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Managing discipline in schools
Overview of classroom management
Overview of classroom management
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More handpicked essays just for you.
Managing discipline in schools
Overview of classroom management
Overview of classroom management
Don’t take our word for it - see why 10 million students trust us with their essay needs.
and I want you on your best behavior or we won’t be able to do things like this.” 5. Observe and assess students as they work with their partners. 6. Listen to what the students are saying about shapes and items in the room.
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
Additionally, I promptly meet individual pledges and responsibilities to the school and teachers, by following classroom expectations, school dress code,
Encourage productive behaviors • Instructor behavior – White board contained lesson objectives prior to students entering classroom. Walked around to make sure students understood lesson and was working toward completing the assigned task. Gave high fives for correct answers. Gave clear directions and responded respectfully to asked questions. Started discussion on time and ended with an exit ticket.
I also think it is important to communicate to children and young people efficiently so that they understand what you are saying to them. Also you should be available to a child or young person when they want to talk to you and should take interest. Asking questions in the classroom is a good way in which to get all the pupils involved and this way when pupils are involved and no one is left out then this will get everyone together and will start to form stronger relationships with one another. Also when you praise a student for their good work then this will make them feel good and will make them want achieve more. Furthermore it is important not to make comparisons between each student because then this will make the child feel like they are less and this will start to cause problems.
Qn1) Behaviour management techniques refers to the techniques used by teachers to handle the different behaviours displayed by children in class. The identified techniques that the teacher and assistant teacher used were, non-verbal messages, planned or tactical ignoring, explicit redirection and proximity and body language. The first technique we had observed from the assistant teacher was the implementation of non-verbal messages. As seen in the video during 1:06 and 6:10, whenever the assistant teacher saw Tosh playing with the slides, she will point stare at him intensely, wanting him to sit properly and pay attention.
After establishing the positive classroom environment, the next section is based on analyzing student behavior. From this section, two things that were stressed was that multiple theories must be incorporated in a classroom management strategy, and that the students’ needs should be a priority in the classroom. This chapter also poses two main questions which are “why is this student behaving this way” and “what will make a difference with this student?” Two ways in which educators can track and analyze a student’s behavior are behavior analysis flowcharts and an ABC analysis forms. Each focus on observations, analyzations, and choosing which consequences are the most appropriate for the student’s behavior.
At Meachem, there is a student who is punished for leaving the classroom on his own accord, yet when he acts out in class, the teacher will often send him into the hallway. This sends the student a mixed message on appropriate and inappropriate behavior. A way to integrate best practice in this situation is to sit down with the student and teacher and establish ground rules for appropriate behavior. One should also explain to the teacher that a child cannot be reprimanded for behaviors that the teacher is instituting. Additionally, a check in/check out system with a peer mentor may be beneficial to the student in helping them achieve daily goals, such as calming down when upset or completing class work.
I will achieve this by treating every student equally and fairly. I will invest my time in every single student so I can gain their trust. I will also schedule meetings with the parents/guardians and talk about their child’s progress in my class so they can get to know me and how I choose to run my class. I will also build relationships with colleagues, administrators, and social agencies by communicating with them often and by collaborating ideas, issues, new teaching strategies, etc. with maintain a professional
The classroom procedures were taught early in the year and are enforced as needed. The classroom management plan is geared for the whole class in terms of expectations. When one students misbehaves, my cooperating teacher move into proximity of the student to portray withitness. This strategy closely aligns with Jacob Kounin’s Instructional Management. My cooperating teacher plans her management by keeping the students busy with meaningful work.
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.
Manage behaviour effectively to ensure a good and safe learning environment” – (Department for Education, 2012). When a behaviour policy works alongside an effective learning environment, the 7th standard of the QTS Teaching Standards will have been achieved. When achieving this the teacher is closer to accomplishing the rest of the Teaching Standards. In order for children to have an education which enables them to fulfil their potential as well as learning in a positive environment a well written behaviour policy must be set in place. Ensuring supporting a child’s behaviour within the classroom and around school will enable teachers to teach without any
Before each class I will stand in the hallway next to the door watching the students walk through the halls. Specifically, making sure that their is no altercations within the hallway around my classroom. Standing by my door I will greet all student who enter while ask them how their day has been going. As the students enter my classroom they must place their homework into the green box next to the front door. After entering my classroom all students must turn off all electronic devices and places all nonessential material for the class underneath their desk.
Teachers should recognize a students positive behavior A procedure prevents a student from misbehaving Teachers say positive comments Teachers demonstrate positive actions Students needs
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.