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Seganti On Taking Charge In The Classroom

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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
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No, the level of arousal is balance. Mr.Scherrer uses a varity of differnt stratgies to energize his students and keep arousal from being too low. Mr. Scherrer has his students read the task/ question alound and then has them restate the task in their own words. Mr. Scherrer is also checking for his students understandingby asking them to raise their thumbs in agreement or disagreement prenting to their understandiing of the problem. Therefore, by Mr. Scherrer using these stratgies he is keeping the arousal in his classroom from being to high.

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My personal classroom management philosophy is to provide an equal, optimistic, learning environment. I believe the environment should be friendly, and students are all equals with the ability to actively listen to the teacher. The environment should be controlled and disciplined, but not authoritarian . Students are innately curious, disruptive and talkative. Rules will be set in place, however this is a learning environment so we will constantly work on appropriate behavior.

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When I was a third grader living in Milwaukee, I not only witnessed an injustice but was a victim. In Mrs. Belinskis’ classroom, there were couple of kids were bullying another boy whom recently joined the class. They picked on him because he was a fat boy who had recently moved to the U.S from Ecuador. He was an easy target for the kids since the poor boy didn’t speak a word of English. They tormented the boy by tearing off pieces from their erasers and throw them at the kid.

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The students are told exactly where to sit, content and behavioral expectations. While, moments where they stay off task are seen valuable in both student directed and collaborative theories, it is not in teacher directed theory. Cathy not following the line even after being reprimanded wasted time, students are being sent back for her behavior causing them to be late to recess, lunch or class instruction. Yes, it is vital for students to learn from these experiences to mold them into career ready individuals but allowing them natural consequences through a student base strategy may take longer than that school year. Therefore, it is important to stick to the expectations and implement consequences to keep moving forward with the rest of the instructional day.

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Many of their principles align with my teaching philosophy as well as my classroom management preferences. For example, on the very first day of school, my students and I will work together to develop a behavior contract that will contain the rules/norms of our classroom. We will brainstorm ideas together on an anchor chart, and then I will consolidate these responses into cohesive phrases. Once the “published” copy of the behavior contract has been presented to the students, and no changes need to be made, each student will sign the contract, indicating that they plan to abide by these rules every day, and if they make a poor choice, they accept the consequences that are to follow. The consequences for the broken rules/norms will also be discussed as a class.

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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

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5) Helping skills 6) No – lose conflict resolution In looking at these elements, Thomas explains that the teacher’s role, overall, is to develop meaning and mutually beneficial relationships. His research depicts 4steps teachers can utilize to establish ‘control’ of the class but also to be mindful of the relationships between student and teacher. Step 1: The Behavior Window: Owning Problems Dr. Thomas’ classroom management philosophy is built on a framework of problem ownership.

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There are positive and negative consequences when using technology in class that encourages and discourages engagement in students. Some researchers argue that cyber-slacking in the classroom has to do with the accessibility to internet and distracting websites unrelated to the class topic, the positive attitudes students have toward cyber-slacking, and conforming to the social pressures (Taneja, Fiore, & Fischer, 2014). Cyber-slacking can be a form of flight from topics they are not understanding, serving as a relief, becoming a positive reaction to cyber-slacking. Students will be more engaged in the class if teachers do not allow technology use in class, if there are consequences, such as being pointed out or getting a low grade on a

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Reiterating Ginott’s beliefs, I feel as if it is the teacher who sets the environment in the classroom. My actions and attitude directly influence the students that are around me. I know from experience that it is my responsibility to have a positive and refreshing outlook each day, no matter the circumstance, because my actions can impact each student and who they become. When a student enters my room, I look at them and see a future. Will it be bright?

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Introduction Personal Philosophy Good order is essential in a school if children are to be able to fulfil their learning potential. In the classroom, disruptive behaviour not only reduces children’s ability to concentrate and absorb information, but also unsettles children and causes immense stress for teachers. While the problem of classroom management in the school setting needs to be addressed, the definition of classroom management must be established.

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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.

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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

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