OBJECTIVES:

At the end of the discusssion, the learners should

be able to:

1 a. identify various forms of learner-centered

classroom organization based on learners’ needs;

b. design, organize and explain the significance of the

2 layout of the physical structure of the classroom for
active engagement of learners, individually or in
groups, in exploration, discovery, hands- on and
self-learning activities; and,

3
c. acknowledge which disciplinary actions are
positive and non- violent in the management of
learner behavior.
 ACTIVITY 1:

Design a classroom layout with the following

equipment and furniture.
Unit 3 –
Organization
and
Management of
Learner-
Centered
Classrooms
 1
A. Forms of learner-centered classroom organization,

CONTENTS procedures and physical structure.

2
B. Learner-centered classroom:

Roles and responsibilities

3
C.The role of discipline in learner-centered classrooms
 A. Forms of learner-centered classroom
organization, procedures and physical structure.

• Turn your classroom into

a community • Replace homework
• Develop trust and with engaging project-
communication based learning
activities
• Find ways to integrate
technology • Develop ongoing
projects
• Create an environment
where mutual respect • Allow students to
and a quest for share in decision
knowledge guide making
behavior–not rules
1 CLASSROOM ORGANIZATION:
ROOM STRUCTURING

"Creating a caring, child-centered environment takes

lots of thought and planning."
• The physical layout reflects your teaching style.
• The physical layout should also reflect you. Don't hesitate to give
the room your personal touch with plants, art, rugs, posters, and
maybe some cozy pillows for the reading corner
• Author and educator Mike Hopkins point out that personal teaching
style and specific educational needs should largely determine how
you design your classroom space. Hopkins urges teachers to forget
about the way things have always been done and to visit
museums,libraries, other schools, and colleagues' classrooms
to identify different ways of organizing learning space.
 c. Collaborative d. Activity Based
a. Flexible Room b. Varied Social Classroom Learning
Arrangements Forum
c.1. Characteristics of a Understanding activity-based
In learning-centered
Collaborative Classroom learning is significant for
classrooms, teachers no
Another important 1. Shared knowledge creating the appropriate social
longer determine physical
aspect of the among teachers and students environment; however, in
arrangements primarily to
environment is providing 2. Shared authority among conjunction with this knowledge,
provide personally assigned
flexible and diverse teachers and students the physical environment must be
individual space. Rather, the
forumfor students to 3. Teachers as mediators well-thought-out to support the
spatial environment is
gain information and 4. Heterogeneous transactions that are intended
designed to facilitate
share expertise. groupings of students to take place.
collaboration.
2 CLASSROOM ROUTINES
AND PROCEDURES
• Establishing effective classroom
routines early in the school year helps
keep your classroom running
smoothly and ensures that no time is
wasted while students wonder what
they should be doing during times of
transition
 Explain the routine to your class
1
Tell your students why the routine is important and what you expect them to do as part of the routine.

Model your expectations.

2 Act out, in detail, what you expect from students when completing a routine. Break the
routine down and narrate what you are doing. Show each step of the routine and how it should be
properly completed.

Have students practice the routine

3
Select one or two well-behaved students to demonstrate the routine first, allowing the class to see how the
routine should be completed by a student.

Implement the routine in your day.

4 Once students understand the routine, have them complete it during the day. As you implement the
routine, remind students of the proper procedure and your expectations, making your reminders less
detailed until they are able to complete the task completely on their own
Review your routine as necessary
5 If the class struggles to remember the routine or has trouble completing the routine after a break from school,
review your expectations and have students practice the proper way to complete the routine again
 3 SOCIAL ENVIRONMENT
• From the point of man's birth, (s)he is welcomed into a social environment, firstly the family.
• The family is therefore the basic social group whose influence on the child at the earliest stage of development cannot
be compared to any other group as manifest in the child's helplessness in the formative years.
• Furthermore, it is clear that the family is the sole medium by which all initial emotional and physical needs of
the child are met.
• Infancy and early childhood are periods of opportunity for growth as well as vulnerability to harm.
• The socio-economic status of the family, which goes a long way in determining the family lifestyle, is thefirst component
the child encounters.
• Children's social environment is largely dictated by where their parents live and send them to school.
• In turn, the social environment largely determines from whom children form social relationships with, and the
quality of those social relationships, as many of the relationship’s children form are within their family or
neighborhood. As such, parents' decisions(or, on the contrary, indecision) about where to live, work and school can
markedly affect the health and wellbeing of their children choices, preferences and desires and helping them to arrive at
decision that will not lead to regrets and pains later in life
 rrR

01 02 03 04
FAIRNESS
• Title Here
Promoting fairness in the Title Here
RESPECT Title Here
CARE Title Here
ENCOURAGING LEARNING
classroom not only gives the
Students— Creating a caring The ultimate trick to teaching
teacher respect but also gives
particularly children classroom starts on lifelong learning effectively is
the students a sense of
and teenagers— the very first day of to become a lifelong
safeness and trust within the
classroom.
often learn to school. One of the learner yourself.
• When one usually hears the reciprocate most important steps a So, what does a lifelong
word “fair” it is often looked at respect,empathy, teacher can take that first learner look like? There are
as synonymous to the term and other positive week is to establish a 4 pillars to lifelong
“equal” but the two are not the attributes by way of warm and caring learning:
same, especially in a classroom
a strong example. atmosphere in his or her 1. Learning to know
setting.
classroom. 2. Learning to do
• The term fairness on the
classroom level means that
3. Learning to live together

the individual students are and with others

given what he or she may 4. Learning to be
 In addition, lifelong learners are able to manage uncertainty and communicate across and within cultures, sub-
cultures, families, and communities. They are also exceptional at negotiating conflicts. We can keep
encouraging lifelong learning habits in our classrooms by taking these pathways as both teachers and parents.

1. Be a Model 4. Assume That Everyone

of Inspiration Learns by Doing

2. Speak the Language

5. Teach Positive Self
Often
Talk

3. Rethink the 6. Remember Learning

Definition of Failure Doesn’t Stop After
School
Title Here
 CREATING A MOTIVATING
4 LEARNING ENVIRONMENT
• Positive educational environments are necessary to facilitate optimally adaptive student outcomes, including learning,
motivation, school adjustment, and achievement (Eccles,Wigfield, & Schiefele,1998).
• Researchers (e.g., Goodenow, 1992; Juvonen & Weiner, 1993) have been noting for some while that school success does not
only involve academics -- schools and classrooms are inherently social places, and students go about their work in the
presence ofmany peers.
• To understand students’ success at school, therefore, we must attend to their relationships with others at school and ways
that the environment promotes different types of social interactions and relationships
• The classroom social environment is comprised of students’ perceptions about how theyare encouraged to interact
with and relate to others (e.g., classmates, the teacher), and encompasses dimensions of:
• (1) teacher support,
• (2) promoting mutual respect,
• (3) promotingstudent task-related interaction, and
• (4) promoting performance goals.
 The most basic way to begin is for the teacher to take the four motivational conditions from the framework and to transpose them into
questions to use as guidelines for selecting motivational strategies (Wlodkowksi, 1999) and related learning activities
to include in the design of the instructional plan:

4. Engendering
1. Establishing competence.
inclusion. 3. Enhancing
2. Developing meaning. How do we create or
How do we create or attitude. affirm an
How do we create
affirm a learning understanding that
How do we create or engaging and
atmosphere in which learners have
affirm a favorable challenging learning
we feel respected by effectively learned
disposition toward experiences that include
and connected to one something they value
learning through learner perspectives
another? and perceive as
personal relevance and and values?
(Best to plan for the authentic to the real
choice? (Best to plan throughout
beginning of the lesson). world?
(Best to plan for the the lesson)
beginning of the lesson). (Best to plan for the
ending of the lesson).
B.The role of discipline in learner-centered
classrooms
• Discipline is a key component to effective classroom management.
• Classroom discipline refers to the strategies a teacher uses to manage student
behaviors and attitudes during instructional time.
• A teacher who uses consistent discipline strategies exhibits more effective classroom
management than an inconsistent teacher.
• Student-centered discipline is the classroom management strategy that a teacher uses that is
developmentally appropriate for their students and motivate their students to behave in the
classroom.
• A thought out and well-implemented classroom management system is not only how teachers get
through their day without losing their minds, it is how students make themselves available for
learning
 01 02 03 04
CLASSROOM NORMS
Title Here Logical Consequence Consistent Application CALM SPACES
Title Here Title Here Title Here
Class norms are the One strategy to try is called
Logical consequences are Unchanging rules and
a calm down corner.
behavioral different from natural regulations ensure that
• A calm down corner,
expectations or rules of consequences in that they students and families sometimes referred to as a

the class. require the intervention of an understand classroom mindfulness corner, is a

adult—or other children in norms and know what to designated space in your
Class norms inform us
a family meeting or a expect when those norms classroom where students
how we are expected can go when they need to
class meeting. are not met.
to behave towards regulate their emotions.
• Consistency is critical to
• Calm down corners are
each other and creating space for
becoming popular for their
towards the materials effective learning ability to help students
we use in schools. environments. implement social and
emotional learning skills.
If you are unfamiliar, Committee for Children defines social-emotional learning as, “the
process through which children and adults acquire and effectively apply the
knowledge,attitudes, and skills necessary to understand and manage emotions, set and achieve
positive goals, feel and show empathy for others, establish and maintain positive relationships,
and make responsible decisions.”
THANK
YOU
FOR
YOUR ATTENTION

GODSPEED..........