The document discusses approaches to classroom management and cooperative learning. It provides 7 approaches to classroom management: assertive, business-academic, behavior modification, group managerial, group-guidance, acceptance, and success. It also discusses elements of classroom management like the physical, intellectual, and social climate. For cooperative learning, it outlines the main features, situations it can be used in, basic elements like positive interdependence, and guidelines for implementation. The document is a comprehensive overview of classroom management strategies and cooperative learning.

1. Republic of the Philippines
SAMAR STATE UNIVERSITY
COLLEGE OF GRADUATE STUDIES
Catbalogan, City
Course Number: TE 501
Course Descriptive Title: Methodology of Teaching
Professor: Prof. Rizalina F. Vista
Academic Term and S.Y. : 1st Semester 2014-2015
Discussant: Mark Anthony P. Baldo
Topic/s: CLASSROOM MANAGEMENT
a. Approaches to Classroom Management
b. Elements of Classroom Management
c. Suggestions Tips for Classroom Discipline
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CLASSROOM MANAGEMENT
Classroom Management Defined
Good classroom management establishes an atmosphere which permits activities to be
carried one efficiently and economically. It ensures wise use of both the teacher’s and the pupil’s
time, effort, and energies. It spells careful use of the physical facilities of the school.
Approaches to Classroom Management
1. The ASSERTIVE APPROACH to classroom management expects teachers to specify
rules behaviour and consequences for disobeying them and to communicate these rules
and consequences clearly. The classroom is managed in such a way that students are not
allowed to forget who is in charge of the classroom.
Suggestions for teachers applying assertive discipline:

2. a. Clearly identify expectations.
b. Take positions ( Say, “I like that” or “I don’t like that”)
c. Use a firm tone of voice.
d. Use eye contact, gestures, and touches to supplement verbal message.
e. Say no without guilt feelings.
f. Give and receive compliments genuinely.
g. Place demands on students and enforce them.
h. Set limits on students and enforce them.
i. Indicate consequences of behaviour and why specific action is necessary.
j. Be calm and consistent; avoid emotion or threats.
k. Follow through regularly.
l. Persist; enforce minimum rules; don’t give up.
m. Establishes positive expectations for students behaviour, eliminate negative expectations
about students.
n. Gain confidence and skills in working with chronic behaviour problems in the classroom.
2. Business-academic approach. This was developed by Evertson and Emmer and
emphasize the organization and management of students as they engage in academic
work.
Clear Communication of Assignments and Work Requirements
The teacher must establish and explain clearly to students work assignment, features, of
work, standards, to be met, and procedures.
a. Instruction of assignment
b. Standards for form, neatness, and due dates
c. Procedures for absent students
Monitoring student work
a. Monitoring group work
b. Monitoring individual work
c. Monitoring completion of work
d. Maintain records of students work
Monitoring Student Work
a. Attention to problems
b. Attention to good work

3. 3. The behaviour modification approach spends little time on the personal history of the
students or on searching for the reasons for a particular problem.
The basic principles of the behaviour modification approach are as follow:
a. Behaviour is shaped by its consequences
b. Behaviour is strengthened by immediate reinforce.
c. Behaviour is strengthened by systematic reinforcement(positive or negative )
d. Students respond better to positive reinforces than they to punishment
e. When a students is not rewarded for appropriate
f. Constant reinforcement.
g. Once the behaviour has been learned, it is best maintained through intermittent
reinforcement
4. The group Managerial Approach is based on Jacob Kounin’s research. He emphasizes
the importance of responding immediately to group student behaviour that might be
inappropriate or undesirable in order to prevent problems rather than having to deal with
them after they emerge.
Major categories of pupil behaviour are work involvement and deviancy.
a. Work involvement
b. Deviancy
Major categories of teachers behaviour are desist techniques, movement management,
and group focus.
a. Desist technique are teachers actions taken to stop misbehaviour Kounin feels they
depend on two abilities.
1. With-it-ness is the abilities to react on target and in timely fashion.
2. Overlapping behaviour refers to the teacher’s ability to handle more than one
matter at the same time-
b. Movement management is the organization of behaviour in transitions from task to task
within and between lesson.
a. Smoothness is an even and calm flow of activities.

4. b. Jerking is a disorderly flow of activities.
c. Overdwelling may take the form of giving explanations beyond what is necessary for
most students understanding or lecturing , preaching, nagging, overemphasizing, or
giving too many directions.
d. Fragmentation takes the form of giving too much details, breaking things down into
too many steps,or duplicating or repeating activities.
Among the housekeeping activities that need to routinize are the following:
1. Seating arrangement
2. Entering and leaving the room
3. Taking class attendance
4. Using blackboard and keeping it clean after use
5. Passing, collecting, handling and putting away books, materials, and equipment ;and
6. Collecting and distributing student’s papers.
c. Group focus is keeping the students focused on the group activity or task.
5. The group-guidance approach is based on changing the surface behaviour of the students
on a group basis.
6. The acceptance approach to discipline is rooted in humanistic psychology and
maintains that every person has a prime need for acceptance.
7. Success approach is also rooted in humanistic pdychology and the democratic model of
teaching.
Elements of Classroom Management
a. Physical arrangement or environment includes the location, size, shape, and
construction of the room itself.
b. Intellectual climate means that teachers must help the learners think clearly, critically
and creatively.
c. Social climate pertains to emotional adjustment.
Suggestions Tips for Classroom Discipline

5. a. Establish good routine habits and keep the learners busy.
b. Teachers should take stock of his ability to discipline his class by frequent self-
evaluation.
c. Punishment should be adjusted to the offender and the offense. Never punish the whole
class for the offense one individual.
d. Show the right kind of interest in your learners in their school work.
e. Dress and behave in a manner that becomes a mature individual of your position.
f. Avoid gossip. Never talk about the deficiencies of your co-teachers or those of your
learners.
g. Make the learners believe and trust in you.
h. Never promise anything that you cannot do.
i. Be genial, amiable, and friendly with your learners but always maintain a dignified
reserve.
j. Learn how to smile. A smile can disarm the most hardened offender.

6. Republic of the Philippines
SAMAR STATE UNIVERSITY
COLLEGE OF GRADUATE STUDIES
Catbalogan, City
Course Number: TE 501
Course Descriptive Title: Methodology of Teaching
Professor: Prof. Rizalina F. Vista
Academic Term and S.Y. : 1st Semester 2014-2015
Discussant: Mark Anthony P. Baldo
Topic/s: A. SMALL GROUP DISCUSSIONS/ COOPERATIVE LEARNING
a. Group Development
b. Group activity
B.COOPERATIVE LEARNING
a. Main features of cooperative learning
b. Situations that require Cooperative Learning
c. Basic Elements in Cooperative Learning
d. Guidelines for Cooperative Learning
______________________________________________________________________________
SMALL GROUP DISCUSSIONS/ COOPERATIVE LEARNING
Small Group Discussion
A. Group Development
The use of small groups can be extended beyond the typical grouping in elementary
reading and mathematics to all grade levels and subjects. There are seven logical criteria on
which small grouping can be based.
1. Ability 5. Integration
2. Interest 6. Arbitary
3. Skill
4. Viewpoint
5. Activity or project

7. Schmucks’ Stages of Classroom Development
Stage Group and Members’ Needs and Behaviours
Stage 1. Inclusion and
membership
Stage 2. Influence and
collaboration
Stage 3. Individual and
academic goals
Stage 4. Self-
renewal/adaptive change
Early in classroom life, the students seek to find a niche for themselves in
the peer group. Students want to present a good image and are on their
behaviour. Teacher have great influence during this period because of
their assigned authority. Everyone is sizing up one another and the issues
of inclusion and membership must be resolved before the group can move
along to the next stage.
Members of the class enter into two types of power struggle. One
struggle test the authority of the teachers; the other establishes the peer
group pecking order. Tensions will exist between the students and the
teacher and among the students themselves during this stage. If these
tension cannot be resolved and power relationship balanced, the group
cannot move along very productively to the next stage.
The classroom enters a stage of development for working productively on
academic goals. Students during this stage can set and accomplish goals
and work together on tasks. The classroom can also be pulled back into
the earlier stages during this stage.
This stage is one in which members can think about their continuous
growth and about taking on new and more challenging tasks. This is also
a stage that can produce conflict because change in task will perhaps
upset earlier resolutions of issues around membership and power.
B. Group activity
Possible group projects/activities.
1. A committee is a small group working together in a common venture for a given period
of time.
2. Brainstorming is a technique to elicit large number of imaginative ideas or solution to
open –ended problems.
3. A buzz session provides an open environment in which members can discuss their
opinion without fear of being “wrong “ or being ridiculed for holding unpopular position.

8. 4. Debate and Panel In a debate, two position on a controversial issue are presented
formally; each debater is given a certain amount of time to state a position, to respond a
questions. Panel is used to present information on an issue and, if possible, to arrive at
group consensus. Each panel member may an opening statement, but there are no debates
among panel member.
5. Symposium is appropriate for airing topics that divided into clear –cut categories or
viewpoints.
6. Role playing and improvisation are techniques for stepping outside on one’s role and
feelings and placing oneself in another’s situation.
7. Fish bowl is a technique in which group members give their full attention to what one
individual wants to express
8. Critiquing is the examination of members work by group.
9. Round table is a quite. informal group, four or five student who sit around a table
conversing either among themselves.
10. Forum is a panel approach in which members interact with an audience.
11. Jury trial is a technique in the class stimulates a court room.
12. Majority rule decision making is a technique for arriving at an agreement or selecting
an individual for a task when members of the group hold different opinions.
13. Consensus decision-making requires that the views of all of the group be considered,
since the group must arrive a conclusion or agree on a plan of action.
14. Composite report synthesizes and summarizes the view or information of all members
of a group.
15. Agenda is a formal method of organizing a group task.
16. Seminar is a deliberative body looking for a solution to the problem based on readings
experiences, and minds of its participants.
1. They the students some control over their own personal adjustment as well as over their
cognitive learning.
2. They allow the teacher to plan different lessons to meet the needs and interests of different
groups.
3. They permit the teacher to vary instructional methods to plan interesting and active
activities.
4. They supplement the lecture, questioning, practice, and drill methods.

9. Five group oriented characteristics in the classroom:
1. Task structures that the lend themselves to cooperation among group members.
2. A chance for students to work at their own pace, but think in term of group goals.
3. The development of social and interpersonal skill among the participants – the student
learn to communicate with the trust one another.
4. A reward structure based on the performance of the group.
5. A variety of team building strategies- the students lear to work together, appreciate
individual diversities, and capitalize on individual strengths.
Five major behaviours that should evolve with an effective group project.
1. Cooperative activities in which the students work on learning task or play together.
2. Regular participation in helping and sharing activities.
3. Experiencing the positive expectation of others.
4. Role- playing and other activities designed to enhance children’s understanding of other
people’s needs, intentions, and perspectives.
5. Positive discipline which includes the development and clear communication of rules and
norms that emphasizes the individual’s rights and responsibilities with respect to others.
David Johnson (1989) learn to disclose their attitudes and behaviours in a honest way:
1. By giving and receiving supportive feedback,
2. By focusing on specific problems, not personalities,
3. By providing feedback that the receiver can understand.
4. By providing feedback on action s that the receiver can change.
Guidelines for Group Activities
1. Decide on the group project selectively to enhance objectives and outcomes.
2. Consider social and cognitive purposes.
3. Solicit volunteers for membership in group project, reserving the right to decide final
membership.
4. Go over direction for carrying out each phase of the group activity in writing or orally to
the point of redundancy.
5. Explain the role of participant, the way are to interact, and whatever problem might
occur.
6. Be sure that individual can function socially, emotionally, and intellectually in their roles
as members of a particular group.

10. 7. Allot class time for group to organize, plan, and develop some of their project or
assignments, with supervision as needed.
8. Be sure a group is able to function effectively and do a group job before asking it to
perform for the class.
9. Allow group members to decide on the nature of the class presentation within general
rules that have been established.
10.Do not allow any individual to dominate the activities or responsibilities of the group.
11.Evaluate the completed group project with the student.
12. Do not direct the class into a group project unless you are willing to work harder than you
would in large group instruction.
COOPERATIVE LEARNING
A. Main features of cooperative learning
Cooperative learning is a model of teaching with as set of common attributes and features.
A. Situations that require Cooperative Learning
there are a lot of instances wherein a teacher may use the cooperative learning strategy
but they can be trimmed down into three, since some of them fall under the same
purpose.
1. Cooperative learning is best for activities that demand cooperative thoughts or
mathematical thinking.
2. Cooperative learning can also be used in open-ended problem solving activities that
call for clarification and range of strategies for finding the solution.
3. Cooperative learning can also be used for activities where there are limited resources
and lessons that provide opportunities for students to apply and/or extend skills and
concept.
B. Philosophy of Cooperative Learning
Cooperative learning sees the development of individual in reference to his group
completion of a task;
Cooperative learning can create a positive impact on the individual’s self-esteem,
helping behaviour, interest, personal liking, mutual concern among peers,
cooperation and attitude towards school and learning.
Cooperative learning leads to greater cohesiveness, susceptibility to peer
influence and unwillingness to risk dis agreement.

11. C. Basic Elements in Cooperative Learning
1. Positive Interdependence
2. Face-to-face promotion interaction
3. Individual accountability and personal responsibility
4. Social skills
5. Group processing
D. Guidelines for Cooperative Learning
1. Arrange the classroom to promote cooperative goals
2. Present the objectives as group objectives
3. Communicate intentions and expectations
4. Encourage a division of labor where appropriate
5. Encourage the students to share ideas, materials and resources
6. Supply a variety of materials
7. Encourage the students to communicate their ideas clearly
8. Encourage supportive behaviour and point out rejecting or hostile behaviour
9. Provide appropriate cues and signals
10. Monitor the group
11. Evaluate the individual and group
12. Reward the group for successful completion of its task