Name: Maynard D.

Acenas Jr Course & Year: BTVTEd AT 4

Field Study 411 Module & Lesson: M3-L1

Module No. 3: Classroom Management Skills in the Teaching Learning

Process

Lesson No. 1: Classroom Management Skills and Styles

Learning Outcomes:
At the end of the sessions, I will be able to:

1. Observe the cooperating teacher’s style of managing his/her class

2. Acquaint with the classroom routine established by the teacher to
maximize time for teaching – learning activities.
3. Describe the classroom routine established by the teacher and
how a classroom is organized and managed.

Activity: Observation Guide:

Classroom Mangement Style

Observe and checked your mentor’s classroom management skills while

facilitating teaching and learning process. These management skills include:
a. Routine activities to ensure classroom discipline such as
 checking of attendance
 seating arrangement
 handling materials and devices
 classroom courtesies
b. Monitoring of the learner’s behavior and the teacher’s
 response to the various forms of student behavior

My Checklist for Effective Classroom Management

This will be accomplished while you observe the teacher’s management styles.

Classroom Management Skills YES NO An example of this is ......

The teacher checks their

attendance regularly but he
1. The teacher checked attendance using the
✔ let the student choose their
learners name in assigning their proper seat
seat as long as they will not
plan.
interrupt the discussion.

The classroom is small to

2.There was definite place for storage of put a room for the storage
✔
materials needed and used in the but the space is maximized
classroom. in order to feel comfortable
during classes.
The teacher let them go out
to go to their next subject or
3. There was a system observed on how do their order to finish their
✔
students enter/ leave the classroom. other task if they are done
doing the performance or
activity given to them.

The teacher interacts

4. The teacher interacted positively and
✔ cheerfully towards his
effectively with the learners.
learners to maintain positive
learning environment.
If the learners are being
noisy, he calls out names
5. The teacher used some techniques to
✔ and ask them questions
control disruptive behavior of the learners.
related to what to he
discussed. Letting them
realize what they have done
wrong.
The teacher fairly threated
6. The teacher was fair, minded and
✔ the learners whether the
consistent in dealing with the learners in
learner is good in class or
appropriate behavior.
average student.
In every task the learners
didn’t have a fixed grouping,
7.The teacher has an effective approach in instead they constantly
✔
grouping learners for different learning change groups every task to
activities. enhance their collaborative
skills towards their peers.
 The classroom though it is
8. Classroom was structured to enhance
✔ small but still it is
learning (display boards, lights, ventilation,
comfortable to stay with.
etc.)

The materials being used in

9. Board work, visual aids, and instructional
✔ the discussion is already
materials were prepared ahead of time.
prepared for the whole
school year.
The teacher always monitors
10.The teacher was flexible in his/her time
✔ the time regularly to
management.
maximized the time during
the discussion.
The teacher is strict during
discussion because he wants
11. The teacher-maintained order and
✔ to impose good behavior
discipline in classroom.
and as well as full of
knowledge before, they
leave the classroom.
The teacher always monitors
12. The teacher was flexible in his/her time
✔ the time regularly to
management
maximized the time during
the discussion.
Although the teacher has
strict approach, he let the
13.The teacher used non-threatening styles learners know to what its
✔
of discipline. purpose why he is being
strict during discussion.
That’s why the learners
wouldn’t feel threatened by
their teacher.
For example, the teacher
needs a student to
14. There is a provision for safety and demonstrate what he
✔
security of students. discussed, he will not touch
the student to give the
learners a sort of safety
towards to students and to
him.
The teacher challenges them
into something and they will
15. The teacher reinforced students for be rewarded a plus point to
appropriate behavior and refrained from ✔ build the eagerness to learn
using physical punishment. towards his students, on the
other hand he didn’t practice
even simple physical touch
to his students.

Analysis:
After observation you are ready to answer the following questions.
1. What kind of classroom management does the teacher practice? Why?

The teacher depends on to how difficult the topic for the learners to catch-
up, if the topics is a little bit difficult for them, he will first introduce to the
students how it works
 and after that he will let the learners to explore and familiarize various
parts of an automotive electrical system. He also imposes student-
centered approach if he think the student can manage it on their own but
with provision because there are times students ask question related to
what they explore.

2. Do you think that the management style that the teacher is using in class
contributes to the students learning? Why? Why not?

The approach that the teacher being impart is helpful, because to what I
observed in the beginning in the class they didn’t take things seriously
some are playing around like mobile legends, talking to their seatmate,
and etc. But when their teacher starts to give performance to them even
most of them didn’t really practice, they need to perform. This serves as a
punishment to them, however on the next day the learners start to
increasingly collaborate with their peers to practice the mock-ups in order
not to fail in another task. To clarify the first task given to them is not
been recorded yet but it serves as warning towards to the learners that
they should pay attention to what their teacher instructs to them.

3. If you were the teacher, what management style would best maximize
student learning?

Somehow yes, I will consider the teaching approach of the teacher,

however the personality that the teacher imposes to his students quite
different from my personality. But still since this approach is effective, I
will take it and adjust something to make it fit to me and my personality.

Let’s Build on: After reading please be guided by these questions and write your
responses after each guide question.

1. What kind of classroom management do you want to practice? Why?

For me, First I want to build a boundary towards my students to properly

manage the class, because if the teacher and students are being close to
each other there are tendencies that the students are not going to listen.
Example of this is reverse psychology, this approach is practice of one of
our instructors and it is a good teaching strategy because it can easily
build boundary towards the student in the way of being strict in the class
from first two months of classes to set the minds of the student that you
have the quality of a good teacher, that you are competent towards the
subject. After that if you already set the minds of students, you are now
starts to lessen the your too strict approach to them.

2. How important is classroom management to the teaching-learning

process? Why/Why not?
 This is important because if your classroom management you will be
having a hard time to impart the discussion because of interruption due to
students talking with their seatmate. The reason of this is the students
thinks that they can easily pass the subject without listening because you
didn’t properly manage the class. The best example of this is having
classroom policies or house rules by having these rules you can make the
class organized and having less hassle due to interruptions because they
have policies being followed, and also strictly implementing it by giving
punishments if they didn’t follow those rules.

CHECKLIST FOR EFFECTIVE CLASSROOM MANAGEMENT:

Observe your Cooperating teacher’s management styles Below is a list of principles

on classroom management backed up by research as cited by James H. Stronge in his book
“Qualities of Effective Teachers” (2002)

Always Usually Sometimes Seldom Never

Principles on classroom Observed Observed Observed Observed Observed
Management
5 4 3 2 1

1. My CT consistently
applies proactive
✔
discipline as the crux of
effective classroom
management
2. My CT establishes
routines for all daily ✔
tasks and needs.

3. My CT orchestrates
smooth transitions and
✔
continuity of
momentum throughout
the day.
4. My CT strikes a
balance between ✔
variety and challenge in
students’ activities.

5. My CT, as classroom
manager, is aware of all
✔
actions and activities in
the classroom.
 6. My CT resolves minor
inattention and
✔
disruption before they
become major
disruptions.
7. My CT reinforces ✔
positive behavior.

8. My CT treats ✔
minor disturbance
calmly.
9. My CT works out a
physical arrangement of
chairs that facilitates an ✔
interactive

teaching- learning
process.
10. My CT makes good
use of every
instructional moment. ✔
He/She minimizes
discipline time to
maximize instructional
time.

Reflection #6:
The following questions will guide you to how to observed based on actual action of a
mentor. The responses to these questions will be written in the individual’s reflective
journal.

1. Identify at least three indicators of consistent classroom management

used by the teacher and how well was the teacher able to facilitate
learning?

The teacher shows authority towards his class like calling out names
whether the student is creating unnecessary noise because it is not
acceptable behavior towards to what he has been set. Set positive
reinforcement to maintain healthy learning environment, and engage to an
engaging learning environment to make the class full of learning. These
approaches of the teacher will reflect on how good he facilitates the class
based on the development of skills towards the student and their overall
performance.
2. What constitute a conducive physical learning environment? How can a
teacher come up with a physical environment that is supportive of
learning?
 The setting conducive to teaching about essential automotive lighting
includes clear visuals and accessible tools. In developing this supportive
space, a teacher will organize the classroom with demonstration
equipment, such as model cars or diagrams of lighting, which all students
should see and understand. In this way, the student can explore and
understand easily because they can explore and encounter it firsthand
experience.

3. Why is establishing routines considered an effective practice in

classroom management?

Routines support classroom management effectively because students will

be put into a predictable structure that reduces confusion and uncertainty.
When students know what to expect, they will quickly move from one
activity to another and focus more energy on learning than adjusting to
every new instruction. This saves time that would have been spent on
behavioral management and frees up much-needed time for teaching;
hence, a stable and supportive environment is created where either party
can take part in learning comfortably.

4. What routines can be established for an efficient and effective teaching-

learning process?

The best starting routine will be some daily warm-up. It could be a simple
question or a quick activity leading to the day's lesson. For example, if one
calls on the students and asks, "What is the purpose of a fuse in a lighting
circuit?” that would be the mental primer first to engage the students and
prepare them for what will be coming up. Such warm-ups activate prior
knowledge in students, allowing them to feel ready and motivated for the
lesson ahead. Following the warm-up, a quick review of the previous lesson
and a clear outline of today's class agenda should be routine. For instance,
if the last class was centered on the essential parts of a circuit, today's
agenda might show an understanding of how those parts connect to
develop a basic lighting system. This short overview puts students on a
path by which they know what to expect and what they should know by
the end of the class.

5. To what extent does knowledge on the stages of development help the

teacher in managing the class to have an effective teaching-learning?

Through understanding the stages of development enables the teacher to

plan lessons according to the student's capability, keep behavior conduct
in order, and stimulate learning. For example, knowing that Grade 10
students are still refining their critical thinking skills but require guidance,
the teacher can plan lessons that will enable them to practice problem-
solving independently with structured guidance, such as wiring a lighting
system using staged demonstrations. This awareness of such stages helps
in managing behavior in the classroom because the teachers are aware
that teenagers may act out if they feel awkward or misunderstood and
should, therefore, create a setting whereby respect and safety are
essential through explicit rules and empathy. Also, aware that students in
this age bracket appreciate practical applications of
knowledge, teachers will make the lesson relevant by starting with
discussions of real- life situations like fixing car lights, thus encouraging
students and opening their eyes to why learning is essential.
 Reflection #6

The effective management of the classroom is of paramount importance for a suitable

learning environment to be present for students to excel. To allow for the smooth running of
the learning process, the teachers have various strategies that they can adopt, which encompass
purposes such as establishing authority, making the physical environment conducive, and
maintaining such strategies as discipline or order, etc. Knowing the developmental stages of
the students also assists the teachers in delivering the lessons to the students correctly. It
encourages the students to be more active during the lesson. The present essay investigates the
significant characteristics of the rationale behind effective classroom management, the
components of a productive teaching and learning atmosphere, the role of routines in learning,
and the application of development knowledge in teaching.
Three dimensions of effective classroom control and discipline include projecting
power, displaying rewards and praise, and developing exciting and fun-based study programs.
Addressing class disturbing members and reinforcing desirable behavior is how a teacher
projects power. Positive reinforcement, like saying positive praise and rewards, fosters and
upholds a healthy sense of respect toward each other. Also, exciting lessons engage the
student's manifolds and help them easily acquire skills, reflected in their power and
performance levels. An example of a productive physical learning environment is when
students can reach any place to locate their installed learning objects. For instance, in a lecture
on automotive light, the lecturer will demonstrate a basic setup of classroom props, in which
they have inserted posters of cars, manipulated their hands, and projected an arm outlining the
vehicle. This method improves the student's ability to explore and understand the subject
matter, thus improving learning efficiency. A teacher can build such a warm environment by
arranging office equipment to improve the sight lines and geography of the classroom. To
coordinate their students properly, an instructor must internalize and practice several
classroom procedures, i.e., routine. In the case of ad hoc routines implemented throughout the
lesson, there are primary and secondary transitional periods. In other words, when the students
know what comes next after completing a specific task, they will actively engage in the
activity rather than working out different instructions. This cuts down the period that
otherwise will be lost to teaching new
 content, and thus, more time is allowed for payments of students. Controlling the whole
process is easy and conducive to the actual teaching-learning process in the class.
All in all, the basis of quality teaching is the ability to maintain consistent and effective
classroom management, create a culture conducive to learning, and implement organized
routines. The teachers may use authority, positive reinforcement, and hands-on activities to help
motivate and facilitate learning. Knowledge of the student's developmental stage enables
teachers to design the lessons and control the behaviors that accompany the lesson for a more
welcoming classroom. Implementing these strategies, in turn, will help the students have
confidence and focus, hence more education benefits.