Classroom and Learning

Management

Angelita Monjardin-Esdicul
Director III, Bureau of Elementary Education, DepED
8th Conference of Philippine Schools Overseas
May 4-6, 2009, Davao City
“Education is about
opening doors for our
children, and giving them
hope and opportunities.
It is more than filling a
vessel with knowledge –
it is to light a fire in our
young”
Prime Minister Lee Hsien Loong
12 August 2004
 Classroom and Learning
Management
Outline

A. Views from educators

B. Importance of classroom and learning
management
C. Major Components
D. Effective strategies and practices
Views from Educators
 Views from Educators

‹ procedures, strategies, and

instructional techniques teachers use
to manage student behavior (Educ.
World-Prof. Dev. Center)

‹ actions a teacher make to maintain

order in the classroom which enables
learning to take place
(http://newteachers support)
 Views from Educators
‹ practices and procedures that
allow teachers to teach and
students to learn (Harry K. Wong)
“It is not discipline. You manage a store.
You don’t discipline a store. You manage a
team. You don’t discipline a team. You
manage a classroom. You don’t discipline a
classroom”
‹ 90-10 rule
 Importance of Classroom
Management

y encourage and establish student

self-control through a process of
promoting positive student
achievement and behavior

y Academic achievement, teacher

efficacy, and teacher and student
behavior directly linked with the
school and classroom management
 Importance of Classroom
Management

‹ key to preventing school violence is

ultimately not in guards and cameras, but
in students feeling cared for, competent,
and valued (Jones & Jones 2004)
y leads to fewer classroom discipline
problems
is the most important factor influencing
student learning (Jones & Jones 2004
Major Components of Classroom
Management

A. Content management
B. Conduct management
C. Covenant management
( Schoolwide and Classroom Management: The
Reflective Educator Leader by L.A. Froyen and A.M.
Iverson, 1999)
 Component A - Content
Management

occurs when teachers manage space,

materials, equipment, the movement
of people, and the lessons that are
part of a curriculum or program of
studies
 Component A. Content
Management
Teachers Behavior

1. Instructional
management skills
movement and group
management
(format, attention,
accountability), sustained
motivation (progress,
variety, challenge)
 Component A. Content
Management

Teachers Behavior
2. Sequencing and integration of
additional instructional activities

3. Dealing with instruction-related

discipline problems
tardiness, late submission of projects,
test anxiety
 Component B – Conduct
Management

Sets of procedural skills that

teachers employ in their attempt to
address and resolve discipline
problems in the classroom
Class Behavior Expectations

1. Always respect one

another
2. Come to school
prepared
 Component B – Conduct
Management
Teachers Behavior
1. Acknowledge responsible
behaviors
2. Correction of irresponsible
and inappropriate behavior
3. Gentle verbal reprimand,
preferential seating,
notifying parents
5. Reinforcement
 Component C – Covenant
Management
‹ The classroom is a social system
with its own features teachers have
to take into account when managing
interpersonal relationships in the
classroom
‹
 Component C – Covenant
Management
Teachers Behavior
1. Get involved with the students, other teachers, parents
2. Deal with the student’s present behavior
3. Focus on problem-solving as a solution to discipline
problem
4. Get the student to make value judgment
about the behavior
5. Help student develop a plan to change behavior and get
his commitment
6. Do not accept excuses for failure, punish or criticize the
student for broken plans
 Component C – Covenant
Management
Teachers Behavior
7. Allow students to make mistakes and
experience consequences - make
decisions and become responsible
8. Encourage students to communicate
directly to teachers
9. Involve parents – home based
reinforcement – rewards, sanctions, loss of
priviliges
Effective Strategies and
Practices
 Effective Strategies and
Practices

1. Building positive rapport

with students
- respect ideas, opinions
- understanding children’s
needs
- be proactive – be prepared
- be consistent, consistent
 Effective Strategies and
Practices
2. Organizing for
effective teaching
- materials, space,
equipment
- Opportunity / activity
corners
- Lesson plans
 Effective Strategies and
Practices

3. Effective and efficient of use of time

- Observing schedule, begin and end
on time
- Flexible
- Student’s learning first
- Talk less learn more
- Planning lessons
Effective Strategies and Practices

4. Maintain safe and healthy learning

environment

-Routine vs. procedures

-Physical arrangement

-Classroom layout

-Cleanliness and orderliness

-Sounds, temperature, feelings

 Effective Strategies and
Practices
5. Responding appropriately to
inappropriate behavior
- Class behavior expectations
- A silent work day after an
unproductive noisy day
- Parents as education allies
- Deal with inappropriate behavior
quietly and privately
 Effective Strategies and
Practices
‹ 6. Reflective teaching
- What are you doing?
- Why are you doing it?
- How efficient is it?
- How are students
responding?
- How can you do it better?
Life is a gift, accept it.
Life is a struggle, face it
Life is an adventure, dare it
Life is an opportunity, take it
Life is a goal, achieve it
Life is a mission, fulfill it.
From a Buddhist literature