Managing Students’ Behavior Read the classroom senario below. ‘Teacher Anne, a muligad teacher, conduct 8 whole cls discussion wi her Grades 1,2 an 3 lamers. The class was hamosious anise fold the send ad third graders to go and work in groups while she's dealing with the firs grader, ‘The leamers were neglect of what to do. Most of them were js playing roune 1nd not helping in accompliching te gven tsk. Only afew members ia each grup were doing all the work Teacher Anse wasn’ able to kep every group under esata ig weane on ounwar 7 2 1. What went wrong in Teacher Aan’ elas? 2. What re the posible causes of th enn misbbavior? 5. What are some of the posible preventive measures that Teacher Anne could ave dope to promot acceptable bovis? 4 How ean yu del wih thi and other misbehavior when thy oeeu? Qe: DIGDEEPER™ mm For both now and seasoned teachers, managing disruptive behaves is cfallenge. One ofits undying cases is hal teaches are rly given tiniag ot | how to sucessfully manage undesied clasroom behaves, prefering instead 10 focus on how to efetvelyemplay teaching seateies to provide quay instation. However, we must keep in nd tha instructional quality is relly aected by how ‘we manage cur sudo” behavior. IF we are not equipped with eective classroom management sil, we wil end up spending te majority of our ime dealing with the ‘students behavior ised of delivering the leson, ‘Clsroom mangement can be defined as the process of esublshing and staining appropri staceat behavior such that the delivery of, lesson is ‘tot compromised (Kratochwil, 2010, This means that the purpose of classroom management is no io maintain oder for the sake of maintaining order, bit 10 rants order forthe sake of letning. Having a system in place that species classroom behavior standards can Help in managing the clastom envioamest, ensuring that sade ae held sezoutble forthe bebavin “Thee ae thes (3) dain phases of lasroom management: 1) Planing before schoo! bein. Before the schol year str the teacher ‘visualize athe clestoom: how learner are going to behave in the ssroom, how they wil iret with pe aot, haw materi will be terange and other ezential lasrom conidentions. 2) Implementing plant, The teicher exces the plane that wore developed before he begining of schol. In his phase, expectias are formed. The leamers creates vison so what wil appen in heir clas, 3) Maiining good dscpine, The teacher maintains the poitve academic ‘nd soil noms tht have een esublshed. The rol ofthe teacher shi towards maining 2 hiph level of siden egageiet ad minimizing ‘unos in he ling evict. In mule clasoom, a techer works wih stents of vere ages and bili levels. AS a result, beice is Uhely 1 conoat some Bebavar problems According to Wong and Wong (009), the root cause of behavior pabems ia ‘asrooms appears fo be the absence of etblished rales and procedures rather than poor stent discipline. Reseach shows hat providing rls and procdire elps things run smoothly in the classoom. Because feet rie owl exit ia 1 muligade elssroon, eublihnest of comprehensive and consent mes a procedures becomes even ore ese Here are some guidlines to consider when planning rs, routines and procedures fora Muligrae Classroom: f Inside the Clsroom (What ules and procedures ae you going to esl fo the we and eae ofthe erent matin and equipment inthe classroom? 1 What les and procedures wil he lures be expected to flow when thy ae in cen area of clase? 1. Other Schl Areas sch ein th comfort oom, eff, peered, 7 When and how ae lesen ping to have accesso hes ara? ‘ita a a7 Wnt rules and procedures ar you going to implement for Kinng WP ang sping to these areas? How should lamers behave in hese areas? ‘¢ During Whole-Class Activities and Seatwork When and how do you want leamers to ask and answer questions (¢8, rising hands)? IF you want everyone's atention, how will you cue or signal the class (using bello hand signa)? What rales and procedures are you gong tose up for lamers working together? How and when are you going 10 give instructions for activites or assignments? How are you gong © monitor progres on asks or assignnents? How and wien wil the leamers obtain the materials they need for the activites, asks, or asignents? Y What procedures will lease follow wea tuning in the ouputs or material, especially when you are having a discussion with individuals or small groups? How and when will the lesmes'cutpus or assignment get comes? What procedures will ou we fr retuming work? What can the lures do when they are done wit their asks? During Sail Grows” What pocedares, rls, and signals wil lamers follow regarding he ‘movement to and fom groups? When and bow can learners asi and answer questions? What are your expectations fr lamers who are working together in small rope? Wile you are dealing with a group of leamers, what will terest of he clas be doing? Other Procedures that Mist Be Considered What routines are you planning to extablish to start cach schol ey? What rotne re th eames going o follow to end each school day? Are yu going to sea student beler system? What expectations are you going ost fr sudent helpers to accomplish heir oles? ‘Source: Adapted and revised from The Multrade Classroom: A Resource Handbook “for Small, Rural Schools Benne aa‘casroom behav aanagemest ents more than jst lowing ules and proceduts. Rather, i a proactive and consctive sytem. This mean that feochors should exublsh an oranize, consent and eur eleva els2000 fevironment that fosters sient leaning and ffctiveinsction. Morsve, sey ‘should consistently engage and communicate wit tents and ther fais 10 bail positive elatonships with hem (The is Cet, 2021, ‘Seamed wih Condcurner