Giving a deeper understanding of diversity and other perspectives are one of the huge effects that a democratic classroom possesses. Providing opportunities for students to share their thoughts to make sure that the differences among the students has been clear and shared. “A democratic classroom is one of the best approaches” according to the Southern Poverty Law Center (Wandrei, 2014). It motivates students to work harder because of the attention being given to them. When you are being encouraged to do or perform something without force and it is what you enjoy what you are doing then you’ll definitely be doing it.
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.
The normal classroom management strategies such as using proximity or eye contact to target the particular student did not work. More visual strategies that the student could hold, or have on his desk, or on the wall in front of him proved to be the best methods. Involving the children in establishing a set of classroom rules can also be a way of enforcing positive behaviour and so this is what I did during my teaching practice. The “ultimate reason to give children a say is that it can help them to make their own good decisions, to grow into ethnical and compassionate people..” (Kohn, 1996) I also learned that it is extremely important to be consistent in the use of these strategies. A discipline plan should be in place for all teachers to enable them to know what to do if classroom behaviour is disruptive in advance (Rogers, 2014).
The elements of this component are quality of questions/ prompts, discussion techniques and student participation. Effective questioning techniques are associated with the types of the questions. Instead of just asking closed-questions, the teachers should vary the types of questions by asking open-ended questions to encourage the critical thinking of the students. As mentioned by Danielson (2014: 59), “Class discussion are animated, engaging all the students in important issues and promoting the use of precise language to deepen language and extend their understanding.” Hence, an effective classroom interaction is not necessarily evolved high cognitive level of lesson content, but the engagement and participation of the students is important to make sure the learning and teaching process is
Students then will feel safe and comfortable in the classroom (Gollnick & Chinn, 2012). It is no easy task to incorporate cultural knowledge throughout teaching. You must consciously think about multiculturalism as you interact with students and plan lessons and assignments (Gollnick & Chinn, 2012). Every student should be treated equally, but as educators we have to remember that every student is different and learns in different ways. By treating the students equally it helps promote the student’s learning ability and the development of respect and acceptance.
The student’s behavior can make a large impact on the effectiveness of the class if it is not dealt with by the teacher. The student’s behavior should not be distracting, but if the student is acting out the teacher must correct said behavior. It is more of the teacher’s responsibility to ensure the students behavior is in line with their expectations. If the students are allowed to act out this can be very distracting to an effective classroom environment. They must be aware of their boundaries.
A person that obtains effective leadership skills holds the power to motivate/influence others, organizing, dealing with mistakes and most importantly take full responsibility of decisions (Kent.ac.uk, 2015). Moreover, leadership skills being a part of PDP allows students to recognize their true potential in the classroom and compare if they have the same influence on people elsewhere. Since leaders are known for influencing people and setting out either good or bad examples, it is not entirely necessary for the person to hold a high rank in order to lead. For example, a student is not academically successful but has the ability to always catch other class-mates attention. This could later result as a morale boost for the student to find new ways of improvement and give a sense of direction as it brings out an individual’s talent.
Separation in a classroom is an idea that is more practical in terms of meeting a students needs. Specific cases determine the usage of separation and if it is needed for the student if they have unique difficulties that require one on one or individualized attention. In a perfect society, inclusion would seem to be the answer for special education because the students can learn from their peers and receive outside perspectives and ideas from classmates. For normal students, this is beneficial, but for a student that is far behind in material and understanding a personalized lesson plan is what is going to be the most profitable method. It does not mean that the school or teacher is restricting their socialization or rights, in actuality they are benefitting the education the student is receiving.
Besides it works best in increasing student communication still and self-esteem; interestingly, it also helps some students who are shy to talk in public or with the teacher to be open and feel comfortable in talking and sharing. Not only improve student learning but peer teaching also facilitates the teaching since it gives the teacher more time in doing other research in teaching. By all these benefits provided by peer teaching, any levels of schools should bring in this learning approach to the classroom since it can provide students opportunities in explaining ideas and participating in activities in which they can learn a great deal like one quote from Jeff Adwood saying “Teaching Peers is one of the ways to develop
Children actions depend if they see themselves as a good person or if they were neglecting from teachers and parents. Moreover, Piaget’s beliefs about intrinsic motivation and motivation are related to constructivism because they both deal with constructing ideas in our minds in order to learn, he believes that if teachers teach children and just fill student’s heads with details, facts and information’s without really thinking about the students and their experiences, opinion and future learning it will be difficult for students to learn. On the other hand, if teachers encouraging students to love the lesson and to love learning they will be more likely to success in their school and they will feel confident. However, Vygotsky does not agree with Constructivism. He believed that intrinsic motivation did affect children’s motivation, but he believed that extrinsic motivation was more effective in motivating children.
One change that should be made, sooner rather than later, is more flexibility with curriculum and in the classroom. Students should be taught at the level and in the way that they learn best. Not all adolescents are engaged in learning in the same environment. Some need hands-on situations and free time while others thrive with quiet spaces and strict lesson plans. If the educators are free to explore the curriculum, then they can mold it for the student which would lead to better education.