Managing the 21Managing the 21stst Century ClassroomCentury Classroom

Carlo Magno, PhDCarlo Magno, PhD

De La Salle University, ManilaDe La Salle University, Manila

College of EducationCollege of Education

Teaching involves..Teaching involves..

• InstructionInstruction• AssessmentAssessment• Classroom managementClassroom management• Professional responsibilityProfessional responsibility

““The instruction, teaching, and The instruction, teaching, and curriculum would fall in the right place curriculum would fall in the right place if classroom management is if classroom management is appropriate.”appropriate.”

What does classroom What does classroom management consist?management consist?

• Address the challenges of the Address the challenges of the studentsstudents

• Teachers and students successfully Teachers and students successfully working togetherworking together

• Teacher knows and is confident in Teacher knows and is confident in monitoring studentsmonitoring students

Paradigm shifts in classroom Paradigm shifts in classroom managementmanagement

Focus:  memorization of Focus:  memorization of discrete factsdiscrete facts

Focus:  what students Know, Can Focus:  what students Know, Can Do and Are Like after all the Do and Are Like after all the details are forgotten.details are forgotten.

Textbook-drivenTextbook-driven Research-drivenResearch-driven

Passive learning Passive learning Active LearningActive Learning

Learners work in isolation – Learners work in isolation – classroom within 4 wallsclassroom within 4 walls

Learners work collaboratively with Learners work collaboratively with classmates and others around the classmates and others around the world – the Global Classroomworld – the Global Classroom

Teacher-centered:  teacher Teacher-centered:  teacher is center of attention and is center of attention and provider of informationprovider of information

Learner-centered:  teacher is Learner-centered:  teacher is facilitator/coachfacilitator/coach

Little to no student freedomLittle to no student freedom Great deal of student freedomGreat deal of student freedom

Paradigm shifts in Paradigm shifts in classroom managementclassroom management

““Discipline problems – Discipline problems – educators do not trust educators do not trust students and vice versa.  students and vice versa.  No student motivation.No student motivation.

No “discipline problems” – students No “discipline problems” – students and teaches have mutually and teaches have mutually respectful relationship as co-respectful relationship as co-learners; students are highly learners; students are highly motivated.motivated.

Teacher is judge.  No one Teacher is judge.  No one else sees student work.else sees student work.

Self, Peer and Other assessments.  Self, Peer and Other assessments.  Public audience, authentic Public audience, authentic assessments.assessments.

Low expectationsLow expectations High expectations – “If it isn’t good High expectations – “If it isn’t good it isn’t done.”  We expect, and it isn’t done.”  We expect, and ensure, that all students succeed in ensure, that all students succeed in learning at high levels.  Some may learning at high levels.  Some may go higher – we get out of their way go higher – we get out of their way to let them do that.to let them do that.

Print is the primary Print is the primary vehicle of learning and vehicle of learning and assessment.assessment.

Performances, projects and multiple Performances, projects and multiple forms of media are used for learning forms of media are used for learning and assessmentand assessment

Diversity in students is Diversity in students is ignored.ignored.

Curriculum and instruction address Curriculum and instruction address student diversitystudent diversity

Classroom should be able to Classroom should be able to develop 21develop 21stst century skills century skills

• Critical Thinking and Problem Solving Critical Thinking and Problem Solving • Collaboration across Networks and Collaboration across Networks and

Leading by Influence Leading by Influence • Agility and Adaptability Agility and Adaptability • Initiative and Entrepreneurialism Initiative and Entrepreneurialism • Effective Oral and Written Effective Oral and Written

Communication Communication • Accessing and Analyzing Information Accessing and Analyzing Information • Curiosity and Imagination Curiosity and Imagination

Case ACase A

• Teacher X gave an exercise for Teacher X gave an exercise for students to work using MS Word in students to work using MS Word in the computer lab. After 20 minutes the computer lab. After 20 minutes (the class runs for 40 minutes), (the class runs for 40 minutes), Student A was seen not to be doing Student A was seen not to be doing the exercise. Student A is the exercise. Student A is commenting that the activity given commenting that the activity given by the teacher is boring.by the teacher is boring.

• What will you do? What will you do?

Case BCase B

• While you are lecturing about the While you are lecturing about the parts of the Excel window, you saw parts of the Excel window, you saw that some students are passing that some students are passing around a paper and each one is around a paper and each one is giggling. You took the paper and you giggling. You took the paper and you saw that it is a drawing of you saw that it is a drawing of you (which looks grotesque!).(which looks grotesque!).

• What will you do?What will you do?

Case CCase C

• You are handling 50 students in the You are handling 50 students in the computer lab. Every time you give computer lab. Every time you give the procedure what to click using the procedure what to click using paintbrush, the students would not paintbrush, the students would not listen and gets in advance to what listen and gets in advance to what you are teaching, they are already you are teaching, they are already doing other things and not following doing other things and not following your instructions.your instructions.

• What will you do?What will you do?

Some tipsSome tips

• Set the place for learning.Set the place for learning.• Have physical presence inside the classroom.Have physical presence inside the classroom.• Spend the early parts of the year teaching your Spend the early parts of the year teaching your

students about routines, rules, and procedures.students about routines, rules, and procedures.• Plan ahead to avoid disruptionsPlan ahead to avoid disruptions• Treating misbehavior:Treating misbehavior:

– Is it calm, is it polite, is it fairly unobtrusive, does it treat the kids with dignity?

• Model the behavior you want from your students