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St. Louis College of Bulanao: Purok 6, Bulanao, Tabuk City, Kalinga 3800

The document is a module on classroom management from St. Louis College of Bulanao. It contains 10 principles of effective classroom management including maintaining consistent discipline, establishing routines, balancing activity variety and challenge, and maximizing instructional time. Students are asked to analyze messages about classroom management and restate them to reflect ideal practices of engaging and respecting all students, addressing misbehavior calmly, and allowing students to defend themselves.

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Cath Tacis
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291 views3 pages

St. Louis College of Bulanao: Purok 6, Bulanao, Tabuk City, Kalinga 3800

The document is a module on classroom management from St. Louis College of Bulanao. It contains 10 principles of effective classroom management including maintaining consistent discipline, establishing routines, balancing activity variety and challenge, and maximizing instructional time. Students are asked to analyze messages about classroom management and restate them to reflect ideal practices of engaging and respecting all students, addressing misbehavior calmly, and allowing students to defend themselves.

Uploaded by

Cath Tacis
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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St.

Louis College of Bulanao


Purok 6, Bulanao, Tabuk City, Kalinga 3800

This module is a requirement of the St. Louis College of Bulanao in response to the
implementation of the Blended Learning way of Instruction.

This Learning Material is a property of the College of Education – St. Louis College of
Bulanao, Tabuk City. It aims to improve students’ performance specifically in the Professional
Education.

Date of Development : November-December 2020


Resource Location : Bulanao, Tabuk City
Learning Area : Principles of Teaching 1
Learning Resource Type : Module
Instructor : Jess M. Arceo

General Instruction/s:
The module will start with an Introduction which will give a general background on the
Principles of Teaching. Series of activities and discussions will encourage you to explore and
learn about the topic. Through this module, the following instruction/s should be followed.

1. This module is exclusively for SLCB students only.


2. Reproduction and use of this module for any purpose is strictly prohibited, unless with the
written permission from SLCB.
3. You may use this module for any acceptable purposes.

Note:
 Encode your answer in a long bond paper, with a font size of 12, font style Times New
Roman, Margin 1”, Line Spacing 1.5.
 Submit your activities in EDMODO.
 You can write your answer in a Long Bond Paper, but make sure that your penmanship is
understandable and organize.
 If you have difficulty in accessing into the internet, you can submit the hard at the Faculty
Office, 3rd floor and look for my table. My name was labelled in my table.
 No to pictured activities
 Copied answer in the internet will not be recorded.

JESS M. ARCEO 1
St. Louis College of Bulanao
Purok 6, Bulanao, Tabuk City, Kalinga 3800

CLASSROOM MANAGEMENT
Classroom management is not teaching; it is necessary condition to teaching.”

I. INTRODUCTION
One of the most important roles that teachers play is that of a classroom manager.
Effective teaching and learning cannot take place in a poorly managed classroom. When chaos
becomes the norm, both teachers and students suffer. In contrast, a well-managed classroom
managed provides an environment in which teaching and learning can flourish. The person who
is most responsible for creating it is the teacher.

II. LEARNING OUTCOME/S

 Analyze the given messages and restate them so the language complements an ideal classroom
management.

III. COURSE CONTENT


MODULE 9
GUIDING PRINCIPLES IN CLASSROOM MANAGEMENT

IV. LEARNING EXPERIENCES

As classroom managers, we manage resources to facilitate learning. These resources include the 3 Ms –
Moment, Materials, and Man. In the context of teaching and learning, these are, time, teaching materials
and other physical features like desks and tables, and the learners themselves.

PRINCIPLES IN CLASSROOM MANAGEMENT


(Cited by James H. Stronge in his book “Qualities of Effective Teachers” (2002))

1. Consistent, proactive discipline is the crux of effective classroom management.


“Prevention is better than cure.”
A proactive approach to discipline prevents unnecessary disciplinary problems from
cropping up. In short, let us anticipate potential problems and nip them in the bud. To be
consistent in our classroom management, we apply at all times established rules and policies to
all learners. We do not say this and do another. That will be a blow to our credibility.
2. Establish routines for all daily tasks and needs.
Routine saves you a lot of time.
Routine procedures give rise to orderly learning environment and maximum and optimum use of
precious time. Doyle says, “routinization makes classroom activities less susceptible to
breakdowns and interruptions because students know the normal sequence of events and what is
expected of them.
3. Orchestrate smooth transitions and continuity of momentum throughout the day.
Smooth transitions prevent unnecessary lull in classroom activities.
4. Strike a balance between variety and challenge in students’ activities.
Strike the golden mean between extremely easy and extremely difficult activities. An
extremely easy learning task does not challenge our pupils and students. Neither does an
extremely difficult one.
5. As classroom manager, be aware of all actions and activities in the classroom.
With-it-ness (Kounin’s Concept)- “Have eyes on the back of your heads.” Be aware of
what is happening in the classroom. Our heightened awareness of everything that is happening in
our classroom puts our learners on their toes all the time.
6. Resolve minor inattention and disruption before they become major disruptions.
The old adage “a stitch on time saves nine”, aptly applies here. We don’t wait until our
class is out of control. Respond to inappropriate behavior promptly.
7. Reinforce positive behavior.
Reinforce positive behavior with genuine praise. Be generous.

JESS M. ARCEO 2
8. Treat minor disturbance calmly.
“Do not make a mountain out of a mole.” If a stern look or gesture can kill the
inappropriate behavior so be it. That’s the end period! Let us not make fuss about it.
9. Work out a physical arrangement of chairs that facilitates an interactive teaching-
learning process.
Come up with a physical arrangement that allows maximum interaction. Let us work for
a flexible seating arrangement where we can re-arrange seats or desk to suit our learning needs
and conditions.
10. Make good use of every instructional moment. Minimize discipline time to maximize
instructional time.

V. ASSESSMENT
Visualization of Effective Classroom Management
You will further build your own self-confidence in managing your class effectively by accomplishing
what is asked of you in this portion.
On the templates provided, analyze the different messages written on the left column. Restate
them so the language complements an ideal classroom management. Write your restated message on the
right column.

Message Restated Message


1. “You demoralized active and cooperative
students when you keep them alienated
from the class engagement.”

2. If you want your unruly students to be


pacified, shout at them at the top of your
voice.”

3. “Not allowing guilty students to defend


their side is terribly outmoded.”

4. “It is justifiable to insist letting the


misbehaving students to stand and stare
on the blank wall.”

VI. REFERENCES
Book/s
Principles of Teaching 1: Brenda B. Corpuz, Ph.D., Gloria G. Salandanan, Ph.D.
Principles of Teaching 1: Erlinda D. Serrano, MA. Ed., Ana Ruby M. Paez, M.S.

JESS M. ARCEO 3

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