CLASSROOM MANAGEMENT: PREPARING SPECIAL EDUCATION TEACHERS

I. Introduction

When teachers are often asked about what classroom management is,
they would often say Its all about discipline. However, classroom
management is much more than discipline. Classroom management is a
generic term to describe all teachers actions and interactions and how they
affect the students behavior (Danocup, 2010). Discipline in the classroom is
the traditional notion of classroom management whereas students should be
behaved and passive and the only authority is the teacher. This traditional
setting has long been gone with time. Newer beliefs and practices are now
being advocated to suit the Generation Y students who often question
authority. These generation Y students often flood the regular schools today.
They often come in a classroom of 50s, 60s, 70s or even more. Within
these groups is a diversified class of students whom we know as the special
children. There are a few public schools catering for special children but,
most often, these children are mixed with regular students in the public
schools. These present a big challenge in classroom managementthe most
difficult task for teachers.

II. SUMMARY

This book presents the topics in twelve modules. Module 1-3 discusses
Chapter 1: Theoretical Foundations of Classroom Management in Special
Education while Module 4- 7 are under Chapter II: Instructional Environment
in Special Education Settings. Module 8- 10 tackles Chapter III:
Understanding and Management of Classroom Challenging Behaviors.
Module 11 and 12 talk about Chapter IV: The Special Education Teacher in
the 21st Century.

Chapter I serves as the groundwork for Chapter II-IV for it discusses the
foundations of classroom management. This includes discussion of the
nature of learner diversity, components of classroom management and the
philosophies in classroom management.

Chapter II includes the management and organization of space and

material and equipment. It also offers ideas in using instructional time
effectively and the process of transition and its problems for the special
needs learners.

The rationale behind challenging behavior and the different

approaches in behavior management are the focus in Chapter 3. Definitions
and categories of challenging behaviors in school and in the classroom as
well as adjustment problems of children with special needs are discussed.
The need for establishing classroom standards and different behavioral
techniques in increasing appropriate behavior and reducing inappropriate
ones added as means of behavior management.

This book also recognizes the ideal Special Education teacher who is
expected to work with children who have unique characteristics that demand
special considerations. The personal attributes, qualities and professional
qualifications of Special Education teachers are addressed by Chapter 4. The
role of research is, likewise given emphasis in this chapter.

III. Book Criticism

This book written by O Beriones Danocup has several good points.

First, it is a work text in module type. Students in the undergraduate

school or graduate school could easily grasp the context of classroom
management because of its student-centered approach. The parts of the
work text include TAKE OFF which sets the mental mood of the readers. It
serves as motivation for the topic to follow. It could be in the form of
thought-provoking questions or anecdotes as experienced by the author or
as retold to the author. These short stories are real situations which a
teacher has already experienced or one which could be an experience a
teacher has yet to take. They may give us realizations or insights on how to
react when faced with similar situations. READ, THINK and UNDERSTAND
explains the concepts in the easiest and most understandable way. It is as if
one is listening to a proficient professor, only, in this book one is reading.
Pair, group, or individual exercises are also given in REFLECT and APPLY. This
part requires activities which leads the reader to contemplate the concepts.
Multiple choice items serve as evaluation after every module. Readers could
reread READ, THINK and UNDERSTAND if there are items that could not be
answered.

Second, though the work text is for the preparation of Special

Education teachers, the topics still return to the basics of classroom
management. For instance, classroom physical setting is explained in the
general setting, then, further examples are for the Special Education setting.
One difference of the physical setting for regular schools is everything should
be colorful and attractive. However, this kind of setting is unsuitable for
some special needs learners.
 Last, the modules are so arranged that one module should be
accomplished before setting to the next one. The worktext starts with the
understanding of the foundations and ends with the importance of research
which challenges the very foundation of classroom management.

However, the following are those which still need to be improved.

First,