tended Learninng Theoretical

Outcomes: At theFoundations of Classroom

end of this chapter, Management
the students are expectedin
to:
Unit 2
1. Special Education

Intended Learning Outcomes: At the end of this chapter, the students are expected to:
1. Identify and describe the sources of learner diversity;
2. Determine learner diversity as applied in Special Education settings;
3. Explain the value of understanding diversity in classroom management;
4. Discuss the different power bases of classroom management; and
5. Explain the management philosophy that can influence the actions of the teacher.

2.0 Concept of Diversity

“Classroom management is topic of enduring

Concern to teachers, administrators, and the public…
management problems continue to be a major cause
of burnout and job dissatisfaction of teachers.”
-Evertson & Weintein, 2006

Every Child Matters

Ms. Madelyn, a Special Education teacher, handles five students from 7:30- 10:00
in the morning. Joshua B. is 7 years old; Joven is 8; Steve, 6; Joshua G, 5; and RG, 7,
Assessment results for Joshua B. and Joven indicated an impression of global
developmental delay. Steve was assessed as exhibiting attention deficit hyperactive
disorder. Joshua G. and RG, 7 have pervasive developmental delay.
Joshua B. and Joven are the withdrawn type. Receptive and expressive language
for both are developmentally appropriate. While Joshua can initiate communication with
the teacher, Ms. Madelyn finds it difficult to let Joven talk or respond even to a simple
greeting like "Good morning.
Joshua G has receptive and expressive language. Echolalia speech seldom
appears. His tantrums are still frequent which he uses as a defense whenever he refuses
to comply He performs academic work in the preparatory level and is partially
mainstreamed in the regular preparatory class for less stressful subjects like science
music and art and storytelling.
Steve is often out-of-seat, frequently off-task, grabs, and ha violent impulses.
Resistance to adult authority is strongly pronounce and compliance behavior is absent.
However, he does very well academic tasks when he wants to.
RG has receptive language below his level. Expressive language has to be assisted
and initiated by the adult. While tantrums have been reduced and out-of-seat behavior

Foundation of Special and Inclusive Education

Page 12 of 35
Module

USMKCC-COL-F-050
established task performance has always to be initiated by the teacher Play still solitary
confined to activities requiring less movement.
For two and a half hours, Ms. Madelyn juggles her time attending to the five
students as she works on the individual go- designed for each.

1. What types of children does Ms. Madelyn have?

2. In what ways are the children diverse? Pick out two and make a comparison.
3. Joshua O and RG were both assessed having autism spectrum disorder. What
do you suppose make them different from each other although their disabilities
are similar?
4. What will be your greatest challenge if you were Ms. Madelyn?

2.1 Diversity in the Classroom

The classroom is a centerpiece of a complicated social arrangement and daunting

challenges for the teacher. Imagine yourself as a teacher facing twenty 5-year old boys and girls
in the classroom. What do you want to know? How would you make each one learn? How
should you respond to their diversity? The answers to these questions will influence your
classroom management behaviors.
Studies have shown that a teacher who is ill-prepared to understand the diversity in the
classroom tends to discriminate subtly students through certain facial expressions, selective
acknowledgment, or tolerating class "monopolisers" (Davis, 2001). The lack of understanding
can also result to general labeling of students increasing the incidence of incorrect assumptions
about individual students. Understanding diversity prepares us for a new cultural paradigm, a
mainstream culture that encourages, values and promotes tolerance for individual differences.
Diversity simply means recognizing the group or individual differences that we see in
our students (Eggen & Kauchack. 2010). It means looking at each student's unique profile, his
biological challenges, his family patterns, and where he stands on the developmental ladder
(Greenspan & Weider, 1998). Obviously it is identified with race, gender age and other physical
attributes. It is also identified by some less obvious characteristics like religious and/or spiritual
beliefs and social orientation.
Having children with different backgrounds and abilities in a single classroom has its
challenges. We need to consider what each child needs to learn and how he or she can learn
best. We need to discover how to get all of the children, no matter what disabilities they have,
want to learn together happily. The most important challenge of the Special Education teacher
in a diverse educational setting is to deal with prejudices and discrimination.

Foundation of Special and Inclusive Education

Page 13 of 35
Module

USMKCC-COL-F-050
2.2 Sources of Learners Diversity
Learner diversity in a typical classroom can be attributed to culture, gender, language,
socioeconomic status and learning style as shown Figure 1.

Culture
Attitude & Values
Child-adult Interaction

Socioeconomic Status Gender

Basic Needs & experiences Role Identity
Parent Involvement Stereotype threat
Attitudes & values Learner
Diversity

Language
Learning Style
Dialect
Visual, Audio
Kinesthetic, Tactile

Figure 1. Sources of Learner Diversity in a Typical Classroom

Culture is an important consideration in understanding learner diversity. Think

about the clothes you wear, the music you like, the food you prefer. These and your
other family patterns are all part of your culture. When you entered school, you brought
with you a set of habits and values learned from the home and neighborhood. At times,
they complement or reinforce classroom practices. Some children bring with them a
resistance culture. These beliefs, values and behaviors do not conform to the
mainstream. This type of culture can challenge
the management skills of the teacher.
Another cultural dimension that can influence classroom management is the
type of child-adult interaction. Let us look at these two examples of request: "Would
you like to help clean the room?" "Help me clean the room." The first statement is
indirect and shows a reciprocal or complementary interaction. You have a choice
whether to help or not. On the other hand, the second statement is a worded command
and exerts authority. You have no choice but to help. The type of child-adult interaction
is an important consideration when the teacher desires to establish compliance
behaviors. Some questions to address in understanding how culture impacts on learning
are presented in Table 1.

Foundation of Special and Inclusive Education

Page 14 of 35
Module

USMKCC-COL-F-050
 Gender difference is another important consideration in understanding diversity.
We identify roles expected of girls and boys. Thus, we frown when boys play with dolls
or when girls play rough games. We assign math and science to the male domain and
the languages to the females. These role identities have resulted to stereotype threats,
e.g. girls fear playing football because they will be called “tomboys" or boys fear to be
seen alone in the company of girls because they will be considered sissies. Teachers may
unintentionally reinforce gender stereotypes such as assigning housekeeping tasks to
girls and tool-using tasks to boys or give more responsibilities to boys than girls
(UNESCO, 2004). In these ways they may be completely unaware that they treat boys
and girls differently.
Your dialect can also make you different from the rest. How different is your
speech intonation, pronunciation, and rhythm from your classmates? No matter how
hard you try to imitate a second language speaker, e.g. English, there will always remain
a trace of your mother tongue, the language you grew up with. Language makes a
Bisaya different from a Tagalog or an Ilocano, or any other native.
Over time, socioeconomic status has been considered in relation to school
performance and behavior. Differences in behavior are attributed to the extent parents
are involved in their child's development, how basic needs are met and the provision of
stimulating and developmentally appropriate experiences.
If we advocate that every child matters we have also to pay attention to the
differences in the learning style, motivations and needs of the students. Learning styles
are the preferences individuals demonstrate in the ways in which they concentrate,
process, internalize and retain academic information. If we recognize the learning styles
of our students, we are given opportunities to recognize students and the deterrence’s
in learning between them. This recognition helps us create ways for them to become
effective learners.

Foundation of Special and Inclusive Education

Page 15 of 35
Module

USMKCC-COL-F-050
 Table 1. Cultural Considerations Influencing Learning
Dimensions Considerations
Time How so students perceive time?
How is timeliness regarded in their culture?
Space What personal distance do students use in interactions with other
students and with adults?
Dress and food How does dress and differ for age, gender, and social class?
What clothing and accessories are considered acceptable?
Rituals & What rituals do the students use to show respect?
ceremonies What celebrations do students observe and for what reasons?
How and where do parents expect to be greeted when visiting the
class?
Work What typed of work are students do to perform, and at what age, inn
the home and community?
To what extent are students expected to work together?
Leisure What are the purposes for play?
What typical activities are done for enjoyment in the home and
community?
Gender Roles What tasks are performed by boys? By girls?
What expectations do parents and students hold for boys’ and girls’
achievements and how does this differ by subject areas?
Status What resources (e.g., study area and materials, study assistance from
parents and siblings ) are available at home and in the community?
What power do the parents have to obtain information about the
school and to influence educational choices?
Goals What kind of work are considered prestigious or desirable?
What role does education play in achieving occupational goals?
What educational level do the family and student desire for the
student?
Education What methods for teaching and learning are used in the home (e.g.,
modelling and imitation, didactic stories and proverbs, direct verbal
instruction)?
Communication What roles do verbal and nonverbal language play in learning and
teaching?
What roles do conversations such as silence, questions, rhetorical,
questions, and discourse style play in communication?
Interaction What roles do cooperation and competition play in learning?
How are children expected to interact with teachers?

2.3 Diversity in the Special Education Setting

The classroom of children with special needs is a natural setting of diverse needs and
characteristics. Aside from the sources mentioned previously their individual differences can be
explained in terms of (1) how the child reacts to sensations, processes information, plans
actions, and sequences behavior and thought, (2) the level of functional emotional, social and
intellectual capacities, (3) typical and necessary interaction patterns, and (4) family patterns
(Greenspan & Weider, 1998).

Foundation of Special and Inclusive Education

Page 16 of 35
Module

USMKCC-COL-F-050
 Let us go back to the class of Ms. Madelyn. Joven and Joshua B have the same
assessment impression. Can we say that their needs and characteristics are similar? What makes
Joshua B different from Joven? If you have some background in Special Education, you can
identify their differences in sensory threshold and processing system. In the case of Joshua G
and RG the differences would lie in communication skills, social interaction and patterns of
behaviour. Steve is different from the rest owing to his typical interaction patterns and range of
his attention, compliance and impulses. The differences in their developmental capabilities and
special needs syndrome make these children unique where you can tailor intervention programs
to individual developmental needs.
The implications for understanding learner diversity are reflected in the provisions of
legal mandates and policies spelled out by the Constitution. Department of Education and other
agencies particularly, the UNESCO.
Education Act of 1982 and Constitution of the Republic of the Philippines, Art. XIV, Sec.
5, par. 5 (1987) mandates that all people regardless of sex, age, creed, socioeconomic status,
physical and mental condition, social and ethnic origin, political and other affiliations should be
given access to quality education in line with the national goals and conducive to their full
development.
The global movement for Education for All (1990) was strongly reaffirmed by the
Salamanca Statement and Framework for Action (1994) in its principles and policy ensuring the
right to education for everyone regardless of individual differences. The Philippine participation
in this significant conference and in the Dakar Framework 2000 inspired the Philippine
Education for All 2015 National Action Plan specifically to include in its goals a strong declaration
to provide basic quality education for all and eliminate gender disparities in primary and
secondary education (Philippines EFA 2015, Goals 1&5, 2005).
Each of these developments seeks to respond to DepEds vision for Filipino children,
both typical or with special needs, for a discrimination- free quality education. Daǹocup (2010)
discovered that it is difficult to establish a visible demarcation line between the sources of
diversity among typical learners and those with special needs. As human beings, there can
always be bad days and good days. They make mistakes, they mess up. This can be observed not
only in children with disabilities but also among children with gifts and talents. These situations
make you understand better their developmental needs, strengths and weaknesses so you can
plan individual interventions that are more manageable on your part.

Foundation of Special and Inclusive Education

Page 17 of 35
Module

USMKCC-COL-F-050
Unit 2 (Prof Ed 321) Name:__________________________________________
Activity No. 1 Program/Year: ____________ Date Submitted:
___________

Directions: Read the items given below and write the correct answer on the space
provided before the umber.

1. Diversity is popularly defined as _____________.

A. a group from different culture
B. uniqueness in each individual
C. differences between individuals
D. developmental strengths and weaknesses.

2. This forms part of the clothes you wear and child-Tearing practices in the
family.
A. culture
C. education
D. language
B. Socio-economic status

3. The habit of greeting teachers and other adults may be a product of the home.
A) ritual
B. education
C. interaction
D. expectations.

4.What type of culture that could be possibly linked to a student who always
comes to school late?
A. work
B. timeliness
C. educational goals
D. child-adult interaction

5. Which statement illustrates typical diversity in a special education classroom?

A Special needs cases are different from one another.
B. Each child brings with him the beliefs learned at home.
C. Children with special needs have stereotype behaviors.
D. Children with special needs react differently to sensory stimulators.

6. Which Philippine initiative strongly endorses gender equality in schools?

A. Salamanca Statement and Framework of Action
B. Education Act of 1982
C. Education for Al 2015
D. Republic Act 7277

7. If you were Ms. Madelyo, what would be the first step to do?
A. Prepare instructional materials based on special needs principles.
B. Make Individual Education Plans for each child.
C. Cal for a Parent teacher Conference (PTC).
D. Gather information about each child.

Foundation of Special and Inclusive Education

Page 18 of 35
Module

USMKCC-COL-F-050
 Unit 3 Key Components of Classroom Management

Intended Learning Outcomes: At the end of this chapter, the students are expected
to:
1. Explain the value of understanding diversity in classroom management;
2. Discuss the different power bases of classroom management; and
3. Explain the management philosophy that can influence the actions of the
teacher.

3. 0 Basic Concepts of Classroom Management

NO STONES LEFT UNTURNED

This year has been particularly challenging for Julie Rey. Having a two-year
experience of teaching kindergarten in a small preschool, this year he has moved to a
medium-sized private school to teach Grade 1. With a Bachelor of Elementary Education
degree with concentration in English from a state university, Julie Rey prepared himself
for the tasks to face 25 pupils who are 6 and 7 years old and an eight year old boy
assessed with learning disability. For lack of classrooms, Julie Rey is assigned to a double
session class sharing the classroom with another Grade 1 teacher.
With a strong belief that a well-organized classroom environment is primary to
productive and efficient learning, Julie Rey came to school a week before journal classes
opened. He cleared the shelves of the previous year’s clutters; switch on the ceiling fans
to see if they are working properly and lined the newly painted blackboards. He made
small storage boxes for the children's notebooks and structured the bulletin board
located at the back of the classroom. He see to it that the floor was waxed and polished,
the window jalousies free of dust and no cobwebs hung from the ceiling. Three days
before the formal opening of classes, the classroom of Julie Rey exudes an atmosphere of
orderliness and neatness but most of all a welcoming friendly climate.

 What does scenario tell?

 What DepEd program comes close to the scenario? What were the reasons why
the Department introduced that program?

Foundation of Special and Inclusive Education

Page 19 of 35
Module

USMKCC-COL-F-050
 As a new and beginner teacher, entering your own classroom is like a
homecoming after a long absence. The familiarity of the bulletin board, the chalkboard
and the dusty odor of chalk, the health and task charts, and the thought of class
routines can make you feel comfortable and put you at ease. Yet, ironically, you might
find this familiarity strange and demanding now that there is a transition in your role.
From student to teacher, you start asking yourself: How did our teacher feel when we
were not attending to the lesson? Why do we have to accomplish assignments? What
should I do when my students get noisy? How should I put my students on task?
The concept of classroom management has changed through the years. In the
19th and 20th century classroom management focused on the mastery of the 3Rs,
obedience and compliance. Rules were imposed by teacher and students were strictly
monitored never to "break a rule interaction was basically teacher-directed and the
student passive. Rewards were mostly external because students’ products were
evaluated on criteria based on teacher standards. Students worked on same materials,
produced same outputs and received same consequences for behavior. During that
period, classroom management was viewed as a "bag of tricks" requiring teachers to be
skillful in directing classroom activities to make students busy and discipline. Hence,
classroom management was defined as a systematic designing of the classroom
environment to create conditions in which effective teaching and learning can occur
(Smith, et al, 2006).
With the advent of technology and the universal acceptance of diversity in the
classroom in the 21st century, the paradigm of classroom management of the past
shifted from a one-way flow of interaction to an environment of shared responsibility
and learning. From blind obedience and compliance, management has shifted to
procedures which advance self-discipline with the aim of producing students who are
highly innovative, creative, effective communicators and self-directed. This paradigm
shift also brought a more humane, comprehensive definition of classroom management
cited by Freiberg & Lapointe (2006) as:

“…the ability of teachers and students to 'agree upon and carry

forward a common framework for social and academic interactions, by
creating an ethos/of efforts within, a social fabric that is built over
time, and ultimately leads to student self-discipline."

Foundation of Special and Inclusive Education

Page 20 of 35
Module

USMKCC-COL-F-050
 The contemporary concept of classroom management emphasizes on the
concerted efforts of both the teacher and students to create an effective learning
environment. More than anything else, the concept is moving beyond the external
control of reward and punishment to shared responsibility. This is very important for
school population with special needs to release them from the stereotype concept of
helplessness and dependency.
As a Special Education teacher, you cannot abandon all classroom management
practices from the past but you can modify classroom management to respond to an era
of technology and a more diverse school population that expects flexibility,
independence, and self-discipline.

3. 1 Key Components of Classroom Management and Organization

Your classroom is a behavioral setting that is ecobehavioral in context and

multidimensional composed of key component. These key components are the
psychosocial, procedural, physical, behavioral, instructional and organizational
dimensions interacting with each other as shown in Figure 2.

Personal
Classroom rules Interaction
Classroom arrangement
Classroom procedures Work
Accessibility
Environment
Specialized equipment Procedural
Administrative
Dimension
Duties
Physical Organizational Instructional
Dimension Dimension
applications
Classroom Personal
Management
applications
Pscho-social Instructional
Dimension Dimension
BehavioralDi
mension Schedule
Student
factors Transitions

Teachers Grouping
factors Creating and increasing desirable behavior
Lesson Plans
Peer Decreasing undesirable behaviors
Factors Generalization and maintenance
Family Developing self-management
factors

Foundation of Special and Inclusive Education

Page 21 of 35
Module

USMKCC-COL-F-050
3.1.1 Physical Component
Setting up your classroom space is your first task at the beginning of a new
school year. It is important that before classes start, you make an inventory of the size
and shape of your classroom, the type and quantity of your furniture and equipment,
and the availability of wall spaces. This inventory can be your basis to make decisions on
seating arrangement, traffic patterns to make movement inside your classroom
efficient, learning stations and interest centers, individual workplaces, storage of
materials, signage and the visual appearance of your classroom depending on what you
want to do with your bulletin board, chalkboard, and other wall spaces.
A well-organized classroom space can help maintain order, increase pupil
interaction, and decrease level of distractions and consequently decreasing the
occurrence of unacceptable behaviors.
The space at the corner of the back part of the classroom can be used as open
storage of pupils’ notebooks. Compartments can be made from recycled boxes covered
neatly and properly labelled with name of subjects.
The bulletin board is located at back part of the room attached to the wall.
Announcements and information should be posted ahead.

3.1.2 Psychosocial Component

The psychosocial dimension determines the classroom climate or the
atmosphere of the classroom. It is influenced by student factors, teacher factors, peers,
and family-related factors. Student attitudes about school and their relationship with
their teachers or other school authorities scan have significant impact on how they
behave and react to classroom management demands. These attitudes and the kind of
relationships can be attributed to the nature of previous educational experiences
perception of self, experiences of success and failure, and cultural and familial
expectations concerning scholastic achievement.
Teachers, to an extent, also play a role in setting the classroom climate.
Teachers’ disposition, competencies and skills, and behavior dramatically affect the
quality of classroom interaction. The teacher's ability to communicate clearly and
effectively to students influences the nature of ongoing dynamics in the classroom.
Communication skills, especially in special education settings, should include emphatic
responding, listening to the student's perspective and problem solving (Smith et al).

Foundation of Special and Inclusive Education

Page 22 of 35
Module

USMKCC-COL-F-050
Furthermore, the type of expectations teachers hold for each student can act as self-
fulfilling prophecy especially in the learning outcomes of students.
Another key factor in the psychosocial component are the peers. Peers are
highly influential especially in the process of socialization, bolstering self-confidence and
providing a sense of identity and belonging. Peer influence is most valuable when you
have group or cooperative learning activities.
A variety of family-related factors can also impact on the classroom climate, A
child who is overwhelmingly pressured to succeed, e.g. in the case of a gifted child, can
cause problems especially in the relationships between teacher-student and student-
student. Similarly, parents’ limited interest exemplified by the degree of involvement in
the child's education and level of family support can impact on the child's interest and
motivation level. Parents denial of the child's disability or overprotection of the child (as
a cover-up for guilt feelings) can also significantly influence the level of family support.
As a teacher you should exert effort to establish relationship with parents and
guardians informing them of the classroom management System through orientation
programs or parent conferences, or at the very least, send a letter.

3.1.2 Behavioral Component

Over the years, teachers have been overly concerned with the managerial
functions of classroom teaching such as establishing rules and procedures, reacting to
misbehavior and establishing order in the classroom during instructional and non-
instructional time. In fact, when teachers are asked about classroom management, the
answer is always associated with discipline.
The behavioral dimension is concerned with the management of inappropriate
behaviors that may disrupt the learning environment either on the part of the individual
pupil or on the part of the group. This is considered as the most challenging component
especially in special education settings where students’ inappropriate behavior would
just “come out from nowhere”. Teachers are expected to address problematic behaviors
commonly seen in school such as off-task talking, noncompliance, inattention and
bullying. You can be faced with problems of disruptiveness, impulsivity, aggressive or
self-injurious behaviors and temper tantrums that can test your patience and
preparedness as a Special Education teacher
Authors have offered several strategies in behavioral management but the most
important thing tor the teacher to remember is to use developmentally appropriate

Foundation of Special and Inclusive Education

Page 23 of 35
Module

USMKCC-COL-F-050
practices. Furthermore, a sound program of behavior management should be developed
to teach and increase as well as maintain over time desirable behaviors within the
students' repertoire.

3.1.3 Instructional Dimension

The early concepts of classroom management have placed little concern on the
management of instruction. Today, however, the amount and quality of instruction has
taken center Stage in the education of children with special needs. Parents expect the
school to provide their children the training for socialization, self-help skills and
activities for daily life as well as academic tasks.
In response to these expectations, Special Education teachers should be
prepared on how to manage instructional time wisely, be familiar with the different
types of day schedules, plan learning experiences and develop strategies to make
transition occur smoothly. Furthermore, as a Special Education teacher, you should
master the use of reinforcement and technology as these are powerful tools in learning
It is also important that you should be Familiar with the writing of the Individualized
Education Plan for children who are placed in individualized instructional settings.

3.1.4 Procedural Dimension

If there are two words most often used to describe a classroom they are chaos
and order. Picture yourself in a classroom having transition from instructional time to
recess time. Some students are out of seats talking aloud to each other, some are in
seat copying lessons from the chalkboard, the teacher in her desk correcting papers and
two boys running after each other. What picture does this present?
Picture yourself again in a classroom where the teacher is making the students
get ready for recess time. She reminds the children of the rule in passing out and in the
room, the routine for recess, and time limit. After the children cleared their desks of
notebooks, paper and writing tools, teacher gives the signal to stand and the children
pass out quietly. What picture does this present?
Rules and procedures are necessary to maintain order within acceptable limits
for a classroom event to be realized in the situation. When children recognize the
standards of behavior, there will be fewer problems in misbehaviors and work will run
smoothly and efficiently. A chaotic classroom produces confused learners while an
orderly one produces organized efficient learners.

Foundation of Special and Inclusive Education

Page 24 of 35
Module

USMKCC-COL-F-050
3.1.5 Organizational Dimension

In a typical educational setting, a teacher is expected to establish and maintain a

healthy relationship With other teachers and school personnel, attend to the immediate
work area, perform numerous administrative duties in addition to the instructional and
personal time management. As a Special Education teacher, you regularly interact with
teachers in the regular classrooms, the professional support staff such a as the speech
therapist, occupational therapist, and psychologist, par educators such as your teacher
aide or assistant, volunteers, and home tutors. You should be able to enhance these
personnel interactions for the success of the program designed for the child. On the
other hand, your work environment (immediate work area) should be organized to
identify which part is off-limits to all students or which part can be used as storage area.
Remember that children with special needs are on a majority highly distractible so keep
your table free of stacks of papers, tall vases with brightly colored or strongly, fragrant
flowers and other decorative objects.
Some administrative duties may be added to your instructional functions such as
organizing students files writing letter to parents, reproducing forms, and presiding over
parents meeting. It worthwhile considering using time management tactics so that these
functions cannot affect your efficiency and effectiveness in the classroom. Some basic
recommendations include using a daily to-do-list, breaking down the task into smaller
pieces and working on them, working during work time and setting priorities.

3.2 Characteristics of Classroom Settings

The classroom setting is a showcase of contradictions and competition. Students

are urged to cooperate, to share and help one another, but they are also told to keep
their eyes on their own work and compete for grades and special privileges. In the early
grades, the pupils are seated around a table but they are required not to communicate
with each other. Students are urged to be independent and responsible but teacher sets
the rules and procedures for the class.
Aside from the contradictions, the classrooms also a complex environment.
Doyle (1986) cited six features of the classroom that make it complex. The first is
multidimensionality. Unlike a registrar's office or a restaurant devoted to a single
activity, a broad range of activities happens within the boundaries of the classroom.
Students read, write, sing, and discuss. They also celebrate birthdays, play games, argue,
and form friendships in the classroom. Teachers not only teach, they also check

Foundation of Special and Inclusive Education

Page 25 of 35
Module

USMKCC-COL-F-050
attendance, collect fund contributions for Red Cross, athletic meets, field trips and other
activities, settle student disputes, counsel students on behavior problems, and meet
parents to discuss student's progress. These activities are accommodated in the
classroom environment.
Many activities occur together in the classroom. For example, while the teacher
is writing on the chalkboard some students are copying, a pair is talking about a TV
program, and a student reads aloud what the teacher is writing. In another instance,
while helping one student during seatwork, the teacher must monitor the rest of the
class, acknowledge other requests for assistance and keep track of time. It is this
simultaneity of events that teachers should have eyes in the back of their heads."
Kounin's word to describe a teacher's ability to know what was going on at all times in
his/her classroom is withitness" (Kounin, 1970 cited in Hardin, 2008). This can be as
simple as scanning around the room every once in a while. It is not necessary for the
teacher too know what is going on, but tor the students to perceive that the teacher
knows.
Another feature of the classroom is immediacy. Things happen rapidly in the
classroom. For instance, a squabble occurs over the ownership of a colored, pencil, a
student cries because a mainstreamed student with ADHD got her pencil sharpener, or
during a writing period a student keeps on erasing his work. Each incident requires
immediate and on-the-spot decisions about how to proceed.
Furthermore, many events occurring in the classroom cannot be anticipated
even with careful planning. They take unexpected turns thus it is often difficult to
anticipate how an activity will go on a particular day for a particular group of students.
This unpredictability can be exhausting but challenges you to always look forward to
another day.
The fifth feature of the classroom is publicness. This lack of privacy is comparable
to a bus where each person's behavior is observed by many others (Weinstein and
Mignano, 2000). Imagine yourself watched by 10 to 20 pairs of eyes from a variety of
perspective. You find yourself always "on stage" watching your own behavior and at the
same time monitoring the behavior of your students. Some behavior of students may go
unnoticed by the teacher but there are always the peers watching that it is difficult to
conceal the grades on a test or to make a mistake without someone noticing it. A large
portion of the students often witnesses events in the classroom, especially those
involving the teacher.

Foundation of Special and Inclusive Education

Page 26 of 35
Module

USMKCC-COL-F-050
 Over the years, you remember the events that happened in the classroom. You
remember the student who was always made to stand in the corner. Your memory
brings you back to the time your group made Paper puppets for a report, how your
teachers followed through assignments, or your assignment as floor manager (meaning,
leader of the week’s cleaners).You remember the type of examinations your teachers
preferred and the sway they controlled the class. You remember the most competitive
classmate and the one who was given "one more chance before getting the punishment
and the classmate who always was absent every Friday. These past events form the
history of the classroom. Whether positive or negative, class events today affect what
happens in the future. As a teacher you must work to shape a history that supports
rather than-frustrates-future-activities
Too often teachers overlook these special characteristics of classrooms. Many
management problems experience by 'beginning teachers can be traced to the lack of
understanding of the complexity of classroom settings.

Foundation of Special and Inclusive Education

Page 27 of 35
Module

USMKCC-COL-F-050
Unit 3 (Prof Ed 321) Name:__________________________________________
Activity No. 1 Program/Year: ____________ Date Submitted:
___________

Directions: Read the items given below and write the correct answer on the space
provided before the umber.

1. What dimension focuses on the family as a key player in the education of the child?
A. behavioural dimension
B. instructional dimension
C. procedural dimension
D. psychosocial dimension
2. Why do teachers need to be always on guard with what they say and do?
A. Events in the classroom are unpredictable and needs immediate attention.
B. Events in the classroom are witnessed by a large portion of students.
C. Events in the classroom are varied and it happens simultaneously.
D. Events in the classroom are multidimensional in nature
3. What type of management you want to establish in the classroom if you focus on the
psychological and social dynamics of the class?
A. climate
B. discipline
C. procedures
D. interpersonal relationship
4. Teachers should have "eyes at the back of their heads" because the classroom has an
element of
A. multidimensionality
B. unpredictability
C. simultaneity
D. surprise
5. Ms. Cruz seems to be bothered by the noncompliance of rules and procedures in her
class. Which of the components of classroom management needs to be applied?
A. behavioural
B. instructional
C. procedural
D. psychosocial
7. It refers to a component in classroom management that can be a critical factor in
relationships between school personnel.
A. behavioural dimension
B. procedural dimension
C. psychosocial dimension
D. organization dimension
9. What management component is the common cause of teacher’s bum-out?
A. behavioural dimension
B. procedural dimension
C. psychosocial dimension
D. organization dimension
10. The DepEd conducts Brigada Eskwela. Which of the components of classroom
management best describes the activity?
A. behavioural dimension
B. physical dimension
C. procedural dimension
D. psychosocial dimension

Foundation of Special and Inclusive Education

Page 28 of 35
Module

USMKCC-COL-F-050
3.3 Importance of philosophy in Classroom Management

A Heavy Dose of Encouragement

Teacher Frank has been teaching in the elementary grades for a decade. Gifted
with a healthy sense of humor; artistic abilities and continuous love for learning, he is
well-loved and respected as a teacher in Art and Makabayan in the upper grades. Pupils
address him as Sir Frank. This year, Sir Frank is assigned as adviser in a Grade VI regular
class. A 12-vear old child with Asperger syndrome is included in that class. For Sir Frank it
is a welcome challenge to do his best as a teacher.
As an artist, Sir Frank looks at the children as a creation of art (including those
with disability), likened to wet cement where you can create an impression that may last
a lifetime as it dries and hardens. Most of his class activities require active participation
from pupils like construction activities, peer learning and simulated competitions. For
him, all pupil activities should be recognized along the principle of "give credits where
credits are due. "A day can never pass without giving a "pat" on the back of a child who
has improved accomplishments. For him, this little gesture of appreciation can shift the
children's perspective in helping balance their across between their own needs and the
needs of the class and lessons. To lighten what seems a difficult task for the pupils, he
injects humor.
Sir Frank believes that every child by nature is willing to obey, eager to please the
teacher and generally compliant rather than defiant if the teacher STARTS OUT WITE A
HEAVY DOSE OF ENCOURAGEMENT. For him, encouragement makes it easy for the child
to obey, takes away the fear of punishment and disobedience crumbles like a clay pot.
Encouragement is saying "You can do it. I trust you to do your best. His maxim is
“Teacher-student mutual respect begets obedience.”

 How do you describe sir Frank as a Teacher

 How does Sir Frank describe his pupils?
 What do you think makes his pupils like him?
 Have you ever had a “high dose of encouragement” from any of your teachers?
In what form do they come?

Have you ever wondered why Teacher A is more preferred by parents as their
child's teacher than teacher B? Common explanations may be Teacher A is kinder than
B. or Teacher A teaches better than B. You continue to ask questions like "Why is

Foundation of Special and Inclusive Education

Page 29 of 35
Module

USMKCC-COL-F-050
Teacher A kinder? What makes Teacher A teach better? The right answers to these
questions are difficult to find unless you y to examine and identify the beliefs of these
two teachers about the nature of students. The beliefs that each of them hold
ultimately affect their classroom management styles and purpose of teaching
Your philosophy in life is reflected in the personal values you demonstrate. Your
philosophy of teaching is, likewise reflected in your classroom practices. Your beliefs
about the nature of your students shape your classroom management behaviors. They
are instrumental in selecting tasks. When you believe that your students are intelligent,
you prepare interesting and challenging lessons and encourage student participation.
On the other hand, if you believe that your students are slow learners, you prepare less
challenging lessons (because you believe their pace is slow and comprehension is poor),
direct all activities, and use most class time in copying the lessons from the chalkboard.
Unknowingly as a teacher, you communicate your expectations of performance based
on your belief in the nature of your students through various teaching cues.
Consequently, students tend to respond to these cues by adjusting their behaviors to
match them. The result is that the original expectation becomes true. Rosenthal (1992)
calls this the Pygmalion effect or the self-fulfilling prophecy.
Your philosophy underlies your purpose of teaching, the way you treat and
respond to your students, the development of rules, procedures, consequences and
rewards to be conducted, the purpose of discipline and your approaches to classroom
management. For instance, Teacher Frank believes that his purpose in teaching is to
produce a beautiful work of art out of all children despite their disabilities. For him a
beautiful work of art is the individual who is creative, purpose-driven, and flexible,
Believing that the pupils are pliant, he sculpts them by providing opportunities to let
their creativity and imagination work, to challenge them through gaming as part of their
cognitive development.

3.4 Philosophical Perceptiveness in Classroom Management

Beliefs about classroom management depend upon the teacher's orientation of

the nature of the students and pupil control, perception of what it means to manage the
different dimensions of classroom life, social and political perspectives, and beliefs
about reasons for student misbehavior (Hoy & Weinstein, 2006).
The teacher-directed management exemplifies the traditional custodial
orientation for maintaining order. Advocates of this type believe that students will

Foundation of Special and Inclusive Education

Page 30 of 35
Module

USMKCC-COL-F-050
become better decision makers by internalizing the rules and guidelines for behavior
that are given to them by responsible and caring adults (Levin & Nolan, 2007). The role
of the teacher is primarily to manage pupil behavior and make almost all the major
decisions room arrangement, seating assignment, academic content and procedures,
and the day-to-day operation of the classroom. Good behavior is the result of learning
through reward and punishment. Interpersonal conflicts in the classroom are
considered threatening, non-productive, and disruptive of the learning process.
Academic tasks are purely content and process. The teacher to gain compliance uses
rewards and coercive power. Many students with high incidence disabilities such as
learning disabilities, autism spectrum disorders, mild mental retardation, and attention
deficit hyperactive disorders benefit from this management type (Lane, Falk, & Wehby,
2006). If you are inclined to use the principles of B. E. Skinner in behavior management,
then you are an advocate of this management type (Ormrod, 1995).
At the other extreme is the student-directed management sometimes called the
constructivist model. It is a humanistic orientation because it assumes that students
conceptions based on their experiences, influence their behavior. This perspective views
the students as capable of controlling their behavior if given the opportunity to do so.
The task of the teacher is to establish a classroom community designed to help students
become more self-directed, more responsible for their own behavior, more
independent in making appropriate choice and more caring toward fellow students and
teachers. Student ownership is enhanced since students make decisions on how their
classroom will be arranged and given a great deal of responsibility for determining
classroom rules and classroom routines and procedures. Moreover, they are given the
choice to decide the topics and questions to be studied for their lessons and learning
activities including assessment options and criteria. Conflict resolution, peer meditation
and interpersonal problem- solving skills are part of the curriculum as interpersonal
conflicts are viewed as teachable moments. Student misbehavior is seen not as an
affront to the teacher's authority but rather as the student's attempt to meet needs that
are not being met. (Levin & Nolan). Natural consequences for misbehavior are employed
rather than consequences coming from teacher intervention. This classroom
management is appropriate for the gifted and independent learners. The philosophy of
student-directed management is reflected in the teaching practices of Jean Piaget's
cognitive developmental theory and Lev Vygotsky’s theory of scaffolding (Ormrod,
1995).

Foundation of Special and Inclusive Education

Page 31 of 35
Module

USMKCC-COL-F-050
 Another perspective of classroom management is based on the belief, that
influencing student behavior is the joint responsibility of the student and the teacher
(Levin & Nalan). This is called collaborative management. Teachers who endorse this
philosophy are called internationalist. While they believe that students should be given
opportunities to control their own behavior, they retain primary responsibility for
influencing student behavior. The teacher’s role is that facilitator and modern manager
who persuades, leads, "shows how and creates enthusiasm in the students (Giasser
cited in Scarpaci, 2007). Thus, teachers use the confronting-contract strategies because
they view disruptive behavior as a reflection' of the student's inabilities to manage their
own internal needs in relation to the external presses of classroom life (Hoy &
Weinstein). Teachers see themselves in a socializing role serving as listeners and helping
the student understand the nature and importance of external presses. According to
this philosophical perspective, successful engagement in learning activities and
cooperation and respect between teacher and students is the result of shared goals and
standards. This type of classroom management is often observed in the regular
classrooms as well as in the gifted learners’ class. Rudolf Dreikurs's model of logical
consequences and William Glasser's Choice Theory has significantly influenced the
practices in collaborative classroom management.

Foundation of Special and Inclusive Education

Page 32 of 35
Module

USMKCC-COL-F-050
3.5 A Personal Philosophy of Classroom Management

Theories can be starting points in developing one's philosophy of Classroom

management. Your personal experiences. Experiences in schooling, and experience in
formal knowledge are also good sources of beliefs. When your beliefs about the nature
of learners and the purpose of schooling are well defined. You will have a clearer
perception of what behaviors constitute the practice of your profession. They will
underlie all your actions and purpose of teaching and most of your entire classroom
management style.
As a Special Education teacher, you should be clear on what type of children are
under your care. Children with special needs may be categorized for purposes of
placement but each will be different in relation to learning needs and responding to
situations. Here are some personal philosophies of practicing Special Education
teachers.
A SPED teacher with 8 years experience in individualized and resource room
settings: “There is no single technique or strategy that is effective with all students in a
special needs classroom: it is a case-to- case basis. I believe in the magic of reinforcers in
making these children learn no matter what disabilities they possess. Teachers should
use a variety of reinforces and have the skill to deliver them. Students should be given
the opportunity to choose the reinforcer they prefer. The goal of classroom
management 1s not only to increase acceptable behaviors or fade out undesirable ones
but to enable the student to be aware of his or her responsibility toward his or her
classmates, teachers and parents."
From a neophyte SPED teacher: "Children with special needs exhibit
unpredictability in the kind of behaviors displayed every minute and hour. As a teacher
want my classroom to be child-friendly by starting with Do's instead of Don’ts. The
purpose of classroom management is to provide warmth to the children that they may
enjoy the tasks required of them and at the same time can be equally rewarding to the
teacher."
From a SPED teacher in-charge of a small-group instruction preparing young
children with autism spectrum disorders for mainstreaming: Theories we learn from our
preserves education or read from books are stepping stones to help us deal with these
children but we should be more practical and situation-based when we are already
teaching in real classrooms. Children with these disorders need structure -arranging
space and materials before the class, changing routines, waiting turns. Simple rules, yet

Foundation of Special and Inclusive Education

Page 33 of 35
Module

USMKCC-COL-F-050
for these children, they are a step-by- step process until they become independent.
Reinforcement plays a significant role in behavior management, I believe in Rosseau's
idea that man is inherently good but how the teacher will address this nature will
determine what will become of the child."
To be effective as a teacher, whether you will be assigned in a regular school or
as a special educator, you should have a philosophy of classroom management to guide
your actions. A deeper understanding of your management style can only come through
a process of analysis and self-reflection on your beliefs.

Here are some guidelines in writing your philosophy:

 What are your beliefs about the nature of human beings?
 How does student diversity affect classroom management?
 What is the purpose of classroom management and discipline?
 Which approach to classroom management seems to fit your beliefs and
purpose?
 How do you reconcile your beliefs with those of the school system where you are
employed?
 What theories guide your beliefs?

Foundation of Special and Inclusive Education

Page 34 of 35
Module

USMKCC-COL-F-050
Unit 3 (Prof Ed 321) Name:__________________________________________
Activity No. 2 Program/Year: ____________ Date Submitted:
___________

Directions: Fill in the missing information in the table.

Criteria Teacher-Directed Student-Directed Collaborative

Nature of
Learners

Orientation

Custodial

Motivation

Student’s Role

Teacher’s Role Facilitator,

modern
manager
Theories Cognitive
Development

Foundation of Special and Inclusive Education

Page 35 of 35
Module

USMKCC-COL-F-050