– Some guiding principles in classroom management and their implications to teaching. – According to James H. Stronge in his book “Qualities of Effective Teachers”, some guiding principles in classroom management are the following: •Consistent, proactive discipline is the crux of effective classroom management. •Inside the classroom, we could always expect some disciplinary problems, but some teacher could immediately handle the said problems.
Instead of formulating immediate medicine for the behavioral problems, the teacher should focus on how to prevent these predicaments to occur. As much as possible, lets avoid dilemmas because it’s too pathetic for us to cry over spilled milk. •Establish routines for all daily tasks and needs. •To avoid turmoil inside the classroom, the teacher must ascertain routines from the start of the class, up to the class dismissal. This could also help a lot in saving much time and effort because their work is already in routine.
•Orchestrate smooth transitions and continuity of momentum throughout the day. •As much as possible, the teacher must avoid dull moments inside the classroom to motivate the students to always pay attention to the speaker. The teacher must scheme smooth transitions of activities inside and outside the classroom throughout the day. •Strike a balance variety and challenge in students’ activities in the classroom. •There should be a variation of activities inside the classroom to avoid the students and even the teacher from being bored.
•As classroom manager, be aware of all actions and activities in the classroom. •Even if the teacher is not around, she is still responsible for the students. That is why she must know the things that are happening inside the classroom and what her students are up to. •Resolve minor inattention and disruption before they became major disruptions. •Disruptions seem to be part in every classroom and in every lesson. No matter how big or small the hitch is, it could still give so much distraction not only to the teacher, but foremost to the students.
That is why, if the disruption is still controllable, the teacher must try to stop it before it becomes too late for her to control the situation, and worse, it could spoil the whole transition of the lesson inside the classroom. •Reinforce positive behavior. •To motivate the students to always do the good and right thing, the teacher should always pay even the simplest compliments in her students’ actions especially to the appreciating ones. •Treat minor disturbances calmly.
•If a simple rising of the voice could control the simple problem, then do it. There’s no need for you to be hysterical and over-react on something that’s just under control. •Work out a physical arrangement of chairs that facilitates an interactive teaching-learning process. •Some teachers change seating arrangement quarterly. This is to enhance interactions between the teachers and students. •Make good use of every instructional moment. Minimize discipline time to maximize instructional time.
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