MODULE 2

THE TEACHER IN THE

CLASSROOM AND COMMUNITY

What will you learn from this module?

The sehool and the community are on the "frontlines" of the teachers' educational reach.
Both are instrumental in bring educational purauits while the institutions and ostablishments of the
community serve as extended learning centers and sources of instructional materials, The existence
of useful interconnections between and among them guarantees a valuable and promising
affiliation that is bound to work effectively for both. With such ties the tenchers can now be called
classroom teachers and community teachors, They assume well-defined roles and responsibilities
as elassroom managers and efficient channels for school and community affairs. Tho ensuing
partnerahip is characterized by reciprocity and willingnesNs to share and care for the cntire
population they are committed to sorve, The teachers' competencies needed are: a) organizing a
well- managed classroom in terms of time management, record-keeping, orderliness and
discipline, b) fostering linkages for mutual concerns, and undertaking networking aetivities with
organizations for educational, social and clvie purposes,

This module is composed of three lessons.

Lesson 1 Classroom Management

Lesson 2 School and Community Relations
Lesson 3 Linkages and Networking with Other Organizations

After studying this module, you should be able to:

❖ become knowledgeable and skilled in using a variety of teaching methodologies and

procedures in order to undertake lessons attainable in the present classroom atmosphere.
❖ be tactful in allowing sufficient time for all planned activities and likewise alert for revision
if the need arises.
❖ keep tract of students' attendance and progress in learning for easy filing and reporting to
parents and authorities.
❖ be more sensitive to positive and negative interactions in order to maintain discipline and
order.
❖ organize a comfortable and pleasant physical environment for ease in mobility and flow of
learning activities.
❖ establish routine for all to follow before and during the day's lesson for the sake of order.
❖ exhibit with utmost sincerity and warmth all the well-matched values and personal traits
for promoting favorable relationships with school and community members.
❖ prepare a list of all government agencies, institutions and private industries they can link
with to accomplish common objectives.
❖ familiarize yourselves with civic clubs, athletic clubs, musical organizations for joint
academic, civic and social undertakings.
❖ become aware of the academic assistance that the school can offer and what assistance they
can receive from said organizations in return.
❖ exhibit caring and sharing attitude with the children in the school to afford valuable
experiences for positive interaction with community members.
❖ get better acquainted with the children, their parents and their socioeconomic conditions in
order to be aptly guided when problems occur.
❖ become familiar with the community, the government institutions, business establishments
and recreational facilities which can serve as learning centers.
❖ relate to community leaders for joint undertakings and mutual assistance.
LESSON 1 CLASSROOM MANAGEMENT

Classroom Management Principles, Concepts & Terminology

Effective teaching, of necessity, involves motivating and managing. You must be able to
enlist students' cooperation, and gain and maintain their attention and involvement in instructional
activities. You must also deftly and effectively handle distractions and disruptions so that students
stay on-task and engaged in the learning activities. In today's world, the task of managing a
classroom can prove to be a formidable challenge. Our media-oriented society has conditioned
students to high levels of stimulation and they often expect similar experiences when they enter
the classroom.

What is meant by the terms "classroom management" and "classroom discipline?" There
is a distinction between the two, and discipline is actually just one component of many that fall
under the heading of classroom management. In the words of author Harry Wong, author of How
to be an effective teacher: The first days of school: "Classroom management is not discipline. You
manage a store. You don't discipline a store. You manage a team. You don't discipline a team. You
manage a classroom. You don't discipline a classroom" (Starr, 2005). "Discipline is teaching
children self-control, not controlling or managing them" (Gootman, 1997, p. 17). Discipline is not
merely punishment. Pick up any dictionary and you will see that the word is defined in terms of
both prevention and remediation. The main goal of discipline is self-control. Charles (1996)
defines discipline as "what teachers do to help students behave acceptably in school" (p. 2).

There are basically three kinds of discipline. Strategies used by a teacher to prevent student
behaviors are referred to as preventative discipline. Strategies used to guide students back to
appropriate behavior if they are misbehaving or to help students regain their self-control are
referred to as supportive discipline. When a teacher implements consequences or punishment for
misbehavior it is referred to as corrective discipline (Charles, 1996; Singh, 2001). Another way to
look at it is to consider whether you would rather be proactive or reactive in your classroom
discipline. Teachers who are prepared with a plan, are in control, and who know what to expect
and when are said to be proactive. Teachers who deal with problems as they come up and who
merely react to student behavior are said to be reactive. You should have both proactive techniques
and reactive strategies in your repertoire of classroom discipline techniques.

Effective classroom management involves much more than just classroom discipline, but
also refers to the physical appearance and arrangement of a classroom, the teacher-to-student and
student-to-student relationships, and the delivery of the instructional program. As a teacher, you
should be knowledgeable about student needs, behaviors, and backgrounds; skilled in both
proactive discipline techniques and reactive strategies; capable of planning and delivering effective
instruction; and you should exhibit positive beliefs and attitudes about your students that support
student achievement.
Teacher Impact on Student Achievement

Researcher William Sanders and others (Sanders & Horn, 1994; Wright, Horn, & Sanders,
1997) analyzed the achievement scores of more than 100,000 students across hundreds of schools
and concluded that "the most important factor affecting student learning is the teacher.... [and that]
more can be done to improve education by improving the effectiveness of teachers than by any
other single factor" (Wright, et al, 1997, p. 63). Considering the importance of what teachers do,
it makes sense that what teachers believe about themselves and about their students will also have
great impact on their own effectiveness and on the achievement of their students. For example, the
phrase "all students can learn" is one that is included in many school mission statements. How do
you think a teacher's instruction or their students' achievement would be affected if they did not
truly believe that all students in their classroom could learn?

To a large extent, your students' goals and self-concepts are affected by your projected
expectations and the way you treat them. Research shows that students tend to perform better and
feel more competent when teachers set high expectations and hold them accountable to meet those
expectations (Good & Brophy, 1987). When you communicate your high - but reasonable - teacher
expectations to your students, it gives them the message that you have confidence in their abilities
and leads to a more positive teacher-student relationship. You may unknowingly communicate
low expectations to certain students by, for example, praising them less, calling on them less often
to answer questions, or by giving them less attention. To prevent this, reflect on your attitudes and
beliefs about your students and strive to eliminate any biases you may have toward them. You can
empower your students by communicating positive and realistic expectations for their
achievement. You may find it helpful to consider the following ways that research shows that
teachers often respond to high- and low-achieving students (Cooper & Good, 1983, pl. 10):

❖ Low-expectation students are often seated further from the teacher than high-
expectation students.
❖ Less attention is paid to low-expectation students in academic situations (including
less eye contact, and fewer nods, winks, and smiles).
❖ Low-expectation students are called on less frequently to answer questions and are
given less "wait time" to answer the questions.
❖ Lows are criticized more frequently for incorrect responses and are praised less
frequently for correct responses.
❖ Low-expectation students are praised more frequently than highs for marginal or
inadequate classroom responses.
❖ Low-expectation students are given less accurate and less detailed feedback than
highs.
❖ Less work and less effort are required from low-expectation students than of high-
expectation students.
❖ Low-expectation students are interrupted more frequently during performance.

Robert Marzano (2003, p. 10) analyzed 35 years of research on factors affecting student
learning and compiled a list of 11 school, teacher, and student factors that are the primary
determinants of student achievement:
School-level factors:

❖ Guaranteed and viable curriculum

❖ Challenging goals and effective feedback
❖ Parent and community involvement
❖ Safe and orderly environment
❖ Collegiality and professionalism

Teacher-level factors:

❖ Instructional strategies
❖ Classroom management
❖ Classroom curriculum design

Student-level factors:

❖ Home environment
❖ Learned intelligence and background knowledge
❖ Motivation

Note that safety and order is a school-level factor shown to be very important to student
achievement. A safe and orderly school is one where "students and teachers alike are safe and
perceive that they are safe from both physical and psychological harm" (Marzano, Waters, &
McNulty, 2005, p. 88). Naturally, student needs for safety and order extend into the classroom,
illustrating why classroom management goes hand-in-hand with instructional strategies and
curriculum design as the teacher-level factors that most impact student achievement. If a student
does not feel safe or the learning environment is chaotic, students are unlikely to either receive or
attend to quality instruction.

Effective classroom management and a safe and orderly environment are two elements that
promote an overall positive school culture. The research stresses that positive school cultures are
important influences on student behavior and achievement (Haynes, Emmons & Ben-Avie, 1997;
Lehr & Christenson, 2002). This, too, carries over into the classroom and the second lesson of this
course discusses how you can develop a positive learning climate in your classroom.

A 1970 book by J.S. Kounin underscores the importance of a positive environment and
proactive preparation on the part of the effective classroom manager. From a study of 80
elementary classrooms, as well as classrooms at other grades through the university level, Kounin
found that effective and ineffective classroom managers did not differ significantly in how they
addressed disruptions, but that effective managers were much more skilled at preventing those
disruptions in the first place. Kounin's research has been verified by many other studies over the
past three decades (Cotton, 2001), resulting in the following list of specific behaviors that keep
students focused on learning and reduce classroom disruptions:
❖ Exhibiting "Withitness" (The teacher's awareness of the activities and behaviors of students
in the classroom) and "Overlapping" (The teacher's ability to attend to different events
occurring in the classroom simultaneously).
❖ Maintaining a smooth and brisk pace to the instruction and providing smooth transitions
between learning activities.
❖ "Group Alerting" (The teacher's attempts to involve all children in recitation and keep them
alert to the current task.)
❖ Stimulating seatwork
❖ Communicating high expectations for student learning and behavior.
❖ Establishing, teaching and posting clear classroom rules and procedures.
❖ Specifying clear consequences for student misbehavior.
❖ Enforcing classroom rules promptly, consistently, and equitably.
❖ Teaching students self-management and self-discipline techniques.
❖ Monitoring classroom activities and providing feedback and reinforcement.

REFERENCES:

Charles, C. M. (1996). Building classroom discipline (5th ed.). White Plains, NY:
Longman.
Cooper, H., & Good, T.L. (1983). Pygmalion grows up. New York: Longman.
Cotton, K. (2001). Schoolwide and classroom discipline. Portland, OR: Northwest Regional
Educational Laboratory. Retrieved January 9, 2006
from http://www.nwrel.org/scpd/sirs/5/cu9.html (Can now be accessed
at http://educationnorthwest.org/webfm_send/530)
Darling-Hammond, L., & Schlan, E. (1996). Who teaches and why: Dilemmas of building a
profession for twenty-first century schools. In J. Sikula (Ed.), Handbook of research on teacher
education (2nd ed., pp. 67-101). New York: MacMillan.
Good, T.L., & Brophy, J.E. (1987). Looking in classrooms (4th ed.). New York: Harper & Row.
Gootman, M. E. (1997). The caring teacher's guide to discipline: Helping young students learn
self-control, responsibility, and respect. Thousand Oaks, CA: Corwin.
Ingersoll, R.M., & Smith, T.M. (2003). The wrong solution to the teacher
shortage. Educational Leadership, 60(8), 30-33.
Marzano, R.J., Marzano, J.S., & Pickering, D.J. (2003). Classroom Management that Works.
Alexandria, VA: Association for Supervision and Curriculum Development.
Singh, A. (Ed.). (2001). Classroom management: A reflective perspective. New Delhi:
Kanishka.
Starr, L. (2005). 'Speaking of classroom management: An interview with Harry K.
Wong. Education World. Retrieved February 20, 2006
from: http://www.educationworld.com/a_issues/chat/chat008.shtml
LESSON 2 THE SCHOOL AND THE COMMUNITY RELATIONS

The school and the community are the mainsprings of effective and powerful forces that
can create a wholesome climate for mutual gains and betterment. They can forge a kind of
partnership where both are willing to share information as well as responsibilities to the best
interest of the children while in school, likewise when dealing with members of the community.
Parents from the community are ready to offer much-needed assistance in terms of resources while
teachers are equally committed to spend time, effort and expertise in serving the school children.
Ensuring strong alliance is guaranteed to foster sound academic practices in the school, civic-
mindedness and public accountability in the community. A positive affiliation 'is an overwhelming
bond that all stakeholders are willing to be part of. In recognition of the tremendous benefits that
school and community residents stand to experience and enjoy, some teaming up will be suggested.

A. THE TEACHERS, PARENTS AND THE COMMUNITY

Parents are the first teachers in the home. They are responsible for the development of
values, attitudes and habits that will be needed as their children associate with classmates in school.
Such inculcations are likewise beneficial when they work and play with neighbors and the
community at large. Teachers in the schools continue to enrich the students' experiences at home,
thus strengthening the valuable, personal traits and characteristics initially developed. In the end,
the contrived attention and efforts of both "custodians" are accorded acknowledgement and
recognition by members of the community

The members of the community, in addition to the parents and relatives, like the
government officials, the professionals and all the residents are highly motivated to participnte in
the parent teacher activities and projects that will likewise redound to the uplifting of the moral
and quality of life in their own loenlity.

1. Difficulties

Teachers are endowed with a caring and compassionate attitude that are expressed in their
love and unending sacrifice in guiding the young. Despite conscious effort, children experience
difficulties and problems regarding:
ability to accomplish assignments,
❖ Irregular attendance,
❖ study habits in school,
❖ negative attitudes, and
❖ problem with self-discipline.

2. Solutions

The best way to thresh out causes and come up with solutions is to conduct a dialogue
wherein parents may be invited to drop by the school or the teacher may pay a visit to their home.
❖ A calm and friendly face-to face exchange of observations could straighten some disturbing
interactions ending with a promise of undertaking remediation in both quarters.
❖ Positive attitudes of kind heartedness and patience are developed through modeling.
 ❖ Regularity in attendance and doing daily assignments need strong motivation and
encouragement from both sides.
❖ Letters and praises to parents for outstanding performances build confidence and
strengthen determination to continue the good work.
❖ Interesting lessons never fail to motivate students to be present everyday for an enjoyable
participation in them.
❖ Extremes of behavior need detailed consideration of past experiences in school and at home

3. Values Developed

Values and strong inclinations are instilled starting from the home and are developed
further in the school. Some the most desirable are:
❖ respect for elders and for the rights of others,
❖ cooperation,
❖ willingness to share,
❖ deep sense of responsibility, and
❖ persistence.

Students exhibiting exemplary traits must be given due recognition. Awards conferred
upon responsible and well-behaved students set examples that are emulated.

4. Interests
Special interest and innate talents noticed at a young age such as heightened propensity for
music and drama, athletics and the arts must be attended to by sensitive mentors and guardians in
order to provide them with continued opportunities to attain full realization of their natural gifts.

SCHOOL AND COMMUNITY

The school is Usually locnted at the center of the town or city. As such, it is subjected to
daily serutiny by (he members of their community. Seeing their students at play or work, personnel
busy with everyday tasks and teachers with the usual eyeful watch, everyone passing by witnessing
such would feel proud of their school. The community would in turn show their gratitude and
appreciation by keeping their school's surroundings clean and comfortable for the children, and by
sharing resources whenever needed.

1. Collaborative Relationships

a. The school officials actively participate in community projects such as literncy assistance project
for out-of-school children and house campaign for healthful practice.

b. The municipal/ city officials are likewise ready to provide help in improving the physical
facilities of the school.

c. During historic celebrations in both places, participation by each is easily elicited with such
positive and civic consciousness activities enjoyed by the school and the community, a strong
feeling of togetherness become evident.
2. Organized Associations

Schools have organized Parent-Teacher and Community Associations with the officers
coming from both their members. They undertake projects and activities aimed at promoting a
harmonious and enjoyable relationship among themselves. Regular meetings are conducted to
discuss activities that are intended to improve/assist conditions prevailing in both. A strong spirit
of cooperation is exhibited as well as sharing of expertise and material resources. Representations
during town or school affairs create strong ties among the members, thus helping hands are
volunteered in times of needs.

3. Public Safety, Beautification and Cleanliness

Peace and order, safety in public conveyances and compliance with ordinances afford
ample protection and disciplinary measures deserved by all. Beautification of the community
through tree planting in every household and cleanliness through proper waste disposal are
voluntarily undertaken by both, thus creating a disciplined and wholesome community.

4. Values Exhibited

Outstanding school personnel as well as barangay official are honored. This serves as a
motivation for both parties and thei followers to continue with their commendable practice. Values
of nationalism and unity are developed through the examples demonstrated by the school and
government officials. Respect for authority and self-discipline are modeled for the young to
follow.

5. Instructional Centers and Materials

The community can serve as rich sources of instructional materials. The clean rivers, town
library, factories and other industrial establishment could be learning centers for fieldtrips.
Recreational areas, and concert halls offer enjoyable entertainment for all. The parks and beaches
become relaxation areas for school children together with their teachers and families. Professionals
and practitioners from the community can be invited as resource speakers during observance of
significant school rites.

LESSON 3 LINKAGESD AND NETWORKING WITH ORGANIZATIONS

The school can enjoy linkages and networking activities with international, national and
local organizations in the community for mutual benefits and assistance needed.

International Linkages:

a. Pi Lambda Theta - An international honor society and professional association of women

educators
 ❖ Its main project is ETP (Excellence in Teaching Project),
❖ Honors outstanding student teachers from college of education
❖ As a professional association, its purpose is to stimulate independent thinking educators
who can ask critical questions to improve educational policies and practices.

b. INNOTECH - It is the center for training educational leaders from southeast region under the
SEAMEO organization.

❖ It upgrades the competencies of teacher from region in all disciplines

❖ It updates teachers’ knowledge and skills in implementing alternative learning systems

c. World Council for Curriculum and Instruction (WCCI)

❖ It holds conferences in different member countries annually which is participated in by

members of the local chapter
❖ It promotes that educators have a responsibility to ensure that education contributes to the
promotion of equity, peace, and the universal realization of human rights.

d. Association for Supervision and Curriculum Development (ASCD)

❖ A non-profit, nonpartisan membership organization that develops programs, products, and

services essential to the way educators learn, teach and lead
❖ Also an educational leadership organization dedicated to advancing best practices and
policies for the success of each learner
❖ What Works in Schools are the focus of much of its professional development offerings

National and Local Linkages:

It is established between universities and colleges offering identical degrees in which cross-
enrolment for subjects needed for graduation is allowed b. It is also a joint research that could be
conducted by two or three universities depending on their field of expertise

NETWORKING

A network compose of several institution (consortium) of several colleges of different

universities that binds together for a common goal -Work together to attain common objectives,
undertake innovative practices and update members regarding breakthrough in different
disciplines

a. The Philippine Education Network Project

❖ It is a directory of all education providers all over the Philippines. The project aims to be
an online source of information on various schools, colleges, and universities in the
country.
 ❖ They believe that basic data and contact information about the different learning
institutions in the country should be made available to the public.

b. Consortium among Universities and Colleges

❖ Science teachers from each university met regularly for discussion on best practices, and
they even wrote a book which can be used by their respective students

With Subject Specialist

a. BIOTA
b. MATHED
c. The Physics Teachers Association
d. The Chemistry teachers Association

Teacher Educational Institution

a. The Philippine Association for Teacher Education (PAFTE)
b. State Universities and Colleges Teacher Educators’ Association (SUCTEA)

National Organization
a. Federation of Accrediting Association of the Philippines (FAAP)
b. The Philippine Association of Colleges and Universities Commission on Accreditation
(PACUCOA)
c. Association for Accrediting Colleges and Universities of the Philippines

Networking with Foundation

a. Educational Research and Development Assistance Foundation, Inc.

❖ Supports programs and services in health, livelihood, and continuing education
❖ It organizes 128 children associations nationwide (National Federation of
Children’sAssociations of the Philippines)
❖ A dynamic human development organization committed to create and sustain services for
economically and socially disadvantaged children, youth, women, families and
communities • They envisions a nation where all children will have access to quality
education that they might have a decent human life; and prepare children for a better future

b. Metrobank foundation, Inc.

❖ It recognizes and honors outstanding teachers of the three educational levels from school
nationwide. “SEARCH FOR OUTSTANDING TEACHERS”
❖ They also support 30 teacher education students, 15 each from third and fourth year level
that are identified as Centers of Excellence in Teacher Education in coordination with Pi
Lambda Theta

c. Network of Outstanding teachers and Educators (NOTED)

❖ It nurture a culture of excellence and service among educators through professional
development, publications, research, and advocacy in active partnership with government
 and non-government organization They are under the Metro Bank Foundation and an honor
society composed of the winners of the SOT. Organized in 1997 and is committed to
nurturing a culture of excellence and service among educators through research,
publications, professional development, and advocacy in partnership with government and
non-government organizations. All winners of the SOT are automatically granted
membership to NOTED.

d. Ayala Foundation, Inc. (AFI)

❖ It extends benefits of recent technological developments to a greater number of men,
women and children

e. GMA Foundation
❖ Its mission is to give hope and a future to the Filipino family by safeguarding human rights
and upgrading standards of education

f. SM Foundation, Inc.
❖ Its aim is to Education Literacy

g. Foundation for Upgrading Standard Education (FUSE)

❖ Supports training programs for teachers of English, Science, and Mathematics via
CONSTEL (Continuing Studies via Television)

h. Philippine Foundation for Science and Technology (PFST)

❖ Consist of Science exhibits which are visited by school children via the Science Centrums
all over the Philippines

i. Book for the Barrio and Asia Foundation

❖ Donate books and other printed materials in schools 1

j. Bato Balani Foundation

❖ Honors teachers through a “Tribute to Teachers” program

k. Philippine Business for Education (PBeD)

❖ It response to the need for consensus and sustained advocacy in education reform

Networking with Government Offices

a. Literacy Coordinating Council (LCC)

❖ Train trainors who handle literacy training courses among the youth

b. The Department of Science and Technology (DOST)

❖ Supports undergraduate and graduate scholarship programs in science and mathematics in
the Regional Science Teaching Centers

c. The Commission on Higher Education (CHED)

 ❖ Organizes Technical Panels for all profession and benchmark the curricula of all degree
with international standards 4. The Teacher Education Council (TEC) • Focuses on teacher
education policies and standards

Networking with Media

a. ABS-CBN and GMA

❖ Through its educational broadcast, it provides assistance to children and teachers

b. Government and Private Channels

❖ Includes award-winning entries to national competition in the field of education, sports and
healthcare

“As a professional teacher, you are able to give better service to your students and to other
education stakeholders in the community if you are connected to a network of possible sources of
educational assistance” (Bilbao, P.P.,et.al, 2012)

REFERENCES:

Arends, Richard I. Teaching. New York: McGraw Hill, 1994.

Corpuz, Brenda and Gloria G.Salandanan. Principles and Strategies
of Teaching. Quezon City: Lorimar Publishing Co., 2003.
Eggen, Paul D. and Donald P, Kauchak, Strategies for Teachers.
Boston: Allyn and Bacon, 2001.
Loughran, John and Russell Tom. Teaching About Teaching.
London: Falmer Thess, 1997.
Salandanan, Gloria G. Teaching Approaches and Strategies:
Quezon City: Katha Publishing Co., Inc., 2000.
Teacher Educational Journal. Quezon City: Katha

Prepared by:

JOHN ERICK F. CAUZON

Professor