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Ed 3 Unit 4 Chapter 1 Guiding Principles in Classroom Management

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Jasmine Pascual

This document outlines principles for effective classroom management. It states that classroom management is a necessary condition for teaching, as teachers cannot effectively teach classes that are inattentive or unruly. Some key principles discussed include establishing consistent routines, orchestrating smooth transitions to minimize downtime, balancing variety and challenge in activities to engage different learners, being aware of all classroom activities, addressing minor issues before they escalate, reinforcing positive behavior, and making good use of instructional time. The overall message is that proactive and organized classroom management is crucial to facilitating student learning.

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UNIT 4 CHAPTER 1 Guiding Principles in Classroom Management Classroom management is not teaching; it is a necessary condition to teaching
INTRODUCTION A common problem, sometimes the common thatbeginning teachers faceis poor classroom management. As the quotation beneath the title of this Chapter states, classroom management is not yet teaching, yet it is pre-requisite to teacching. We cannot teach when are classes are inattentive, worse when they are unruly. This is how critical classroom management is. As classroom managers, we manage resources to facilitate learning. This resources includes the 3 Ms- Moment, Materials and Man.
Consistent, proactive discipline is the crux of effective classroom management. Prevention is better than cure, so goes the adage. If we are proactive in our approach to discipline we prevent unnecessary diciplinary problems from cropping up. We have not to wait for disciplinary problems to erupt for us to take a move. PRINCIPLES IN CLASSROOM MANAGEMENT
Establish routines for all daily tasks and needs. Routinized collection of assignments, passing of papers, and preparations for experiments saves as a lot of time and effort. We have not to explain or instruct our pupils/students on how to pass papers, collect assignments, prepare for experiments day in and day out because we have establish the routines for these everyday tasks.
Orchestrate smooth transitions and continuity of momentum throughout the day. Smoothe transitios and continuity throughout the day ensure us that every instructional moment is made use of wisely. No necessary lull is created that will breed classroom restlessness, which is the father of disciplinary problems.
Strike a balance between variety and challenge in students activity. A variety of student activities will ensurethat students multiple intelligences and varied learning styles are considered in the conduct of the student activities. Most of the time our activities fall under the linguistically intelligent group category. Games that require word use, talking writing will certainly challenge the math wizards and other groups of different intelligences. When boredom creeps into the classroom, we have disciplinary problems in our hands.
Classroom manager, be aware of all actions and activities in the classroom. Our heightened awareness of everything that is happening in our classroom puts our pupils and students on thier toes all the time. While our back faces them when we write on the board, our eyes on the back of our heads will make our pupils and students feel that we know what they are doing. This is what Kounin calls wit-it-ness.
Resolve minor inattention and disruptions before they become major disruptions. The ole adage a stitch on time saves nine aptly applies here. We have not to wait until or class is out of control. Misdemeanor has a ripple effect if nor check early. Conflagration begins with a spark. Put out the spark early enough to avoid conflagration. We ought to respond to inappropriate behavior promptly.
Reinforce positive behaivior. Be generous with genuine praise. Some teachers are quite stingy with praise. These are the teachers who think will become less when they praise others. They have so-called subtraction mentality. other teachers are overgenerous with their praise. They praise overflow so much that they give praise even when it is nor appropriate. For our praise to be genuine it must be given according to merit. It is our way of appreciating and recognizing hardwork and good behavior.
Treat minor disturbance calmly. (Ornstein, 1990). Do not make a mountain out of a mole. If a stern look or gesture can kill the inappropriate behavior so be it. Thats the end period! Let us not make fuss abou it.
Work out a physical arrangement of chairs that facilitate an interactive teaching-learning process. There is no doubt that external environment affects us. The most common arrangement of tables and chairs in the classroom is one where the teachers table and chairs are infront and the students desk or chairs are arranged in rows facing the teacher.this seat arrangement does not always enhance interaction among students. Let us work for a flexible seating arrangement where we can re-arrange seats or desk to suit our learning needs and condition.
Make good use of every insructional moment. Minimize discipline time to maximize instructional time.

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Ed 3 Unit 4 Chapter 1 Guiding Principles in Classroom Management

  • 1. UNIT 4 CHAPTER 1 Guiding Principles in Classroom Management Classroom management is not teaching; it is a necessary condition to teaching
  • 2. INTRODUCTION A common problem, sometimes the common thatbeginning teachers faceis poor classroom management. As the quotation beneath the title of this Chapter states, classroom management is not yet teaching, yet it is pre-requisite to teacching. We cannot teach when are classes are inattentive, worse when they are unruly. This is how critical classroom management is. As classroom managers, we manage resources to facilitate learning. This resources includes the 3 Ms- Moment, Materials and Man.
  • 3. Consistent, proactive discipline is the crux of effective classroom management. Prevention is better than cure, so goes the adage. If we are proactive in our approach to discipline we prevent unnecessary diciplinary problems from cropping up. We have not to wait for disciplinary problems to erupt for us to take a move. PRINCIPLES IN CLASSROOM MANAGEMENT
  • 4. Establish routines for all daily tasks and needs. Routinized collection of assignments, passing of papers, and preparations for experiments saves as a lot of time and effort. We have not to explain or instruct our pupils/students on how to pass papers, collect assignments, prepare for experiments day in and day out because we have establish the routines for these everyday tasks.
  • 5. Orchestrate smooth transitions and continuity of momentum throughout the day. Smoothe transitios and continuity throughout the day ensure us that every instructional moment is made use of wisely. No necessary lull is created that will breed classroom restlessness, which is the father of disciplinary problems.
  • 6. Strike a balance between variety and challenge in students activity. A variety of student activities will ensurethat students multiple intelligences and varied learning styles are considered in the conduct of the student activities. Most of the time our activities fall under the linguistically intelligent group category. Games that require word use, talking writing will certainly challenge the math wizards and other groups of different intelligences. When boredom creeps into the classroom, we have disciplinary problems in our hands.
  • 7. Classroom manager, be aware of all actions and activities in the classroom. Our heightened awareness of everything that is happening in our classroom puts our pupils and students on thier toes all the time. While our back faces them when we write on the board, our eyes on the back of our heads will make our pupils and students feel that we know what they are doing. This is what Kounin calls wit-it-ness.
  • 8. Resolve minor inattention and disruptions before they become major disruptions. The ole adage a stitch on time saves nine aptly applies here. We have not to wait until or class is out of control. Misdemeanor has a ripple effect if nor check early. Conflagration begins with a spark. Put out the spark early enough to avoid conflagration. We ought to respond to inappropriate behavior promptly.
  • 9. Reinforce positive behaivior. Be generous with genuine praise. Some teachers are quite stingy with praise. These are the teachers who think will become less when they praise others. They have so-called subtraction mentality. other teachers are overgenerous with their praise. They praise overflow so much that they give praise even when it is nor appropriate. For our praise to be genuine it must be given according to merit. It is our way of appreciating and recognizing hardwork and good behavior.
  • 10. Treat minor disturbance calmly. (Ornstein, 1990). Do not make a mountain out of a mole. If a stern look or gesture can kill the inappropriate behavior so be it. Thats the end period! Let us not make fuss abou it.
  • 11. Work out a physical arrangement of chairs that facilitate an interactive teaching-learning process. There is no doubt that external environment affects us. The most common arrangement of tables and chairs in the classroom is one where the teachers table and chairs are infront and the students desk or chairs are arranged in rows facing the teacher.this seat arrangement does not always enhance interaction among students. Let us work for a flexible seating arrangement where we can re-arrange seats or desk to suit our learning needs and condition.
  • 12. Make good use of every insructional moment. Minimize discipline time to maximize instructional time.