Large classes can be both challenging and rewarding to teach. The instructor, is often the center of attention and the expert in the room, which can be gratifying. Because it is often a passive experience, learning in a large class can also be difficult for students. They are provided with few opportunities to gauge their understanding during a lecture. Teachers don’t like large classes. You can struggle and complain, or you can make the commitment to make your large class as effective as a “normal” class. When a class is large, you have to overbuild your classroom management structures. You can do almost everything in large classes that you do in smaller ones; you can make them as student centered as smaller classes, but you have to do it …show more content…
For instance, you can give your students in-class and out-of-class assignments that ask them what they have learned and what questions they have about what they have learned. Rather than following your students’ failures, you can also track their successes, which are also your successes in teaching. You will find also that involving your students in their learning and in assessing how well they have done can save you time and reduce your …show more content…
Increase student responsibility. This leads to better learning and more class discipline. Because teachers do not have enough eyes to monitor every group of students, it is important to create routines in which students monitor themselves and students monitor (and support) each other. Assigning regular team leaders who liaise with the teacher, and assigning other team members ongoing roles in carrying out learning activities helps make everyone more accountable.
4. Emphasize positive behaviors to improve classroom management. By making abundantly clear to students what good behaviors are, by praising students who practice good behaviors, and by asking students to describe or model good behaviors when questionable behavior occurs, you create a class focused on good behavior. In large classes, building habits of good behavior creates a culture that tends to reduce behavioral disruptions. Too often, students don’t know what good behavior is, or how important it is. Focusing on good behavior also reduces the resentment that comes when the teacher must address problem behavior.
5. Peer and self-assessment are musts in large classes. Peer and self-assessment do not ask students to grade each other. They provide checklists to reinforce and implement practices that the teacher wants students to adopt. This way, when assignments arrive on the teacher’s desk, they have at least been reviewed twice and may have fewer errors to
This gives opportunities for discussion, reflection and a chance to understand develop empathy for each other. ‘The ultimate objective is to enhance children’s ability to become socially and emotionally competent individuals who succeed in school’. http://incredibleyears.com/team-view/carolyn-webster-stratton/ To give a practical example of one of the key initiatives is to praise good behaviour not matter how small and ignore unacceptable behaviour so long as no harm will come to others. This strategy should always be the starting point of your classroom management. The majority of children will respond to this positive reinforcement and quickly understand how to gain phrase for doing the right thing.
and I want you on your best behavior or we won’t be able to do things like this.” 5. Observe and assess students as they work with their partners. 6. Listen to what the students are saying about shapes and items in the room.
Classroom sizes are generally smaller sized (with an average of 26) which is the size that I have been used to in attending high school and community college. I think this size is optimal because it allows the students
The average class size is about 33 to 40 students per room in 220 classes. The teachers are worked to exhaustion and the students are treated like animals. Fremont High is lacking the basic needs for everyone there and all of the students know it. School is meant to be a place for students to feel comfortable and educated, not what Fremont High School is.
Harpo Allen Middle School Scenario Reflection 1. Describe some approaches that could be used to establish a culture of high expectations for students and staff performances at Harpo Allen Middle School. • First, as a new principal, you will need to acquire an understanding of and appreciation for the culture of the school, then, use your leadership style (such as being a team leader) in order to gain the trust and respect of the staff and students. • Conduct a school climate survey of faculty, parents, and students to gauge how much of the learning process I taking place and what measures need to be incorporated insure that high quality teaching/learning is taking place for the entire school. • Create PLCs to promote high expectations among
2. How and when did you decide to enter teaching? Well I always played music as a kids, as you know, to help me cope in my everyday life. It was always such a huge part of who I was so it just seemed natural to want to share that. It was in high school that I really decided I wanted to teach.
One of the positives of Missouri Southern State University are the classes. Classes at MSSU are relatively small, averaging about 20-30 students per teacher. This allows for a more intimate learning experience and class participation. When asked, fellow students agree that the small classes are auspicious since it allows for more one on one discussions in class. Classes are favored by MSSU students due to the teacher’s ability to enthrall the students.
). By showing them passion and being enthusiastic I would motivate them to achieve their targets. Wallace (2006), states that if outcomes are not achieved by students the lesson is not achieving the primary purpose. This is why assessing plays a significant role in the learning process. Formative assessment gives feedback about the learners’ progress through the course and a summative assessment is carried out at the end of the course and this is a formal way to check if the learner has met the outcomes of the course (Gravells 2014).
This can sometimes be blamed on the student and how much they want out of a class but many times this is just way students are taught to learn and how they have always gotten through school. College’s need to take note of this problem and find a way to change it. Today’s education system and colleges are too focused on letter grades and not the betterment of students and expanding their knowledge. Getting good grades is the main focus of today’s student. Because of this, unfortunately, they
I had the pleasure of visiting with Mrs. Cooke’s fifth grade class during my clinical experiences. Mrs. Cooke has a great rapport with her students and has very little difficult actively engaging students in learning. One of the “takeaways” from my visit references the students’ and teachers’ commitment to the principles of “The Leader in Me”. From a school-wide perspective, East Elementary School does not practice the traditional positive behavior interventions. Instead, the administration has adopted the ideals and principles behind “The Leader in Me”.
Teachers have the power to determine whether their classroom will be a caring atmosphere or an authoritarian environment for the students. Teachers need to curb their ego and model empathy, positive attitude, and leadership skills. She believes that if teachers use positive attitudes when dealing with difficult students, the students will respect the teacher more; therefore, the students will have better behaviors. Showing empathy toward the students will result in the student feeling like someone understands them. Creating relationships with students helps them feel safe in their environment and comfortable talking to the teacher.
I incorporate this learned experience daily and learn through each success and discovered area of improvement. Addressing my students needs using a variety of assessment tools has been a beneficial practice to help guide instruction. Students have different learning styles and their strengths and weaknesses are not always apparent using the same methods of assessment. Utilizing formative, standards(goal)-based, anecdotal, observational and benchmarks has driven my instructional programs. The combination of different assessments provides me with a multi-dynamic perspective of my students allowing me to better understand their strengths, weakness and academic needs.
Classroom management is the process by which teachers and schools create and maintain appropriate behavior of students in classroom settings. When classroom-management strategies are executed effectively, teachers minimize the behaviors that impede learning for both individual students and groups of students, while maximizing the behaviors that facilitate or enhance learning. Classroom management is really hard and there are many theorists that talk about it and each is different from the other where each theorist has his/her own ideas and thoughts. Some of them are mentioned below. In Redl and Wattenberg 's theories, they encompass group dynamics, self-control, the pleasure-pain principle, and understanding reality.
The class was very big and has many chairs, and tables no one uses it. Due to
"Students ' ability to gain the teacher 's attention by behaving appropriately" (Tuckman & Monetti, 2011, p.466). "The key to Assertive Discipline is catching students being good: recognizing and supporting them when they behave appropriately and letting them know you like it, day in and day out" (Canter, n.d.). When a student displays appropriate behavior the teacher should recognize their action. By stating a positive comment, a student will continue to exhibit the desirable behavior.