The learners need to be considered which is of the greatest value for teaching and learning an explicit curriculum or an implicit curriculum. Implicit, or hidden, curriculum also refers to lessons that students take from teachers' attitudes and the school environment. This learning can be either conscious or unconscious. For instance, the location of a teacher's desk at the front of a classroom underscores his authority and positions him as the center of the class's attention. A school's rigid class schedule may make students perceive learning as an inflexible and authoritative process.
While following behaviorism in class room, the teachers focus on a new behavioral pattern being repeated until it becomes automatic. When this method is continuously used in the class, the children are ought to be formulated in a certain way that they automatically follows the rules. The role of a behaviorist teacher is providing stimulus material and prompting the correct response, while the learner’s role is to be the receiver of the information and response until the behavioral change is permanent. (Application of the learning theories) Teachers with a behaviorist learning view errors as not enough conditioning. Without repetition and proper conditioning, students will make mistakes.
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.
During my observations, I noticed if a lesson is well planned and if it is interesting for the class, the teacher decreases the opportunity for the students to misbehave. The challenge lies in making a lesson plan engaging for all the students in the class (Wright, 2005). Classrooms are now becoming dynamic learning areas, there are students with different interests, background, abilities all grouped together in one class. Therefore, a homogeneous lesson cannot work. Differentiation during a lesson has now become an important part of behaviour for learning.
He or she has the power to make the classroom a better learning place or a hell for students. A classroom teacher can make a difference on the lives of students for them to succeed by being a good example in everything he or she does. However, a classroom teacher can destroys the students’ lives when he or she mismanages the class or when he or she is not able to provide quality education. Thus, a successful classroom environment is only attained when the teacher knows how to manage misbehaviors of students in a calm and smooth way. Classroom Management A classroom teacher must be knowledgeable not only in the subject that he/she will be teaching but also in classroom management.
They are thinking about their learning, and they're aware of how their minds are working to construct this new knowledge. They're using language to effectively communicate with one another, and they're learning in context as they engage in activities that teachers have carefully designed to be relevant to students in order to increase their motivation. We can apply these elements of constructivist theory right into our classroom teaching. Here are five principles of constructivist teaching identified by Brooks and Brooks. As we go through these principles, we'll also relate them to competency based education, both in terms of the iNACOL design principles and elements identified by CompetencyWorks.
C. Analysis In this chapter, I will make critical analysis on the results of the classroom observation with my opinion. 1. Teacher’s Classroom Management a. Managing students to pay attention to the lesson According to Warfield (2016) mentioned that classroom surrounding very affects to student performance. So, this is the teachers’ duties to make the students pay attention to the lesson when the students feel so bored and lost their concentration during the lesson.
Classroom is the cornerstone of a formal education system. Conducting the aim of the education system relies on upon the accomplishment of the instructing learning process in the classroom by sustaining the discipline and managing student misbehaviors. For a teacher to have a good classroom management, she has to follow certain strategies. Through the application of such strategies, the teacher is able to meet one of his/her primary instructional responsibilities to provide students with a learning environment that is conductive to achievement and free from disruptions and threats to their safety and well-being. By applying fundamental classroom management and disciplinary techniques, teachers can lead students to be engaged in learning activities.
3) Thoughtful Interpretation of information 4). Decision making. Teachers play a major role in classroom assessment as they develop, administer and analyze the questions. They are more likely to apply the results of the assessment to their own teaching. Therefore, it provides feedback on the effectiveness of instruction and gives students a measure of their progress.