PRINCIPLES AND STRATEGY OF TEACHING FOCUS: CLASSROOM MANAGEMENT Basic Concept a.

Classroom management management function, being control, in effect, classroom. Control refers to the teachers ability to maintain order sustain pupil attention. Order is a stabilizing influence in the classroom, maximizes security and classroom control or discipline. The twin goals of classroom management are: 1. Minimize the occurrence of discipline problem 2. Increase the proportionof classroom time devoted to constructive and productive activity. B. Concepts of management Functions: Content, Context, Conduct. CONTEXT- when dealing with from the management standpoint it is associated with vast number of supportive measures that facilitate the delivery of instruction. CONDUCT- management refers to promotion of orderly and sure learning environment. CONTEXT- from a management perspective, the emphasis is on communication rather than physical elements associated with classroom setting. C. Concept of Control: Preventive , Supportive, Corrective Preventive control- is aimed at minimizing the onset or anticipated discipline problems through planning. Supportive Control- is aimed at helping students before their behavior becomes a full-pledged problem. Corrective control- seeks to discipline students who have not been faithful to the standards of good conduct. D. Concept of Authority and Power: Attractive, Expert, Reward, Coercive , Legitimate. - Developing and maintaining classroom control requires authority and power. Authority is the right to make decisions that affect choices available to people. Authority is conferred, Power must be earned.

5 forms of power: 1. Attractive power- is essentially relationship power teachers have because they are likable. 2. Expert power- is a power that accrues to teachers because they posses specialized knowledge in one or more field of endeavor. 3. Reward power is the teachers ability to dispense positive feedback. 4. Coercive power- is the ability to mete punishments. 5. Legitimate power or loco parent is the power of the teacher as acting in place of parents. II- Principles and Techniques of classroom Management A. Content management Preventive and supportive disciplinary measures should dominate management practices the first day. 1. Setting Management a. Teach pupils to learn how to form various grouping and return to standard arrangement with minimum confusion. b. Identify traffic and clear the way c. Organize supplies and materials for activities that occur frequently in most readily accessible place and must governed by the simplest procedure. d. Rules must go with territory and insist respect for them. e. Do not use the first few minutes of the class session when students are potentially most alert to instruction to collect materials. f. Overlapping technique is use for collection or distribution of materials. It refers to the teachers ability to attend the task of hand and at the same time prevent an extraneous situation from getting out of control. g. Prepare for transition by planning distinct types and sequences of teacher-pupil activity e.g. checking homework assignment, presentation of new material,giving assignment, monitoring set work. h. Arrange furniture that will facilitate overall monitoring, making a visual sweep of the classroom and detecting work problems or social distractions. i. Employ low-profile classroom controls. Avoid command that becomes a noise above noise for it becomes a source of distractions and a model for precisely the behaviors they wish to discourage. Example Stop horsing around back

j. Arrange the physical setting and maximize visibility and accessibility. k. Develop and use non-signal verbal to express impatience and disapproval e.e eye contact, hand gesture, clearing ones throat, facials frowns. 2. Instructional Management - Instructional Management essentially involves gaining and maintaining the cooperation of students in activities that fill classroom time. Cooperation entails meaningful engagement and willingness to adhere to the activity requirement. Instructional management skills does not refer to those skills that cut across subjects and activities that make classroom activities more appealing and effective. a. Analyze instructional activities duration, b. Entice students to become active participants and sustain pupil involvement through thoughtful and systematic planning. Some instructional activities that have prevented disability are daily review sessions, seatwork, homework assignment, and special review. 3. Develop the three clusters of instructional management skills: a. Movement management refers to teacher effectiveness in pacing, maintaining, motivating and making transition from one topic to another. Avoid movement management mistakes 1. Jerkiness interfere with the smooth flow of the lesson Thrust- occurs when teacher suddenly burst into an on going activity without warning and gives direction for another activity. Dangles- Leaves one activity dangling in mid air and begin another, only to return to the first. Truncation- leaves one activity, goes to another and never returns to the first. Flip flop- terminate one activity, begin a second and then surprises everyone with flashback to the first. 2. Slowdowns: over dwelling Actone overdwelling- enthralled with details that everyone loses sight of the main idea that the lesson goes away.

Fragmentation- breaking down into infinite number of parts or activity that does not require such discrete units. b. Group Focus- ability