Classroom Management Case Study

In every school there are set policies and procedures so that all people working within the school are aware and stick to the same rules. Consistency is imperative. All adults working in the school would be : teaching staff, support staff, lunchtime supervisors, kitchen staff, governors, after school staff and temporary staff. There are many policies in schools that children and staff should be aware of.

As a result, the readers of the book benefited a lot from this book since it exposes the professionals who carried out the project as Dr. Patricia M. Greenfield, Ms. Blanca Quiroz, and many others were are notable in their work. Furthermore, it brings out the issue of schools demographics and contexts and, more importantly, help them apply the approach brought in the project on how to deal with classroom organization management. The fascinating thing about this book is the breakdown of the Bridging Culture Project, which assists a lot in understanding the issue of classroom management. Next time I happen to teach in a classroom, I will be very carefully about the class organization because this is the starting point of success in class and is very true to say that class management is all about creating a friendly environment for continuous learning to take place. I will rightly start by studying every student in my classroom and more specifically his or her culture then proceed to bridge the gap between the culture and the instruction that I give in

The policy should include its aims, purpose and principles, and identify who the school Designated Safeguarding Lead (DSL) and Designated Safeguarding Governor are. The DSL is the first point of contact for any member of the school staff who has a concern about the safety and wellbeing of a pupil. The DSL does not need to be a member of the teaching staff but should be a recognised member of the Senior Management Team with the required status and authority to carry out the requirements of the role. Depending on the size and requirements of the school, a Deputy Designated Safeguarding Lead should be available. The deputy is the first point of contact in the absence of the DSL to avoid any unnecessary delays in responding to a child/young person’s needs.

Image belongs to RCBOE.org Introduction Welcome to Richmond County School System (RCBOE) HR 1.111 Surviving Teacher Burnout (Mock) Webinar! Thank you for participating in RCBOE 's Surviving Teacher Burnout (mock) webinar. The objective to developing this particular webinar is to introduce human relations strategies used by promenient professionals on how to better manage stress in the classroom, as well as, with the public. It is intented to be used as an online community, where new teachers, with less than five years of classroom experience, and inexperienced substitute teachers, are able to obtain readily available classroom management strategies and techniques from promenient experts of the their field, share ideas and concerns, and

Therefore, the legislature requires every school to adopt a crime and victimization policy that conforms to specified criteria. Firstly, schools are expected to adopt a zero tolerance policy that defines the procedure followed by a given school (within the state) in reporting the misconduct or behavior of a particular student to the relevant law enforcement departments when the accused is within the district school board’s jurisdiction. Secondly, the policy clearly defines the mischievous acts deemed as dangerous to the schools’ safety. Thirdly, the policy defines the punishable petty acts of misconduct within the given school premises. Fourthly, the policy requires the schools to curb the acts of victimization committed against vulnerable students, staff members, visitors, and volunteers among other persons within the school premises.

It is clear that this school is “…trapped in seven deadly habits: criticizing, blaming, complaining, nagging, threatening, punishing, and rewarding to control the behaviors of their students (Eby, Herrell, Jordan, 2010, pg. 27). Teachers’ frustrations with student behavior can be heard throughout the halls. Furthermore, it seems as if the discipline policy currently in place is reactive as opposed to proactive in nature, and focuses on what students did not do, rather than what students can do.

The activities are part of the teaching progress in classrooms so teachers need to be clear with the classroom management. Accordingly, tow resources are providing with the information of management. First, CAMPS a proactive approach to classroom management to K-8 grade. Second, Discipline in the secondary classroom appositive approach to behavior management to 9-12 grade. Both are design with structure to help student for success with the information about decision teachers need to make about the students.

Lambert and Paoline focused their research on how different areas of the work environment impact the attitudes of correctional employees (Lambert & Paoline, 2008).   The research problem is the relationship of job stress, attitudes, organizational characteristics, job commitment and satisfaction.  Lambert and Paoline had four research goals. First was to examine the impact of demographics, organizational, and job characteristics on correctional staff job stress, job satisfaction, and organizational commitment (Lambert & Paoline, 2008).   Second was to determine if the effects of the first goal changed depending on the occupational attitude being studied (Lambert & Paoline, 2008).

In addition, classroom management comes first in the list of issues that causes anxiety and stress for both preservice teachers, experienced and novice teachers (Gage, Scott, Hirn & MacSuga Gage, 2018). Moreover, managing a classroom effectively is a crucial skill teachers need to maximize academic achievement, enhance students’ social competence, promote positive classroom climate, and enable supports for students with exceptional needs. Classroom management begins by establishing and teaching routines to ensue all students are aware of and able to identify what is expected in the classroom (Myers, Freeman, Simonsen & Sugai, 2017). Myers, Freeman, Simonsen & Sugai (2017), have identified five empirically-supported critical actions required of effective classroom management: a) maximize structure, b) post, teach, review, monitor and reinforce expectations, c) actively engage students in observable ways, d) use a continuum of strategies for responding to appropriate behaviors and e) use a continuum strategies to respond to inappropriate

Eliza was confident and proud to share with the class the cat skeleton that she had found under the new house they had recently moved into. The teacher’s anger and dismissal of the cat skeleton could have caused Eliza to become upset and lose confidence. When looking at the theory of behaviourism we can understand that the teacher taking a negative approach with Eliza would have provided her with a negative experience and deterred her from participating in further learning experiences of this type. This negative approach in the classroom could also impact the other children’s willingness to participate in further activities (Duchesne, 2013).

We will create situations in which students examinetheir life outside the classroom. We will address the importance of out-of-class experience. We will develop a common understanding of the desired outcomes of education and the combination of institutional conditions and student experiences most likely to produce these outcomes, assess regularly the impact of out-of-class environments on students, and shape student cultures in ways that foster responsible behavior. (Kuh,

The teacher will administer disciplinary actions, if needed or emphasis the rules that the students are expected to follow. The student/ teacher scenario closely

1.8 Theoretical Framework Application of Alzen and Fishbeein’s Theory of Reasoned Action According to Alzen and Fishbeein’s theory of reasoned action, attitude consist of beliefs about the consequences of performing a behavior multiplied by his or her evaluation of these consequences. A person’s volitional behavior is predicted by his attitude towards that behaviors and how he thinks other people would view them if they perform the behavior. A person attitude, combine with subjective norms forms his behavioral intention. Miller (2005) defines each of the three components of the theory as follows and used example of embarking on a new exercise program to illustrate the theory.

Methodology serves to explain the explicit and implicit assumptions adopted by the researcher during the entire research process. Methodology serves as the foundation upon which the entire research is built. The chosen research methodology then identifies, to a large extent, the research methods for data collection and data analysis (Creswell, 2003; Denzin and Lincoln, 2000). 3.4 Action Research Action research has been selected as an Inductive, qualitative methodology that is capable of exploring both facts and the meanings attributed to a social situation by the actors. Action research has been understood by board researchers in a diversity of habits but there are four topics in the literature.

Method Participants The respondents of this study will be college students from the National Capital Region. They will be selected through convenience sampling. A total of 1000 individuals will take part in the research. The students’ age will range from 17-21.