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
Firstly when in cooperating classroom management before you even meet your pupils there are a few thinks to consider such as the design of your classroom to meet the holistic goals of your class. As the teacher you will have to structure your classroom that it will give off an welcoming feeling to the pupils, so they will be comfortable to work in that environment. As humans we sometimes get carried away when we are doing well, anything! However when setting up your classroom it is important not to clutter the walls especially with un useful charts and posters that are not relevant to what the pupils have learnt. Clutter walls are not welcoming but overwhelming and sever more as a disruptive distraction against your goal of managing your class
Classroom management is a play a huge portion in student learning. Discipline problems will arise in the classroom, but when conflicts occur, teachers can deal more effectively when they respond appropriately to the situation, by listening to the students and using problem solving skills. All teaching involves assessing and
As a teacher, it is my job to teach professionally and unbiasedly. It is my job to let the students do the thinking and have them create their own opinions. If a student does not understand what is being taught, then it is my duty to make accommodations to the lesson and teach a different way. It is also my responsibility to make the material being taught interesting for the students. A teacher cannot walk into a classroom and expect everything to be perfect and expect students be ready to learn.
It is with sincere interest that I am writing as an applicant for the online EdD in Curriculum and Instruction with a focus in Curriculum, Teaching, & Teacher Education within the School of Teaching and Learning. The following is my statement of purpose that I hope will give you a clear picture of my experiences, interests, and desires to become a doctoral student. Everything has come together for this moment in my life where I am ready to pursue my doctoral degree. My childhood dream of becoming a teacher has come to fruition, but there have been some influential events along the way that have gotten me to this point where I am ready to further my career and make a positive impact in the education field.
I am a transfer to Central College, and I am currently in my third year of college. I was born in California, and as a child, I moved around often and experienced various of cultures, sizes, and environments in the classroom setting. Ever since I was a child I enjoyed being outside and doing activities such as hiking and fishing. I have a passion for working with kids. Currently I work twice a week with a student with a language disorder, and I teach this student how to read and write.
As a future educator the younger grades have always been a passion of mine to teach and educate. I have always wanted to be a teacher from my first day of kindergarten myself because my teacher was so caring and took any worries and troubles, I was having about being away from my mother. She made me feel loved and safe. That is what I want both my future students to feel but I also want the future parents to see that their child is in good hands and I will do everything in my power to protect and guide their children to succeed. Taking care of little children has always been something that I enjoyed doing whether it was one of my family members or children my church community.
As a future teacher, I strongly believe in a classroom that pursues learning based on the student as an individual. The student should be the center of any classroom, and a teacher's teaching style should be focused on a method of teaching that’s most helpful to their student's needs. In the classroom, I will engage with students from all walks of life and focus on their education based on their personal learning styles. There will be no discrimination, but rather a close-knit relationship that recognizes their personal issues and addresses them instead of pushing these issues aside. Differentiating instruction is a strategy that would be used and would allow the students to incorporate their interests, ways of learning, and background knowledge
There are a few main classroom management procedures set up in my block classroom. My mentor teacher has management procedures set up that encourage students to take responsibility for their class work and class materials. The underlying reason he uses the procedures he does is because the age, maturity, and overall responsibility skill are varied due to the blended freshman and junior atmosphere. One management strategy that my mentor uses within his classroom and it proves to be effective, is when a student misses a day of school it is their responsibility to ask what they missed and when to have the late work turned in by.
Effective ways to encourage and teach appropriate student behaviors are highly valued by educators. Thus, the theorists of classroom management mentioned above continue to provide direction of contemporary
This approach to classroom management creates a safe space to learn, as mainly it is their space. Also, in this theory Assertive Discipline ,Lee& Marlene(1976),states that rules and behaviour expectations must be clearly stated and enforced. Teachers are never to threaten students, but to promise fair consequences for improper behaviour. For this model to work, the teacher must use a firm voice and constant eye contact. This model places responsibility for bad student conduct on the teacher.
Fingers trembling, the student punches the buttons of the calculator. It would be easy for the student to say “I don’t know,” and hope that I, the teacher, move on to someone else. Slowly the student reads the calculator output. I listen, then smile. The relief flooding through the student is evident, along with something new—confidence.
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
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.
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
