Principles and Methods

of
Teaching
(Chapter 9)
Instructional planning
 Approaches to classroom development
 The personality, philosophy and teaching style will
directly affect the teacher’s managerial approach to
classroom management.

 There are various approaches or models that have been

products of researchers and are applicable to classroom
management which are based on psychology, classroom
experience and common sense.
The assertive approach
 Expectsthe teacher to specify rules of behavior and
consequences for disobeying them.

 Itis important that the learners know and realize that

they should be held accountable for their actions.

 The teacher can devise his rules for based on sound

criteria of imposing sanctions for pupils who misbehave.
Suggestions for teachers who would apply assertive
discipline as an approach to classroom management:

1. Clearly identify learning expectations

2. Take decisive positions
3. Use of firm
4. Employ eye contact and meaningful gestures to
supplement verbal messages
5. Say no without guilt feelings
6. Give and receive compliments spontaneously.
7. Place demands and set limits on the students and enforce
them.
8. Point out consequences of behavior and explain why specific
action is necessary.
9. Be calm and consistent; avoid display of emotions and threats.
10. Establish positive expectations for student behavior and try
to eliminate negative expectations about students.
11. Gain confidence and management skills in identifying and
working with chronic behavior problems in the classroom.
BUSINESS ACADEMIC APPROACH
 Developed by Evertson and Emmer

 Emphasis was on organization and management of students as they

engage in academic work

 Clear Communication of Assignments and Work Requirements

 The teacher should define, establish and explain clearly to the
students work assignments, features of work, procedures, and
prescribed standards to met.
1. Instruction for assignments
2. Standards for forms, neatness and due dates
3. Procedures of absent pupils
Monitoring student Work

 Monitoring pupil work will certainly help the teacher

detect them who are having difficulty and related
problems and to encourage them, to keep on working.

1. Monitoring group work

2. Monitoring individual work
3. Monitoring completion of work
4. Maintaining records of students accomplishments
FEEDBACK TO LEARNERS
 Important for enhancing academic monitoring and
managerial procedures.

 Attention to problem is very important for teachers to pay

careful attention at the beginning of the school year up to
completion of prescribed assignment without justifiable
reason should be advised to work harder.

 Attention to good work should be properly recognized by

giving or providing polite words and praises.
The behavior modification approach

 Involves various techniques and methods, that

ranging from simple rewards to elaborate
reinforcement training.

 Rooted in the words of James Warson and B.F. Skinner

and assume that behavior is shaped by the
environment and pay little attention to the causes of
the problem.
 The basic principles of the behavior modification
approach are:

1. The behavior is influenced and shaped by its

consequences, and not the causes of problem brought
about in the history of the individual.
2. The behavior is strengthened by immediate reinforces –
positive or negative. Positive reinforces are various
forms of praises and rewards; while Negative reinforces
virtually take away or stop something the learner does
not like.
3. The behavior is strengthened by a systematic
reinforcement.
4. Learners respond better to positive reinforces than they
do to punishment.
5. When a learner is not rewarded for appropriate or
adaptive behavior, he may become increasingly dominant
and will be utilized to obtain reinforcement.
6. Constant reinforcement.
7. Once the behavior has been learned, it is best maintained
through intermittent reinforcement.
8. Students who follow rules are rewarded; while those who
break rules are punished.
 Models are examples of imitation are effective in
modifying behavior for they capture and hold attention.

 Building and sustaining good discipline through

modeling are:

1. Demonstration
2. Attention
3. Practice corrective feedback
4. Application
Suggested teacher’s role in modeling:
1. Selects behavior to be learned.
2. Selects most appropriate models.
3. Sees that the behavior is modeled clearly, accurately and
briefly.
4. Assists observers focus attention on what is being modeled.
5. Assists observers in remembering what they saw.
6. Provides for suitable practice in reenacting the observed
behavior.
7. Provides corrective feedback during student reenactment.
8. Practice in reenacting the observed behavior.
GROUP MANAGERIAL APPROACH

 Kounin’s behaviors and categories for observing

classroom management two major categories:

1. Work involvement
2. Deviancy
Other related categories:

1. Desist techniques
- with-it-ness
-overlapping behavior

2. Movement management
Among the housekeeping classroom activities that
need to be routinized include:

1. Entering and leaving the room

2. Seating arrangement
3. Classroom attendance
4. Using chalkboard and keeping it clean after use
5. Collecting and distributing student’s paper
6. Passing, collecting, handling and putting away
books and other learning materials
 Group focus.
 This teacher behavior is keeping the students focused on
the group activity.

 Group guidance approach.

 It is based on changing the overt behavior of the students
on a group basis.

 The acceptance approach to discipline.

 Maintains that every individual has a primary need for
acceptance.
 Based on the democratic model of teaching.
Characteristics of classroom management
 Includes control of its physical conditions, proper utilization of
materials for instruction, classroom routine and discipline.

 Physical aspects include the location, size, shape and lighting and
illumination, ventilation, acoustics, and provisions for sanitation.

 Aquino’s four variables of classroom management:

1. The physical environment
2. The intellectual climate
3. Social climate
4. Emotional climate
KEY QUESTIONS ABOUT CLASSROOM CLIMATE

1. Is the classroom climate purposeful, task-oriented,

relaxed, warm and supportive? Does it have sense of
order?
2. Are the comments particularly, freedom on their
progress, help students develop self-esteem and self-
respect as learners?
3. Are the learning activities challenging, and do they offer
realistic opportunities for success?
4. Does the teacher make a good use of both intrinsic and
extrinsic sources of student motivation?
5. Does the teacher’s behavior convey positive expectations?
6. Does the teacher convey personal interest and care for the
progress of the students?
7. Is the relationship with the teacher based on mutual respect
and rapport?
8. Do the measures conveyed by the nature and types of
activities used and the way the teacher interacts with learners
contribute to establishing and sustaining a positive classroom
climate?
9. Does the appearance and layout of the classroom convey
positive expectations and facilitate the activities which occur?
10. Does the teacher take adequate amounts of influence of the
composition of the class; e.g., social class mix in the way he can
best establish a positive classroom climate?
CLASSROOM ROUTINE
 Routinizing some classroom activities can save a lot of
time and effort, prevent confusion, and facilitate learning
activity.
 Activities that are repeatedly done everyday can be
routinized so that the learners will know exactly what
should be done.
 Courtesy in and outside the classroom should be
observed at all times.
 The teacher should be the model of courteous behavior.
Classroom discipline
 Discipline refers to the order in which is necessary in the classroom for
students’ learning to occur effectively.
 Order is needed in the classroom to facilitate the teaching-learning
process.
 Discipline, as applied to classroom instruction, is any means or device
adopted by the teacher to achieve orderly behavior of the learners.
 the ultimate objective of discipline is to help the learners develop
ethical character and attain desirable behavior.
 Character traits that should be inculcated and developed are
obedience, responsibility, diligence, perseverance, respect for the
rights of others, cheerfulness, and fair pay.
 Discipline, to be effective should be meaningful and sympathetic.
 The importance and value of developing proper conduct in society
should be very clear to them.
Common types of disciplinary problems
 Factors that contribute to these behavioral problems of the children
are poor training, breeding, and upbringing, desire for attention, lack
of self-control, poor environment, broken homes, poor vision, poverty,
and perhaps weak personality of the teacher.
 The teacher should be able to identify and determine the cause or
causes of problems so that appropriate remedies can be applied.
 The most common problems encountered by the teacher especially
the new ones are: inattention, laughing, giggling, whispering,
clowning, joking, making faces, talking, playing and discourtesy.
 The more serious ones are: cheating, lying, stealing, shouting,
destruction of school property, vandalism, defiance to school rules
and regulations, fighting in class, physical attacks, bullying and
stubbornness.
Causes of disciplinary problems

1. The teacher factor

2. The learner as a factor in discipline
3. The school environment as a factor in
discipline
 How can classroom discipline
be improved?
 All teachers must maintain better approaches how these behavioral
problems can be minimized to a tolerable level

 The certain approaches that can serve as pointers or guidelines that

can be observed:

1. There should be regular personal conferences with the learners and

the parents emphasizing the importance of classroom discipline.
2. Disorderly students should be given responsibilities.
3. Keeping every learner in his learning wholesome task.
4. Creating an atmosphere of warmth and friendliness in the
classroom.
5. Helping learners assume some responsibility for group control.
6. The teacher should be patient and firm in disciplining the learners.
7. Group leaders should assume responsibility in seeing that school
rules and regulations are upheld by every member of the class.
8. Establishing good routine habits and always keep the students busy
in their learning activities.
9. Showing the right kind of interest in the learners in their school
work.
10. Making learners establish trust and confidence to the teacher.
11. Punishment should be meted by the offender. NEVER PUNISH
THE WHOLE CLASS for the offense committed by one individual.
12. The teacher should take the initiative and deliberate effort to
discipline his class.
13. The teacher should never promise anything that she cannot
do.
14. The teacher should call on students who do not pay
attention.
15. The teacher should be amiable and learn to smile graciously.
16. Send students who has violated rules of conduct in the
guidance office.