This document discusses effective classroom techniques including discipline, physical environment, and routines. It provides information on establishing discipline through preventative measures and acceptable ways of dealing with problems. An effective physical environment involves proper furniture arrangement, seating options, and cleanliness. Routines help students learn procedures for transitions, materials, group work, and activities to maximize efficiency and participation. Overall, the document emphasizes establishing clear expectations and procedures to facilitate positive learning.

1. EFFECTIVE CLASSROOM
TECHNIQUES
Discipline
Physical Environment
Routine
Angela Camille Uka

2. -Discipline-
"Self-discipline connotes internal motivation for one's
behavior, the internalization of domestic ideals and
is the most evident when external regulations of
behaviors are absent" - George Bear

3. WHAT ARE SOME CAUSES OF DISCIPLINARY PROBLEMS?
HOW CAN DISCIPLINARY PROBLEMS BE PREVENTED?
WHAT IS CANTER'S MODEL OF ASSERTIVE DISCIPLINE?
WHAT ARE THE ACCEPTABLE AND UNACCEPTABLE WAYS
OF DEALING WITH DISCIPLINE PROBLEMS?
Focus Questions

4. CAUSES OF DISCIPLINARY PROBLEMS
Unfavorable learning conditions
Teacher's poor management skills
Student's varied background
1.
2.
3.

5. UNFAVORABLE LEARNING CONDITIONS
overcrowded with more than regular number of students to a
class. This results in immobility of discomfort in moving around,
especially when there is a need to operate instructional equipment
and materials
with poor lighting and inadequate ventilation. Attention and
interest will be difficult to sustain
The classroom may not be conducive to learning it
is:
CAUSES OF DISCIPLINARY PROBLEMS

6. with furniture and storage cabinets disorderly positioned,
making the collection and retrieval of tools less efficient
with inappropriate seating arrangement such that
distractions can easily occur
near sources of noise which obstruct understanding of
the lesson
UNFAVORABLE LEARNING CONDITIONS
CONT..
CAUSES OF DISCIPLINARY PROBLEMS

7. The teacher's ability to meet discipline-
challenging situations can spell the
difference between a good or distressed
classroom control. So much depend on
their: a) knowledge and skill in
employing a wide range of classroom
strategies and procedures, and b)
personal and emotional attributes
Teacher's poor
management skills
CAUSES OF DISCIPLINARY PROBLEMS

8. Student's varied background
The students bring to the classroom a
surprising record of individuals
attitudes, interests and abilities. Said
characteristics could be traced from
their differences in: a) family
background, b) physical and mental
capacities, and c) emotional traits
among others.
CAUSES OF DISCIPLINARY PROBLEMS

9. ASSERTIVE DISCIPLINE IS A
STRUCTURED, SYSTEMATIC
APPROACH DESIGNED TO
ASSIST TEACHERS IN
MANAGING AN ORGANIZED,
TEACHER-IN-CHARGE
CLASSROOM ENVIRONMENT,
THE TEACHER IS THE
CAPTAIN OF THEIR
CLASSROOM
ASSERTIVE DISCIPLINE

10. HOW TO PREVENT
DISCIPLINE PROBLEMS

11. THERE MUST BE CLEAR
UNDERSTANDING OF THE
OBJECTIVES OF THE LESSON AND
STARTEGIES TO BE USED
HOW TO PREVENT DISCIPLINE PROBLEMS

12. PATIENCE
COMPASSION
CONCERN AND CARING
RESPECT AND TRUST FOR OTHERS
TEACHERS NEED TO HAVE PERSONAL
ATTRIBUTES SUCH AS
HOW TO PREVENT DISCIPLINE PROBLEMS

13. COOPERATIVE LEARNING APPROACH
TEAM LEARNING
PEER TUTORING
GROUP PROJECTS
TEACHERS CAN IMPLEMENT GROUP-
ORIENTED METHODS SUCH AS:
1.
2.
3.
4.
HOW TO PREVENT DISCIPLINE PROBLEMS

14. CANTER'S MODEL OF
ASSERTIVE DISCIPLINE

15. TIPS THAT COULD MAKE A TEACHER A GOOD
DISCIPLINARIAN
BE PREPARED TO FACE A CLASS WITH MULTI-BEHAVIOR TENDENCIES.
KNOW YOUR STUDENTS WELL
SHOW YOUR SINCERE CONCERN FOR THEIR WELFARE.
COMMENDABLE BEHAVIOR IS RECIPROCAL.
BE CALM, POISED AND TACTFUL IN SOLVING DISCIPLINE PROBLEMS.
AT ALL TIMES BE FIRM AND CONSISTENT IN FOLLOWING CLASSROOM “DO’S” AND
DON’TS.”
BE ENTHUSIASTIC AND THE STUDENTS WILL MATCH YOUR ENTHUSIASM INSTEAD OF
BEING DRAWN TO TROUBLE.
LET OUT YOUR GOOD SENSE OF HUMOR.
SPEAK WITH A GOOD VOICE VOLUME, NOT TOO LOUD TO BECOME NOISE NOR TOO
SOFT TO BE HEARD.
BE HUMBLE IN WORDS AND ACTIONS. IT COULD PRODUCE A MAGNETIZING EFFECT.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
ASSERTIVE DISCIPLINE

16. WAYS OF DEALING
WITH DISCIPLINE
PROBLEMS

17. USE VERBAL REINFORCERS THAT ENCOURAGE GOOD BEHAVIOR AND DISCOURAGE BAD
TENDENCIES.
USE NONVERBAL GESTURES, FROWN OR A HARD LOOK TO DISSUADE THEM FROM
MISCHIEFS.
DIALOGUES CAN HELP IN DISCOVERING PROBLEMS AND AGREEING ON MUTUALLY
BENEFICIAL SOLUTIONS.
FOCUS ATTENTION ON ONE WHO IS UNRULY AND IS ABOUT TO DISTURB THE NEIGHBORS.
LEAD HIM/HER TO A SECLUDED AREA AND NICELY CONVINCE HIM/HER TO BE QUIET.
AWARD MERITS FOR GOOD BEHAVIOR AND DEMERITS FOR INCONSISTENCIES AND LAPSES.
A PRIVATE ONE-ON-ONE BRIEF CONFERENCE CAN LEAD TO A BETTER UNDERSTANDING OF
MISTAKES THAT NEED TO BE REMEDIED OR IMPROVED.
GIVE STUDENTS THE FREEDOM TO EXPRESS OR EXPLAIN AGITATED FEELINGS AND
MISGIVINGS RATHER THAN CENSURE THEM RIGHT AWAY.
1.
2.
3.
4.
5.
6.
7.
ACCEPTABLE AND EFFECTIVE:
WAYS OF DEALING WITH DISCIPLINE PROBLEMS

18. SCOLDING AND HARSH WORDS AS A REPRIMAND WILL HAVE A NEGATIVE EFFECT ON THE
ENTIRE CLASS.
NAGGING AND FAULTFINDING, TOGETHER WITH LONG “SERMONS” ARE REPUGNANT AND
NASTY.
KEEPING A STUDENT IN A “DETENTION AREA” DURING OR AFTER CLASSES AS A PENALTY
FOR MISBEHAVIOR IS A WASTE OF TIME AND OCCASION, FOR LEARNING. THE SHAMEFUL
EXPERIENCE IS NOT EASY TO FORGET.
DENYING A STUDENT SOME PRIVILEGES DUE TO UNNECESSARY HYPERACTIVITY CAN ALL
THE MORE ENCOURAGE REPETITIONS.
ASSIGNMENT OF ADDITIONAL HOMEWORK COMPARED TO THE REST CAN MAKE THEM
DISLIKE THE SUBJECT.
USE OF RIDICULE OR SARCASM COULD HUMILIATE AND EMBARRASS A TORMENTOR.
GRADES FOR ACADEMIC ACHIEVEMENT SHOULD NOT BE AFFECTED DUE TO MISDEMEANOR.
1.
2.
3.
4.
5.
6.
7.
UNACCEPTABLE AND INEFFECTIVE:
WAYS OF DEALING WITH DISCIPLINE PROBLEMS

19. Physical
-Environment-
"The external environment helps create the
atmosphere conducive for learning"

20. A WELL-DESIGNED UTILIZATION OF
CLASSROOM SPACE IS OF UTMOST NECESSITY
IF THE AIM IS TO BE ABLE TO MANAGE ALL
LEARNING ACTIVITIES TO SUCCESSFUL
COMPLETION.

21. WHAT CONSTITUTE A CONDUCIVE PHYSICAL LEARNING
ENVIRONMENT?
Focus Questions

22. FURNITURE ARRANGEMENT
PHYSICAL ENVIRONMENT
THE PHYSICAL FEATURES IN THE CLASSROOM MUST BE LOCATED IN
AREAS WHERE THE CONTENTS COULD BE VIEWED WELL AND BE
MADE AVAILABLE FOR USE.
WELL-ARRANGED FURNITURE SUCH AS CHAIRS AND TABLES. FOR
DEMONSTRATIONS OR DISPLAYS MUST BE POSITIONED
APPROPRIATELY. EXHIBIT SHELVES ARE EITHER PERMANENTLY
PINNED TO THE WALL OR ARE MADE TO STAND AT THE SIDES.
WHITEBOARD FOR WRITING AND CLARIFYING LESSON DISCUSSIONS,
TOGETHER WITH BULLETIN BOARDS, ARE AVAILABLE FOR POSTING
IMPORTANT MESSAGES AND OUTSTANDING PIECES OF STUDENTS’
WORK, ART AND ILLUSTRATIONS.

23. SEATING ARRANGEMENT
PHYSICAL ENVIRONMENT
MATCH THE SEATING ARRANGEMENT WITH THE FORMAT AND
ACTIVITIES OF YOUR LESSON PLAN.
THE SEMI-PERMANENT ARRANGEMENT OF THE CHAIRS IS ONE
WHERE THEY ARE ARRANGED IN FOUR ROWS WITH SIX TO EIGHT IN
A ‘ROW.
IF THE ACTIVITIES NEED GROUPINGS, THE CHAIRS ARE ORGANIZED
IN GROUPS OF FOUR OR FIVE FACING EACH OTHER FOR A FAST
EXCHANGE OF COMMUNICATIONS.

24. SEATING ARRANGEMENT
CONTD...
PHYSICAL ENVIRONMENT
IF THEY NEED A WIDE SPACE AT THE CENTER AS IN EXHIBITIONS
AND SHORT DRAMA, THE CHAIRS ARE LINED CLOSE TO THE WALL
AROUND THE ROOM.
THE CHOICE OF THE RIGHT SIZE OF THE CHAIR WOULD DEPEND ON
THE ‘STUDENTS’ SIZE. IF KEPT ON A LARGE DESK OR A SMALLER
ONE THEY WILL FEEL UNCOMFORTABLE AND THEIR MOVEMENTS
WILL BE AFFECTED.

25. SEATING ARRANGEMENT EXAMPLES
IT IS GREAT
FOR DIRECT
INSTRUCTION.

26. SEATING ARRANGEMENT EXAMPLES
IT CREATES A
FRIENDLIER
ATMOSPHERE AND
CAN BE USED IN
LIEU OF
TRADITIONAL
ROWS.

27. SEATING ARRANGEMENT EXAMPLES
THIS
ARRANGEMENT IS
IDEAL FOR
COOPERATIVE
LEARNING
ACTIVITIES.

28. SEATING ARRANGEMENT EXAMPLES
THIS FORMAT IS
WONDERFUL IF YOU
HAVE DESKS
BECAUSE YOU CAN
REARRANGE FROM
TRADITIONAL ROWS
INTO GROUPS AND
BACK AGAIN,
DEPENDING ON
YOUR LESSON PLAN.

29. PHYSICAL CONDITION OF THE CLASSROOM
PHYSICAL ENVIRONMENT
CLEAN ROOMS, HALLWAYS, AND SURROUNDINGS ARE WHOLESOME
PLACES TO STAY IN.
IN CASE OF ACCIDENTAL SPILLS, THE STUDENTS SHOULD BE
TRAINED TO MOP OR WASH THE AREA IMMEDIATELY.
USED INSTRUMENTS AND DEVICES MUST BE RETURNED TO THEIR
PROPER PLACES. ALWAYS ERASE THE BOARD AFTER USE. PLACE A
WASTEBASKET NEARLY.
THE PHYSICAL ENVIRONMENT MUST ALSO BE A SAFE PLACE WHERE
CURIOUS, OVERACTIVE, AND ENERGETIC CHILDREN ARE ALWAYS ON
THE GO. AVOID SLIPPERY FLOORS, RICKETY CHAIRS, AND OLD
FURNITURE.

30. PHYSICAL CONDITION OF THE CLASSROOM
CONTD...
PHYSICAL ENVIRONMENT
IN PERFORMING EXPERIMENTS WHERE HEAT SOURCES SUCH AS
ELECTRIC STOVES, GAS BURNERS, AND BULBS ARE USED, EXTREME
CARE MUST BE EXERCISED IN ORDER TO PREVENT FIRES.
FOR A LIVELY AND FRESH LOOK, POTTED INDOOR PLANTS OR
FLOWERS CAN BE PLACED AT THE CORNERS.
DURING CLASS HOURS PROPER LIGHTING AND VENTILATION MUST
BE PROVIDED AND MAINTAINED FOR EVERYBODY’S COMFORT.

31. PHYSICAL CONDITION OF THE
CLASSROOM
CONTD...
PHYSICAL ENVIRONMENT
NOISE AND DISCIPLINE PROBLEMS IN
THE PHYSICAL ENVIRONMENT CAN BE
AVOIDED IN AN ORDERLY AND WELL-
MANAGED CLASSROOM.
LET US NOT FORGET THAT EQUALLY
IMPORTANT, IF NOT MORE IMPORTANT,
IS THE PSYCHOLOGICAL ATMOSPHERE
THAT REIGNS IN THE CLASSROOM.

32. -Routines-
"The repetition of desirable behaviors leads to
conducive learning ~ Pratice makes perfect"

33. WHAT ARE ROUTINES?
WHAT ARE THE KINDS OF ROUTINES A TEACHER
COULD ESTABLISH?
Focus Questions

34. ROUTINES ARE LEARNED
BEHAVIOURS, IT IS VITAL TO
REHEARSE CLASSROOM
PROCEDURES (ESPECIALLY FOR
ELEMENTARY PUPILS) UNTIL
THEY BECOME ROUTINES.
REINFORCING THE CORRECT
PROCEDURE AND RE-
TEACHING AN INCORRECT ONE
WILL BE OF GREAT HELP IN
ENSURING LEARNING

35. A TEACHER COULD
ESTABLISH ROUTINES
ON THE FOLLOWING
INSTANCES

36. ON BEGINNING AND ENDING THE
CLASS, DAY OR PERIOD
S.O.P. SHOULD BE ESTABLISHED REGARDING THE
PROPER WAY TO START AND END A LEARNING
SESSION. EXAMPLES ~ PREPARING THE NEEDED
MATERIALS ON THE STUDENT'S DESK, SESSION
GREETING, OPENING PRAYER, CLOSING PRAYER,
FAREWELL GREETING

37. ON LESSON TRANSITIONS
LEARNERS SHOULD BE ABLE TO ANTICIPATE
ACTIVITIES THROUGH FAMILIARIZATION OF
SESSION FLOWS.
EXAMPLES ~ THE CLASS STARTS WITH THE
PRESENTATION OF OBJECTIVES FOLLOWED BY A
MOTIVATION ACTIVITY, DISCUSSION ARE USUALLY
FOLLOWED BY SEATWORKS OR GROUPWORKS,
SESSIONS END WITH FOR/SUM ASSESSMENTS
VARIOUS MODES OF ESTABLISHING DISCIPLINE/CLASSROOM CONTROL

38. ON THE USE OF MATERIALS AND EQUIPMENT
MAKE CLEAR YOUR RULES AND PROCEDURES ON
THE DISTRIBUTION AND COLLECTION OF
EQUIPMENT AND MATERIALS. EXAMPLES ~
STORAGE OF COMMON MATERIALS, THE
TEACHER’S DESK AND STORAGE AREAS,
STUDENTS’ DESKS AND STORAGE AREAS, THE
USE OF THE PENCIL SHARPENER.

39. ON GROUPWORKS
MOVEMENT IN AND OUT OF THE GROUP
EXPECTED BEHAVIORS OF STUDENTS IN THE GROUP
EXPECTED BEHAVIORS OF STUDENTS NOT IN THE
GROUP
GROUP COMMUNICATION WITH THE TEACHER
STUDENTS SHOULD BE MADE FAMILIAR OF THE
PROCEDURES DURING GROUPWORKS TO MAXIMIZE
EFFEICIENCY.
EXAMPLES ~ RULES AND PROCEDURES ON GROUP WORK
ADDRESS THE FOLLOWING AREAS:
VARIOUS MODES OF ESTABLISHING DISCIPLINE/CLASSROOM CONTROL

40. RULES AND PROCEDURES DURING ACTIVITIES SHOULD
ALSO BE ESTABLISHED AND REINFORCED TO ENSURE
PARTICPATION AND DISCIPLINE.
EXAMPLES ~STUDENT ATTENTION DURING
PRESENTATIONS, STUDENT PARTICIPATION, TALKING
AMONG STUDENTS, OBTAINING HELP ,OUT-OF-SEAT
BEHAVIOR, BEHAVIOR WHEN WORK HAS BEEN
COMPLETED
VARIOUS MODES OF ESTABLISHING DISCIPLINE/CLASSROOM CONTROL
ON SEAT WORKS AND TEACHER -LED
ACTIVITIES

41. FIN
Thank you!