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classroom management approaches and their description
Means to ensure effective classroom management
Means to ensure effective classroom management
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Introduction This first part of this module, Effective classroom focus on instruction design. I have learnt various methods to plan, resource, implement, analyze and evaluate teaching. I also recognize the importance of planning in classroom teaching. Although a good planning is a necessary condition for effective teaching, it is not sufficient because students¡¯ responses and behaviours are always unpredictable. Therefore, a well-equipped teacher should have adequate knowledge in classroom management and understand different approaches in solving discipline problems. Certainly, the most important is that teachers should be able to apply appropriate approaches according to different situations. In this portfolio, I will give my personal theory of classroom discipline and teacher-pupil relationship first. Then, my reflection on the topics covered will be included. Moreover, cases from my previous learning and teaching experiences and newspaper will also be used to illustrate the application of various approaches for effective classroom management. Lastly, I will summarize the knowledge, skills and attitudes I learnt in this module and their importance for my professional development as a teacher. Personal Theory of classroom discipline and teacher-pupil relationship. A metaphor will be used to illustrate my theory of classroom discipline and teacher-pupil relationship. Personally, I think a classroom is similar to a user using a computer. Students are similar to different programs in a computer. Each program is unique and useful in certain aspects. Some may be strong at image editing; some may be strong at communication etc. Just like in a classroom, every student is distinctive. One boy may be good at drawi... ... middle of paper ... ...tter and more comprehensive classroom management skills. Reference: Charles, C. M. (1981). Building classroom discipline: from models to practice. New York: Longman. (pp. 140-150) Curwin, R. L. & Mendler, A. N. (1980). The discipline book : a complete guide to school and classroom management. Virginia: Reston Publishing Company. Glasser, W. (1982). Reality Therapy: an explanation of the steps of reality therapy. In N. Glasser, (Ed.), What are you doing?: how people are helped through reality therapy, including instructor's guide : cases (pp. 48-59). New York : Harper & Row Wolfgang, C. H., (1995). Solving discipline problems: methods and models for today¡¯s teachers. Massachusetts: A Simon & Schuster Company. Wolfgang, C. H. & Glickman, C. D. (1980) Solving discipline problems: Strategies for classroom teachers. Boston: Allyn and Bacon
Barbara Coloroso developed a third classroom management approach known as Inner Discipline in 2002. Coloroso was a former nun and is now a teacher and an author. She firmly dislikes the idea of a “quick-fix” solution to discipline problems. Instead, she advices teachers to focus on helping students develop inner discipline that will allow them to recognize their mistakes, and allow them to take responsibility for her or his actions. Even more, teachers should encourage students to think through solutions, and correct their faults. Santilli & Hudson (1992) suggest that this can be achieved by simply discussing ethical and moral problems that are in the news. Encouraging adolescents to think through issues out loud. Without challenging his or her point of view, wonder aloud about how others might have different perspectives on the issue and what might cause others to have these different perspectives. Teachers who follow this approach believe that school becomes a place where both teachers and students work together to learn, relate, grow and create a community.
Churchward, Budd (1986). 11 Techniques for Better Classroom Discipline. Retrieved April 2, 2002 from the World Wide Web: http://www.honorlevel.com/techniques.html
Student discipline is affected by classroom management. The way in which a teacher manages his/her classroom delineates the type of instruction that will take place in the classroom. A classroom in which the teacher takes total responsibility for guiding students’ actions comprises a different learning environment than one in which students are encouraged to take responsibility for their own actions (Evertson, 2003). Many schools are reluctant to hold students accountable for their own actions. The education establishment warns teachers that they will be placing themselves in a questionable role if they emphasize rules, punish bad behavior, and reward good conduct (Bennett, et. al., 1999). Teachers need to create a learning environment in which students are encouraged to do their best and therefore, motivated to work to their highest potential. Teachers need to also set expectations and maintain the learning environment they have developed. Even in effectively managed classrooms, however, problems may occur.
Senge, P. M. (2000). Schools that learn: A fifth discipline fieldbook for educators, parents, and everyone who cares about education. New York: Doubleday.
Classroom management is a necessary component for teachers to appreciate and apply to positively manage and adjust behavior within the learning environment. It is important that teachers develop a sound perceptive of significant theories that will result in enhanced teaching and practices within the class (Lyons, Ford & Slee, 2014). Goal Centred Theory, Cognitive Behavioural Theory and Assertive Discipline Theory are three prominent management theories that will endure analysis. Therefore, consolidating the main elements that underpin the theories will assist in developing positive practices of classroom management.
What is classroom management? Classroom management is the most important aspect that the teachers have to manage on to make sure that the teaching and learning process run smoothly despite disruptive behaviour by students. Can we imagine how the teaching and learning process can run smoothly if the teacher cannot control the classroom well? According to Bellon, Bellon and Blank (1992), “the term ‘classroom management’ and ‘discipline’ are often used interchangeably’. To make sure that the lesson runs smoothly, the teachers have to create and maintain an orderly learning environment such as planning and preparation of materials, organizations, decoration of the classroom and certainly the establishment of routines and rules (Tan, Parsons, Hinson & Sardo-Brown, 2003). Why the classrooms need to be managed effectively? It is because effective classroom will maximize children’s learning opportunities (Evertson & Emmer, 2009). When there is no disruption in the classroom, the students can learn in a smooth way without being disrupted. The classroom management is also important because when a lesson run smoothly, it can undermine the student’s engagement in active learning, high-order thinking, and the social construction of knowledge (Jones & Jones, 2010). Hue and Li (2008) stated that some other terms related to the concept of Classroom Management are Classroom Behaviour, Discipline and Misbehaviour. Classroom behaviour refers to the actions of classroom participants. While discipline refers to the act of responding to misbehaving students in an effort to restore and maintain order, authority and control. Misbehaviour means a behaviour that interferes with teaching, violating the right of other students to learn. This es...
In schools, discipline is more complicated than giving detention or having troubled students meditate. Abuse of the room, very angry students and certain situations would all be challenges that would pose problems to the room’s efficacy.
I have heard that for many beginning teachers, classroom management can be one of the most challenging aspects of their new career. Knowing this, I decided to experiment with many classroom management approaches during my student teaching to find one that fit both my students and myself. Based on these experiences, I designed a classroom management plan that I will implement in my classroom as a beginning teacher. It is important to note, however, that my classroom management philosophy will be evolving as necessary as I gain more experience and insight into the field of teaching. Also, my classroom management plan may need to be altered to fit my specific group of students.
I recently took a course on cooperative discipline and found that many of my own beliefs and practices involving discipline in the classroom were validated and reinforced throughout the class. Students do choose how they will behave and the best way (maybe even the easiest way) to get them to make the right choices in the classroom is to foster a feeling of mutual respect and to give them a sense of responsibility or classroom ownership. Kids want discipline, or maybe to put it differently they want structure and predictability. And the nice thing about Linda Albert’s cooperative discipline model is that it gives the students exactly what they need. But what are our responsibilities? Linda Albert tells us that “the ultimate goal of student behavior is to fulfill a need to belong”, so it is our job to fill that need by helping the student to feel capable, connected, and able to contribute (in a positive way) to the group.
“Classroom management deals with how things are done. Discipline deals with how people behave.” (Marshall, 2011) The most important thing about classroom management is control. A teacher must have control to be successful. When a teacher losses control, students become bored, disinterested, and restless, which often causes behavior problems. Avoid misbehavior by setting classroom rules early in the year. These guidelines allow students to know the expectations the teacher has for them and the consequences of not following the rules. Never continue instruction when rules are broken, this cause total loss of control, which leads to behavior problems.
Classroom management is an important component of successful teaching. It is that teachers create and maintain appropriate behavior of students in classroom settings. (1…) Kessler (2012) mentions that “[s]tudies suggest that up to 51% of children may have a diagnosable mental health disorder, many of which involve severe impairment at home or school” (Kessler et al., 2012). Classroom management is defined as “ [c]lassroom management is the term educators use to describe methods of preventing misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to maintain control
There are several different models of classroom management, but there appears to be no collective agreement as to which one is the best. Because every student is different, students’ behavior should be addressed according to their specific need. Disruptive behaviors tend to be a result of a few causes. These causes tend to be either because the student is seeking attention trying to avoid failure, are angry, want to gain control of a situation, have too much unused energy, are feeling bored, or are uninformed. In studying the different methods that have been researched, I have settled on two that I would like to focus this paper, Discipline with dignity and Discipline through same side win-win strategies.
Classroom management is a necessary component to every classroom. It includes creating a set of rules and clear expectations that all students follow. This helps unify the classroom for both the teacher and students allowing for a smooth, effective, and educational environment. When the students are aware of what is expected, they are motivated in order to attain the goals dispensed by the teacher. Some students are naturally motivated and want nothing more than to surpass goals for the sake of triumph and pleasing the teacher. Other students need extrinsic motivation in order for them to become engaged in
According to C.M. Charles, the author of "Building Classroom Discipline," the definition of discipline is, "what teachers do to help students behave acceptably in school (1999,p3)." Discipline is associated to misbehavior, wherever misbehavior is found, and discipline is needed. The main goals of discipline are to prevent, suppress and redirect misbehavior. Students can also be cruel and disruptive, which can deny the purpose of learning in the classroom. Another goal of discipline is to help students control their own behavior in and outside the classroom (Charles, 1999). My own definition of discipline is using any means necessary to keep a classroom organized, productive and accessible for learning. Discipline is necessary in a classroom, to give students an opportunity to learn to there fullest. Without discipline, the classroom would be a place where teachers could not perform their job but a place for them to baby-sit misbehaved children.
This I Believe Philosophy statement will include my thoughts and beliefs about classroom management with comparison to other theorists’ models. The major theorists that will be mentioned are Barbara Coloroso, Linda Albert, and Lee & Marlene Canter. I highly agree with the Canter’s and Coloroso’s models of classroom management because it best fits my personality as an individual teacher. I believe that an affective classroom management plan is first practiced and then modeled for improvements. My ultimate goal for my Classroom Management Plan is to model self-discipline by teaching it through my daily actions so that students may be able to self-manage themselves accordingly.