MODULE 11:

Classroom Management and

Discipline
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STEPHANIE ANN S. ANTIQUE
 Less
Objec n o
tiv
Apply some approaches to classroom management
which fit your personality and philosophy
e

s
To analyze your strengths and weaknesses as a
class-room manager
Improve the preventive disciplinary measures on
class-room management
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 ivity 1
ct KOL CROSSING RA!
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 In a Traditional Approach, the teacher
takes charge of the classroom
immediately, sets the ground rules, and
interacts with students in a calm and yet
forceful way.
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 One of the Suggestions for teachers
applying traditional approach is use a
firm tone of voice.

The business academic approach emphasizes the

organization and management of the students as
they engage in academic work.
One of the basic principles
of behavioral modification
approach is Feedback to
Positive reinforcers are
student is important to
praise or rewards.
enhance academic
monitoring and managerial
procedure.
 ivity 2
ct Piece me baby one more time!
A
 ivity 3
ct Watch u doing!
A

Questions:
What classroom management strategies did you
observe in the film? Were they effective? Why or
why not?
 and
DISCIPLINE
 Discipline is a component of
Classroom Management classroom management that
refers to the strategies, focuses on maintaining
techniques, and practices appropriate student
that teachers use to create behavior. It includes setting
a structured, organized, rules, enforcing
and productive learning consequences, and guiding
environment. students toward self-
regulation and responsibility.
?
 ERTIVE Developed by Lee and Marlene Canter,
emphasizes firm and consistent
SS discipline while maintaining warmth and
A PROACH support. It focuses on clear

AP expectations, immediate teacher

control, and active responses to
misbehavior to create a structured and
secure learning environment. Though
criticized in the 1960s as authoritarian,
it gained acceptance in later decades
due to increasing student disruptions
and public demand for stricter discipline
and higher academic standards.
1. Clearly identify expectations.
2. Take positions (say "I like that" or "I don't like that").
3. Use a firm tone of voice.
4. Use eye contact, gestures, and touch to supplement verbal
messages.
5. Say no without guilt feelings.
6. Give and receive compliments genuinely.
7. Place demands on students and enforce them.
8. Set limits on students and enforce them.
9. Indicate consequences of behavior and why specific
action is necessary.
10. Be calm and consistent, avoid emotions or threats.
11. Follow through regularly.
12. Persist, enforce minimum rules, don't give up.
13. Establish positive expectations for the student
behavior, eliminate negative expectations about the
students.
14. Gain confidence and skills in working with chronic
behavior problems in the classroom.
 us ine ss classroom management focuses
B cademic on organizing and managing
A ch students efficiently as they

pr oa engage in academic tasks. It

Ap emphasizes a structured,
business-like environment with
clear procedures for both
students and teachers, ensuring
orderly and task-oriented
learning.
 us ine ss In Business Academic Approach
B cademic classroom management prioritizes
A ch maximizing students' time on

pr oa academic tasks to minimize discipline

issues. Teachers maintain structure
Ap by organizing student work, keeping
them engaged, monitoring progress,
providing feedback, and using
rewards and penalties. This no-
nonsense approach focuses on
academic productivity and efficiency
in learning.
1. Clear communication of assignments and work
requirement

i. Instruction for assignments – The teacher should post

assignments on the chalkboard or distribute duplicate
copies.
ii.Standard for form, neatness, and due dates - Before the
students start, they should be given general rules for all
1. Clear communication of assignments and
work requirement

i. Instruction for assignments – The teacher

should post assignments on the chalkboard
or distribute duplicate copies.
ii. Standard for form, neatness, and due dates
- Before the students start, they should be
given general rules for all assignments. The
students then know what is expected of them
without having to be told each time.
iii. Procedure for absent students - Routine
should be established for make-up work.
2. Monitoring student
work helps the 3. Feedback to student is
teacher to detect the
important to enhance
students who are
having deficiency and academic monitoring and
to encourage the managerial procedure.
students to keep
working.
 a. Attention to problems. It is
important for the teacher to
pay careful attention at the
beginning of the year to
completion of classroom and
homework assignments. If the
student needs help, the
teacher should provide it, but
insist at the same time that the
student should do the work.
 b. Attention to good
work. To acknowledge
good work is a part of
giving feedback.
This approach involves a variety of techniques and
methods, ranging from simple rewards to elaborate
reinforcement training. Behaviorists assume that
behavior is shaped by environment and pay little
attention to the causes of the problems.
 1. Behavior is 2. Behavior is
shaped by its strengthened by immediate
consequences, not by reinforcers Positive
the causes of reinforcers are praise or
problems in the rewards. Negative
history of the reinforcers take away or
individual or by stop something that the
group conditions. student does not like.
 3. Behavior is 4. Students respond
strengthened by better to positive
systematic reinforcers than they do to
reinforcement punishment (aversive
(positive and stimuli). Punishment can
negative.) Behavior be used sparingly to reduce
is weakened if not inappropriate behavior.
followed by
reinforcement.
 6. Constant reinforcement of a
5. When a student is
behavior every time it occurs
not rewarded for
produces the best results.
appropriate or
adaptive behavior, it
7. Once the behavior has been
may become
learned, it is best maintained
increasingly
through intermittent
dominant and will be
reinforcement (the reinforcement
utilized to obtain
of a behavior only occasionally).
reinforcement.
8. Intermittent reinforcement
schedules include:
a. variable ratio; supplying
reinforcement at un-predictable
intervals;
b. fixed ratio, supplying
reinforcement after a preselected
number of responses; and
c. fixed interval.
9. There are several
types of reinforcers each
of which may be positive
or aversive.

10. Rules are established

and enforced.
 Modeling is an effective
DELING social learning strategy for
MO shaping behavior, as
individuals are likely to
imitate models who capture
and hold their attention.
Effective role models, such as
parents, teachers, and other
adults, play a crucial role in
building good discipline.
1. Demonstration expected behavior Explaining
to the students what they see and hear.

2. Attention The degree of attention correlates

with the characteristics of the student.
3. Practice The students are given opportunity to
practice the appropriate behavior.

4. Corrective feedback - Appropriate behavior is

rein-forced; inappropriate behavior is suppressed
and corrected.
5. Application The students are able to apply their
learning in classroom activities (role-playing,
modeling activities) and other real-life situations.
Activity 4: Show me
how you hashtag!
Activity 5: Its
Showtime!
Activity 6: Dear, Charot!
QUESTIONS: