Is define as the administration or direction of activities with special reference to such problem as discipline, democratic techniques, use and cares of supplies, and references materials, physical features of the classroom, general house keeping, and the social relationships of the pupils.

Classroom management

1.Assertive approach2.Business academic approach

3.Behavior modification approach

4.Group managerial approach5.Group guidance approach

6.Acceptance approach7.Success approach

Approaches to classroom management

-- Teacher specify rules of behavior and consequences for disobeying them and to communicate these rules and consequences clearly.

ASSERTIVE APPROACHSuggest that teacher:1. Clearly identified expectations2. Take positions “I like that ” ”I

hate that”3. Use firm voice4. Used eye contact, gestures and

touch supplement verbal messages.

5. Say no without guilt feeling6. Give and receive complements7. Place demand on student and

enforced them.8. Indicate consequences of

behavior and why specific action is necessary.

9. Set limits on student10.Be calm and consistent11.Follow regularly12.Don’t give up on rules enforced13.Gain confidence and skills in

work in chronic behavior.

Emphasizes the organization and management of students as they engage in academic work.

Three major categoriesa. Establishment and

communication of work assignmentb. Standards and procedures,

monitoring of student workc. Feedback of students

BUSINESS ACADEMIC APPROACH

Spend little time on the personal history of students or on searching for the reasons for a particular problem

Basic principles:

a. Behavior is shaped by its own consequences

b. Behavior is strengthened by systematic reinforcement

c. Behavior is strengthened by immediate reinforces.

d. student respond better to positive reinforces that they do on punishment

e. constant reinforcement.

THE BEHAVIOR MODIFACATION APPROACH

Models are effective in modifying behavior to the degree that they capture attention, hold attention and are imitated.

IT is more important to respond immediately to group student behavior that may be inappropriate or undesirable in order to prevent problems than having to deal with them after they emerge.

GROUP MANAGERIAL APPROACH

RIPPLE EFFECT- if a student misbehave and the

teacher stops the misbehavior immediately, it remains an isolated incident and class does not develop a problem.

HOW MVEMENT IS IMPEDED ?

1. over dwelling- giving explanation beyond necessary

2. fragmentation- giving too much details, breaking things down into many parts or repeating activities

MAJOR CATEGORIES OF TEACHER BEHAVIOR

1. DESIST techniques- Teacher action to stop misbehavior

1. WIT-IT-NESS-ability to react on a target in a timely fashion.

ONE HAS EYE ON THE BACK OF THE HEAD

2. OVERLAPPING BEHAVIOR-TEACHERS ABILITY TO HANDLE MORE THAN ONE MATTER AT THE SAME TIME. E.g one student is

reciting another is commenting.

Base on the changing the SURFACE BAHAVIOR OF STUDENT ON A GROUP BASIS. Discipline and classroom control are facilitated through group atmosphere and enhance group rapport

GROUP GUIDANCE APPROACH

Maintains that every individual needs to feel acceptance and belongingness. Student will strive to behave appropriately because they want to be accepted and to belong to the group

ACCEPTANCE APPROACH

DEALS with general psychological and social conditions instead of dealing with appropriate behavior and the consequences of such behavior. Teacher’s job is to help students make good choices.

SUCCESS APPROACH

Teachers need to change whatever negative behavior exist and improve conditions so they lead to student success.This implies that teacher must show care and are positive and persistent .

1. Failure Syndrome– usually says, I can’t do it.

2. Perfectionist– anxious of making mistakes

3. Under Achiever– student do minimum to get by.

4. Low Achiever– student have difficulty even they willing to work, problem is low potential.

5. Hostile Aggressive– they are not easily control, they damage property

6. Passive Aggressive– express opposition to teachers but indirectly.

7. Defiant– student resist authority and carry on a power struggle with teacher.

8. Hyperactive – show excessive and constant movement even when sitting.

Student problem types-teacher describes

A. Planned ignoring

B. Signal interference-use signal to disapprove

C. Proximity control-

D. Interest boosting-show you are interesting to him

E. Humor- humor defuse tense

F. Hurdle lessons- those who misunderstand lesson, try to provide academic assistance

G. Restructuring the program- class rescheduled

H. Routine – lack of self control need routine.

PREVENTIVE MEASURESModerate preventive measures

a. Establishing classroom activities

b. Rules and procedures

c. Academic work and activities

d. Routines

e. Enacting processes

f. Hidden curriculum

g. Monitoring

h. Maintaining group lessons

i. Seat works

j. Transitions engage time

k. cueing