Competent Teachers - Joan - Marissa Report

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.
Classroom Management is the business of getting students to do

what teachers want them to do. If the teachers is good at it, a lot of
things get done and students enjoy coming to class.
• 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?
Tips in Classroom Management
1. Set rules and procedures that students are expected to follow.
- 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
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.
- Students are up and out of their seats while engaged in a variety

interesting activities that encourage thought and discovery.
-Students do more talking than the teacher on most classroom

learning experiences.
3. Lead Students to Take Responsibility for Their Learning
- Teachers may lead students, but they do not coerce them in good
behavior through treats of dire punishment.
- Teacher encourage students to understand the importance of

choosing good behavior over the short-term thrills of bad behavior.
- Self-directed students not only encourage each other, but they also
work with teachers to achieve academic and behavioural goals that
they themselves have established.
- Sucessful 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 can speaks 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.
CLASSROOM MANAGEMENT TECHNIQUES
• Management of instruction
Refers to the smooth flow of instructional processes. Smoothness
involves circulating to facilitate students’ cooperation and discussion as
they work in small group.
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 lessons 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 withiness and be aware of student’s behavior at all time.
6. Develop overlapping skills and be prepared for all scenarios in the
• 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 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 distrupt class discussions.
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 communication 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 relationships 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 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 interruption 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

the 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 interruption.
5. Teach lessons that are so interesting, engaging and relevant to

students’ 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 at the same time prevent an extraneous situation from getting
out control.
4. Prepare for transition by planning distinct types and sequences of

teacher-pupil activity.
THANK YOU FOR
LISTENING!!!
REPORTED BY;
Marissa M. Pascasio
Joan Aurelyn A. Valdenarro

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COMPETENT TEACHERS:

Classroom Management is the business of getting students to do

A knowledgeable teacher may fail in teaching due to inability to work

Tips in Classroom Management

1. Set rules and procedures that students are expected to follow.

- Communicate the rules clearly to the students.

- Active learning generates a much higher noise level than the

- Students are up and out of their seats while engaged in a variety

-Students do more talking than the teacher on most classroom

- Teacher encourage students to understand the importance of

- Sucessful teachers employ a variety of strategies to promote

-This is evident in such nonverbal interactions as body language

- Students can speaks with confidence because they feel their

-They have been taught to appreciate each other’s unique

1. Maintain smoothness of instruction and avoid jarring breaks within the

6. Prevent serious behavior problem and remove the causes of

7. Formally develop the desired behavior by teaching (not telling) the

1. Maintain positive climate characteristics which allow students to choose

2. Develop sense of interdependence, common bonds, defined group

3. Develop communication characteristics that promote wholesome

4. Render different forms of assistance by providing class meetings or

1. Organize supplies and materials for activities that occur frequently

2. Rules must go with territory and insist on respect for them.

3. Avoid interruption during class program.

4. Arrange the physical setting and maximize visibility and

7. Set explicit procedures for getting materials from and returning

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 interruption.

5. Teach lessons that are so interesting, engaging and relevant to

6. Maintain momentum through avoidance of interruptions or slowdown

1. Teach pupils to learn how to form various grouping and return to

3. “Overlapping” technique is used for collection and distribution of

4. Prepare for transition by planning distinct types and sequences of

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