I.

Objectives
Cognitive – To manage a classroom and student’s behavior
Affective – Build a positive, personal relationship with students.
Psychomotor – Post and teach the classroom expectations

II. References
https://www.teachhub.com/classroom-management-control-student-behavior

https://www.teachingchannel.org/video/structuring-questioning-in-classroom

https://www.teachingenglish.org.uk/article/repertoire

III. Materials
Laptop
Projector

IV. Mood Setting

“World Star - Student Goes OFF On Teacher!” - Video about how an insane student do when it’s
not been managed

V. Main Activity
Ask the class what they felt about the video and ask what would they do if it happened to
them.

VI. Linking Questions

1. How to manage students effectively?
2. Questions?
3. What is a repertoire?
 VII. Abstract

Classroom Management to Control Student Behavior

Student behavior is a challenge for all teachers. If a class’ behavior isn’t managed well, then you will not
have a productive learning environment. The key to creating well-managed a classroom management
method that works for discipline is planning. If you don’t have a plan in place, then managing student
behavior will be quite difficult. Here are a few classroom management steps that you can take in order
to ensure student behavior will be productive.

1: Set up Your Classroom Management Expectations and Consequences

The first step in your classroom management plan is to set up and then state your student expectations
and consequences. If your students don’t know what is expected of them, then their behavior can be
unruly. The moment your students enter your classroom, you must share your expectations of them, as
well as the consequences if they do not meet those expectations. Make sure that you leave room for at
least one or two rules for the students to come up with. There’s a better chance that the students will
adhere to the rules that they make, versus the ones that are given to them.

2: Organize and Teach Routines

The next step is to ensure that you have organized several classroom routines throughout the day.
Transition times for the younger students are when it can really get hectic, so it’s essential that you have
a daily routine for those times. Have a clear process that students can follow. For example, when an
activity is done, the student must know where to put their supplies, where to submit their work, how to
clean up, etc. You should also have routines for how to enter and leave the classroom, how to line up,
how to access equipment, and for using the bathroom. When you have a routine for everything, then
it’ll be easier to manage student behavior.

3: Practice Routines Daily

Once you have your routines in set in place, then you must practice them. You have to practice them
over and over again until students can do them on their own. This is the step that most teachers fail to
do, because they think that just because they said to do something once, that the students will be able
to do it. However, remember that teaching is not just telling -- you have to actually teach (show) them
how you want things done. The more you practice, the easier it will be for students to do on their own.
When students can do things on their own and they know what is expected of them, you’ll have fewer
behavior issues to deal with.

4: Adhere to Your Consequences

Once you have set the rules and consequences, you must stick to them. While you may have accepted
that your students won’t always behave the way that you expect them to, you must also keep in mind
that the actions you take when a student is out of order will have a direct reflection on how the students
perceive you as a teacher. This means that if you said that the consequence for getting out of your seat
without permission was staying after school, and you don’t follow through with keeping the student
after school, the students will view you as being dishonest or a pushover. Therefore, if you want to keep
student behavior in check, then you must never waiver, and always follow through with your
consequences.

5: Give Positive Feedback

Positive reinforcement is a great classroom management technique to use to reinforce students who are
on task and doing what they are supposed to be doing. Most of the time, a teachers’ attention is on the
students who are misbehaving, and rarely on the students who are actually on task. When you focus
your attention to the “Good” things that students are doing, then it will help them to strive to get more
“Good” attention from you. Take the time to notice when students are doing something good like
staying on task, raising their hand, or helping a classmate. You’ll see how focusing on the positive can
really change the dynamic in your classroom and make it a more positive learning environment for all.

Effective teachers understand that taking the time to follow these steps will ultimately ensure a well-
behaved, productive classroom. As long as you set up classroom expectations, follow through with your
consequences, teach and practice daily routines, and give positive feedback to your students, then your
classroom management plan should be spot on.
Teaching Techniques: The Art of Asking Questions

1 Use divergent or open-ended questions, such as "What do you think?" "What should we try ?" or
"What would happen if... ?" These questions have no right or wrong answers. In fact, they can have
many different answers. As a result, children are more likely to use critical- and creative-thinking skills.

2 Try to avoid convergent or dose-ended questions, such as "How many do you see?" or "What color is
this?" More open-ended questions lead to creative thinking and problem solving. Sometimes close-
ended questions are necessary, but ask as many open-ended questions as possible.

3 Offer question starters. Pay attention to die ways you begin your questions. Open-ended questions
start with phrases such as "How do you think we could ... ?" "How many ways can you ... ?" "What might
happen if... ?" Convergent or close-ended questions often begin with phrases such as "What is... ? or
"Which are... ?"

4 Take advantage of opportunities to question. Some questions encourage children to brainstorm many
possibilities: "What are all the ways we can use the wrapping paper that Beth's mother brought in?"
"How many ways can we move from group time to activity time?" Other questions invite children to find
a solution to a problem: "I found this puzzle piece on the floor. How can we find out where it belongs?"
"It is getting very noisy in class today. I think we need to do something. How many ways can we find to
make the room feel quieter?"

5 Accept every answer equally. Although one child's response might excite you more than other
responses, it's important for children to see and feel that their ideas and answers are not being judged.

6 Encourage children to elaborate on their ideas. Sometimes children may need your help to keep open-
ended conversations going. If children seem stuck, try asking additional questions based on their
previous comments and responses. For example, you might ask, "What else can you tell me about it?" or
"What do you think would happen next?"

7 Document children's answers. You validate children's ideas when you write them down. It really
doesn't matter if children can read them. By doing this, you encourage children to continue dunking,
expressing, and trying out new ideas. Record their thoughts and ideas on charts and graphs and in class
books.
Developing a Repertoire of Techniques for Effective Teaching

All teachers have a variety of techniques and activities that they regularly use - their repertoire.

This changes all the time, but is that a good thing?

What is repertoire?

What happens to our repertoire?

Why do items fall out of our repertoire?

Is a changing repertoire a good thing?

How can we maintain and extend our repertoire?

What is 'repertoire'?

Let's just explain that word: a theatre company may, for example, be able to perform at any one time,
five plays. Of course, they have performed other plays in the past, and will learn new plays in the future.
But at the moment they have the costumes and the scenery for only five. As teachers, our repertoire
consists of the techniques and activities that we use in the classroom.

What happens to our repertoire?

Being teachers, we are used to working on a weekly pattern: we have to follow the timetable. And we
use academic years instead of calendar ones.

Or do we? Let's have a look at what we do in the classroom. We probably think that we are pretty much
the same now as we were then. But it's almost certainly not true. As teachers, we tend to develop. We
don't change much over a year, but if you looked at one of your lessons from ten years ago, would it
look the same as it does now?

What happens as we get more experienced is that some things fall out of our repertoire. Teachers
continually develop and learn new techniques and activities. But what happens to the old ones? Each
idea coming in may replace a technique or activity which you use less frequently.
Why do items fall out of our repertoire?

Better things replace them

Some of us were experts at making multicoloured Gestetner sheets. Then along came cheaper
photocopiers. Fewer inky fingers, more speed, but back to black and white and a dependence on
technicians…

We no longer agree with it

Do you do as many drills as you used to? There has been a general move away from drilling, or, at least,
a reassessment of when to use it and why.

We got more experienced

We learn more effective ways of doing things. We used to write long and repetitive comments on every
essay: now we use a symbol system which saves time and encourages learner responsibility and text-
editing skills

We got lazier

We used to cut things up and stick them on lots of pieces of card. Now we get the learners to do a
mingle-dictation.

They stopped appearing in books.

Remember functional flowcharts and dialogues? Things like: Offer your friend something to eat - Decline
politely and ask for a drink - Apologise and offer a drink - and so on. Where are they now? Gone.

I forgot

Occasionally you observe a class and think "Dialogue building on the blackboard! I'd forgotten all about
that".

Situations change

Moving from a multi-lingual classroom to a mono-lingual classroom increases the likelihood of using
translation rather than complex mimes to help learner understanding.

These are just some of the reasons we could suggest. You may be able to think of more.

Is a changing repertoire a good thing?

In most cases, there is a good reason for not doing things any more. But there will always be those
techniques that we simply forgot that we could still use, or that we might need to review. Why?

New developments and attitudes

As theory develops, we may need to reassess "discredited" ideas in the light of new research and socio-
political attitudes. For example, there is a growing general belief in the learners taking more
responsibility for their learning. What would the effect be, say, on dictation? Teachers used to do
dictation to test learners' - what? Oh, yes. Their ability to do dictations. However, we could change the
way the dictation works by asking learners to read out a sentence each to the class. The class could then
combine them into a story. This effectively changes the purpose of the dictation. For example, it makes
the learner realise the importance of their pronunciation to their classmates. It also creates material for
the second stage of a lesson.

Re-inventing the wheel

If there is already a technique for effective practice of the conditionals, why spend time thinking it up
again. Let's build that historical archive…

Avoid repeating mistakes

As the Spanish philosopher George Santayana (1863-1952) wrote, "Those who cannot remember the
past are condemned to repeat it". And believe me, there are some ugly things waiting for us back there!
Knowing the limits of previous techniques allows us to maintain and extend our repertoire more
efficiently

The published "blink-and-it's-gone" factor

Sometimes, a book is published that is so good that you wonder why more people didn't buy it. Once it's
out of print, the idea has gone. This site is where we can record and possibly revive those great ideas…

It worked before, why can't it work again?

Sometimes a technique becomes discredited or unfashionable. However, students still learnt through
the old technique. It's not as if there weren't any fluent speakers of English as a foreign language before
1990! So, perhaps the technique would work again. We understand that each learner may learn in
different ways, and so we should have as wide a repertoire as possible. This is all part of the eclectic
approach to language teaching.

How can I maintain and extend my repertoire?

Review your teaching

Regularly look at the techniques you are using - perhaps keep a record of them. As you do this, note
which ones have fallen out of your active repertoire. Is there a good reason for this? Can you review the
technique?

Peer observation / interaction

Talking to fellow teachers about techniques, either in your institution, at conferences and workshops or
internet discussion sites can lead to discovering new techniques or remembering older ones.

Professional Journals

These regularly feature techniques for dealing with certain aspects of teaching. When did you last look
at a journal? Did you make an active decision to try something out, or did you read a good idea and then
forget about it?

VIII. Closing Activity

“Good Teachers Vs Bad Teachers”

 San Beda
College Alabang
Classroom Management to Control Student Behavior

The Art of Asking Questions

Repertoire

Submitted to: Roma Wynn C. Sedo

Submitted by: Rence Gabrielle A. Elma