Here are potential responses to the guide questions: 1. Ben may be acting out due to issues at home, such as a difficult family situation, lack of parental involvement, or past experiences of abuse or neglect. He could be seeking attention or trying to feel in control. Understanding the root causes would help address the behavior. 2. No, the consequences applied so far have been punitive in nature and have not worked to change Ben's behavior long-term. A different approach is needed. 3. As the adviser, I would try to build rapport with Ben to understand him better. With parental consent, counseling may help. Positive reinforcement of good behavior, clear rules, and monitoring progress closely could help modify the unwanted actions.

1. C L A S S R O O M M A N A G E M E N T :
A C O N S T R U C T I V E A P P R O A C H

2. KEY CONCEPTS

4. • When is the right time to talk to learners who misbehave in the class? Why?
• Do you think it is important to ask learners the reason why they preferred to play
computer games rather than to attend their class? Please elaborate.
• Do you think Teacher Angel was able to manage learners’ behavior by telling
them that they might fail in their subject or their parents would be called to the
guidance office? Why or why not?
• If you were Teacher Angel, how would you demonstrate positive and non-violent
discipline in dealing with the issue?
Write your answers in classic

5. • Effective teachers choose positive and non-
violent discipline that encourages positive
behavior and motivate learners to feel good
about themselves and the decisions they make.

6. SUGGESTIONS FOR
IMPROVEMENT

7. SUGGESTION #1
•Talk to the learner immediately after class.
•This is important to stop the misbehavior and
reestablish positive discipline.
•Show compassion and encouragement.
•Make your learners feel they are important.

8. SUGGESTION #2
•Identify the reasons behind the learners’ behavior by asking them why they
behave that way.
•Knowing how they feel will help you understand why they did such action.
•They might have been seeking attention.
•Listen and let them feel safe and respected by not sharing with others what they
have told you.
•Your learners confided in you because they trust you.

9. SUGGESTION #3
• Do not tell your learners that they will fail if they do not
change their behavior: that sounds like a threat.
• Elicit from them the possible consequences of the
action.
• Then, guide them in finding solutions to the problem.

10. SUGGESTION #4
• Transforming your learner’s behavior cannot be done
overnight.
• There must be clear and consistent communication.
• After talking to your learner after the incident, you should
make a follow-up meeting/ conversation with them.
• Make sure you build a mutually respectful relationship with
your learner and that will surely help in solving the problem
through positive and non-violent discipline.

11. • Managing learner behavior is not an easy task.
• Even the most experienced teacher knows that positive
discipline does not just happen overnight.
• Managing learner behavior is a learned skill which every
teacher must master.
• Classroom management begins even before the learners
enter the classroom.
• Teachers have their own way of managing their learners’
behavior but it has to be kept in your mind that learners
need to feel valued and respected as individuals.

12. • Teachers must show them that they have honest
interest in each one of the learners, not just as a
class, but also as individuals.
• Sometimes, learners go against the rules because
they do not see that what they are doing is wrong.
• Others do it to test how far teachers can control
them.
• There are many potential influences on learner
behavior and many factors that can lead to
challenging behavior that teachers have to deal with.

13. FACTORS THAT LEAD TO
CHALLENGING
BEHAVIOR THAT THE
TEACHER HAS TO DEAL
WITH

15. HOW TO DO IT?

18. MANAGING CLASSROOM DISCIPLINE
AND STUDENT’S MISBEHAVIOR
•Classkick Seatwork
•https://app.classkick.com/#/login/7FU
DES

19. H O W T O M A N A G E L E A R N E R
B E H A V I O R B Y P R O V I D I N G
S O M E C L A S S R O O M
S I T U A T I O N S H I G H L I G H T I N G
T H E A P P L I C A T I O N O F
P O S I T I V E A N D N O N - V I O L E N T
D I S C I P L I N E .

20. CASE 1: TRANSCRIPT OF TEACHER-LEARNER
CONSULTATION
• In this situation, the teacher was having a group activity in his class when
suddenly a commotion started at the back. He found out that two of his
learners were fighting. According to their classmates, Learner A started
teasing Learner B. Learner B got angry and punched Learner A. Then,
they threw punches at each other. The teacher privately talked to each
learner immediately and separately. Here is the transcript of the dialogue
with Learner B.

23. • You may encounter learners who are aggressive.
• Knowing what causes aggressive behavior among learners is
very important in order for you to identify which strategy to use
in dealing with them.
• In general, teachers typically respond in one of two ways,
authoritatively or through positive discipline.
• The highlighted parts of the transcript exemplifies dealing with
the aggressive learner using positive discipline.
• Here are some suggestions on how you could do that.
• Following the suggested steps, a learner gains the confidence
to make good decisions; therefore, he or she chooses positive
behavior.

25. CASE 2: LEARNER WANDERING AROUND
• John, in Teacher Leah’s Grade 1 class, refuses to sit down. He roams around while Teacher Leah
reads a story. He is distracting other children in the class. Teacher Leah tells the class that there will be
a game after her reading of the story. She makes sure that John hears what she said to get his
attention. And she is right, John looks at her. “But you have to listen very carefully before you could join
the game later,” she adds. John remains standing and keeps on teasing his classmates. Teacher Leah
announces that winners from the game will be awarded. John’s eyes get big and he looks interested
with what he just heard. He goes to his chair and begins to listen to his teacher. Teacher Leah
approaches him and tells him that he will be joining the game later. She encourages him to listen very
carefully so he could answer the questions. John excitedly nods and smiles at her.

26. • A learner who has an extremely high energy level, acts
impulsively, and distracts other learners is another challenging
situation in our classroom that we need to deal with.
• If you have this kind of learner, it is important to keep in mind that
most of the time, this learner is not aware that he/she is
misbehaving.
• The given situation where the Teacher is able to manage the
learner behavior constructively by applying positive discipline.
• The scenario exemplifies a suggested strategy in managing an
overactive pupil inside the classroom. John has an extremely high
energy level and is distracting his classmates. You probably may
have noticed that Teacher Leah did not reprimand him for roaming
around; instead, she caught his attention by simply saying
something that interests him, a game.

28. S O M E T I P S F R O M A N
E X P E R T T O H E L P Y O U
M A N A G E T H I S K I N D O F
S I T U A T I O N .
( A D A P T E D F R O M D R . K E N
S H O R E ’ S C L A S S R O O M
P R O B L E M S O L V E R )

30. CASE #3: TAKING ONE’S PERSONAL BELONGINGS

32. T H E T E A C H E R R E S P O N D S
A P P R O P R I A T E L Y T O
M I S B E H A V I O R O F
L E A R N E R S A T A L L T I M E S
W I T H O U T A N Y L O S S O F
I N S T R U C T I O N A L T I M E .

39. C L E A R E X P E C T A T I O N S F O R
L E A R N E R B E H A V I O R A R E
E V I D E N T . S T A N D A R D S O F
C O N D U C T A R E C L E A R T O
A L L L E A R N E R S A N D H A V E
M O D E S T I M P A C T O N
L E A R N I N G .

44. MARZANO’S NINE INSTRUCTIONAL
STRATEGIES

47. PAPER NO. 4 CASE STUDY
When Will He Learn?
If you look at Ben you would not know that he is giving headaches to his
teachers. Ben is 9 years old, good looking, and chubby. He volunteers to do
housekeeping jobs for the classroom and run errands for his classmates. He comes to
school on time and never forgets to greet the teachers. But Ben looks tough in the way
he walks moves or speaks and he really is! He comes to school in his neat uniform but at
the end of the morning classes his clothes become messy and dirty, if not torn. Ms.
Rigel, the class adviser, has a list of incident reports from his other teachers regarding
bullying and aggressive behaviors ranging from mild to violent ones. He would start
teasing his classmates but would get angry by hitting or kicking when the classmates
retort. Seldom is he asked to join in a group or game by his classmates. Parents
complain when he is placed in the section or group where their children are.
Ben has been given consequences like withdrawal of privileges, time-out,
behavior contract and even school service work (cleaning the classroom window
jalousies and replacing the broken ones) and a day suspension from class when he
threw his classmate’s bag outside the window breaking the window jalousies. These
strategies, however, failed to have long-term effects on Ben’s bullying and aggressive
behaviors.
Teachers and Ben’s parents ask: When will he learn?

48. GUIDE QUESTIONS FOR PAPER 4
• Why do you think Ben behave that way? What are the
possible causes of such behavior?
• Do you agree on how Ben was handled by his adviser?
Yes/No, why?
• If you were the adviser of Ben, how will you handle the
situation?
• What principle(s) in classroom management will you apply?
• When do you think Ben will finally learn?