The Teacher in the Classroom

and Community

A teacher is a facilitator of learning

and of the development of the

youth; he shall, therefore, render

the best services by providing an

environment conducive to such

learning and growth.

Code of Ethics for Professional Teachers,

Article III

The school and the community are on the

“front lines” of the teacher’s educational

reach.

The school serves as the center for

educational pursuits while the institutions

and establishments of the community

serve as extended learning centers and

sources of instructional materials.

Every teacher shall provide

leadership and initiative to

actively participate in community

movements for moral, social,

educational, economic and civic

betterment.

Code of Ethics, Article III

The teacher’s competencies needed are:

1. Organizing a well – managed classroom in terms of time management, record-keeping, orderliness and discipline;

2. Fostering linkages for mutual concerns, and3. Undertaking networking activities with

organizations for educational, social and civic purposes.

Lesson 1

CLASSROOMMANAGEMENT

“The classroom is the second home of both teachers and students.”

Classroom management is an integral part of the teaching process. It suggests providing a classroom environment that is conducive to learning, such as appropriate time scheduling for various activities and an orderly placement of furnitures and instructional materials. A clean and well – lighted area, together with a comfortable seating arrangement, make the classroom an inviting place for promoting interaction and a much welcomed feeling of togetherness. Records of performance are well-kept and reported to keep track of progress. Discipline indicating complete behavior control is well-established.

The following are some supportive measures that can create a well-managed classroom.

A. Organizational Plan1. Structured Classroom

The learning activities in a structured classroom are well-planned ahead of time and the procedures follow accepted rules and regulations established by the school.

2. Flexible ClassroomThere can be spontaneous explorations and

discovery of information, thus encouraging active participation in their own style of learning.

a. Individualized Approach – all instructional approaches are intended for each individual student considering ability, interests and needs.

b. Group Set-up - grouping could facilitate such teaching strategies as cooperative learning, group experimenting or drama presentation.

c. combination of both types of organization

B. Scheduling

* Good time management is the key to a smooth flow of planned

activities.

* Proper timing could sustain motivation and interest, resulting in

students’ active involvement in class.

Teachers must be able to plan thoroughly for their daily lessons and

for additional activities such as:

• parent – teacher conference after classes

• working with other teachers during occasional school events

• Preparing new teaching devices

• Advanced requests for supplies and materials for the week’s lesson and for

learning centers

• supervising students along the corridors and school ground or while eating

in the canteen

Filler or Emergency Activities

Following are some easy and relevant activities:

• Ask for a brief story that is about or an extension of the

lesson.

• An anecdote that happened recently will surely be interesting.

• Have a question box and let a student pick one and answer.

• Role-play about the lesson conclusion.

Tips for maintaining good time management

Following are reminders for effective use of time:

1. Schedule all activities with corresponding time allotment way ahead of

time.

2. Provide enough time for everything you expect to happen.

3. Avoid rushing since you know you have carefully allotted required time

for every activity. Quality may suffer.

4. Anticipate difficulties or failure of some operations in order to be able to

pursue alternative actions.

5. Be flexible with time assignments.

6. Use fillers in case you finish the lesson ahead of time.

7. Set the example by showing that you are time conscious.

C. Record Keeping

Among the school activities to be recorded are:

1. Daily Attendance – showing the presence or absence. An attendance is

likewise consulted in cases of declining performance in classroom tasks.

2. Students’ Progress – one of the most important responsibilities that teachers

must perform with utmost proficiency. Reporting pupil progress to parents will

help build a positive and harmonious relationship between the teachers and

parents, more importantly, between the school and the home.

* Have a record book for recording daily performance such as quizzes,

recitations, assignments, reports, major tests, and outstanding performance.

* Each student should have a portfolio to file actual records of scored

tests, accomplished assignments, artwork and other checked requirements for

the week and month.

D. Physical Environment

A clean and classroom where everything is arranged neatly is both

attractive and a comfortable place to stay in.

1. Maintaining Cleanliness

2. Look after proper ventilation and lighting for their comfort and ease.

3. Unnecessary noise due to careless closing and opening of doors and

windows must be avoided.

4. Bulletin Boards and Display - Students must assist in the preparation of

the bulletin board.

5. Seating Arrangements

E. Discipline

Discipline is controlled behavior. It constitutes the next important

concern of teachers as part of good management.

1. Causes of disciplining problem – the teacher’s lack of adequate

knowledge and skills in handling occurrences of misbehavior likewise

contribute to a trouble-prone setting. The classroom may not be

conducive to learning if it is:

a. Overcrowded with more than the regular number of students to class.

b. With poor lighting facilities and inadequate ventilation.

c. With furnitures and storage cabinets disorderly positioned, making the

collection and retrieval of tools less efficient.

d. With inappropriate seating arrangement

e. Near sources of noise which obstructs understanding of the lesson.

2. Prevention - “You must know how to anticipate trouble so that minor

skirmishes may not erupt to full-pledged battles.” The following are some

effective measures practiced in some schools:

a. Depending on the students abilities and interests, teachers can implement

group-oriented methodologies such as; 1. cooperative learning approach, 2.

team learning, 3. peer tutoring, 4. group projects and collections.

b. There must be clear understanding of the objectives of the lesson and the

strategies to be used.

c. Of prime importance are the teachers’ personal attributes such as; 1.

patience, 2. compassion, 3. concern and caring attitude, 4. respect and trust

for others.

d. The teachers’ personalities are their surest “arms” that can either win or fail

amidst a controllable learning situation.

•A warm, respectable relationship with students through sincere and

straightforward communications can demonstrate trust and credibility.

•Unpretentious gestures and genuine modes of receiving students’

explanation bring about much-needed peace of mind.

•Facial expressions can show all kinds of emotions – happiness, satisfaction,

anger, dislike.

•Kind words of praise, greetings, encouragement, and friendly

conversations, about work accomplished. Recognize and appreciate their

progress and achievement.

•A caring attitude can be modeled and students will feel confident, secure

and upright in return.

•Avoid showing unusual closeness of favoritism and biased treatment for

some. Treat them all equally well.

e. The teacher’s teaching style will determine how the students will respond, at

times receptive, sometimes withdrawn.

3. Common Ways of Establishing Discipline/Classroom Control - Discipline

occupies the center stage in all learning activities.

a. Discipline is the student’s responsibility.

b. Discipline is the teacher’s way of establishing a desirable student-oriented

environment for learning.

c. Discipline is coupled with effective teaching strategies and techniques.

d. Discipline is achieved through the effects of group dynamics on behavior.

e. Discipline is believe to be the exclusive responsibility of the teacher.

4. Some Tips to Make You a Good Disciplinarian

• Be prepared to face a class with multi-behavior tendencies. Each

individual acts in a unique manner.

• Know your students well – their names, family composition, and socio-

economic status. In case of misbehavior, you will understand them

easily and an appropriate assistance will come in time.

• Show your sincere concern for their welfare.

• Commendable behavior is reciprocal.

• Be calm, poised and tactful in solving discipline problems. Refrain from

unkind words and harsh punishments.

• Be firm and consistent in following “do’s” and “don’ts” AT ALL TIMES.

• Be enthusiastic.

• Let out your good sense of humor. Laugh with your students and

sometimes at yourself. It will reduce tension from all.

• Speak with a good voice volume, not too loud to become noise nor too

soft to be heard.

• Be humble with words and actions. It could produce a magnetizing

affect.

5. Common Ways of Dealing with Discipline Problems

Acceptable and effective:

• Use verbal reinforcers that encourage good behavior and discourage

bad tendencies.

• Use nonverbal gestures, frown or hard look to dissuade them from

mischiefs.

• Dialogues could help in discovering problems and agreeing on mutually

beneficial solutions.

• Focus attention on one who is unruly and is about to disturb the

neighbors.

• Award merits for good behavior and demerits for inconsistency

and lapses.

• A private, one-on-one brief conference could lead to a better

understanding of mistakes that need to be remedied or improved.

• Allow students the freedom to express or explain agitated feelings

and misgivings rather than censure them right away.

Unacceptable and ineffective:

• Scolding and harsh words as a reprimand will have a negative

effect on the entire class.

• Nagging and faultfinding, together with long “sermons” are

repugnant and nasty.

• Keeping a student in a “detention area” during or after classes as a

penalty for a misbehavior is a waste of time and occasion for

learning. The shameful experience is not easy to forget.

• Denying a student some privileges due to unnecessary hyperactivity

could encourage more repetitions.

• Assignment of additional homework compared to the rest could

make them dislike the subject.

• Use of ridicule or sarcasm could humiliate and embarrass a

formentor.

• Grades for academic achievement should not be affective due to

misdemeanor.

E. Establishing Routine

Routine is a regular procedure or a normal practice that is to be

followed. It is a schedule of activities that is mostly time-paced and is attuned

to lesson objectives.

1. Advantages

1. It helps in accomplishing everything that is planned.

2. It serves as a guide in controlling behavior.

3. The students feel secure since they know every step in the procedure.

4. It builds a teacher’s confidence in following a well-planned procedure.

2. Ways of Establishing Routine

• Routine could be scheduled on a weekly or monthly instead of daily.

• Plan a routine for an entire class rather than for an individual or group.

• Plan a procedure for the whole unit with a corresponding time allotment

for each topic.

• You might find the class in a situation when the interest and concentration

is at its peak. Though beyond time limit, you may continue for the sake of

additional learning and experiences being achieved. Cutting the procedure

could cause disappointment and wastage of momentum.

• Give clear and direct instructions to avoid guessing on what to do next.

• Practice some signals that would mean the class is about to start and they

must be ready.

• Model time-consciousness.

End of Lesson 1