A systematic designing of the classroom environment to create conditions in which effective teaching an learning can occur(Smith, et.al, 2006). Requiring teachers to be skillful in directing

classroom activities to make students busy and discipline.

Rules were imposed and students were strictly monitored never to break.

Focused on the mastery of 3R’s, obedience and compliance.

The ability of teachers and students to agree upon and carry forward a common framework for social and academic interactions by creating an ethos within a social fabric that is built over time, and ultimately leads to student self-discipline(Freiberg and Lapointe, 2006).

Shifted from one-way flow of interaction to an environment of shared responsibility and learning.

Shifted from obedience and compliance to procedures which advance self-discipline.

Emphasizes on the concerted efforts of both the teacher and students to create an effective learning environment.

Stimulating and supportive environment

Reasonable expectations from the learners and

Opportunities for all students to experience success.

Physical Dimension Psychosocial Dimension Behavioral Dimension Instructional Dimension Procedural Dimension Organizational Dimension

Instructional issues Discipline Management issues and Interpersonal relationships

Setting the stagePhysical environmentEnriching the classroom environment

Academic materials and textInterest boostingHumorOrganized lessonsPositive expectations

Comfort and Order

Comfort - as described at school (in the classroom) refers to physical comfort.

Room temperatureArrangement of furnitureAvailability of wall spacesSeating arrangementTraffic patternsInterest centersStorage of materialsSignageVisual appearance of the classroom

Order - refers to identifiable routines and guidelines for acceptable behavior in the class.

Beginning classEnding classInterruptionsInstructional proceduresNon-instructional proceduresGrading systemGeneral conductCommunication procedures

How to arrange desks and other furniture.

When to take breaks and what kind of breaks they will be.

What to display on the bulletin boards and walls.

Setting the classroom climateStudent factors- students’ attitude about school and their relationship with their teachers and other school authorities

Teachers factors – teacher’s disposition , competencies and skills and behaviorCommunication skills

Peer factors – peer influence in in the process of socialization, bolstering self-confidence and providing a sense of identity and belonging.

Family-related factors – parents’ interest is exemplified by the degree of involvement in the child’s education.

Creating and increasing desirable behaviors

Decreasing undesirable behaviors

Generalization and maintenance

Developing self-management

Focusing on improved self-concept

Management of InstructionScheduleTransitionsGroupingLesson plans/Course Syllabus

Standards of Behavior Classroom rulesClassroom procedures

Establishing order through classroom rules

Establish and maintain a healthy relationship

Personnel interaction Work environment Administrative dutiesInstructional applicationsPersonal applications

Encouraging responsibility

2 teach is2 touch lives4ever

Classroom Management by O. Beriones Dañocup, 2010

Student Teachers’ Manual for Observation and Participation by Brenda B. Corpuz, et.al, 2002

www.slidesshare.netNote: Lecture available @ http://www.slideshare.net/MariaMarthaManetteMadrid/classroom-management-21543793