The physical classroom environment is designed to promote collaborative learning and group work. To address the issue of inattentiveness whereby the students are not doing their work, we can arrange to have inattentive students to sit with more attentive students such that the positive peer influence can help the child focus better. To better engage students, this seating arrangement allows for small group activities to help students to take a break from the didactic teaching style and apply the knowledge they have learned in the lesson.
Proximity and mobility is also important when dealing with inattentive students, we can use proximity as a tool for management. A clear path of circulation (indicated by the red lines in the diagram) enables
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In addition, having standing bar tables at the back of the classroom is helpful for students who are feeling restless or sleepy to stay awake and pay attention to the lesson (Fearnow, 2014).
4) One of the proactive strategies that I will implement to address inattentiveness is to change the pace of the classroom activities. To keep students actively engaged in learning, part of the lesson plan should include group work or activities that are challenging, engaging and meaningful changing the pace of the lesson to involve students, helping them refocus and motivating them to try. Small activities can be planned in between the teaching of content allowing students to engage in group work and internalize their learning. This is supported by Fred Jones’ approach of positive discipline (2007a, 2007b) as he believes that for classroom management to be done well, teachers need to keep students engaged, focused and on-task. Jones (2007a, 2007b) proposed to do away with the traditional approach of teachers cognitively overloading students with information resulting in them being disengaged and passive in their own learning and use the approach of say, see, do teaching (Charles, 2008) to help students to better focus and stay on
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Skinner (1953, 1954), he found that most of our voluntary behaviors are shaped by reinforcement, which we receive immediately after the behavior. Thus, one of the remedial strategy, we can employ is using non-verbal intervention of proximity interference. We can walk towards the student while conducting the lesson to bring he/she back on task. This method helps to communicate the disapproval of he/she being inattentive in class and reinforces that the behavior is not acceptable. The student is then allowed to decide if he/she wants to correct the misbehavior or face the natural and logical consequence of having to stay back and complete the unfinished
It is obvious that education, whether classroom instruction or practical drill, advice or entreaty, must ensure that students are positively involved, that they at least listen and pay attention to the words, actions, and the thoughts of their educators, instead of drifting off or doing something else, or simply leaving to try to learn what they need on their own (Prange 74).
In the role as an observer, the classroom was well-managed. This is on the basis that there was no need for the use of physical control cues, for example nods and eye contact among others and verbal control cues like orders, commands, scold among others. Also, it was observed that no students wandered about the classroom. Second, the students were actively engaged, which resulted in an optimal learning environment which aided in the management of the classroom. My view is congruent to that of Miller (2015), which stated that, “once students are engaged in the classroom, then management issues will dissipate.” Third, students sharing in the management of the classroom were seen in the role conducted by the class monitors. According to Jones & Jones (2005), “Glasser states that students will function productively only in
What I learned during the observation is that have a good layout and a good environment setting children are more willing learn and play with the children around them. They need to feel that they are apart of the classroom. That is part of Maslow’s Hierarchy of Need. You environment the classroom need to make children feel safe because if they don’t feel safe they are always going to be on high alert and not pay attached to what going on they are also not going to play or do anything in the classroom. Having the right environment makes it easy for children to explore and learn everything they need have those center or station is not just their for children to have fun and play that because while they are playing and have fun they are learning.
My personal philosophy of classroom management focuses on creating an environment where children feel safe and where they feel like they belong. I will create this environment for my fourth grade class through making my expectations of the students clear while developing an engaging lesson plan and personable interactions with my students. I developed my philosophy from studying different theorists and based my philosophy on the theories of Glasser and Kounin. Glasser believed that the teacher’s roll in the classroom is that of a leader rather than a boss. He believed that students should be given power in the classroom and that the teacher should share it with the students. I will use his ‘7 caring habits’ specifically supporting and respecting to help my classroom feel safe and welcoming to my students. Meeting the individual needs of my students will be the focus of my classroom management routine. I will meet individual needs by promoting self management and self efficacy in my students by creating an environment that that has predictable and consistent daily routines while focusing on my student’s successes (Shindler, 2010). Having a predictable routine will encourage a success oriented environment and will reduce anxiety and help towards creating positive self efficacy in each of my students (Shindler, 2010). In Glasser’s Choice Theory he talks about focusing on the present and not bringing up the past (Glasser, 2010). Therefore, I will focus my classroom on being goal driven and will help each student obtain their goals. Thus, helping my students have positive self efficacy. I will apply Kounin’s technique of Momentum (Pressman, 2011). This involves the teacher keeping exercises short and moving around the room a lot so...
Inconveniences like these can cause a strain on grades, make the ability to focus more difficult, and some students lose motivation. In order to reduce the possibility of these situations occurring, students can reduce clutter in their living space by keeping the things that add importance to their life. This benefits students because it stabilizes their mental health and gives them the ability to continue doing well academically. It also teaches them the importance of having priorities, organization skills, and working well with
Young adults who habitually play video games have been shown to outperform novices in a variety of visual attentional capabilities. Gamers have faster response times when detecting visual targets without a decrease in accuracy (Castel, Pratt & Drummond 2005, Yuji 1996, Dye, Green& Bavelier 2009), better target detection (Feng, Spence& Prat 2007, Green & Bavelier 2003), better visual acuity (Green & Bavelier 2007) and ability to monitor a greater number of objects simultaneously (Green & Bavelier 2006). As stated before (in part A) attention deficits are very common following a TBI (Dockree et al., 2006; Kinsella, 1998; Mathias & Wheaton, 2007). Interventions for cognitive disabilities after TBI such as attention, memory, executive function,
The time is now to stand up for what is right and pay attention to what is happening around you. To pay attention is one of the greatest things you can do because later on in life you can think back to the time when a teacher told you something about multiplying decimals that you didn't think you would need in later life but it turns out you did. Heather heyer was someone who payed attention in fact her last post on twitter was if you're not outraged you're not paying attention . If you think about it that is so true with all of the stuff that is happening around the world and even right here in New Zealand if you don't know what i'm talking about then you aren't paying attention see what I mean if you pay attention you learn stuff.
In everyday life situations, distractions occur throughout the day. These distractions come in many forms; television, cell phones, internet searches and social media all distract people from what they have to do during the day. Anything that moves a person’s interest away from scheduled tasks reduces the productivity needed to remain complete goals or tasks. Some people have organic reasons such as Attention Deficit Hyperactive Disorder, which causes the mind to work on several different issues at once, hence no one subject obtains the focus needed to complete the task. There for, any distractions become a major obstacle in the lives of people with disabilities.
The evaluation document is a representation of my present teaching ability, and the target areas that I will improve on. I taught the Hooke’s lab investigation, so I grouped students in pairs and had them work in their lab stations. Given the lab stations set up–in aisles–, I decided to have three groups of students work on each side of the aisles; however, the aisles were narrow and the students barely had space to move through them. I did not ask the students to move to other areas of the classroom to prevent losing their focus, but this is something I will be more cautious about in the future. I have to provide a safe classroom environment that allows students to have ample space to work in, so I will verify that I provide the needed space in future classes. I originally thought that proximity would enable adjacent groups to discuss their findings with each other, but even I had a hard time walking through the aisles to reach struggling groups.
Interestingly something as simple as seating or the placement of classroom material can affect the management of the classroom (Snowman & McCown, 2013). This brings up the third question- How are the physical features of the classroom positioned? Areas that will be used by multiple students at a time are considered high-traffic areas. These areas should be spacious enough to keep students from being bunched in a small area. High-traffic areas include the teacher’s desk and pencil sharpener (Snowman & McCown, 2013). Also, visibility should be optimal. The teachers should be able to clearly see the students and the students should be able to see any and all instructional presentations and displays presented. (Snowman & McCown, 2013). This will ensure that the teacher is able to intervene on any behavior that is not acceptable and will ensure that the students are able to see all important material needed for their learning. To ensure the class and instruction time runs smoothly, teaching material and student supplies should be available when needed and accessible (Snowman & McCown, 2013). Lastly, as Snowman and McCown (2013) advise, “the arrangement of the seating, materials, and equipment should be consistent with the kinds of instructional activities the teacher favors” (p.
For teachers to be effective their classrooms should be open, encouraging and safe environments, where a strong student-teacher relationship can be achieved (Marsh, 2008). Students should be treated with respect in order to meet their need for belonging (Eggen&Kauchak, 2010). The layout of the room and resources need to be well considered allowing different areas for different activities (Bennett &Smilanich, P. 1994) keeping in mind space for easy movement and creative work. Seating arrangements, noise level and room temperature all need to be taken into account when planning the classroom to maximise productive lea...
As a teacher it is important if not crucial to create a safe learning environment for students, especially students with disabilities. Most schools implement many services that are available in order to support students with mild-extreme disabilities without excluding them from the other students. The ‘least restrictive environment’ (educational psychology for learning and teaching) is an environment that is close to what students without disabilities learn in. However, depending on the severity of the disability, after school classes or sessions may be required. Depending on the primary school year level, some students may not even be aware that their fellow peer has a disability if the student has not been singled out as being disabled. To engage behavioural or disabled students in learning a good strategy is to accompany the main teacher with a teacher aide. In a class of 25 or so students, one teacher is not able to get around to each student individually. One-on-one interaction with student and teacher is highly beneficial with certain students. So, by having a teacher aide in the classroom the main teacher can work with the students who are able to work more independently
Did you know that the first few minutes of class is the only time a student listens to their teacher? A student listens to a 60-90 minute lectures from classroom to classroom for 200 school days. But a student cannot focus their attention for that long so they ended up losing their attention somewhere else. Someday, this may be a trouble to their parents. Students lacking concentration may cause failure in planning for their future.
The classroom embodied the stereotypical music classroom with its various instruments scattered around the room. Every inch of the wall and door was covered with music notes while chairs encircled the room. Besides the teacher’s desk, there were no other desks in sight. The students had to sit on the ground in the center of the room away from the instruments. Even when playing instruments, the students sat on the ground. Although the setup was very different from a general classroom, it was appropriate for the kinds of lessons that the teacher taught the students. The teacher did not hand out any worksheets or assigned homework so the students did not need any desks for writing. Since the classroom was already small and cramped, having desks in the class would have impeded on the activities that the students performed.
In microteaching session, our lesson is being implemented with the foundation of learning is fun, meaningful and purposeful, which is one of the pedagogical principles in teaching. Undoubtedly, lesson planning is the first step that allows teacher to prepare the activity that could develop pupils’ ability. As the newly implemented KSSR syllabus promotes, HOTS has been put under the spotlight in education field. Writing, which largely involves metacognitive thinking skills, should be promoted in order to cultivate HOTS in younger generation. Thus, teacher should diversify the varieties of activities in order to make sure that pupils’ endowment is fully cultivated and their interest in the lesson is maintained. According to Champkins (2003), the average attention span of a primary school pupil can be calculated using the rule of chronological age + I (minute). This is an approximation of the period where pupils are able to concentrate in an activity. Subsequently, teacher should make sure that the lesson is learner-centred and activities planned are engaging, appropriate and suitable for pupils to enjoy the learning process. As the target group of pupils is Year 4, we have tried to attract pupils’ attention through creating suspense and asked pupils to predict the following activity. By doing this, we hope that we will be able to arouse the curiosity of pupils on the topic. In the lesson plan, we have also included group work. According to Gorgon (2008), group work is effective in developing pupils’ initiative to think, contribute to the group, share and evaluate information as well as promoting pupils’ sense of cooperation. From this, pupils will not be only improving their communication skill, but they are also being provided with an opportunity to develop collaborative skills as a real life scenario is provided for pupils to interact with their partner and pupils in the process of