Managing k to 12 classes and students
- 1. Managing K to 12 Classes and Students
- 2. K to 12 at a Glance! • Republic Act No. 10533, entitled “An Act Enhancing the Basic Education System by Strengthening Its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and for Other Purposes,” • otherwise known as the “Enhanced Basic Education Act of 2013,” • approved on May 15, 2013, and which took effect on June 8, 2013, • the Department of Education (DepEd), the Commission on Higher Education (CHED), and the Technical Education and Skills Development Authority (TESDA), issued the rules and regulations to implement the provisions of the Act
- 3. Curriculum • 10.2. Standards and Principles. The DepEd shall adhere to the following standards and principles, when appropriate, in developing the enhanced basic education curriculum: – (a) The curriculum shall be learner-centered, inclusive and developmentally appropriate; – (b) The curriculum shall be relevant, responsive and research- based;
- 4. Curriculum – (c) The curriculum shall be gender- and culture-sensitive; – (d) The curriculum shall be contextualized and global; – (e) The curriculum shall use pedagogical approaches that are constructivist, inquiry-based, reflective, collaborative and integrative;
- 5. Curriculum – (f) The curriculum shall adhere to the principles and framework of Mother Tongue-Based Multilingual Education (MTB-MLE) which starts from where the learners are and from what they already know proceeding from the known to the unknown; instructional materials and capable teachers to implement the MTB-MLE curriculum shall be available. – For this purpose, MTB-MLE refers to formal or non-formal education in which the learner’s mother tongue and additional languages are used in the classroom;
- 6. Curriculum – (g) The curriculum shall use the spiral progression approach to ensure mastery of knowledge and skills after each level; and – (h) The curriculum shall be flexible enough to enable and allow schools to localize, indigenize and enhance the same based on their respective educational and social contexts.
- 7. Classrooms – the Learning Environment • Learning Center refers to a physical space to house learning resources and facilities of a learning program for out-of- school youth and adults. • It is a venue for face-to-face learning activities and other learning opportunities for community development and improvement of the people’s quality of life. • This may also be referred to as “Community Learning Center” authorized or recognized by the DepEd.
- 8. The Learners • Learner refers to a pupil or student, or to a learner in the alternative learning system – Kindergarten Education is the first stage of compulsory and mandatory formal education which consists of one (1) year of preparatory education for children at least five (5) years old as a prerequisite for Grade 1. – Elementary Education refers to the second stage of compulsory basic education which is composed of six (6) years. The entrant age to this level is typically six (6) years old.
- 9. The Learners – Secondary Education refers to the third stage of compulsory basic education. It consists of – four (4) years of junior high school education and – two (2) years of senior high school education. – The entrant age to the junior and senior high school levels are typically twelve (12) and sixteen (16) years old, respectively.
- 10. The Learners • Inclusiveness of Enhanced Basic Education. • In furtherance of Section 3 of the Act, inclusiveness of enhanced basic education shall mean the implementation of programs designed to address the – physical, – intellectual, – psychosocial, and – cultural needs of learners,
- 11. The Learners • Inclusive Education – Programs for the Gifted and Talented. These shall refer to comprehensive programs for the gifted and talented learners in all levels of basic education. – Learners with Disabilities – Madrasah Program – Indigenous Peoples (IP) Education Program
- 12. Laws Governing Student Discipline • Child Protection Policy – Deped Order No. 40 s. 2012 • CAR and CICL – Deped Order No. 18 s. 2015 • DECS Service Manual – Regulations Directly Affecting Pupils/Students Chapter III Part IV
- 13. Managing K to 12 Classes and Students
- 14. Dealing with irritating classroom behavior
- 15. – Students and teacher should draft and adopt acceptable classroom rules and procedures – Consistently review the rules and procedures of the classroom until the students can successfully adhere to them. – Use simple verbal reprimands when the misbehavior occurs.
- 16. Dealing with students on how to improve their interaction with authority
- 17. – Provide opportunities for students to change their hostile and aggressive energy into socially acceptable channels such as sports, clubs, crafts, hobbies, etc. – Talk to the student in private to ascertain the reason for his/her misbehavior. – Encourage students to strive for greater self-control in as many situations as possible. • Contact parents and/or administrators when there is no other way of resolving the conflict situation. • Refer the student to appropriate staff • Keep anecdotal records to support your concerns.
- 18. Dealing with a child who becomes argumentative upon confrontation
- 19. • Do not confront the student in a group situation. • Evaluate the situation that led to the confrontation. • Do not make threats that cannot be carried out. • Allow your emotions to cool before approaching the student. • Give the child an opportunity to speak his/her piece. • If you made an error, admit it!
- 20. How to resolve a child's constant misbehavior
- 21. • Meet with the child and describe the unacceptable behavior in the classroom. • Explain the reason(s) why you find the behavior unacceptable. • Focus on the behavior, not the person • Let the student know exactly what will happen if the problem continues • If the misbehavior occurs again, follow through with the previously planned disciplinary action. • keep the parents and the principal informed of the progress or lack of progress. • If the child continues to misbehave and you feel that you have utilized all of your options and resources, send the child to the principal's office.
- 22. Dealing with boastful and attention-seeker
- 23. • Give the student a position of responsibility in the classroom and encourage him/her to set a good example for others • Post a chart in the front of the room delineating the rules to be followed when responding • Assign the student a special project of interest and let him/her present the report to the class • Provide recognition and positive attention whenever possible. • Arrange parent conferences to discuss any factors that may be contributing to the student's problem in school
- 24. Dealing effectively with a "class clown“
- 25. • Let the student know in private how you feel about his/her unacceptable behavior • Explain to the student that the solution to his/her problem is his/her responsibility as well as yours • if the "class clown" behavior continues and it affects the level of learning for the rest of the class, then the responsibility for the solution will lie with him/her and the administration. – Ask for the assistance of a counselor to investigate various possible reasons for the child's need to be the "class clown."
- 26. Dealing with students who fail to ask for help
- 27. • For various reasons, the student may not feel comfortable or confident about asking questions in certain classroom settings • Allow the student to write the questions on a piece of paper or a 3x5 card. Then, when time permits, meet with the child individually to review the questions, • Designate a student who can offer assistance - help from a peer may be more apt than from the teacher. • Consider having the child evaluated for a possible learning disability or a health problem • Check to see whether the student exhibits this behavior in other subjects • If available and practical, utilize the services of a counselor • Emphasize that asking a question indicates intelligence, not stupidity
- 28. Dealing with students who frequently shift attention
- 29. • Assign the student some type of classroom responsibility • Carefully arrange the student's work area to minimize classroom distractions • Refer the student to a specialist and/or school nurse to check on visual and auditory deficits. • Provide your students with firm but fair classroom rules. • Prepare a variety of short lessons to maximize student attention and participation • Contact the parents about the behavior of the child
- 30. Dealing with students with lack of motivation
- 31. • Use incentives in the classroom to reinforce motivation toward accomplishment • Get to know each child as an individual • Have a real purpose in the school work you assign to your students • Assist the student in setting realistic goals. • Don't always point out errors in a student's work, but show how the finished product can be improved. • Show enthusiasm when you teach. The teacher is the key to motivation in the classroom. • Develop special projects for the child whose interests have not yet been tapped by the school routine. • Give special recognition through "Student of the Month" or "Star for the Day" designations.
- 32. Dealing with students who show lack of respect
- 33. • The teacher should practice the 3 R's: Respect, Responsibility, and Reciprocity. • Clearly state the reasons for respecting other people’s property • Show videos dealing with respect and then discuss them • Don't make unrealistic requests, dictate rules without explanations, • Listen to each student. Never assume that you know what the student is going to say to explain his/her actions. • Show that even though, as the teacher, you are in charge of the class, you respect the student and expect respect in return. • Never make idle, sarcastic threats
- 35. Handling disciplinary actions • Use of infraction slips • Use think sheets • Make a clear school rule in handling student discipline • Establish a hierarchical setup in handling student discipline
- 36. Teacher, remember these: • You can make or unmake a student • Like the Indian Folktale – The life of the bird lies in your hands, so as the life of the students in the hands of a teacher • Thank you very much and be the change agent you want the world to be
Editor's Notes
- #14: How can a teacher prevent irritating classroom behaviors? 1. The students and teacher should first discuss and then write a "group" contract adopting acceptable classroom rules and procedures by the end of the first week of school. 2. Periodically review the rules and procedures of the classroom until the students can successfully adhere to them. 3. Use simple verbal reprimands when the misbehavior occurs. Make sure that they are to the point, moderate in tone, and private (e.g., "Stop talking and work on your math problems, please"). 4. Give praise to the entire class as frequently as possible (e.g., "Thank you for working so quietly, “or "I'm delighted to see you all working so well today"). 5. A student who continually exhibits an unacceptable behavior (e.g., out of his/her seat) might profit from an "individualized" contract pinpointing the "desired" behavior (e.g., remaining in his/her seat) and delineating the consequences (e.g., if goal is reached, then student will receive designated reward or recognition). 6. Intervene as soon as possible in order to prevent the misbehavior from occurring (e.g., say "Harry, may I help you with your assignment?" when the student begins to show signs of frustration). 7. Use facial expressions to convey to the student that the misbehavior was not totally overlooked. Circulate around the room frequently, to avert potential behavior problems.
- #17: ANTAGONISM WITH AUTHORITY What can be done to help students improve their interaction with authority figures? -Provide opportunities for students to change their hostile and aggressive energy into socially acceptable channels such as sports, clubs, crafts, hobbies, etc. - Talk to the student in private to ascertain the reason for his/her misbehavior. - Encourage students to strive for greater self-control in as many situations as possible. - Contact parents and/or administrators when there is no other way of resolving the conflict situation. - Refer the student to appropriate staff members (e.g., the Child Study Team, if the student frequently displays uncontrollable verbal hostility). Keep anecdotal records to support your concerns.
- #21: 1. If possible, meet with the child and describe in exact terms the behavior you find unacceptable in the classroom. 2. During the discussion, explain the reason(s) why you find the behavior unacceptable. 3. Be sure the child understands that it is not he/she who is unacceptable, but rather the behavior. 4. Let the student know exactly what will happen if the problem continues. 5. If the misbehavior occurs again, follow through with the previously planned disciplinary action. 6. Throughout the process, keep the parents and the principal informed of the progress or lack of progress. 7. If the child continues to misbehave and you feel that you have utilized all of your options and resources, send the child to the principal's office. Explain to the child that he/she is welcome to return when he/she is ready to follow the classroom rules.
- #23: 1. Give the student a position of responsibility in the classroom and encourage him/her to set a good example for others (e.g., passing out papers). 2. Post a chart in the front of the room delineating the rules to be followed when responding. For example: 1. Raise your hand if you wish to talk. 2. Wait to be called on. 3. Listen while others talk. 3. Assign the student a special project of interest and let him/her present the report to the class. 4. Ignore the student's annoying comments, but give praise when the student describes his/her real achievements. 5. Assign the student to a small group in which he/she must participate primarily as a follower. 6. Provide recognition and positive attention whenever possible. 7. Model appropriate behavior every day for the student, so that he/she can see what is expected of him/her (e.g., role-playing by teacher and/or peers). 8. Arrange parent conferences to discuss any factors that may be contributing to the student's problem in school (e.g., sibling rivalry).
- #25: 1. Let the student know in private how you feel about his/her unacceptable behavior, and explain what is expected of him/her. Try to form a trusting relationship with this student. Listen to his/her feelings and expectations. Try to channel his/her talent for humor into something more productive, such as creating a class play or dramatic skit. 2. If you think it would be beneficial, try role-playing with this student. Give him/her the role of the teacher who is trying to teach a lesson. You take on the role of the class clown and exhibit the same behaviors that he/she does in class. This may be a learning experience for the entire class! 3. Explain to the student that the solution to his/her problem is his/her responsibility as well as yours. However, if the "class clown" behavior continues and it affects the level of learning for the rest of the class, then the responsibility for the solution will lie with him/her and the administration. 6. Ask for the assistance of a counselor to investigate various possible reasons for the child's need to be the "class clown."
- #27: 1. For various reasons, the student may not feel comfortable or confident about asking questions in certain classroom settings. Have an individual conference with the student to discuss the problem. Work together to develop possible solutions. 2. If the student does not feel comfortable asking questions in the classroom setting, have him/her write the questions on a piece of paper or a 3x5 card. Then, when time permits, meet with the child individually to review the questions, or provide general answers to the class if you think others may have the same questions. 3. Designate other students in the classroom as resource persons, who can meet with the student and offer assistance. The student may be more apt to ask for help from a peer than from the teacher. 4. Consider having the child evaluated by the Child Study Team for a possible learning disability or a health problem (poor hearing, poor vision, etc.). 5. Check to see whether the student exhibits this behavior in other classrooms. If he/she does not, you may want to focus on the way you relate to this student. 6. If available and practical, utilize the services of a counselor to assist the child in overcoming his/her reluctance to express him/herself in class. 7. Create a chart listing all students, and give recognition to those who ask questions in class. Emphasize that asking a question indicates intelligence, not stupidity.
- #29: 1. Assign the student some type of classroom responsibility that he/she looks forward to doing(e.g., collecting completed work, delivering messages, etc.). 2. Carefully arrange the student's work area to minimize classroom distractions (e.g., study carrels, room partitions, etc.). 4. Refer the student to a specialist and/or school nurse to check on visual and auditory deficits. 5. Provide your students with firm but fair classroom rules. Make sure you consistently adhere to the consequences of breaking rules. 7. Prepare a variety of short lessons to maximize student attention and participation (e.g., manipulation exercises of 15 to 20 minutes in duration). 8. Make suggestions to parents about the possible use of various nutritional diets (e.g., the Feingold diet).
- #31: 1. Use incentives in the classroom to reinforce motivation toward accomplishment (e.g., prizes, stars, or other rewards for completing assignments on time). 2. Get to know each child as an individual, to gain insight into his/her strengths and interests. 4. Have a real purpose in the school work you assign to your students. Make sure that it relates to their needs. 5. Assist the student in setting realistic goals. 6. Don't always point out errors in a student's work, but show how the finished product can be improved. 8. Show enthusiasm when you teach. The teacher is the key to motivation in the classroom. 9. Develop special projects for the child whose interests have not yet been tapped by the school routine. 10. Give special recognition through "Student of the Month" or "Star for the Day" designations.
- #33: 1. The teacher should practice the 3 R's: Respect, Responsibility, and Reciprocity. 3. Clearly state the reasons for respecting other people’s property. Publicly acknowledge those who demonstrate respect for others' property, so their peers can model their behavior. 4. Show videos dealing with respect and then discuss them. See Guidance Associates materials. Obtain materials from your county audio library. 5. Don't make unrealistic requests, dictate rules without explanations, or give an ultimatum that presents students with a boundary they might be tempted to cross because they feel it is unreasonable. 6. Listen to each student. Never assume that you know what the student is going to say to explain his/her actions. 7. Show that even though, as the teacher, you are in charge of the class, you respect the student and expect respect in return. 8. Never make idle, sarcastic threats (e.g., "How many times have I told you to sit down? I am going to have to take away your recess time for the semester unless you behave.")