Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive in class. Researches that were carried out over the past years tell us that the teacher is the most important factor affecting the student achievement. Teachers play various roles in the classroom, but the most important one is that of classroom manager. In classrooms where students are disrespectful, and no rules to guide behavior, chaos becomes the norm, and consequently both the teacher and the student suffer. In contrast, well-managed and well-organized classrooms provide an environment conducive to teaching and learning.
It is important to teach students about the classroom rules, schools rules, daily routines, learn to practice new skills in the classroom and out of the classroom, and now their school schedule and outside of school schedule. You want to be patient with them and be consistent and have a trusting relationship with them because, if they are suffering depression, anger issues, then they think think that the teacher is gonna failed them. It is best to have a teacher tutor them for whatever is their weakness that needs to be worked on for the children. They want to help them as the best that they possibly can to help them pass, but we want them to know that we care about who you are and we just want to help you to learn something before you move on to the next grade and for the future. All children need stability to have
Many of their observations were negative about the way the teachers treated the students. One intern explains that the teachers have to be strict in order to keep their classroom from falling apart. Higgins believes that interns should observe in more of these schools so they can understand that teaching is more than what they learn in
Principal office Win-Win Discipline A discipline model created by Dr.Spencer Kagan. This discipline model focuses on handling "discipline problems at the moment of the disruption" (Kagan, 2002). There are a variety of reasons why a student misbehaves, "win-win discipline provides a teacher with different strategies to respond to the different students positions" (Kagan, 2002).T " I want teachers to learn that they have to take charge, explain their expectations, be positive with students, and consistently employ both positive reinforcement and negative consequences. These are the skills that form the basis of Assertive Discipline and of any effective program of classroom management" (Canter, n.d.). Example 2: Procedure When a student enters a classroom... Hi Amy, that was a great game y 'all played last night.
Task 1: Critical Review Assertive tactic is a structured, systematic approach designed to assist educators in running an organized, teacher-in-charge classroom environment. To no one 's surprise, Lee Canter and Marlene Canter, when consulting for school systems, found that many teachers were unable to manage the undesirable behaviour that occurred in their classrooms. Based on their investigation and the foundations of assertiveness training and applied behaviour analysis, they developed a common sense, easy-to-learn approach to help teachers become the captains of their classrooms and positively influence their pupils ' behaviour. The Canters believe that, we as the teacher have the right to determine what is best for our pupils and to
When the teacher can do the job, at least to some extent, and perhaps is over-confident about his ability in this, then 'telling' him what to do may demotivate him or lead to resistance. The principal thus needs to 'sell' another way of working, explaining and clarifying decisions. This method is often referred to as a "selling" style because the principal attempts to persuade the employees that they have the ability to perform the job. This style typically involves the assigning of tasks by the principal while providing support as needed. The principal thus spends time listening, advising and helping the teacher to gain necessary skills through coaching methods.
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.
Formulating a definition of effective teaching, Goe, Bell and Little (2008) evaluated various discussions in the recent literature as well as in policy documents, standards and reports. They concluded that effective teachers have high expectations for all students and help students learn; they contribute to positive academic, attitudinal, and social outcomes for all students; they use resources to plan and structure engaging learning opportunities; they contribute to the development of classrooms and schools that value diversity and civic-mindedness; and, they collaborate with other teachers, administrators, parents, and education professionals to ensure student success. Teaching effectiveness can be understood by studying the models of instruction
Good teachers cultivate critical thinking at every stage of learning, including initial learning. The work of William Glasser, M.D., provides insight into nurturing the critical thinking process through the use of specific types of questions. Glasser’s quality schools approach uses the reality therapy questioning process to encourage students to process information analytically. By preparing a questioning strategy, teachers can present information in a manner that is conducive to promoting intellectually-engaged thinking. Table 3.5.3 Creating Questions Rubric Poor (0 point) Fair (2points) Good (4points) Excellent (6points) Question Relevance Two or more questions are not relevant to the topic One question is relevant to the topic.
The content: knowledge skills and attitude we want children to learn; differentiating content requires that students are pretested so the teacher can identify the students who do not require direct instruction. The process: varying learning activities / strategies to provide appropriate methods for students to explore the concepts; important to give students alternative paths to manipulate the ideas embedded within the concept (different grouping methods, graphic organizers, maps, diagrams, or charts) (Thwaites 2017) in class power point presentation. The product :varying the complexity of the product that students create to demonstrate mastery of the concepts; students below grade level may have different performance expectations than students