1. Classroom management
 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.

2. Approaches to classroom management
1. Assertive approach
2. Business academic approach
3. Behavior modification approach
4. Group managerial approach
5. Group guidance approach
6. Acceptance approach
7. Success approach

3. ASSERTIVE APPROACH
-- Teacher specify rules Suggest that teacher:
1. Clearly identified expectations
of behavior and 2. Take positions “I like that ” ”I hate that”
3. Use firm voice
consequences for 4. Used eye contact, gestures and touch
disobeying them and supplement verbal messages.
5. Say no without guilt feeling
to communicate these 6. Give and receive complements
7. Place demand on student and enforced
rules and them.
8. Indicate consequences of behavior and
consequences clearly. why specific action is necessary.
9. Set limits on student
10. Be calm and consistent
11. Follow regularly
12. Don’t give up on rules enforced
13. Gain confidence and skills in work in
chronic behavior.

4. BUSINESS ACADEMIC APPROACH
Emphasizes the organization and management of
students as they engage in academic work.
Three major categories
a. Establishment and communication of
work assignment
b. Standards and procedures, monitoring of
student work
c. Feedback of students

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

6. GROUP MANAGERIAL APPROACH
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.
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.

7. MAJOR CATEGORIES OF TEACHER BEHAVIOR
1. DESIST techniques 2.MOVEMENT MANAGEMENT
- Teacher action to stop misbehavior -management of behavior in the
transitions, from task to task within
and between lessons
1. WIT-IT-NESS
1. SMOOTNESS
-ability to react on a target in a timely fashion.
ONE HAS EYE ON THE BACK OF THE HEAD -even and clam flow of activities, no
interruption.
2. OVERLAPPING BEHAVIOR
2. JERKING
-TEACHERS ABILITY TO HANDLE MORE THAN
- Disorderly flow of activities, procedures
ONE MATTER AT THE SAME TIME. E.g one
are not clear to students.
student is reciting another is commenting.
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

8. GROUP GUIDANCE APPROACH
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

9. ACCEPTANCE 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

10. SUCCESS 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.
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 .

11. Student problem types-teacher describes
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.

12. PREVENTIVE MEASURES
A. Planned ignoring Moderate preventive measures
B. Signal interference-use signal to a. Establishing classroom activities
disapprove b. Rules and procedures
C. Proximity control- c. Academic work and activities
D. Interest boosting-show you are d. Routines
interesting to him e. Enacting processes
E. Humor- humor defuse tense f. Hidden curriculum
F. Hurdle lessons- those who g. Monitoring
misunderstand lesson, try to
provide academic assistance h. Maintaining group lessons
G. Restructuring the program- class i. Seat works
rescheduled j. Transitions engage time
H. Routine – lack of self control k. cueing
need routine.