Task 2: Video Analysis of a Primary ESL classroom session.
1.0 INTRODUCTION
The most common role a teacher plays in the classroom is to teach knowledge to pupils. Beyond that, a teacher also plays a role to provide a conducive and non-threatening learning environment for his pupils in order to ensure the pupils will get the best learning experience in school. Generally, classroom management refers to the wide variety of skills and techniques that teachers use to keep pupils organized, focused, on task, and academically productive during a class. Boon and Aeria (n.d.) stated classroom management refers to the way teachers organize what goes on the classroom, which contributes directly to the efficiency of teaching and learning.
Recently, we were given a task to make a report on the video analysis of effective classroom management in the Primary ESL classroom. The class that I observed is a year 1 class taught by Miss Najwa. The class consists of 25pupils with mixed level of proficiency. Based on the video, I managed to identify a few actions the teacher did in her teaching regarding of the classroom management aspects.
2.0 TEACHER GIVES CUES TO ATTRACT ATTENTION
Based on my observation, Miss Najwa is using a cues technique to attract her pupil’s attention whereby she kept on saying “Class, eyes on me” and the pupils will immediately reply “Eyes on you”
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It means that the teacher is aware of every action in the classroom and will respond accordingly. It is described as “having eyes in the back of your head.” Boon and Aeria (n.d.) stated that Kounin determined that this trait is communicated more effectively by teachers ' behaviors than by their words, and further, that it is effective only if students are convinced that the teacher really knows what is going on. They also added handling the correct deviant on time is more important to classroom control than is firmness or clarity of a
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
After the warm she went over the warm up and transition into lesson was over domain and range. At the beginning of class, the students more talkative the usual, to get their attention she would count, and the student know the quiet down because they know the
In the short story “Gryphon” by Charles Baxter, Tommy`s fourth grade teacher gets sick, so the next day when the students arrive to their classroom they have a substitute teacher. The substitute teacher Miss Ferenczi and the Mr. Hibler the real teacher have different ways of keeping the students engaging the students. Mr. Hibler, teaches out of a book and when he is teaching English literature his students do not fully engaged in the material as he goes through it. From the students’ point of view, Mr. Hibler’s class is not that fun. Mr. Hibler has a time for everything such as English, math, and recess, but he only teaches the students what they need to know, and not any of the fun facts that surround the material that is currently being
When reading Chapter 5 “Craig Seganti on Taking charge in the classroom”, the overall chapter was interesting when it comes to managing a classroom. As a teacher, we want to be able to control the structure of a classroom, but at times is unable to accomplish the task due to our student’s behaviors. At the beginning of the chapter it states a productive classroom may have difficulties but it is the way a teacher present themselves along with the rules of the classroom determines the outcome of the student’s actions. When presenting to the students the rules of the classroom, the teacher needs to present the rules on the first day of school and have the students sign a copy to ensure they are aware of the information. When it comes to the
The population of ELLs is rapidly expanding across the United States; it is projected that one in every four students in the U.S. will speak English as a second language by 2025 (U.S. Census Bureau, 2010). For at least 30 years, ELLs’ achievement in science, language, and literacy has lagged behind that of native English speakers. They are also less likely to pursue advanced degrees in science. (Shaw, 2014, p. 622) According to the U.S. Department of Education (2010), when looking specifically at Latino English language learners, it is found that they are less likely to complete high school and attend college compared to their White non-Latino peers.
Educators of English Language Learners are confronted with difficulties. These difficulties include very little professional development on how to instruct ELLs. the absence of essential devices and material, and the drawn out procedure to show them. How your school is doing with respect to supporting ELLs at a school wide level In my school, we have talented Professional learning communities that offer a positive approach to manage school change, and when we meet we examine our EEL students and go over the objectives and target EEL profile and we apply the establishment data of ELLs, including their language ability profiles, including their semantic and substance capacities, is critical to arrange and convey separated guideline to streamline
I learn that it is most important to focus on children when in the classroom. I relax in my work by clean up in this class. Always be available to support children and maintain an overview of what is happening throughout the program. I’m aware that I can’t leave children unsupervised and can be somewhere that have one of the teacher staff can supervise me and the group. I show initiative to assist the teacher and children during activities or transitions.
The teacher should make sure that each student is involved in the lesson, ask process questions, open-ended questions, be patient when waiting for answers to these questions, and ultimately never say anything a kid can say. This method is something that I would like to implement in my future classroom. I know that it will take practice and perseverance, but it is something that I know I can
Ghuman captures her way of teaching by describing the teacher being the ““academic” instructor who stood or sat at a distance from” the students, and the students are “asked to refer to instructions written on the board or to listen carefully to what they said” (2009). From being a student myself, I personally do not find learning beneficial when it is simply told to me. Instead of reinforcing the traditional teaching methods, I believe that students need to be active learners. Most people learn best when they are part of the learning process, have a voice in the discussion and can evaluate and reflect on their own learning. Furthermore, I also found it difficult to prepare and lead a lesson that was appropriate for the age group, yet not too difficult.
Above are pictures of Mrs. Pollard’s classroom at Hartwood Elementary School. The atmosphere of the room is extremely bright and learning-oriented. The lighting is bright and there are posters around the room that are colorful. The picture on the left shows the set-up of the entire room and the picture on the right shows the front of the room from the perspective of the students. If anything is difficult to see in the pictures, Mrs. Pollard has Orff instruments set up on the side, a piano in the front, and two desks in the back; which leaves a space in the middle of the room for students.
Classroom management is directly tied to the level of students’ involvement and academic achievement (Kirk, 2010). Behavior management focuses on decreasing the amount of time students display disruptive behaviors so students can achieve academically. There are three effective strategies for effective classroom management. They include, proactive classroom management through praise, consistent consequences and punishments, and positive interaction between teacher and students (Kirk, 2010). Teachers teach students their behavior expectations by teaching them to follow a set of specific rules so they are aware of their expectations in the classroom.
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.
b. Classroom management. In order for students to work productively, teachers must balance the need to allow students to work on their own with the need to maintain order. To provide the students with a good instruction, the teacher should manage the class by arranging seats based on their own
Educators have always rated discipline as one of the most serious obstacles to promoting effective teaching. Proper Classroom management leads to class control and conducive teaching learning environment. According to Evertson and Weinstein (2006) Classroom management has two distinct purposes: “It not
Classroom management plays a big role in a student 's classroom achievement because it is an essential part of the teaching and learning process. It refers to the methods, strategies that the teachers use to maintain a classroom environment that results in student learning success. Classroom management is also a process of organizing a conducive environment for the students, student’s engagement, and involvement and classroom