I also loved the fact that Ms. Julie allowed her students to be active participants when it came to creating a list of classroom rules and expectations. If you allow students to feel like they created the rules they are more likely to understand and follow them because they have that personal connection. I also agree that using positive statements for rules and expectations rather than negative statements that begin with “no” or “do not” will lead to a more positive environment. Much of what Julie did in her classroom lead to a positive and multicultural learning environment. Julie used students’ differences to support learning and create more detailed learning experiences for her students.
The teacher should make sure that each student is involved in the lesson, ask process questions, open-ended questions, be patient when waiting for answers to these questions, and ultimately never say anything a kid can say. This method is something that I would like to implement in my future classroom. I know that it will take practice and perseverance, but it is something that I know I can
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
Teaching strategies, the first component includes: multiple teaching strategies including academically-oriented feed-back, proper correction of student errors, fast-paced exposure of tasks, and providing opportunities to participate. Teacher training is the next component. It was discovered that the best way to teach the teachers is the exact way the program is designed to teach its students. Students are continuously tested to monitor progress and check which students are ready to move on to the next activity. Equally important is the amount of academically engaged time.
Researchers and instructors produced some basic information about effective instructions. In chapter 2, they discuss six important traditional principles well-known during that time: focusing on academically relevant tasks, employing active teaching, fostering active learning, distinguishing between instruction and practice, providing sufficient and timely feedback, and teaching for transfer. One of the most important traditional principles that every teacher should use is employing active teaching. It has shown to be effective, exclusively in the basic skills. As noted by Brophy (1986) stated, “teachers who engage in active teaching are the instructional leaders of their classrooms; they are fully knowledgeable about the content and purposes of the instruction they present and about the instructional goals they wish to accomplish” (p.31).
Humans learn by examples more than what they learn by mandate. If our students or apprentices can observe best practices, they will have a guide to incorporate to their own by staying truth to themselves, but copying what they know to be helpful. For that reason, they will be able to self-evaluate their work, and analyze their weaknesses using their results by reflecting on their learning to adapt and try again. Additionally, as Ms. Stewart suggested and I used during my first years of teaching, when the teachers are new to the process of educating students, one method of organizing and helping themselves is to write a script of what they want to say. Consequently, with this method they will track their objectives and come back to re-teach or adapt their strategy after self-evaluating their actions and the
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.
Classroom Management I imagine that an effective strategy of classroom management is to know the students by name and their personality traits. Students will respect the teacher knowing that the teacher has taken time to learn about each of them. With respect and trust, the students and the teacher can forge a well-rounded teacher student relationship. I also feel that students will feel comfortable and relaxed in an environment that they feel safe in.
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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
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.
In this regard, I subscribe to the deliberate practice school of thought, which suggests that frequent engagement in instructional activities involving evaluation and planning may promote the development of teaching expertise (Dunn & Shriner, 1999; Ericsson, Krampe, & Tesch-Römer, 1993). References Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D.T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14, 4-58.
It is a viable tool for addressing the maximum participation of the child and can be a catalyst to ensure effective learning. Effective teachers use an array of teaching strategies because there is no single, universal approach that suits all situations. Different strategies used in different combinations with different groupings of students will improve learning outcomes. Some strategies are better suited to teaching skills and fields of knowledge than others. Some strategies are better suited to certain student backgrounds, learning styles and
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.
There must be Willingness of the teacher to accept responsibility for classroom control and Long-term, solution-oriented approaches to problems. Techniques for Better Classroom
