This document discusses various techniques and strategies for effective classroom management. It begins by outlining the four stages of teaching: fantasy, survival, mastery, and impact. It then discusses the top three traits of effective teachers based on research, which are good classroom management, designing lessons for mastery, and having positive expectations for students. The document also outlines Kohlberg's six levels of moral development. It provides a classroom management quiz and discusses different teaching styles. Finally, it shares many specific classroom management techniques and strategies such as establishing clear procedures and routines, using a reward system, and employing techniques like the check system, stop watch system, and trophy technique.

3. Hapag Usapan

4. By Harry and Rosemary
Wong
First Days of
School

8. By Rafe Esquith
Teach Like
Your Hair is
on Fire

10. By Hal Urban
Lessons from
the Classroom
20 Things Good Teachers Do

12. The Four Stages of Teaching:
FANTASY
SURVIVAL
MASTERY
IMPACT

13. Leadership

15. Top 3 Traits of an
Effective Teacher:
(based on a 50-year study
published by
EDUCATIONAL LEADERSHIP)

16. An Effective Teacher
is a Good
Classroom Manager

17. An Effective Teacher
designs lessons
to reach mastery

18. An Effective Teacher
has
positive expectations
that students
will be successful

19. Kohlberg’s
Six Levels
of
Moral
Development

20. Level I
I don’t want
to get into trouble.

21. Level 2
I want a reward.

22. Level 3
I want
to please somebody.

23. Level 4
I follow the rules.

24. Level 5
I am considerate
of other people.

25. Level 6
I have a personal
code of behavior and
I follow it.

26. Level 1: I don’t want to get in trouble.
Level 2: I want a reward.
Level 3: I want to please somebody.
Level 4: I follow the rules.
Level 5: I am considerate of other people.
Level 6: I have a personal code of behavior and I follow
it.

27. Care. Makes You Strong

28. Quiz

30. (1) If a student is disruptive during class, I send
him/her out, without further discussion.
(2) I don't want to impose any rules on my
students.
(3) The classroom must be quiet in order for
students to learn.
(4) I am concerned about both what my students
learn and how they learn.
(5) If a student turns in a late homework
assignment, it is not my problem.
(6) I don't want to reprimand a student because
it might hurt his/her feelings.
1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree

31. (7) Class preparation isn't worth the effort.
(8) I always try to explain the reasons behind my
rules and decisions.
(9) I will not accept excuses from a student who
is tardy.
(10) The emotional well-being of my students is
more important than classroom control.
(11) My students understand that they can
interrupt my lecture if they have a relevant
question.
(12) If a student requests to go to the washroom,
I always honor the request.
1 = Strongly Disagree 2 = Disagree 3 = Neutral 4 = Agree 5 = Strongly Agree

32. (1) If a student is disruptive during class, I assign him/her to detention,
without further discussion.
(2) I don't want to impose any rules on my students.
(3) The classroom must be quiet in order for students to learn.
(4) I am concerned about both what my students learn and how they
learn.
(5) If a student turns in a late homework assignment, it is not my
problem.
(6) I don't want to reprimand a student because it might hurt his/her
feelings.
(7) Class preparation isn't worth the effort.
(8) I always try to explain the reasons behind my rules and decisions.
(9) I will not accept excuses from a student who is tardy.
(10) The emotional well-being of my students is more important than
classroom control.
(11) My students understand that they can interrupt my lecture if they
have a relevant question.
(12) If a student requests a hall pass, I always honor the request.

33. Add your responses to statements 1,
3, and 9. This is your score for the
authoritarian style.
Statements 4, 8 and 11 refer to the
authoritative style.
Statements 6, 10, and 12 refer to the
laissez-faire style.
Statements 2, 5, and 7 refer to the
indifferent style.

34. The Number one factor
governing learning is
Classroom Management
Not discipline
Not self esteem
Not motivation
Not class size, etc.

35. Discipline
v.s.
Classroom Management

36. The best way to manage is to
have Procedures & Routines.
Clearly define
classroom procedures
and routines.

37. You want responsible
students?
1. The only way you can have
responsible students is if you have
procedures and routines which the
students can be responsible to.
2. When students know how the class is
run, they will more willingly do whatever
you want them to do.

38. PROCEDURES
AND
ROUTINES

39. PROCEDURES:
What you want students to do.
ROUTINES:
What the students do automatically.

40. THE NUMBER ONE
PROBLEM
IN THE CLASSROOM
IS NOT
DISCIPLINE;
IT IS THE LACK OF
PROCEDURES AND
ROUTINES.

41. Passing in papers
Heading of papers
Roll call
Entering the classroom
When asking a question
Getting to work immediately
When teacher is tardy

42. End of period class dismissal
Participating in Class Discussion
When a student needs paper/pen
Coming to attention
When you are absent
Working cooperatively
Changing groups

43. IT IS THE
PROCEDURES
THAT SET UP
THE CLASS
FOR ACHIEVEMENT
TO TAKE PLACE.

44. Who Are Your Favorite Teachers?

45. Once and for all,
you can solve
that discipline problem.

46. THE KIDS
WANT DISCIPLINE
EVEN MORE THAN
YOU DO!

47. 5 Myths of
Discipline

48. Low Control,
Low Support
Low Control,
High Support
Bored
Frustrated

50. High Control,
Low Support
High Control,
High Support
Revengeful
Successful

52. The
Discipline
Plan

53. 3 Parts
The Rules
Negative
Consequences
(Penalty)
Positive Consequences
(Rewards)

54. "Good News" notes sent to parent
Smile-O-Gram for pupil
Happy face/rubber stamp/sticker
award on a good piece of work
"Citizen of the Day" award
Pat on shoulder
"I'm proud of you!" statement
Special "free time" allotment
Stars on chart for daily/weekly award
"Special Helper of the Day" award
Healthful food treat--if allowed
Tokens or chips to be traded

55. Row, line, or class leader job
Extra "free-choice" time
Selection from "Goodie Bag"
Lunch with the teacher
Extra media center time
Assistant to school secretary,
librarian, or custodian
Visit to principal for
special acknowledgement
Tutor or assist other students
Selector of group activity or project
Exchange card for extra points
Free homework pass
Call to parent(s) with good news

56. Isolation in classroom (time out)
Loss of break period
Loss of all or part of recess
Short detention at lunchtime
Isolation in lunch room
Detention after school
Clean up the mess created
Student call to parent at home
or work to report misbehavior
Isolation in another classroom
(by pre-arrangement)
Loss of star/demerit on behavior chart

57. Assignment to clean-up tasks--room,
building, yard
Restriction from programs and
special assemblies
Loss of center time or/free-choice time
Lower conduct grade
Seating assignment changed
Tape-recording of tantrums;
play back for parents

58. Removal of pupil and desk to hallway
Student apology to those offended
Last in line
Request student to repeat
rule and to follow rule
Notes home to parent(s)
Removal to the office
In-school suspension
Recommendation for suspension
Recommendation for alternative school

59. There should be
more rewards
than penalties.

61. Mann Rentoy of PAREF Southridge School

73. Check System

74. Stop Watch
System

75. Reward System

76. The Stare

77. Good Deeds Bowl

78. Merit/Rewards

79. Class Culture &
Identity

80. Trophy Technique

81. Three (or Five)
Circles Technique
as a Class Reward

82. The mediocre teacher tells,
The good one explains,
The superior oneshows,
The great oneinspires. . .

83. Girl Wants to Watch Dreams

84. Here’s a Song for You!

85. Better Classroom
Management

86. Todownload all the slides and videos
from this presentation:
www.mannrentoy.com

88. Thank you, Kuya!

90. mannrentoy@gmail.com
www.mannrentoy.com

92. www.scribd.com
ww.slideshare.net
cepphilippines. com
cep@mannrentoy.com