TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES

Batangas Extension Campus

Brgy. Bungahan Cuenca, Batangas

Semi-detailed Lesson Plan

I. OBJECTIVES
At the end of the lesson, the students should be able to:
1. Understand some supportive measures that can create a well-mannered
classroom,
2.Value the importance of fostering a positive learning environment by reflecting
on the impact of teacher behavior and classroom dynamics during group
discussions, and
3.Demonstrate effective classroom management techniques.

II. SUBJECT MATTER

A. Topic: Classroom Management
B. Sub-topic: Discipline & Establishing Routine
C. Instructional Materials
● Powerpoint Presentation
● Laptop
● Lesson Plan
D.References: profEd book pg. 58-80

III. PROCEDURE
A. Preparation
Daily Routine
1. Class Prayer
2. Greeting
3. Checking of Attendance/Checking of Assignment
4. Review the Past Lesson

B. Presentation
1. Motivation
" Guess the jumbled letter"
Unscramble the jumbled letters to correctly guess the original word.

2. Raised Up Question
3. Unlocking of Unfamiliar Terms
CONDUCIVE- providing the right conditions for something good to happen
or exist.
SKIRMISHES- a brief fight or encounter between small groups, usually an
incident of a battle.
MISDEMEANOR-a minor wrongdoing
C. Lesson Proper
Teacher Demonstration.
The teacher will discuss the following:
● Discipline
● Establishing Routine

Lesson Proper
E. DISCIPLINE
Discipline is controlled behavior.
It constitutes the next important concern of teachers as part of good
management.
No matter how well-managed a learning environment is, students will
occasionally misbehave.
Teachers must be ready to deal with them with utmost care and consideration.
SOME CAUSES AND PREVENTIVE MEASURES THAT COULD HELP IN
ENSURING GOOD DISCIPLINE
1.Causes of disciplining problems
Some of the most common causes of classroom problems point prominently to
unfavorable learning conditions that impinge on the learners' abilities, needs, and
interests.
The teachers' lack of adequate knowledge and skills in handling occurrences of
misbehavior likewise contribute to a trouble-prone setting.

The classroom may not be conducive to learning if it is:

>overcrowded with more than the regular number of students to a class
>with poor lighting facilities and inadequate ventilation.
>with furnitures and storage cabinets disorderly positioned.
>with inappropriate seating arrangement such that distractions of student's
concentrations can easily occur.
>near sources of noise which obstructs understanding of the lesson.

The students bring to the classroom a surprising record of individual attitudes,

interests and abilities.
Said characteristics could be traced to their differences in:
a) family background,
b) physical and mental capacities, and
c) emotional traits, among others

The teachers' ability to meet discipline-challenging situations can spell the

difference between a good or distressed classroom control.
So much depend on their:
>knowledge of and skill in employing a wide range of classroom strategies and
procedures, and
>personal and emotional attributes.

2. Prevention
Seasoned teachers have learned how to prevent discipline problems.
They have accepted from varied experiences that no matter how hard they try,
somehow a case of misbehaving may occur. The good reminder they share to others is,
"You must know how to anticipate trouble so that minor skirmishes may not erupt to full-
fledged battles."

SOME EFFECTIVE MEASURES PRACTICED IN SOME SCHOOLS:

>Depending on the students abilities and interests, teachers can implement
group-oriented methodologies such as: 1) cooperative learning approach, 2) team
learning, 3) peer tutoring, and 4) group projects and collections.
>Of prime importance are the teachers' personal attributes such as: 1) patience,
2) compassion, 3) concern and caring attitude, and 4) respect and trust for others.
>The teachers' personalities are their surest "arms" that can either win or fail
amidst a controllable learning situation.

3. Common Ways of Establishing Discipline/Classroom Control

Schools differ in how they achieve and maintain good discipline.
Following are some common practices:
>Discipline is the students' responsibility
>Discipline is believed to be the exclusive responsibility of the teachers

4. Some tips to make you a good disciplinarian

Here are some tips and reminders that could make you a good disciplinarian:
>Be prepared to face a class with multi-behavior tendencies.
>Know your students well their names, family composition and socio-economic
status.
>Show your sincere concern for their welfare.
>Be calm, poised and tactful in solving discipline problems.
>All the times be firm and consistent in following classroom “do’s” and “don’t’s.

5. Common Ways of Dealing with Discipline Problems

Acceptable and effective:
>Use verbal reinforcers that encourage good behavior and discourage bad
tendencies.
>Use nonverbal gestures, frown or a hard look to dissuade them from mischiefs.
>Focus attention on one who is unruly and is about to disturb the neighbors.
>Award merits for good behavior and demerits for inconsistencies and lapses.

Unacceptable and ineffective:

>Scolding and harsh words as a reprimand will have a negative effect on the
entire class.
>Nagging and faultfinding, together with long “sermons” are repugnant and
nasty.
>Keeping a student in a “detention area” during or after classes as penalty for
misbehavior is a waste of time and occasion for learning.
>Assignment of additional homework compared to the rest could make them
dislike the subject.
>Use of ridicule or sarcasm could humiliate and embarrass a formentor.
>Grade for academic achievement should not be affected due to misdemeanor.

F. ESTABLISHING ROUTINE
Routine is a regular procedure or a normal practice that is to be followed.
It is a schedule of activities that is mostly time-paced and is attuned to the lesson
objective.
Following routine efficiently contributes to a good classroom management.

Advantages
The advantages of sticking to a routine are:
>it helps in accomplishing everything that is planned,
>it serves as a guide in controlling behavior,
>the students feel secure since they know every step in the procedure, and
>it builds a teacher's confidence in following a well-planned
procedure.

2. Ways of Establishing Routine

>Routine could be scheduled on a weekly or monthly instead of a daily basis.

>Plan a routine for an entire class rather than for an individual or a group.
>Plan a procedure for the whole unit with a corresponding time allotment for each
topic
>Give clear and direct instructions to avoid guessing on what to do next.
>Practice some signals that would mean the class is about to start and they must
be ready.
>Model time-consciousness. Let them see that you are following the planned
routine.

D. Application
I-ACT MO
DIRECTIONS: The class will be divided into 3 groups.
Each group will demonstrate their understanding about classroom management
strategies.
This activity should be done by role playing.
CRITERIA
Creativity - 10%
Related to the topic - 5%
Acting skills - 10%

E. Generalization
The teacher will call at least two (2) students to generalize the topic.

F. Evaluation
Direction: Read the following questions and choose the letter of the correct answer.
1. What is the main purpose of classroom management?
A. To ensure students follow strict rules
b. To create a conducive environment for learning
c. To prepare teachers for unexpected situations
d. To reduce the workload of teachers

2. Which of the following is an example of a structured classroom?

A .Allowing students to explore topics on their own
B. Activities are planned and follow established rules
C. Time allotment is flexible based on student interest
D. Students make decisions about how lessons are taught

3. Why is record-keeping important in classroom management?

a. To ensure students are punctual
b. To document students’ progress and performance
c. To reduce teachers' responsibilities
d. To enforce classroom discipline

4. What is one characteristic of a flexible classroom?

a. Strict adherence to pre-planned lessons
b. Spontaneous explorations and active participation
c. Limited time allotment for activities
d. Fixed grouping methods

5. What is the purpose of maintaining cleanliness in the classroom?

a. To avoid unnecessary classroom activities
b. To meet school regulations
c. To create a comfortable and organized learning environment
d. To reduce student participation

KEY TO CORRECTION
1. B
2. B
3. B
4. C

IV. ASSIGNMENT
A. Follow-up Assignment:
● Make a K-W-L chart about classroom management.

B. Advance Assignment
● Research about school and community relation

Prepared by: Checked by:

Estrada, Cherry Mae V. Prof. Honeylette Robles
BSIE-HE-3A