Principles of Classroom Management
Classroom management is a process where a teacher needs to manage a classroom in order for an
effective teaching & learning activities to take place.
1. Building a good relationship between teacher and students.
Address every student with name
Show care & concern
Use humor
Involve class in some decision making
Work hand in hand with students
2. Setting rules, routines & procedures.
Rules are general expectations that are usually written on paper.
Routines are general expectations that are unwritten or actions that happen repetitively within
the school day. Ex. Students stand up to greet teacher.
Procedures are general expectations for a specific activity. Ex State the clear instruction before
starting any group activity.
3. Managing self.
Being fair
Being firm’s strict
Being friendly
Being optimistic & determined
Maintain a professional image.
4. Maintaining appropriate student behavior
Actively monitor student behavior. Develop “active eyes”. Walk among students.
Enforce classroom rules promptly & consistently from the very first day of school.
Create a conduce learning environment by removing distracting materials.
5. Techniques of motivating
Demonstrate good, active listening when students are speaking.
Use positive comments about student’s abilities.
Be aware of and note improvement not just perfection.
Provide extensive, frequent & specific feedback.
Provide reinforcement (verbal, non verbal, consumable)
Discipline is about teaching people appropriate behavior and helping them become stronger or more in
control of their emotions and being independent and responsible.
NATIONAL COMPETENCY-BASED TEACHER STANDARDS
(NCBTS)
What is NCBTS?
NCBTS defines effective teaching as being able to help all types of students learn the different learning
goals in the curriculum.
The NCBTS provides a single framework that shall define effective teaching in all aspects of a teacher’s
professional life and in all phases of teacher development.
It is based on the core values of Filipino teachers and on effective teaching and learning with seven (7)
domains, 23 strands and 80 performance indicators.
The 7 domains:
Domain 1. Social Regard for Learning (SRFL)
Key Question for the Teacher: “Can my students appreciate and model the value of learning
through my interactions with them?”
The SRFL domain focuses on the ideal that teachers serve as positive and powerful role models of the
value in the pursuit of different efforts to learn. The teacher’s action, statements, and different types of
social interactions with students exemplify this ideal.
Domain 2. Learning Environment (LE)
Key Question for the Teacher: “Do I create a physical and social environment in class that allows
my students to attain maximum learning?”
This domain focuses on importance of providing a social, psychological and physical environment within
which all students, regardless of their individual differences in learning, can engage in the different
learning activities and work towards attaining high standards of learning.
Domain 3. Diversity of Learners (DOL)
Key Question for the Teacher: “Can I help my students learn whatever their capabilities, learning
styles, cultural heritage, socio-economic backgrounds, and other differences are?”
The DOL domain emphasizes the ideal that teachers can facilitate the learning process even with diverse
learners, by recognizing and respecting individual differences and by using knowledge about their
differences to design diverse sets of learning activities to ensure that all learners can attain the desired
learning goals.
Domain 4. Curriculum (Curr.)
Key Question for the Teacher: “Can my students understand and attain the goals of the
curriculum through the various learning resources and activities I prepared? Have I made use of
ICT appropriately”
The curriculum domain refers to all elements of the teaching-learning process that work in convergence to
help students understand the curricular goals and objectives, and to attain high standards of learning
defined in the curriculum. These elements include the teacher’s knowledge of subject matter and the
learning process, teaching-learning approaches and activities, instructional materials and learning
resources.
Domain 5. Planning, Assessing & Reporting (PAR)
Key Question for the Teacher: “Do I assess my students’ learning and knowledge using
appropriate educational assessment procedures, and do I use the information from these
assessment procedures in planning my teaching-learning activities for the students?”
This domain refers to the alignment of assessment and planning activities. In particular, the PAR focuses
on the:
-use of assessment data to plan and revise teaching-learning plans
-integration of assessment procedures in the plan and implementation of teaching-learning activities
-reporting of the learners’ actual achievement and behavior.
Domain 6. Community Linkages (CL)
Key Question for the Teacher: “Are the goals and characteristics of the teaching-learning
activities I implement relevant to the experiences, values and aspirations in my students’
communities?”
In particular, the domain focuses on the use of assessment data to plan & revise teaching-learning plans,
as well as the integration of formative assessment procedures in the plan and implementation of teaching-
learning activities. The LC domain refers to the ideal that classroom activities are meaningfully linked to
the experiences and aspirations of the learners in their homes and communities. Thus, this domain
focuses on teachers’ efforts directed at strengthening the links between schools and communities to help
in the attainment of the curricular goals.
Domain 7. Personal Growth & Professional Development (PGPD)
Key Question for the Teacher: “Do my actions and statements indicate a high regard for the
teaching profession and for my continuous development as a professional teacher?”
The PGPD domain emphasizes the ideal that teachers value having a high personal regard for the
teaching profession, concern for professional development, and continuous improvement as teachers.
As a whole, we can say that NCBTS defines and enumerates Effective teaching and that teachers
evidently have an essential role in the learning of the students. Thus, in NCBTS, the learner is the center
of learning and the teachers are the facilitators who shall ensure the students’ maximum development.
Since our educational system has just transitioned to K-12, NCBTS is changed to the K-12 Standards.
But for most teachers, they prefer the NCBTS because for them, it is more systematic and attainable in
terms of the teaching-learning process wherein the student is more likely to perform better in school.
However, isn’t it early to judge the newly implemented curriculum? Well, as time goes by, let us see if
there would be improvement and progress amongst its stakeholders.
