs to feel acceptance
and belongingness.

 Student will strive to behave appropriately because they

want to be accepted and to belong to the group
 Success Approach
 It deals with general psychological and social
conditions instead of dealing with appropriate
behavior and the consequences of such
behavior.
 Teacher’s job is to help students make good
choices. Teachers need to change whatever
negative behavior exists and improve
conditions so they lead to student success.
 The teacher must show care and are positive
and persistent .
 Why is Classroom Management Important?

 Satisfaction and enjoyment in teaching are dependent upon

leading students to cooperate
 Classroom management issues are of highest concern for
beginning teachers
 Classroom management and effective instruction are key in
ensuring student success and learning
CLASSROOM MANAGEMENT MANTRA

“EXPECT THE BEST…

TEACH THE REST”
 YOU SET THE TONE
 Set the tone for everything…behavior, procedures, grades,
work ethic, attitude…everything!!
 Teach students to manage their own behavior
 Students LEARN to be on-task and engaged in the learning
activities you have planned for them…REMEMBER THIS…
“It is more natural to be off-task than on!”
 Teach, teach, and re-teach routine classroom procedures
 Model/provide exemplars for excellence in student work and
attitudes
CLASSROOM MANAGEMENT MANTRA

I KNOW, I KNOW, YOU HAVE HEARD

THIS A MILLION TIMES..
 FFC
• Be fair, firm and consistent…remember that students are,
by nature, the morality police.
• They can spot inconsistencies a mile away and take joy in
calling you out on it!!
• Students may not enjoy consequences of inappropriate
behavior but they will respect your decisions if they know
that you are fair and apply discipline/consequences fairly
CLASSROOM MANAGEMENT MANTRA

ACCENTUATE
THE POSITIVE
 POSITIVE IS A PLUS
 Build a positive, PROFESSIONAL
rapport with students
 Establish a positive classroom
environment…greet students at
the door everyday with a smile
 Model the positive behaviors and
attitude you desire in your
students
CLASSROOM MANAGEMENT MANTRA

“IF YOU DO NOT HAVE A PLAN,

THEN YOU ARE PLANNING TO
FAIL!!”
BENJAMIN FRANKLIN
 PLAN, PLAN, PLAN
 Planning engaging, purposeful lessons is one of the best
recipes for a smooth, orderly classroom
 Over plan your lessons to minimize down time…down time is
every teacher’s worst enemy
 Plan lessons that address multiple learning styles and allow
all students to experience success
CLASSROOM MANAGEMENT MANTRA

THE BOY SCOUTS SAID

IT BEST…
 BE PREPARED!!
 Be organized
 Be on time
 Be prepared for changes to your even the “best laid plans”
 Have a plan B
 Have a plan C
 Anticipate possible hiccups in your lessons and activities
 In other words…winging it is not an option!!
REFLECTIVE PLANNING
 DEVELOP EFFECTIVE BEHAVIOR CUES
 Focus attention on entire class
 Don’t talk over student chatter
 Silence can be effective
 Use softer voice so students really have to listen to
what you’re saying
 Raise your hand
CLASSROOM MANAGEMENT MANTRA

“TIME IS OF THE
ESSENCE”
Transition vs. Allocated Time
 Allocated time: the time periods you intend
for your students to be engaged in learning
activities
 Transition time: time periods that exist
between times allocated for learning
activities
– Examples
 Getting students assembled and
attentive
 Assigning reading and directing to
begin
 Getting students’ attention away from
reading and preparing for class
discussion
Transition vs. Allocated Time

 The Goal:
– Increase the variety of learning
activities but decrease transition
time.
 Student engagement and on-task
behaviors are dependent on how
smoothly and efficiently teachers move
from one learning activity to another
CLASSROOM MANAGEMENT MANTRA

K.I.S.S.
KEEP IT SIMPLE SUGAR
 Make classroom rules simple
 Keep classroom procedures
simple
 Give clear and simple
instructions during classroom
activities
 Remember that even adults can
only process 3-4 instructions at
a time effectively!!
CLASSROOM MANAGEMENT
MANTRA
EDUCATOR “FENG SHUI”
CLASSROOM ARRANGEMENT
 Make sure all students can see
and hear clearly (and you can
see them clearly)
 Arrangement is determined by
learning activity (lecture, class
discussion, small group work,
etc.)
 Allow room and easy access for
proximity control
 Think through class procedures
and learning activities and
arrange the room in the best
possible way
CLASSROOM MANAGEMENT
MANTRA
“WITH-IT-NESS”
 WITH-IT-NESS
 Withitness refers to a teacher’s awareness of
what is going on in the classroom
 A teacher has “with-it-ness” if:

 When discipline problems occur, the teacher

consistently takes action to suppress the
misbehavior of exactly those students who
instigated the problem
 When two discipline problems arise concurrently,
the teacher deals with the most serious first
 The teacher decisively handles instances of off-
task behavior before the behaviors either get out
of hand or are modeled by others
 With-it-Ness (continued)
 When handling misbehavior – make sure all students
learn what is unacceptable about that behavior
 Getting angry or stressed does not reduce future
misbehavior
 Deal with misbehavior without disrupting the learning
activity
CLASSROOM MANAGEMENT
MANTRA
“ACTIONS SPEAK
LOUDER THAN WORDS”
 PROXIMITY AND BODY LANGUAGE

 Eye contact, facial expressions, gestures, physical proximity to

students, and the way you carry yourself will communicate that
you are in calm control of the class and mean to be taken
seriously.
 Be free to roam
 Avoid turning
back to class
DEVELOP EFFECTIVE BEHAVIOR
CUES
 Focus attention on entire class
 Don’t talk over student chatter
 Silence can be effective
 Use softer voice so students
really have to listen to what
you’re saying
 Raise your hand
CLASSROOM MANAGEMENT MANTRA

“THE BEST DRIVERS ARE

DEFENSIVE DRIVERS”
PROACTIVE VS. REACTIVE
 The best teachers use all of the Fab
15 strategies already mentioned and
more to ensure that their classroom
runs like a well-oiled machine.
 By using proactive teaching and
classroom management strategies,
more time is spent on teaching and
learning and less on reacting and
putting out fires.
 Being proactive means paying it
forward before class starts but
receives huge dividends in the end!!
CLASSROOM MANAGEMENT MANTRA

“LAUGHTER IS THE
BEST MEDICINE”
 USING HUMOR
 Use humor when appropriate
 Be able to laugh at yourself
 NEVER use sarcasm
 Sarcasm puts students on the
defensive and damages your
relationship
CLASSROOM MANAGEMENT MANTRA

A STELLAR PERFORMANCE
 EVERY PERFORMER
NEEDS A STAGE
 Confrontation gives students a “stage” to perform
 Avoid power struggles…no one wins
 Give students a dignified way to get out of a bad
situation
 Pick your battles
 Address behavior issues in private whenever possible
CLASSROOM MANAGEMENT MANTRA

DEVELOP A THICK SKIN

 IT IS NOT PERSONAL
 Kids make poor choices…that is what they do!
 Kids misbehave…that is their job!
 Kids test boundaries and limits…it is a natural part of growing
up!
 Kids don’t always do what we want them to…no matter how
much they like us!
 DON’T TAKE IT PERSONNALY!!
THE HONEYMOON IS OVER!!
Dealing with Misbehavior
 Functions of Behavior
 Every behavior has a function
 Four primary reasons for disruptive behavior in the classroom
– Power
– Revenge
– Attention
– Want to be left alone (i.e., disinterest or feelings of inadequacy)
 Functions of Behavior
 Many misbehaviors exhibited by students are responses to a behavior
exhibited by the teacher
 Do not tolerate undesirable behaviors no matter what the excuse
 Understanding why a person exhibits a behavior is no reason to tolerate it
 Understanding the function of a behavior will help in knowing how to deal
with that behavior
 Dealing with off-task behaviors
 Remain focused and calm; organize thoughts
 Either respond decisively or ignore it all together
 Distinguish between off-task behaviors and off-task behavior
patterns
 Control the time and place for dealing with off-task behavior
 Provide students with dignified ways to terminate off-task
behaviors
 Make specific references to behaviors, do not make it a personal
attack
Dealing with off-task behaviors

 Remember that continuing with

classroom instruction is always
the main priority!!
 Avoid playing detective
 Utilize alternative lesson plans
 Utilize the help of colleagues
 Communicate and enlist the
help of parents/guardians
 Power Seeking Behavior
 Power-seeking students attempt to provoke
teachers into a struggle of wills
 In most cases, the teacher should direct
attention to other members of the class
 Attention Seeking Behavior

 Attention-seeking students prefer being punished,

admonished, or criticized to being ignored
 Give attention to this student when he or she is on-
task and cooperating
 “Catch them being good!” – and let them know you
caught them
Behavior: Rambling -- wandering around
and off the subject. Using far-fetched
examples or analogies.
POSSIBLE RESPONSES:
 Refocus attention by restating relevant
point.
 Direct questions to group that is back on
the subject
 Use visual aids, begin to write on board,
turn on overhead projector.
 Say: "Would you summarize your main
point please?" or "Are you asking...?"
Behavior: Talkativeness -- knowing everything,
manipulation, chronic whining.

POSSIBLE RESPONSES:
 Acknowledge comments made.
 Give limited time to express viewpoint or
feelings, and then move on.
 Make eye contact with another participant and
move toward that person.
 Give the person individual attention during
breaks.
 Say: "That's an interesting point. Now let's see
what other other people think."
Behavior: Sharpshooting -- trying to
shoot you down or trip you up.
POSSIBLE RESPONSES:
 Admit that you do not know the
answer and redirect the question the
group or the individual who asked it.
 Acknowledge that this is a joint
learning experience.
 Ignore the behavior.
 Speak to the student in private…take
the stage away
 KNOW YOUR CONTENT!!
Behavior: Grandstanding -- getting caught up in
one's own agenda or thoughts to the detriment of
other learners.
POSSIBLE RESPONSES:
 Say: "You are entitled to your opinion, belief or
feelings, but now it's time we moved on to the
next subject," or
 "Can you restate that as a question?" or
 "We'd like to hear more about that if there is
time after the presentation."
Behavior: Overt Hostility/Resistance --
angry, belligerent, combative behavior.

POSSIBLE RESPONSES:
 Hostility can be a mask for fear. Reframe hostility as
fear to depersonalize it.
 Respond to fear, not hostility.
 Remain calm and polite. Keep your temper in check.
 Don't disagree, but build on or around what has been
said.
 Move closer to the hostile person, maintain eye
contact.
 Always allow him or her a way to gracefully retreat
from the confrontation.
Behavior: Overt Hostility/Resistance -- angry,
belligerent, combative behavior (continued)

POSSIBLE RESPONSES:
 Allow individual to solve the problem being
addressed. He or she may not be able to offer
solutions and will sometimes undermine his or
her own position.
 Ignore behavior.
 Talk to him or her privately during a break.
 As a last resort, privately ask the individual to
leave class for the good of the group.
Behavior: Griping -- maybe legitimate
complaining.

POSSIBLE RESPONSES:
 Point out that we can't change policy
here.
 Validate his/her point.
 Indicate you'll discuss the problem
with the participant privately.
 Indicate time pressure.
Behavior: Side Conversations -- may be related
to subject or personal. Distracts group members
and you.

POSSIBLE RESPONSES:
 Don't embarrass talkers.
 Ask their opinion on topic being
discussed.
 Ask talkers if they would like to share
their ideas.
 Casually move toward those talking.
 Make eye contact with them.
 Standing near the talkers, ask a near-by
participant a question so that the new
discussion is near the talkers.
 As a last resort, stop and wait.
 Ways of Dealing with Discipline Problems
 Use verbal reinforcers that encourage behavior and
discourage bad tendencies.
 Use nonverbal gestures, frown or a hard look to dissuade
the pupils from mischief.
 Dialogues can help in discovering problems and agreeing
on mutually beneficial solutions.
 Ways of Dealing with Discipline Problems
 Focus attention on one who is unruly and is about to
disturb the neighbors.
 Award merit for good behavior and demerits for
inconsistencies and lapses
 A private one-on-one brief conference can lead to a
better understanding of mistakes that need to be
remedied or improved.
 Ways of Dealing with Discipline Problems
 Give students the freedom to express or explain agitated
feelings and misgivings rather than censure them right
away.
 Unacceptable and ineffective
 Scolding and harsh words as a reprimand will have
negative effect on the entire class.

 Nagging and faultfinding, together with long “sermons”

are repugnant and nasty.
 Unacceptable and ineffective
 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.

 Denying a student some privileges due to unnecessary

hyperactivity can all the more encourage repetitions.
 Unacceptable and ineffective
 Assignment of additional homework
compared to the rest can make them dislike
the subject.

 Use of ridicule or sarcasm could humiliate

and embarrass a student.

 Grades for academic achievement should

not be affected due to misdemeanor.
5 Effective Disciplinary Interventions
 Teacher reaction- includes verbal and physical behaviors
of teachers that indicate to students their behavior is
appropriate or inappropriate.

 Tangible recognition- includes those strategies in which

students are provided with some symbol or token for
appropriate behavior.

 Direct cost- involves those interventions that involve a

direct and concrete consequence for misbehavior;
involve an explicit and direct consequence for
inappropriate student behavior.
5 Effective Disciplinary Interventions
 Group contingency- a group of students meets the
behavioral criterion to earn credit; raise hands before
speaking out for an entire class period.

 Home contingency- involves making parents aware of

the positive and negative behaviors of their children by
way of a note, a phone call or a visit.
 Strategies for Behavior Management

 Planned ignoring
– Teacher simply ignores the disruptive
behavior in order not to feed the student’s
desire for attention.

 Proximity control
– Teacher goes near students who are
misbehaving or about to misbehave
 Strategies for Behavior Management

 Signal interference
– Teacher uses nonverbal technique (like with
your eyes tell the student to pay attention) to
interfere with student’s unacceptable
behavior.

 Removal of seductive objects

– Teacher removes any object that distracts
students’ attention.
 Strategies for Behavior Management

 Redirection
– The teacher finding something else for the
child to channel their energies into or involve
them in another activity.
“Real discipline is no discipline.”
 The call is NOT to TEACH.
The call has always been to LOVE.
 “Self-discipline connotes internal motivation for one’s
behavior, the internalization of domestic ideals and is most
evident when external regulations of behavior are absent.”

George Bear