PED 4: FOUNDATION OF SPECIAL AND INCLUSIVE EDUCATION

TOPIC: CLASSROOM MANAGEMENT (PROCEDURAL DIMENSION)

GROUP 6 – SECOND PRESENTOR

LEADER

MANTE, LOWELL JAYMART O.

MEMBER|S

BASCON, ARMINA

CAPUZ, CECIL M.

GUISING, ULYSSES R. JR.

TAN, AREEJ M.

VILLAS, JAMES C.

BSED 2204 FILIPINO MAJOR

SUBMITTED TO

DR. RUTH GUASA

 CLASSROOM MANAGEMENT (PROCEDURAL DIMENSION)

I. WHAT IS PROCEDURAL DIMENSION?

A. Characterictics Of Having A Good Classroom Management
II. MISSION AND VISION
III. SCHOOL RULES
A. General Policy
i. Enrollment Policies
ii. Payment Policies
B. Campus Guidelines
i. Student Activities
ii. Use of Facilities
IV. CLASSROOM RULES/POLICIES
A. Characteristics of Rules
B. Rules in Attendance
V. CLASSROOM PROCEDURES
A. Beginning of the Class
i. Introduce yourself
ii. Reciting the Classroom Policies
iii. Introduction of topics or the syllabus
VI. CLASSROOM ROUTINES
A. Arrival on class
i. Cleaning
ii. Opening Prayer
B. Attendance
C. Throughout the day
D. Ending
i. Giving assignment
ii. Cleaning
iii. Closing Prayer
 I. WHAT IS PROCEDURAL DIMENSION IN CLASSROOM MANAGEMENT?

It refers to the rules and procedures that are part of the operating program of a

classroom. The teachers need to develop logical classroom procedures – the specific

ways in which certain activities will performed or the way certain situations will be handled.

A. Characterictics Of Having A Good Classroom Management

1. Effective classroom management needs good rules and procedures.

2. Rules and procedures vary from one teacher to another and from one classroom to

another.

3. The most effective classroom management involves the design and implementation of

classroom rules and procedures.

4. Rules and procedures should not simply be imposed on students. The proper design

of rules and procedures involves explanation and group input. Explanation is important in

helping the students to see the need for the rule therefore to accept it.

II. SCHOOL MISSION AND VISION

These reflect what students should know and be able to do while in school and after

graduation.

A mission statement, or simply a mission, is a public declaration that schools or other

educational organizations use to describe their founding purpose and major

organizational commitments—i.e., what they do and why they do it. A mission statement
may describe a school’s day-to-day operational objectives, its instructional values, or its

public commitments to its students and community.

A vision statement, or simply a vision, is a public declaration that schools or other

educational organizations use to describe their high-level goals for the future—what they

hope to achieve if they successfully fulfill their organizational purpose or mission. A vision

statement may describe a school’s loftiest ideals, its core organizational values, its long-

term objectives, or what it hopes its students will learn or be capable of doing after

graduating.

NOTE: Our example will be given during discussion, and the BCP’s student handbook will

be our example.

III. SCHOOL RULES

School rules are usually associated with classroom management and school

discipline. However, rules also define ways of thinking about oneself and the world. Rules

are guidelines for actions and for the evaluation of actions in terms of good and bad, or

right and wrong, and therefore a part of moral or values education in school. This study

is a part of a larger ethnographic study on values education in the everyday life of school.

Here the focus is on school rules and students’ reasoning about these rules.

A. WHAT IS GENERAL POLICY?

School policy is defined as the set of established expectations for specific behavior and norms

within a school. School policies are put in place to guide the day-to-day functioning of the school

as well as to make it safe and an effective place for learning to occur.

NOTE: Our example will be given during discussion, and the BCP’s student handbook will

be our example

B. WHAT IS CAMPUS GUIDELINES?

A guideline is a statement by which to determine a course of action. A guideline aims to streamline

particular processes according to a set routine or sound practice Guidelines may be issued by

and used by any organization (governmental or private) to make the actions of its

employees or divisions more predictable, and presumably of higher quality. A guideline

is similar to a rule.

NOTE: Our example will be given during discussion, and the BCP’s student handbook will

be our example

IV. CLASSROOM RULES/POLICIES

Rules should be identified and taught during the early days in the first of the year.

Immediate and consistent consequences for rule violation are essential. (Allyn & Bacon,

2004) So basically, rules are given the ability to have the protection of their own. Policies relates

to how the rules are going to be implemented. Entities design their policies on the basis

of rules applied by regulatory authorities AND their business objectives.

Establishing rules is a very important aspect of classroom management. Rules

should not be overly complicated or numerous. It is beneficial instead to have a few simple

rules that are known and understood by students. Student should have a part in

developing these rules and deciding on the consequences for violating these rules.

These consequences should be appropriate and logical. They should make sense in light
of what the cause of the consequence was, and they should be neither too severe nor

too lenient. Consequences should never be academic, since this could create a negative

association with academic work.

A. CHARACTERISTIC OF RULES

1. Needed in all classrooms for smooth operation.

2. Absolute

3. Do not change from day to day.

4. Cannot be negotiated and have to be followed precisely.

5. Can take form of instruction, direction or principle.

6. Create an environment that is predictable.

7. Reduces anxiety and discomfort since students know what is expected of them in the

environment.

8. For safety and health issues, things about which there can be no arguments.

B. RULES IN ATTENDANCE

The importance of regular and consistent attendance in schools cannot be

underestimated. Students concerned about their presence in school are found to be academically

more successful. Absenteeism hinders the progress of the child in school. Lessons are carried

forward according to teacher planning and missing portions lead to partial understanding of

concepts taught in class.

NOTE: Our example will be given during discussion, and the BCP’s student handbook will

be our example

Rules and procedures is an indispensable tool for preventing disruptive conduct

is the systematic use of rules. Rules describe generally acceptable routines, standards,

and procedures that inform students how to behave. Rules and procedures at both

school and classroom levels are important in communicating to students and teachers

the conduct expected. They prevent disruptive behavior by objectively defining how to

behave, how to solve and avoid problems, and consequences of rule violation (Colvin,

Kame’enui, & Sugai, 1993).

In special education settings, rules are used to encourage appropriate behavior

and prevent inappropriate behavior. They are usually used to apply to those activities and

occurrences that are nt governed by classroom and non-classroom procedures. Children

get both extrinsic (grades, points, free time) and intrinsic (getting the correct answer,

self-satisfaction) consequences when they follow rules.

NOTE: Our example will be given during discussion, and the BCP’s student handbook will

be our example

V. CLASSROOM PROCEDURES

Aside from rules, the smooth operation of the class depends on the accustomed

ways of getting things done. These ways are called procedures.

Procedures are a very important part of any efficient classroom environment.

Because of the number of people in a classroom, it is important to establish procedures

for things like beginning class, handing in assignments, and leaving for the bathroom.

Teachers should “explain the procedure immediately prior to the first time the activity will

take place” (Burden, 2005, p20).

A. BEGINNING OF THE CLASS

I. INTRODUCE YOURSELF - Introductions are important because they provide a

first impression, establish credibility with your audience, and prepare the audience

for the speech's content. First, the introduction gives your audience the first

impression of your speech.

II. RECITING THE CLASSROOM POLICIES - Clear, well-written school policies

and procedures help create environments

where students can learn effectively. Policies help schools keep students safe,

enforce rules consistently, and provide the best possible education.

III. INTRODUCTION OF TOPICS/SYLLABUS - It conveys information about

expectations. The syllabus lays out your expectations for the quality of

work you expect from your students and shows students how they should

prepare for class. For example, the syllabus can explain whether students

are supposed to do the readings before or after class

NOTE: Our example will be given during discussion, and the BCP’s student handbook will

be our example.
 VI. CLASSROOM ROUTINES

When procedures are mastered they become routines.

"Routines are the backbone of daily classroom life. They facilitate teaching and

learning…. Routines don’t just make your life easier, they save valuable classroom time.

And what’s most important, efficient routines make it easier for students to learn and

achieve more." - Linda Shalaway

When routines and procedures are carefully taught, modeled, and established in the

classroom, children know what’s expected of them and how to do certain things on their

own. Having these predictable patterns in place allows teachers to spend more time in

meaningful instruction.

A. Arriving in class

o Cleaning

o Opening Prayer

B. Taking Attendance

C. Throughout the day

D. Ending the day

o Giving Assignment

o Cleaning

o Closing Prayer

NOTE: Our example will be given during discussion, and the BCP’s student handbook will

be our example
REFERENCES:

https://www.edglossary.org/mission-and-vision/

http://teacher.scholastic.com/classroom_management_pictures/

https://www.winginstitute.org/teacher-compentencies-management

https://www.teachhub.com/classroom-management-procedures

http://www.ascd.org/publications/books/105012/chapters/Section-1@-Rules-and-

Procedures.aspx

https://www.thoughtco.com/important-classroom-procedures-8409

https://www.slideshare.net/mobile/MariaMarthaManetteMadrid/classroom-management-

21543793

dl.sps.northwestern.edu › blog › 2016/03 › the-importance-of-a-syllabus

study.com › academy › lesson › introductions-and-conclusions

schools.graniteschools.org › plymouth › policies-procedures