Classroom Management

CLASSROOM ORGANIZATION AND MANAGEMENT
JOHN EMMANUEL H. VILLARIA JOVITA R. BAUTISTA SPED 110 STUDENTS
CLASSROOM ORGANIZATION MANAGEMENT
1. BASIC CONCEPTS ABOUT CLASSROOM MANAGEMENT
BASIC CONCEPTS MANAGEMENT
ABOUT
CLASSROOM
CLASSROOM MANAGEMENT It refers to a process that teachers secure the classroom instruction: its harmony, successfulness, dealing with some important matters or problems1, and arrangement of the time and as well as the space, and other factors.
1. The traditional viewpoint was that, the purpose of classroom management is to deal with student's misbehavior.
ABOUT
CLASSROOM
Classroom management involves all the teacher-aimed activities that support the useful act of the classroom and create best conditions for learning2.
2. It is the way how the teacher organizes what goes on inside the classroom,
ABOUT
CLASSROOM
Students entering schools come with such usually different environment, abilities, hobbies and behaviors, that meeting their needs and finding appropriate learning activities requires a great deal of care and skill3.
3. As a teacher, the first and most basic priority of them is to develop a smoothly running classroom environment, wherein students are highly involved in worthwhile activities that support learning.
GOAL OF CLASSROOM MANAGEMENT
to create an environment that will supports meaningful learning experiences among all students in an effective manner4.
4. The goal of instructional management is to create an environment that is conducive to learning and that will support a meanigful and worthwhile activities for students in an effective manner.
2. MODEL OF CLASSROOM MANAGEMENT
SIX FACTORS OF ENVIRONMENTAL

DOYLE (1980)
AN EFFECTIVE MANAGEMENT
MULTIDIMENSIONALITY refers to the wide kind of activities that happen in a classroom within the school day5. SIMULTANEITY or the happening of events at the same time, is an expected characteristic of any classroom environment6.
5. The number of different students in the room, the different goals and skills of students, the need for preparation of different results using different materials and situations that happen always during school day. 6. The teacher must have the skills to manage several classroom events that happens at the same time.

DOYLE (1980)
IMMEDIACY refers to the quick movement of events that occurs at the same time7. UNPREDICTABILITY refers to the reality that some events happen unexpectedly and cannot be expected but requires attention8.
7. The teacher must organize their day to have a reflection of their teaching to avoid an outbreak of events that will happen again inside the classroom. 8. interruptions, unexpected turn of events

DOYLE (1980)
PUBLICNESS refers to classroom events witnessed by a number of students who are likely to take note of how teachers deal with these ongoing events9. HISTORY refers to over the flow of school year, different events will shape the developing activities of classroom behavior10.
9. The students are the witness of what will happen inside the classroom. So the teacher must act and must be careful of the attitude that she will project to his or her learners. The teacher must be aware of what is happening inside the classroom to avoid further disruptions. 10. The students are shaped or developed by means of doing activities that improves their behavior. Thats why some teachers posted some classroom rules and sometimes that rules are been made by the students.
10 GUIDING PRINCIPLES 1 all students must be valued 2 meaningful relationships between teachers and students need to be developed and promoted 3 successful management comes from a encouraging classroom climate 4 good classroom organization and management must be planned ahead of time 5 give chance to students in contribution of helpful classroom activities
10 GUIDING PRINCIPLES 6 teachers and students are understanding of individual differences: social and domestic. 7 practical management is possible to immediate approaches 8 regularity is the key of creating a helpful management program 9 teachers ability: With-it-ness, Overlap. 10 classroom management are useful with all students, yet considerations for students who have special needs is suggested.
3. COMPONENTS OF EFFECTIVE CLASSROOM ORGANIZATION AND MANAGEMENT
DIMENSIONS OF CLASSROOM ORGANIZATION AND MANAGEMENT

1. PSYCHOLOGICAL DIMENSION Student factors Teacher factors Peer factors Family factors 4. BEHAVIORAL DIMENSION creating and increasing desirable behaviors decreasing undesirable behaviors generalization and maintenance developing self management 5. INSTRUCTIONAL DIMENSION scheduling transitions grouping lesson plans
2. PROCEDURAL DIMENSION classroom rules classroom procedures
3. PHYSICAL DIMENSION classroom arrangements accessibility specialized equipment
6. ORGANIZATIONAL DIMENSION personnel interaction work environment administrative duties instructional applications personal applications
4. MANAGING BEHAVIOR
MANAGING BEHAVIOR
classroom rules provide a general sense of what is expected of students rules chosen should be essential for classroom functioning and for the development of a positive learning environment classroom procedures should include the specific ways in which certain activities or situations will be performed effective physical management includes classroom arrangement, accessibility, seating and the use of specialized equipment
MANAGING BEHAVIOR
desirable behaviors are increased through the use of positive reinforcement undesirable behaviors can be reduced through a variety of reduction strategies hierarchy of options would include natural and logical consequences, differential, reinforcement, extinction, benign tactics, reprimands, response costs, and time out successful educational programs help students develop self-management strategies
MANAGING BEHAVIOR
instructional management includes careful attention to scheduling, transitions, grouping and lesson plans successful teachers are organized and engage in the careful management of time. Technology can assist teachers in time management. Teachers need to take the students culture into consideration when dealing with management issues.

Classroom Management

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CLASSROOM ORGANIZATION AND MANAGEMENT

JOHN EMMANUEL H. VILLARIA JOVITA R. BAUTISTA SPED 110 STUDENTS

CLASSROOM ORGANIZATION MANAGEMENT

1. BASIC CONCEPTS ABOUT CLASSROOM MANAGEMENT

BASIC CONCEPTS MANAGEMENT

BASIC CONCEPTS MANAGEMENT

BASIC CONCEPTS MANAGEMENT

GOAL OF CLASSROOM MANAGEMENT

CLASSROOM ORGANIZATION MANAGEMENT

2. MODEL OF CLASSROOM MANAGEMENT

SIX FACTORS OF ENVIRONMENTAL

SIX FACTORS OF ENVIRONMENTAL

SIX FACTORS OF ENVIRONMENTAL

CLASSROOM ORGANIZATION MANAGEMENT

3. COMPONENTS OF EFFECTIVE CLASSROOM ORGANIZATION AND MANAGEMENT

DIMENSIONS OF CLASSROOM ORGANIZATION AND MANAGEMENT

2. PROCEDURAL DIMENSION classroom rules classroom procedures

3. PHYSICAL DIMENSION classroom arrangements accessibility specialized equipment

CLASSROOM ORGANIZATION MANAGEMENT

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