6 DIMENSIONS OF CLASSROOM MANAGEMENT

PHYSICAL DIMENSION -
A physical dimension is a property we associate with physical quantities for purposes of
classification or differentiation. Mass, length, and force are examples of physical dimensions.

PSYCHOSOCIAL DIMENSION
of or relating to psychology. pertaining to the mind or to mental phenomena as the subject
matter of psychology. of, pertaining to, dealing with, or affecting the mind, especially as a
function of awareness, feeling, or motivation: psychological play; psychological effect.

STUDENT- TEACHER RELATIONSHIP

1. Consistent Communication

Consistent communication is the most vital element as it serves to create a connection between
the two. A teacher who understands the problems of his or her students and then shapes his or
her teaching style in order to interact better with the student can see success, but this takes not
simply observation, but communication. Of course, teachers cant understand every problem of
every child in their class room but a general idea, grasped from the trouble points and insight into
behavior can go a long way in shaping a good two way communication. The more the teacher
communicates well, the higher is the chance of fast and effective learning at the students end.

2. An Emotionally-Safe Learning Space

Creating an open learning environment where different opinions are equally respected and where
there is no fear of ridicule from either ones peers or the teacher is crucial for building good
student teacher relationships. Students need to feel safe when asking questions, safe in the belief
that they wont be taunted or criticized and that their question or comment will be answered with
patience and respect.

3. Mutual Respect, Trust, & Feedback

Mutual respect and trust are at the foundation of any lasting relationship. Student-teacher
interaction that is based merely on academic progress or behavior management creates
inhibitions within a student and stifles true relationship-building. Those teachers that show
respect towards their students and a keenness to help them through their difficulties become the
object of respect themselves and trigger a drive among students to learn and make their teachers
proud.

Telling students that they have the ability to do well and praising them often with smiles, words of
approval, patient conversation, and even celebratory applause will all lead to motivating a student
further and accomplishing more.
4. True Equity

Ideal Classroom Climate Conductive To Learning:

The ideal classroom is a positive place where a student can come to work toward
specific goals set before them in the class objectives. The teacher is to be
positive, organized, outgoing, confident, and compassionate. The instructor often
sets the tone for the entire classroom. For example: If the teacher approaches her
day with dread, is not prepared, and often seems overwhelmed then her students
will play off of her attitude and disposition. Teachers often have very hectic
schedules, however they should not let their anxiety bleed over into their
classrooms.

INSTRUCTIONAL
DIMENSION
PROCEDURAL DIMENSION
 BEHAVIORAL DIMENSION
REWARDS

1. When the students earn enough points though good

behavior they can wear PJs to school and bring a pillow and
blanket. For the last hour of school, they can lay down and
either listen to stories or watch a movie.
2. Cut out a large star (or other shape if you prefer). Then post
the star in the classroom where it is easily seen. Each time
you catch a student listening, working quietly, helping
others, making a good choice, being a good friend, etc. the
student gets to write his/her initials on the star. The
students enjoy getting to put their initials up and that
enough is a reward for them. However, if you want to take
the reward further, you can give pencils or bookmarks to all
of the students when the star is full.

3. Teacher has a reward system to encourage positive

behavior. It can be based on a group or individual point
system with a reward once goal has been achieved. Reward
is students get to choose a special prize from the treasure
chest.

4. Tickets are given for 100% on papers, proper behavior,

answering questions, winning timed games (math, reading).
Once a month have an action for prizes and let students bid
on prizes with their tickets. Keep track and make sure that
each student wins at least 1 prize during the year. Some
auctions can be only for past or non-winners.

5. When student has read over 300 minutes at home in a

month, they earn a Coupon Book.

6. Drop a cotton ball in the glass or tub as a reward for good

behavior. Once the tub is filled, class gets extra recess.

7. Develop a list of classroom expectations and post. As

children exhibit desired behaviors they are paid with
classroom dollars. Conversely, if undesired behaviors are
exhibited, student may be fined. Classroom dollars can be
redeemed for prizes (non food) or privileges.

PUNISHMENTS
1. Loss of recess time
2. Extra homework
3. Loss of other privileges
4. Detention

ORGANIZATIONAL

DIMENSION
 MY PHILOSOPY

. My philosophy of teaching is to provide a

classroom environment where students are
encouraged to express their own ideas and
participate in their education experience. Although
I stress individual responsibility for learning in the
class, I also provide explanation and guidance
regarding the course materials and subject matter.
I want my students to enjoy the interaction in my
classroom and to be challenged by the intellectual
discussion of course material.
I expect students to take individual responsibility
for their education by coming prepared to
participate in class. To encourage student
participation, I use active learning techniques to
draw individuals into class discussions. During
class meetings, I ask students questions and use
their responses as a foundation for the concepts to
be covered in the class period. In addition, I
attempt to redirect questions posed by students in
the class to other students. By using active
learning techniques, I hope to help my students
understand they are responsible for their own
education experience.
 PORTFOLIO IN SPED 12

Submitted by:

Golondrina Ethel

Submitted to:

Maam Taganahan
I believe that as a future teacher my task would be to facilitate the
childs learning, development and help the students pursue their
dreams and aspirations in life. They have different knowledge and
abilities, that makes them diverse. I would never underestimate
the Childs abilities and capabilities but instead I will lift the Child
and give them the freedom because it would really help them
boost their self- confidence.
They might not have the same academic excellence or grades but
I would surely remind them that grades doesnt define their
intellect. I would also help integrate the child to have the best
values like honesty and most especially respect for one another.
Direct learning is included in my curriculum, I will allow students to
make their own choice while they learn in order to make
education more meaningful, relevant and effective, based on
constructivism. I will also aim to give the student greater control
and the child would be accountable in his or her own education, I
can also be a friend but I would set rules so that they would also
build respect for me, my profession and the school as well.
I should also give time in getting to know the students well, as
well as their background so that I would know what teaching
strategy and classroom management I would use. I will not use
corporal punishment to the child because it would just result to
gap, but instead tell them whats right from wrong and nurture
them to become a more mature and a genuine person in the near
future.

I WANT

I WANT