Conduct In Classroom

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. Thus teachers must be professions in their career. “Teaching is a profession, not a job.” (Gillet, 2013)

My classroom is a place where my students feel essential, regarded, cared for and believed in. It has a comfortable atmosphere where my students are given a set of rules which are constantly emphasized and are permitted to raise their hands and ask about issues whenever needed. I am a teacher who makes it possible for her students to achieve

Assertive discipline is introduced on the thought that the teacher 's attitude impacts his/her conduct that thus impacts learners ' conduct. In representing the viability of their model, the Canters recognize three sorts of teachers: non-assertive, hostile and assertive educators. Non-assertive educators are the individuals who permit themselves to be pushed around and controlled by learners; hostile educators blunder by forcing control in a discretionary way. Assertive educators, have confidence in their capacities and their entitlement to utilize them to encourage learning. Canter details several methods for setting verbal limits, emphasizing the following three