EPISODE 6: CLASSROOM MANAGEMENT & CLASSROOM ROUTINES
Routine are thea backbone of daily classroom life. It facilitates teaching and learning. Routines
don't just make the life of the teacher easier. They save valuable classroom time. Efficient
routines make it easier for students to learn and achieve more.
Establishing routines early in the school year:
● Enables you to run your daily activities smoothly
● Ensures you to manage time effectively;
● Helps you maintain order in the classroom
● Makes you more focused in teaching because you spend less time in giving
direction/instructions; and
● Enables you to explain to the learners what are expected of them.
EPISODE 7: PHYSICAL & PERSONAL ASPECTS OF CLASSROOM MANAGEMENT
Classroom management refers to the wide variety of skills and techniques that teachers use to
keep students organized, orderly, focused, attentive on tasks and academically productive in
class.
Importance of effective classroom management
● Increases chance of students success
● Paves the way for the teacher to engage students in learning.
● Helps create an organized classroom management
● Increase instructional time
● Creates consistency in the employment of rules & regulations
● Aligns management strategies with school wide standards
● Decrease misbehaviour in the classroom
● Gives students boundaries as well as consequences
Two aspects of classroom management
1. Personal Classroom management consists of managing your own self to ensure order
and discipline in your class. It includes;
● Voice
● Personal grooming
● Attendance
● Punctuality
● Personal graciousness
Managing yourself as a teacher contributes to the order and well-being of your class.
2. Physical Classroom management consists of managing the learning environment.
Attending to these physical elements of the learning environment ensure the safety,
security and order in the class. It includes;
● Ventilation
● Lighting
● Acoustics
● Seating arrangements
● Structure/ design of the classroom
● Physical space/ learning station
Some effective classroom management strategies:
1. Model to the students how to act in different situations.
2. Establish classroom guidelines.
3. Document rules.
4. Refrain from punishing the entire class.
5. Encourage initiative from class.
6. Offer praise and rewards.
7. Use non-verbal communication.
8. Take time to celebrate group effort.
9. Let students work in groups.
10. Interview students to assess their needs.
11. Address bad behavior quickly.
12. Consider peer teaching.
13. Continuously engage the students.
14. Assign open-ended project.
15. Write group contracts.
EPISODE 8: CLOSE ENCOUNTER WITH THE SCHOOL CURRICULUM
Curriculum
- Total learning process and outcome as in lifelong learning.
School
- Formal institution of learning where the two major stakeholders are the learners and the
teachers.
Basic education
- Under DEPED
K-12 or Enhanced Basic Education Curricula of 2013
- Recommended curriculum
Salient features of the K-12 curriculum:
1. Strengthen the early childhood education with the use of the mother tongue.
2. Makes the curriculum relevant to the learners. The use of contextualized lessons and
addition of issues like disaster preparedness, climate change and ICT are included in the
curriculum.
3. Build skills in literacy. The use pfpther tongue as the main language in studying and
learning tools from Kinder to Grade 3, learners will become ready for higher level skills.
4. Ensure unified and seamless learning. The curriculum is designed in spiral progression.
5. Gears up for the future. It is expected that those who finished gr. 12 will be ready for
college or tech voch careers.
6. Nurture a fully developed youth.
Recommended Curriculum
- K-12, it is to be used nationwide by Rep act. 10533.
Written Curriculum
- When the curriculum writers began to write the content and competency standards of K-
12.
- Reflects the substance of lesson plan.
- Lesson plan is a written curriculum in miniscule.
Taught Curriculum
- Putting life to the written curriculum.
- The guidance of the teacher is very crucial.
Supported Curriculum
- Materials which supports or help in the implementation of the written curriculum.
Assessed Curriculum
- Appears as tests & quizzes.
- Pre-test, Post-test, achievement test.
Learned Curriculum
- Achieved, or what the students learned.
Hidden Curriculum
- Not written, nor taught but they influenced learning. (Ex. Peer influence media, school
environment, etc.)
Roles & responsibility of teacher in relation to the curriculum.
Teachers should be multi-talented professional who:
● Know & understand the curriculum as enumerated above.
● Write the curriculum to be taught.
● Plan the curriculum to be implemented.
● Initiate the curriculum which is being introduced.
● Innovate the curriculum to make it current and updated.
● Implement the curriculum that has been written and planned; and
● Evaluate the written, planned and learned curriculum.
EPISODE 9: PREPARING FOR TEACHING AND LEARNING
These are the time-tested principles of teaching and learning;
1. Effective learning begins with setting clear expectations and learning outcomes.
2. Learning is as active process.
3. Learning is the discovery of the personal meaning of ideas. Students are given the
opportunity to connect what they learned to real life experiences.
4. Learning is a cooperative and collaborative process.
Methods of teaching
Deductive (Direct)
- Begins with a rule, generalization, abstraction and ends with concrete, experience,
details, examples.
Inductive (Indirect)
- Begins with the concrete, experience, details, examples and ends with a rule,
generalization, abstraction.
EPISODE 10: THE INSTRUCTIONAL CYCLE
These are the guiding principles in the selection and use of teaching methods.
1. Learning is an active process.
2. The more senses that are involved, the more and the better the learning.
3. A non-threathening atmosphere enhances learning.
4. Emotion has the power to increase retention and learning.
5. Good teaching hoes beyond recall of information.
6. Learning is meaningful when it is connected to students everyday life.
7. An integrated teaching approach is far more effective than teaching isolated bits of
information.
TESDA - The Technical Education Skills Development Authority
DepEd - Department of Education
CHED - Commission on Higher Education
OBE - Outcome-based Education (CHED memo 46, s. 2012)
OBTL - Outcome-based teaching and learning
TLA's - teaching and learning activities
AT's - Assessment tasks
ILO's - Intended learning outcomes
● In OBTL you first establish your intended learning outcomes. Then you determine which
TLA's and also the AT's you will have you use to find out if you attained your ILO's.
● The ILO's are our lesson objective, the TLA's are the activities we use to teach and AT's
are the evaluation part.
● With mastery learning of Benjamin Bloom (1971), we were already doing OBE & OBTL.
Types of questions that teachers asks
1. Factual/Convergent/Closed/low-level (who, what, where, when questions with one
acceptable answer)
2. Divergent/Open-ended/High-level/Higher-order/Conceptual (open-ended; has more than
one acceptable answer)
3. Affective (how do you feel?)
These are also some of the reacting techniques that teachers uses;
1. Providing acceptance feedback.
2. Providing corrective feedback.
3. Giving appropriate and sincere praise.
4. Repeating the answer.
5. Explaining/Expanding the answer.
6. Rephrasing questions.
7. Asking follow up questions.
8. Redirecting questions to other pupils.
9. Soliciting students questions.
10. Encouraging through non-verbal behavior.
11. Criticizing respondent for their answer.
12. Scolding for misbehaving or not listening.
13. Overusing expression such as ‘okay’ or ‘right’.
