chapter 3

CHAPTER 3
Research Methodology
This chapter contains the research design population and samplings, the data gathering Instruments, the data gathering Procedures and the data processing.
Research Design
The researchers made use of the descriptive method to determine the answer questions concerning the current status and relation of the respondents.
Population and Sampling
The respondents of the study are about 10 parents who have exceptional children that include in mainstreaming program.
Data Gathering Procedure
The researcher went to the thesis adviser to asked for the permit and communication letter to be sent in the principal of the subject school.
Ten questioners were distributed to the selected respondents in order to determine this experiment. After we completed all the data needed we ise provided in analyzing and interpreting the data, through th help of the statician for statistical treatment.

CLASSROOM MANAGEMENT

CLASSROOM MANAGEMENT

Classroom management
-refers to the complex set of plans and actions that the teacher uses to ensure that learning in the classroom is efficient and effective.
-it also involves teaching the students how to manage their own behavior in classroom settings by establishing learning situations that will allow them to this
3 Principles components of classroom management
1.AUTOCRATIC (following beliefs)
*it is their responsibility to plan arrangement of desk and other furniture in the classroom
*it is their responsibility to plan schedules that seldom vary.
*teachers have the knowledge of the subject matter and the responsibility to express it to student through teacher-centered lectures,discussions and assignments.
*the student role in the classroom is simply to obey the rules and comply.
2.LAISSEZ-FEAIR- teachers employing this mode of leading are completely permisive. they appear to be tentative and powerless, anything goes, they make few rules and are not consistent in establishing the consequnces for misbehavior.
3.DEMOCRATIC STYLE- democratic teachers are neither autocratic nor permissive, they are firm and consistently about their expectations regarding students behavior and academic achievement.
-they involve students in stablishing specific rules and consequences for violating rules, ready and willing to listen to the needs,desires and reacions of their students.

2.Classroom Atmosphere
- supportive students and their effort, where all students feel welcome and accepted by the teacher.
*Teachers whose classes are friendly and positive find that their students learn and behavior better than those whoose classes are restrictive and repressive.One way of providing a classroom environment that is friendly and positive is to get to know the student and recognize each as a valuable and unique learner.

Someways to know the student are as follows:
1.classroom sharing during the first week of school.
2.observation of students in the classroom
3.observing the students outside the classroom
4.conversation with student
5.student writing
7.open ended questionaires
8.cumulative record
9.discussion with fellow teachers and guidance

*Classroom should be pleasant place for each student to com to learn and learn in all student, feel welcome in the classroom and accepted as an individual dignity.

''Some specific ways by which a popssitive classroom environment can be created''
*making the classroom an attractive place to be
*faireness and objectivity in dealing with every student in class
*admonishing behavior, not the student
*rewardind positive behavior
*sending positive note home to parent/guardian
*helping students develop their skills in cooperative learning
*rewarding individual successes, no matter how small the accomplishment
*making learning fun, using humor while teaching
*encouraging students to set high but realistic standards for themselves
*using intresting teaching strategies that increase students motivation to learn
*involving students in every aspect of their learning, including the planning of learning activities.
*being an interesting person and an optimistic annd enthusiastic teacher.

3.Classroom Discipline
-is a process of controlling students behavior in classroom.
-steps in preventing inappropriate student behavior and procedure for dealing with appropriate behavior.
-''classroom control'' term use by educators. to mean classroom discipline owning to its association with punishment.

**ELEMENTS
1.Control from with in the learner and from outside factors
2.Understanding of the learner and the learners perceptions of his behavior.
3.Refferal to specialist when necessary
4.Individualized instruction to meet the unique needs of each learner and control strategies

**Types of misbehavior that have to be contented (chrarles 1989)
a.Aggression b.Immorality
c.Defiance of autority d.Class disruptions e.Goofing off
*Teachers behavior that can possible cause of student misbehavior (Emner 1990)
a. nagging
b.assigning extra school work
c.punishing the group
d.use of writing a punishment
e.threats of ultimatums
f.premature judgement and actions
g.inconsistency
h.harsh and humiliating punishment

**Preventing classroom problems:
-before they occur involves anticipation of potential problem, before they occur.
-an orderly classroom does not happen by chance, it is the result of careful and systematic planning.

**Following guidelines can be considered by the teachers in preparing classroom rules (Evertson 1987)
-keep class rules and school rules consistent
-states rules clearly
-provide rationales for rules
-state rules positively
-allow student in put in the rule-making process

**Theoretical Approach in dealing with classroom management problem:
a.Non-interventionist approach- the childs develops from an inner unfolding of potential.
- goal is to enhance the personal growth and freedom
b.Interactionist approach- holds the child develops from interaction of inner and outer forces
c.Interventionist approach- called "behaviorist approach"

Report by:Jenny Rose Mater

ways

10 ways ''Your generous spirit can make a better world''

1.Do say ''Im here to help,put to work'' instead of ''let me know if you need anything''
2.Stay alert lest you mise opportunities to feed hungry people who are always close by.
3.Take comfort food in times of grief and trouble.
4.Always atop to render aid.Always.
5.Never postpone helping somebody who needs it a hug is more important than a job or a chore.
6.Make it times, its the greatest gift you can give.
7.Praise strugglers, encourage doubters, forgive cynics.
8.Share atleast one laugh a day and dont forget to sing.
9.Give time or money or better at both.Even if you think you can't afford it..Even if it hurts maybe because it hurts. (to remind ourselves we can be better than we think we are)
10.Be kindnest to those closest.Start with a part on your own back for doing the best you can,whenever you can,wherever you can, then work outward.

Report by: Jennyrose Mater

sped15

Suggested lesson plan in CBSPED

Topic:Familiarization of Friends and Neighbors

I.Objective
1. To know the importance of having a friend and neighbor.
2. To do the play/games and develop socialization.
3. To develop the sportmanship.

II.Reference/Materials
*Picture
*Puppets with different facial expressions

III.Procedure
a.Motivation/Review
-Use the games ''Face to Face games" (SHARADES).
b.Presentation
-Introducing each invited friends and neighbors.
c.Lesson Proper
-They can communicate to friends.
-Discuss the different kinds of greetings and when/where to use each greetings.

IV.Evaluation
Buddy system/Go in front of the group and try to give them/present some short drama using situations.

V.Remarks
Integration of polite expressions.

by:Jenny Rose Mater

EQUAL EDUCATIONAL OPPORTUNITY ACT (20 USC Sec. 1703)

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TITLE 20 - EDUCATION
CHAPTER 39 - EQUAL EDUCATIONAL OPPORTUNITIES
SUBCHAPTER I - EQUAL EDUCATIONAL OPPORTUNITIES
Part 2 - Unlawful Practices

§ 1703. Denial of equal educational opportunity prohibited

No State shall deny equal educational opportunity to an individual on account of his or her race, color, sex, or national origin, by -

• (a) the deliberate segregation by an educational agency of students on the basis of race, color, or national origin among or within schools;

• (b) the failure of an educational agency which has formerly practiced such deliberate segregation to take affirmative steps, consistent with part 4 of this subchapter, to remove the vestiges of a dual school system;

• (c) the assignment by an educational agency of a student to a school, other than the one closest to his or her place of residence within the school district in which he or she resides, if the assignment results in a greater degree of segregation of students on the basis of race, color, sex, or national origin among the schools of such agency than would result if such student were assigned to the school closest to his or her place of residence within the school district of such agency providing the appropriate grade level and type of education for such student;

• (d) discrimination by an educational agency on the basis of race, color, or national origin in the employment, employment conditions, or assignment to schools of its faculty or staff, except to fulfill the purposes of subsection (f) below;

• (e) the transfer by an educational agency, whether voluntary or otherwise, of a student from one school to another if the purpose and effect of such transfer is to increase segregation of students on the basis of race, color, or national origin among the schools of such agency; or

• (f) the failure by an educational agency to take appropriate action to overcome language barriers that impede equal participation by its students in its instructional programs.

Kenneth R. Howe, PhD

Professor of Education
School of Education, Room 245
University of Colorado at Boulder
249 UCB
Boulder, CO 80309-0249
Phone: 303-492-7229
Fax: 303-492-7090
E-mail: ken.howe@colorado.edu

Kenneth R. Howe is professor in the Educational Foundations, Policy, and Practice program area, and director of the Education and the Public Interest Center. Professor Howe specializes in education policy, professional ethics, and philosophy of education. He has conducted research on a variety of topics, ranging from the quantitative/qualitative debate to a philosophical examination of constructivism to a defense of multicultural education. His current research is focused on education policy analysis, particularly school choice. His books include the Ethics of Special Education (with Ofelia Miramontes), Understanding Equal Education: Social Justice, Democracy and Schooling, Values in Evaluation and Social Research (with Ernest House), and Closing Methodological Divides: Toward Democratic Educational Research. Professor Howe teaches courses in the social foundations of education, the philosophy of education, and philosophical issues in educational research.

teaching prof.

Understanding Equal Educational Opportunity

reviewed by Nicholas C. Burbules

Title: Understanding Equal Educational Opportunity
Author(s): Kenneth R. Howe
Publisher: Teachers College Press, New York
ISBN: 080773599X, Pages: , Year: 1997
Search for book at Amazon.com

One must admire the courage of a project like Kenneth Howe's in Understanding Equal Educational Opportunity. At a time when the United States has seen a series of compromises and erosions in the redistributive policies of the liberal welfare state, and a widespread abandonment of the social ideal of economic, political, and educational equality, Professor Howe has given us a well-argued reconception of the ideal of equal educational opportunity and has given this conception its strongest defense as requiring substantive equalization of certain educational outcomes. This emphasis flies in the face of a society that has become complacent about the profound inequalities of educational resources and facilities that exist between poor and wealthy, inner city and suburban, black and white, and rural and metropolitan school systems. Professor Howe's refusal to join in the chorus of "realistic" (read fatalistic) reformers, who have implicitly accepted that many school children will either drop out or leave school with barely adequate skills, must be admired. Professor Howe's book is a call...