Components of the Educative Process

 teacher
 learner
 content / teaching strategies
 learning environment
 curriculum
 instructional materials
 administration
 Teacher

The teacher's
role is
significant

She/He
Students can
She/He imparts
discusses knowledge search for
the lesson
knowledge
on their own

Students still
need someone to
guide or facilitate
Nothing can
them
replace a teacher
Source:

Interactive and Innovative Teaching Strategies (A

Resource Book for 21st Century Teachers)
by Milagros Lim-Borabo & Heidi Lim-Borabo
Schools for 21st-Century Learners:
Strong Leaders, Confident Teachers,
Innovative Approaches

Strengthening teachers' confidence in

their own abilities
 teachers

best device in the classroom

 Based on data from the 2013
Teaching and Learning International
Survey (TALIS)
examines some of the factors that can affect
teachers' self-efficacy (learning environment,
relationship with colleagues and students,
appraisal and feedback, collaboration with other
teachers, and teacher's own beliefs and
practices)
TALIS suggests that the most
successful education systems
are those in countries whose
society values the teaching
profession.
 self-efficacy

teachers' self-confidence in their

own ability to teach
 self-efficacy
classroom management, instruction,
student engagement

job-satisfaction
satisfaction with the profession and
satisfaction with the current work
environment
 In all countries surveyed, teachers who reported
that they are given opportunities to participate in
decision-making at school reported greater job
satisfaction

 With more teaching experience comes a greater

sense of self-efficacy, but in some cases, less job
satisfaction.
 Challenging classroom circumstances can
affect teachers' sense of self-efficacy and job
satisfaction.

 Increase in student behavioral problems is

associated with the strong decrease in
teachers' job satisfaction.
 Teachers' perception that feedback and
appraisal lead to changes in their teaching
practice is related to greater job satisfaction

 Teachers' perception that feedback and appraisal

is performed merely for administrative purposes
is related to less job satisfaction
 Positive interpersonal relationships with the
school leader, other teachers, and students can
mitigate the detrimental effects that challenging
classrooms might have on teachers' satisfaction or
self-efficacy

 Relationship between teachers and students are

strongly related to teachers' job satisfaction.
 Collaboration among teachers, whether
through professional learning or collaborative
practices, is also related to higher levels of
job satisfaction and self-efficacy.
 Why self-efficacy matters
 students self-efficacy - their belief in their own
ability - has a significant influence on their
academic achievement and behavior

 teachers' sense of self-efficacy has an impact

on student achievement and motivation, as well
as on teachers' practices, enthusiasm,
commitment, job satisfaction and behavior in the
classroom
Teachers' self-efficacy and job satisfaction
indices
 Efficacy in classroom management
 control disruptive behavior in the
classroom
 make my expectations about student
behavior clear
 get students to follow classroom rules
 calm a student who is disruptive or noisy
The ultimate aim of classroom
management is to set up
conditions that bring about
effective teaching and learning
The ultimate aim of classroom
management is to set up
conditions that bring about
effective teaching and learning
When can you say that a class is
well managed?

when learners are eager to achieve their

objectives
What to do with a student who
disobeys and displays negative
attitude?
praise every positive attitude displayed
 Efficacy in instruction
 craft good questions for my students
 use a variety of assessment strategies
 provide an alternative explanation, for
example, when students are confused
 implement alternative instructional
strategies in my classroom
Teacher modeling a good listening
habit will help increase student
participation.
 Efficacy in student engagement

 get student to believe they can do well in

school work
 help my students value learning
 motivate students who show low interest
in school work
 help students think critically
High expectations of success
contributes to greater learning.
Another way to teach students
to think critically is to teach
them to suspend judgment until
sufficient evidence is presented.
Learning Plateau
Higher Order Thinking Skills
Satisfaction with current work environment

 I would like to change to another school if

that were possible
 I enjoy working at this school
 I would recommend my school as a good
place to work
 All in all, I am satisfied with my job
 Satisfaction with profession
 The advantages of a teacher clearly
outweigh the disadvantages
 If I could decide again, I would still choose
to work as a teacher
 I regret that I decided to become a teacher
 I wonder if it would have been better to
choose another profession
 empowered teachers

 they believe that the learner is the center

of the school culture
 they learn and grow in their job
 they believe that improved instruction is
everyone's responsibility
Teachers' self-efficacy and job satisfaction as
related to classroom environment

Teaching classes in which a large

proportion of students have different
achievement levels, special needs or
behavioral problems, can affect a teacher's
self-efficacy and job satisfaction,
especially if the teacher is not
properly prepared or supported.
Classroom Management
How do I encourage students to behave and work
with me in the classroom?
 Act as if you expect students to be
orderly from the first day on.
 Expect everyone's attention before you
start teaching. Stop when there is noise.
Don't teach over individual or group chatter.
 Don't talk too much. After a while, you
lose the students' attention.
How do I encourage students to behave and work
with me in the classroom?
 Hold students accountable for abiding by
rules.
 Be businesslike but friendly. It is important to
establish reasonable limits and enforce them. It is
also important to smile, to have a sense of humor,
and to be warm and supportive.
 Maintain your dignity. Students should know
there are limitations in a teacher-student
relationship.
How do I encourage students to behave and work
with me in the classroom?
 Treat minor disturbances calmly.
Small incidents can be ignored verbally; a
stern look or gesture will suffice. Know
when to pass over a situation quickly
without making a fuss.
How do I handle group infractions or misbehavior?

 Don't wait until a class is out of control. When

students are restless, change the activity. When
students are beginning to engage in disturbances,
take measures to stop the behavior in the initial
stages.
 Focus on the individual rather than the class.
Try to divert individuals by asking questionss,
assigning tasks, or reminding them they are wasting
class time or spoiling it for the entire group.
How do I handle group infractions or misbehavior?

 Don't punish the group when you are

unable to deal with the individual or to find
which individual is causing a disturbance.
 Maintain your temper and poise.
Students will test their teachers to see how far
they can go; they are not being personal. Don't
overreact; maintain your poise.
How do I handle group infractions or misbehavior?

 Avoid threats, but if you make one, carry

it out. Don't threaten the impossible.
Think before you threaten. Follow through
on a threat.
 Analyze your own behavior for
possible causes of misbehavior,
especially if the difficulty continues.
How do I handle group infractions or misbehavior?

 Seek help from others. Check with

another teacher, guidance counselor,
disciplinarian, or supervisor. All of them
have different roles with regard to the
students and wi give different views. Don't
wait until a situation is beyond control.
 How do I deal with individual offenders in the
classroom?
 When a student is involved in a minor
infraction (whispering, annoying a
neighbor, calling out), use nonverbal signs
such as facial expressions or gestures while
you continue to teach. If the infraction
stops, don't reprimand the student
 How do I deal with individual offenders in the
classroom?
 If these signals fail, move closer to the
student while you continue to teach. If this
stops the student, don't reprimand any
further.
 If proximity fails, quietly talk to the
student while the rest of the class
continues to work.
How do I deal with discipline problems that cannot
be resolved in class?
 Talk to the offender in private, before or
after class. Try to determine causes of the
problem. Try to reach an understanding or
agreement with the student.
 If you have to punish, make the punishment
fit the misbehavior. The first offense, unless it
is quite serious, need not be punished
How do I deal with discipline problems that cannot
be resolved in class?
 Talk to the offender in private, before
or after class. Try to determine causes of the
problem. Try to reach an understanding or
agreement with the student.
 If you have to punish, make the
punishment fit the misbehavior. The
first offense, unless it is quite serious, need
not be punished.
How do I deal with discipline problems that cannot
be resolved in class?
 Leave the misbehaving student with the
feeling that he is ruining things for
himself and the group.
 Ignore a student's claim that she doesn't care.
This is usually a defensive reaction. Remind
the student that she really does care.
 Give the student a chance to redeem
himself.
How do I deal with discipline problems that cannot
be resolved in class?
 Use the resources at your disposal.
For example, use student records,
suggestions from other teachers and the
guidance counselor, advice and authority of
the dean of discipline or a supervisor.
 Communicate with the parents. Most
parents will support the teacher in matters
of discipline involving their children.
How do I deal with discipline problems that cannot
be resolved in class?
 Analyze your methods. What are you
doing wrong, or how are you contributing
to the problem?
 If you have to refer the student to a
counselor, disciplinarian, or a supervisor,
be specific. Avoid subjective remarks. Stick
to the facts.
How do I deal with discipline problems that cannot
be resolved in class?
 Don't rely too much on others to solve
your classroom problems. Eventually
this diminishes your authority.
How do I develop and maintain a positive approach
to classroom management?
 Be positive. Stress what should be done, not
what shouldn't be done.
 Use praise. Give praise according to merit. Show
that you appreciate hard work and good behavior.
 Trust. Trust students but don't be an easy mark.
Make students feel you believe in them as long as
they are honest with you and don't take advantage
of you.
How do I develop and maintain a positive approach
to classroom management?
 Express interest.
 Be fair and consistent. Don't have “pets” or
“goats”. Don't condemn an infraction one time
and ignore it another time.
 Show respect, avoid sarcasm. Be
respectful and considerate toward student
 Establish classroom rules. Make rules
clear and concise and enforce them.
How do I develop and maintain a positive approach
to classroom management?
 Discuss consequences. Students should
understand the consequences for acceptable and
unacceptable behavior. Invoke logical
consequences, that is, appropriate rewards and
punishment. Don't punish too often, it loses its
effect after a while.
 Establish routines. Routine procedures
provide an orderly and secure classroom
environment.
How do I develop and maintain a positive approach
to classroom management?
 Confront misbehavior. Deal with misbehavior
in a way that does not interfere with your
teaching.
 Guide. There is a difference between guidance,
whereby you help students deal with problems,
and discipline, whereby you maintain order and
control by reacting to student surface behavior.
Your main goal should be guidance rather than
discipline.
How do I develop and maintain a positive approach
to classroom management?
 Avoid overcontrolling. Assert your
authority only when you need to and
without overdoing it. Be confident without
being condescending or egotistical.
 Reduce failure, promote success.
Academic failure should be kept to a
minimum since it is a cause of frustration,
withdrawal, and hostility.
How do I develop and maintain a positive approach
to classroom management?
 Discuss consequences. Students should
understand the consequences for acceptable and
unacceptable behavior. Invoke logical
consequences, that is, appropriate rewards and
punishment. Don't punish too often, it loses its
effect after a while.
 Establish routines. Routine procedures
provide an orderly and secure classroom
environment.
How do I develop and maintain a positive approach
to classroom management?
 Set a good example. Model what you
preach and expect.
 Be willing to make adjustments. Analyze
your disciplinary approach and preventive
strategies yourself and with the help of
experienced colleagues.
Positive Learning Environment
 Fifty Rules of Classroom Discipline
1. Start the year off with a thought-out
discipline plan.
2. Do not leave your classroom unattended.
Try to be in the classroom when students
arrive.
3. Be reliable and consistent. If you say you
are going to do something, then carry it
through.
 Fifty Rules of Classroom Discipline
4. Respect every student. Rules and written
guidelines for conduct can never take the place of
mutual respect.
5. Do not ignore poor behavior.
6. Do not favor one student over another. Watch
that you do not create a “teacher's pet.”
7. Do not put a jackknife or other tool on your
school key ring. Students can use these as
offensive weapon. You wil get all or part of the
blame.
 Fifty Rules of Classroom Discipline
8. Do not allow a student to hide behind a
bookcase or larger student.
9. Seek interactive support from the school office.
10. Choose judiciously which demands of your
students you will support.
11. Use your voice to control behavior. Develop a
strong, resolute tone that the students will
recognize.
 Fifty Rules of Classroom Discipline
12. Organize your classroom to control behavior.
Separate peers and have a consistent seating plan.
Do not allow grouping of desks in one corner.
13. Show zero tolerance for put-downs in your
classroom.
14. Do not try to speak over the students' talking.
Do not try to drown the students out. Quiet
them down before speaking.
 Fifty Rules of Classroom Discipline
15. Develop a routine for dealing with
students; for example, to ask or answer
questions, students must put their hands
up.
16. Lock up any chemicals or sharp objects.
17. Have 100 percent supervision when
dealing with anything hot.
 Fifty Rules of Classroom Discipline
18. Show zero tolerance for abusive behavior.
The theme of respect for self, others, and
property should be adopted.
19. Seat behavior problems and potential
behavior problems around your desk.
20. Keep behavior problems and potential
behavior problems busy 100 percent of
the time.
 Fifty Rules of Classroom Discipline
21. If a student from another class comes to
your classroom door asking to speak to a
student, find out if it is an emergency.
22. Show zero tolerance for water pistols,
elastic bands, pea or spitball shooters,
and so forth.
23. Do not place students in the hall, out of
your sight, to do work.
 Fifty Rules of Classroom Discipline
24. Show zero tolerance for swearing or foul
language in your classroom.
25. Show zero tolerance for note passing.
26. Make your classroom a “junk-food-free
zone.”
27. Expect to be tested by the students. They
will push you as far as they can do to
define the limits of their behavior with you.
 Fifty Rules of Classroom Discipline
28. If you are called into a judgment because
of a dispute or a disciplinary matter and
it looks serious, watch what you say.
29. Do not go on field trips without
competent extra help. This extra help
must have the skills and authority to
maintain discipline.
 Fifty Rules of Classroom Discipline
30. One of the greatest disciplinary tools of all on field trips is
the cellular phone.
31. Try to hone your automatic management skills. These
allow
you to react almost instantly with the proper response to a
behavior problem.
32. If a group of students enter your classroom in a loud
boisterous mood, you must calm them down. Tell them to
put their heads on the desk in front of them. This will relax
the students and reduce the noise level.
 Fifty Rules of Classroom Discipline
33. The sanction you mete out must be equal to the
transgression.
34. If you must ask for help from the school office
on a
“very often” basis, you had better reasses your
discipline strategy.
35. Detention rooms and separate school suspension
areas have been challenged in the courts and are
now disallowed in many jurisdictions.
 Fifty Rules of Classroom Discipline
36. If you have a sanction for a particular offense (e.g.
swearing) given to one person, the next time you
catch someone else with the same behavior, you
must administer the same sanction.
37. When correcting tests while students are in the
class, do not return them one by one as they are
corrected. Finish the entire set tests, then give them
back to the students. If you return them as they are
completed one by one, this in itself will disturb the
class.
 Fifty Rules of Classroom Discipline
38. If a problem occured in the morning, it should be
dealt with then. Resolution of the problem is less
effective if you delay responding until later in the
day.
39. If behavior control is not adequate in the school
hallways, this will be reflected in student conduct
as they enter the classrooms.
40. Corporal punishment is usually not effective on the
person you administer it to. It, does, however, have
a detrimental, frightening effect on everyone else in
 Fifty Rules of Classroom Discipline
the class. A classroom based on fear is not a positive
learning environment.
41. Always remember, a big problem today between two
students, quite likely will not exist tomorrow.
42. Do not forget the five components of the school rules:
be fair, be consistent, respect rights and privileges, be
understandable, be workable.
43. The best classroom discipline occurs when you have
detailed working knowledge of your students. Always
keep in mind that a lot of children today are carrying
social-emotional baggage.
 Fifty Rules of Classroom Discipline
44. Remember that people will act and react differently
when in group than when they are alone.
Discipline techniques that may work when Johny
is alone may not work when he is with his friends.
45. The classrooms of today are multi-ethnic in make-
up. It is important for the modern teacher to
develop sensitivity to the customs and cultural
diversity of the students and their families.
Discipline techniques may have to be adjusted
accordingly.
 Fifty Rules of Classroom Discipline
46. The more organized you are, the better your
discipline will be.
47. The more enthusiastic you are, the more
enthusiastic the students will be. This will lead to
better classroom management.
48. Show zero tolerance for itmes or substances that can
irritate or have the potential to injure. These
include itching poweders, sneezing powder, or
stink-bomb substances.
 Fifty Rules of Classroom Discipline
49. Do not expose your coffee cup in the classroom
where students can add something to it.
50. While there should be generally agreed-upn
discipline policies in every school, you, as the
individual teacher, cannot expect the teacher down
the hall to have the same conduct expectations that
you have.
Five Ways to Quiet the Class Quickly
1. Train the students to respond to the arm-in-the-air
technique.
2. Stand in front of the students and start counting
sternly - 1,2,3 and so on. You won't get to 7 before
they will all have quieted down.
3. Have an instant assignment on the board for students
to work on as they walk into class. Design the
assignment to be corrected right away, thus adding
to the urgency of the work.
4. When you walk into a noisy class, tell students to
quickly put their fingers in their noses, all will stop
talking to do this. The you start the lesson.
Likewise if you tell the students to hold their
breath instantly, they will have to stop talking to
do this.
5. Develop the red, white, and blue dot system.
This requires some training prior to
implementation.
Inform the students that there are three levels of sound
allowed in your classroom, and these are indicated by the
three colored dots. You will indicate what noise level you will
tolerate by what color of dot is taped on the board.
red - they are not to talk at all under any
circumstances
white - they are allowed to talk to get work or an
assignment completed with a low-to-medium
noise level
blue - the students may talk freely and have a normal
conversational sound level in the class
 The High Five Classroom Controller
Train the students to respond to a high five hand sign
when you say to them, “Give me five.”
1. All eyes are watching.
2. All ears are listening
3. All mouths are silent.
4. All hands are still.
5. All feet are still.
 The Swearing Stopper
Some students will use foul or abusive language in
school. This inappropriate bahavior is often a function
of the students' subculture and should not be tolerated
by staff and other students.
 The Round 2-U
- the handing in on assignment late a reward tool you
can use

Free-From-Homework Cards

Pun Tickets
 _______ gets to the root of the
matter. This student digs deep for
answers.
The Curriculum
 TRADITIONAL PROGRESSIVE
Views curriculum as “permanent studies” Believes that education is
where rules of grammar, reading, rhetoric, experiencing
logic and mathematics for basic education
is emphasized
Reflective thinking is a means to
The 3R's should be emphasized unify curricular elements that are
in basic education while tested by application
liberal education should be the
emphasis in college

Robert Hutchins John Dewey

 TRADITIONAL PROGRESSIVE
Believes that the mission of the school Both educators viewed
should be intellectual training. Curriculum
should focus on the fundamental “curriculum as all experiences children
intellectual disciplines of grammar, have under the guidance of teachers”
literature and writing.

It schould
include
Mathematics,
Science, History
and Foreign
Language.
Arthur Bestor Hollis Caswell Kenn Campbell
 TRADITIONAL PROGRESSIVE
“Curriculum should consist entirely Viewed curriculum as all the experiences
of knowledge which comes from in the classroom which are planned and
enacted by the teacher and also learned by
various disciplines.”
the students.

Phillip Phenix Colin Marsh George Willis

Types of Curricula in Schools
 Recommended Curricula
These are recommendations in the form of memoranda
or policy, standards and guidelines that came from
government agencies such as DepEd, CHED and
TESDA and professional organizations or international
bodies such as UNESCO.
 Written Curriculum
This includes documents based on recommended
curriculum. They come in the form of course of study,
syllabi, modules, books, instructional guides among
others. Example of written curriculum is the teacher's
lesson plan.
 Taught Curriculum
The teacher and the learners will put life to the written
curriculum. The skill of the teacher to facilitate learning
based on the written curriculum with the aid of
instructional materials and facilities is necessary.
 Supported Curriculum
These are support materials that the teacher needs. This
includes print materials like books, charts, worksheets
and non-print materials like PowerPoint presentation
and other electronic illustrations. It also includes
facilities like science laboratory and playground.
 Assesed Curriculum
This is the curriculum that is evaluated after it has been
taught. It can either be assessment for learning,
assessment as learning or assessment of learning. If the
process is to find the progress of learning, then assessed
curriculum is for learning, but if it is to find out how
much has been learned or mastered, then it is
assessment of learning.
 Learned Curriculum
These are measured by tools in assessment, which can
indicate the cognitive, affective, and psychomotor
outcomes. Learned curriculum also demonstrates
higher order and critical thinking and lifelong skills.
 Hidden/Implicit Curriculum
This is the unwritten curriculum - peer influence,
school environment, media, parental pressures, societal
changes, cultural practices, natural calamities are some
factors that create hidden curriculum.
 Innovates the
Plans the
curriculum
curriculum

Implements
The Teacher as the curriculum
Writes the Curricularist
curriculum Initiates the
curriculum

Knows the Evaluates the

curriculum curriculum
Traditional Progressive

similarities
Sources:

Strategies for Effective Teaching

by Allan C. Ornstein

Strategies for Teaching: A Modular Approach

by Diosdada Castillon-Boiser

Classroom Discipline Problem Solver (Ready-to-use

Techniques & Materials for Managing All Kinds of
Behavior Problems) by George Watson
Field Study 4 (Exploring the Curriculum)
by Milagros L. Borabo & Heidi Grace L. Borabo