JACOB KOUNIN'S CLASSROOM MANAGEMENT

Refers to the various strategies and techniques employed by the teacher to keep the class in order.
 Ripple Effect – “Domino Effect” a single action has an effect over several different entities
 With-it-ness – “Having eyes at the back of the head” the teacher is aware of what is
happening in the classroom at all time.
 Overlapping - multitask several activities. When the teacher attends to more than one group
or activity at one time.
 Dangling – hanging activity. When the teacher fails to finalize the lesson or fails to give
conclusion.
 Flip-Flop - going back and forth. When the teacher talks about the lesson for the day and
suddenly inserts an unrelated topic.
 Truncation - doesn't return to current activity after being interrupted. When the teacher
delivers a “dangling” and fails to go back to the original lesson.
 Thrust – fail in considering whether students are ready or not. When the teacher fails to give
clear directions thus causing confusion on the part of the students.
 Stimulus-bounded – easily get distracted.
 Satiation – happens when learners are focusing too long on one topic and they start to lose
interest and misbehave.
 Overdwelling – when the teacher stays on a topic for too long.

METHOD OF TEACHING
Methods are the chain of actions of teachers and students that lead them to achieve the goal
or objective of the lesson.
CLASSIFICATION OF TEACHING METHODS
A. Traditional: old-fashioned way of teaching
Examples:
Memorization – asking students to memorize concepts without understanding
Rote Learning – asking students to repeat what teacher is saying again and again without
understanding what they are saying, therefore becoming like parrots.
Textbook technique – the teacher is using one textbook to teach the subject.

B. Time-tested: methods that stood the test of time and are still being used at present.
Examples:
 Lecture – The teacher provides information in a direct manner.
Demonstration – The teacher shows the learners a model performance.
Discussion – Face-to-face encounter between the teacher and students and/or students to
students under the guidance of the teacher
Reporting – the student provides information in a direct, uninterrupted manner.

C. Progressive: newer and more improved methods of teaching

Examples:
Modular – teaching/learning is guided by modules or learning packages.
Online – lessons are accessed via the information highway/internet.
Blended – Combination of modalities like face-to-face combined with online lessons.

LIST OF COMMON METHODS/TECHNIQUES IN THE CLASSROOM

Lecture Teacher, as the expert, provides information.
Discussion Face-to-face encounter between teacher and
students
Cooperative Learning Students working together on a common task
Enrichment Activities Additional activities for the fast learners in the
class
Remedial Lesson Extra activities prepared for those who are
lagging behind in lessons
Projects Actual work of hands or performances of
students
Reflective Lesson that focuses on emotions, values and
feelings
Problem-Based Learning Students are exposed to a problematic
situation and proposes possible solutions.
Constructivist Lesson Technique Building lessons based on student’s interest
and level of development.
Fishbowl Technique Students form two circles: the inner and the
outer. The inner circle group (fish bowl) talks
about something, while the outer circle group
listens and observes.
Brainstorming Generating multiple ideas that eventually lead
to a consensus.

Debate Formal presentation of arguments in the

classroom
Story telling Narrating stories, usually with props and
costumes.
Philips 66 6 people in a group who discuss 6 ideas in 6
minutes
Flipped Classrooms Students listen to pre-recorded lectures at
home.
Open Forum Students freely shared ideas without being
judged as right or wrong.

Demonstration Showing the audience a model performance

Expeditionary Learning Project-based learning in which a student goes

on an expedition or tour and tries to deeply
understand concepts that usually have an
impact on community
Synchronous method An online lesson that happens in real-time

Asynchronous method Online or distance learning whereby the

student accesses information depending on his
time preference

QUESTIONING TECHNIQUES AND CONCEPTS

A. Kinds of Questions
 Low Order – require simple recall
 High Order – require higher-order thinking skill

B. Purposes of Questions
 To motivate student participation
 To check pre-existing knowledge
 To help connect previous learning with the present one
 To elevate student’s level of understanding
 To encourage critical thinking

C. Types of Questions
 Factual – targets basic information
 Clarification – aims to dispel doubts/remove misconceptions
 Extension – explores additional knowledge that the student may have
 Justification – explores the reasoning capacity of the student
 Hypothetical – explores students understanding given a imagined/possible scenario
 D. Additional Types of Questions
 Closed questions – also known as Polar questions because the answer is either
“yes” or “no”
 Open-ended questions – encourage elaboration because this question cannot be
answered by a simple “yes” or “no”
 Probing questions – usually involve a sequence of questions that digs deeper into
the subject
 Leading questions – questions that guide the student towards a desired reply or
answer
 Loaded questions – tricky questions that allow the student to admit certain things
that they would not normally disclose
 Funnel questions – questions that flow from general to specific or specific to
general
 Recall questions – questions that require remembering a fact
 Rhetorical questions – questions that do not require an answer

E. Strategies on giving out Questions

 Create a welcoming/non-threatening atmosphere
 Balance the questions by combining low-order and high-order questions
 State the question clearly using language that is easily understood
 Ask a question before calling a student
 Give sufficient wait time
 Respond to student’s response
 Give appropriate praise to reinforce students
DIFFERENT TEACHING APPROACHES
I. Teacher-Centered vs. Learner-Centered vs. Subject Matter-Centered
 Teacher-Centered Approach – The teacher is the “source” or “fountain” of all
information and knowledge.
 Learner-Centered Approach – An approach that allows the student to take the
“center stage” and revolve around the student all the action and activities of the
lesson
 Subject Matter-Centered Approach – The main focus is the “subject matter,” and
all other things are unimportant.

II. Teacher-Dominated vs. Interactive

 Teacher-Dominated Approach – The teacher dominates the entire lesson, and
his/her voice is the only voice heard.
 Interactive Approach – Teacher talks less, and the student talks more.
III. Banking vs. Constructivist
 Banking Approach – Teacher looks at the students as having empty heads and
needs “deposits” of information to memorize.
 Constructivist Approach – Teacher guides the students to construct new
information based on their previous experiences and prior knowledge.

IV. Individual vs. Collaborative

 Individualistic Approach – students work solo
 Collaborative Approach – Students work as a team.

V. Direct vs. Indirect

 Direct Teaching Approach – Teacher is the one telling or showing what to do.
 Indirect Teaching Approach – Teacher guides the students to uncover the lesson
for himself/herself

THEORIES OF LEARNING MADE EASY

THEORY MAIN PROPONENT/S POINT OF VIEW
Behaviorism Ivan Pavlov (Classical Students are blank slates
Conditioning) (tabula rasa) and should be
Edward Thorndike provided with information he
(Associationism) or she needs to learn. Learning
B.F. Skinner (Operant involves repeated actions,
Conditioning) verbal reinforcement, and
John Watson (Father of incentives.
Behaviorism)
Cognitivism Wolfgang Kohler (Insight Students process information
Theory) they receive rather than just
responding to a stimulus.
It involves problem-solving,
linking concepts together, and
linking concepts to the real-
world.
Constructivism Lev Vygotsky (Scaffolding) Students construct learning
Jerome Bruner ideas based on their prior
knowledge and experiences.
It involves prior base
knowledge in order for the
student to construct new
concepts.
HOWARD GARDNER’S MULTIPLE INTELLIGENCES

Spatial intelligence:

 Read and write for enjoyment

 Are good at putting puzzles together
 Interpret pictures, graphs, and charts well
 Enjoy drawing, painting, and the visual arts
 Recognize patterns easily
 (Architect, Artist)

Verbal intelligence:

 Remember written and spoken information

 Enjoy reading and writing
 Debate or give persuasive speeches
 Are able to explain things well
 Use humor when telling stories
 (Lawyer, Teacher)

Mathematical intelligence:

 Have excellent problem-solving skills

 Enjoy thinking about abstract ideas
 Like conducting scientific experiments
 Can solve complex computations
 (Mathematician, Computer programmer, Engineer, Accountant)

Kinesthetic intelligence:

 Are skilled at dancing and sports

 Enjoy creating things with his or her hands
 Have excellent physical coordination
 Remember by doing, rather than hearing or seeing
 (Dancer, Builder, Sculptor, Actor)
Musical intelligence:

 Enjoy singing and playing musical instruments

 Recognize musical patterns and tones easily
 Remember songs and melodies
 Have a rich understanding of musical structure, rhythm, and notes
 (Musician, Composer, Singer, Music teacher)

Interpersonal intelligence:

 Communicate well verbally

 Are skilled at nonverbal communication
 See situations from different perspectives
 Create positive relationships with others
 Resolve conflicts in group settings
 (Psychologist, Salesperson, Politician)

Intrapersonal intelligence:

 Analyze their strengths and weaknesses well

 Enjoy analyzing theories and ideas
 Have excellent self-awareness
 Understand the basis for his or her own motivations and feelings
 (Writer, Theorist, Scientist)

Naturalistic intelligence:

 Are interested in subjects such as botany, biology, and zoology

 Categorize and catalog information easily
 Enjoy camping, gardening, hiking, and exploring the outdoors
 Dislikes learning unfamiliar topics that have no connection to nature
 (Biologits, Farmer, Gardener)

Existential intelligence: spirit smart

 Interest in questions about the meaning of life and death

 Strong interest and concern for others
  The ability to see situations from an outside perspective
 (Pastor, Philosopher, Counselor)

SOCIAL LEARNING THEORY – ALBERT BANDURA

 Live Model – a living person who can be a model of behavior (teacher in the classroom)
 Symbolic Function – involves potential models found (books, films) fictional characters
or real people who demonstrate behaviors in books, movies, television shows, video games,
or Internet sources
 Verbal Instruction – involves explanations of behavior on what to and not to do.
Explains or describes the behavior, as when a soccer coach tells his young players to kick the
ball with the side of the foot, not with the toe