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.
Both the information processing theory and the observational learning theory place an emphasis on the ability of the learner to store and encode the information into their memory for successful learning to occur. This is the cognitive view working within each, however, both theories generally applied to the classroom setting can fall short in different aspects from the teacher perspective. For cognitive theorists, the student learning process is almost too similar and heavily based on the mind being equivalent to a machine. The information processing theory focuses on internal systemic processes, ignoring any social context or influences on information processing (Miller, 2011). This specific concentration on the internal cognitive processes leaves no room to reflect on the emotions of a learner.
The writer states that she was using this approach while applying the puzzles to acquire the problem-solving skills; however, there is no detail about this approach. It can be said that “Constructivist approaches to learning emphasize student-centered and project-based learning where students pose questions, explore multiple interpretations of meaning, and where the teacher acts as facilitator and guide.” . But, in case the reader does not know about this approach, there should have given some general information about it and the methods which are used in it. On the other hand, according to the description of the approach above, the writer literally used it in the class taking into consideration that the whole process she stated in her article is based on this learner-centric education, which was observed the shift from the teacher-centric
“Often students blurt the first answer that comes to mind. Sometimes they shout out an answer, start to work without fully understanding the directions, lack an organized plan or strategy for approaching a problem or make immediate value judgments about an idea---criticizing or praising it---before fully understanding it” (Costa & Kallick, 2000, p. 3). For this reason, I decided to focus on managing impulsivity. Also, listening with understanding and empathy was another focus area implemented in my classroom. Once a student is able to manage their impulsivity, learning can take place in the classroom.
Following are some things I would apply in my classroom based on this theory. o Give students the opportunity to create their own classroom policies and procedures by making a chart and displaying it. We can actually use this in maintaining classroom management, behavior modification and establishing routines inside the classroom. o Let the students realize that they are responsible for their moral development. Present them different examples that will inspire and teach them to be morally responsible with their own
INTRODUCTION The aim of this essay is to briefly explain the four major developmental theories and to explain how we can implement these theories in our classrooms to deal with our students. The essay has main three parts. A brief introduction of developmental theories is followed by the main body. The main body includes the four theories with a brief summary of each and with some implementations that can be implied in the real world teaching. The essay ends with a conclusion by the summarizing key point of this essay.
In addition, the instructor cannot be able to control the behavior of learners for they are meeting in virtual classes, a very important aspect of classroom management in education is ignored. Technology in the field of education is a powerful tool since its future pays main focus on technology advancement and multi-screening on education thus triggering interest among students. For example, it helps leaners advance in skills like; creative thinking, problem solving, inquiry skills, argumentative skills, designing skills among others. Future oriented education adds whole categories to education that are not in the curriculum today. These include effective action, effective relationships and effective accomplishment.
This diversity shows some difficulties such as; Tretten and Zachariou (1997) indicated in their research report about PBL in different classrooms, the diverse practices under the label of PBL study makes it hard to evaluate what is not PBL, what is PBL, and what you are assessing is related with a “real project”. Although, the teachers may understand and act as a provider in PBL learning classroom, success cannot be obtained at the end. Moreover, in the course, learners have control of their own studying and activities in the class. This method of teaching contributes to the students’ self-esteem that give them responsibility to assess their own ideas. This responsibility makes a challenge about PBL learning in the loss of their self-motivation, deadlines and individual study.
Many instructors/teachers feel comfortable with traditional classroom, where they play a central role in the classroom (Kemdikbud, 2013a). This is a difficult transition, especially for instructors/teachers who have little or no control of the technology. Moreover, teachers’ content knowledge, students’ lack of experience in project based learning and their preferences for traditional-structured approach that emphasize passive learning (Helle et al. 2006). c. Applying project based learning in the classroom may be intimidating for some experienced teachers and will be even worse for beginners (Kemdikbud, 2013a).
A teacher must identify students with low self – efficacy and mentor them in the right direction. Because until we do so, these children will not enjoy their learning experiences. Children will not initiate tasks unless they are motivated and confident that they have caused the outcomes. As children look for peer models, peer – learning should be emphasized. The study also recommends that teachers and adults around the child do not make judgements on their performances.
Then again, would he/she falter and say, "Ummmm?" If I could play that game with someone, I would love to see the reaction and response, because it is a difficult word to understand. Here 's the contrast between the initial four words and the last one. At a basic level, opposites are engraved in our learning, and we know how to handle words. Consequently, the response is programmed and takes little thought.