1.  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

2. 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
Approaches to classroom management

3. --Teacher specify rules
of behavior and
consequences for
disobeying them and
to communicate these
rules and
consequences clearly.
ASSERTIVE APPROACH
Suggest that teacher:
1. Clearly identified expectations
2. Take positions “I like that ” ”I hate that”
3. Use firm voice
4. Used eye contact, gestures and touch
supplement verbal messages.
5. Say no without guilt feeling
6. Give and receive complements
7. Place demand on student and enforced
them.
8. Indicate consequences of behavior and
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. 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
BUSINESS ACADEMIC APPROACH

5. 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.

6. 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.

7. 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 EYEONTHE BACK OFTHE HEAD
2. OVERLAPPING BEHAVIOR
-TEACHERSABILITYTO HANDLE MORETHAN
ONE MATTERATTHE SAMETIME. E.g one
student is reciting another is commenting.
2.MOVEMENT MANAGEMENT
-management of behavior in the
transitions, from task to task within
and between lessons
1. SMOOTNESS
-even and clam flow of activities, no
interruption.
2. JERKING
- Disorderly flow of activities, procedures
are not clear to students.

8. 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

9. 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

10. 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 .

11. 1. Failure Syndrome– usually says, I can’t do it.
2. Perfectionist– anxious of making mistakes
3. UnderAchiever– student do minimum to get by.
4. LowAchiever– student have difficulty even they willing to work,
problem is low potential.
5. HostileAggressive– they are not easily control, they damage
property
6. PassiveAggressive– 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

12. 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 MEASURES
Moderate 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