Lesson in Educational Psychology

1. Classroom Management
Prepared by:
Orlando A. Pistan, MAEd
Psychology Instructor

2. Classroom Management
 One of the most
challenging and difficult
functions of a teacher is
classroom management.
 In the past, classroom
management had often
been an issue dealing with
individual student
behaviour; also the ability
of the teacher to control or
manage his class as
reflected in the quietness of
the students.

3. Classroom Management
 Management of the class
means establishing a routine
that enables learning to move
smoothly and prevent
unnecessary discipline
problems.
 From a pedagogical standpoint,
only in an orderly classroom
can learning occur.
 Orderly does not mean quiet
and rigid. An orderly classroom
is one in which everyone-
teacher and students, know
exactly what is going on.

4. Classroom Management
 Classroom management
is the use of rules and
procedures to maintain
order, so that learning
may result.

5. Functions of Classroom
Management:
 Planning
 Communication
 Control

6. Functions of Classroom
Management:
Planning – where
objectives and procedures
are selected. This also
concerns ongoing
activities and how they
can be best organized.

7. Functions of Classroom
Management:
Communication – by
which information is
transferred. This
underscores the
necessity to tell
students what is
expected of them.

8. Functions of Classroom
Management:
Control- appear in
different guises in every
classroom because of the
uniqueness of the
classroom environment
and teacher’s preference.

9. Disruptive Behaviours in the
Classroom
Let us examine what is
actually going on in the
classroom. It would be useful
to know something about the
kinds of disruptive
behaviours exhibited by
students during classes. Any
student may have one or
more particular kinds of
problem behaviour.

10. Disruptive Behaviours in the
Classroom
 Odd noises
 Over-talkativeness
 Shouting one’s answer
 Answering at the same time
 Moving around
 Standing
 Short attention span
 Fighting, hitting
 Temper tantrums
 Destructiveness
 Uncooperativeness
 Lack of perseverance
 Does not follow instructions
 Staring blankly
 Failing to finish
 Eating inside the classroom
 Habitual absences & Tardiness

11. Responding to Disruptions
 Looking on
 Non-directive
statements
 Questions
 Directing
 Modelling
 Physical
interventions

12. Looking on.
Sometimes teacher
simply looks hard at
the student. This
look is a way of
showing
disapproval.

13. Non-directive statements.
At times, teachers
simply state words
what they see. The
statement is a
verbal way of
showing awareness
of what is
happening.

14. Questions.
Teachers may ask the
concerned student.
This question may
be perceived by the
student as an
instruction or
punishment.

15. Directing.
Teacher tries to correct
the misbehaviour by
telling the student
how to act. In
essence, the teacher
commands proper
behaviour or it may
be an utterance of
request.

16. Modelling.
Teacher may point out
and praise another
student who is
behaving correctly.
Or the teacher can
physically move the
student through
desired behaviour.

17. Physical interventions.
Sending the student out
of the classroom,
isolate the student,
the teacher may grab,
shake, or even paddle
a student.

18. Thank you for paying attention.
 Prepared by:
 Orlando A. Pistan, MAEd
 Psychology Instructor