It talks about how teachers need to examine and change the way they teach the children. Two ways that teachers can do that is Cultural Relevent Teaching and Critical pedagogoy. Cultural Relevent Teaching and Critical pedagogoy are used in early childhood classrooms in areas of race, gener and sexual orientation. Cultural relevent teaching address equality more broadly where as critical pedagogy focus on educational experiences of students from particular merginalized groups. Cultural relevent teaching is more based around cultural transformation, the teacher has to engaged in the community and with the families of the children.
I believe that part of implementing any form of classroom management is the recognition that “learning” is generated not only through textbooks and lesson plans, but also through interaction and communication prompted as a result of the social learning environment built-in to our classrooms. Just as there is sometimes validity in the expression, “Wake up to reality!” The classroom is a stepping stone into the “reality” of an adult society. The relationships formed within the walls of my classroom will be based on the utilization of the inherent differences of individuals -- including the teacher -- whose desires may or may not be identical to one another. I believe that the ultimate goal of classroom management is for the teacher to prepare his/her students for socializ... ... middle of paper ... ...tudents facing a chalkboard in silence. I want a classroom that is full of conversation and questions.
Classroom observation by trained educators, peer review by fellow colleagues, and student evaluations of teachers often shape the basis for teaching effectiveness critiques. The above ways introduce formative feedback to educators, including different issues related to teachers such as perceptions of the level of teacher preparation, enthusiasm, subject knowledge, and presentation skills; the nature of teacher interpersonal skills, being fair, and concern for students; and the quality, quantity and frequency of teacher feedback are the issues that are important in evaluating teachers and these are the issues that learners will critique at the firs glance (Feldman, 1989, 1996). A continuous and important part of academic life, these evaluations also inform college managers when retention, merit, promotion, and other important decisions are going to made; and help students in selecting courses or individual parts of cour... ... middle of paper ... ...eptions of teachers (Akerlind, 2007; Buskist, 2002; Erdle, Murray, & Rushton, 1985; Lowman, 1984, 1996; Murray, Rushton, & Paunonen, 1990). The teacher’s capability to create rapport is revealed in students’ sense of classroom community (i.e., the more positive and interactive the student-teacher relationship, the higher the students’ success). In order to build and keep that student-centered quality that is so important to students’ success, teachers would appear to have an open posture towards their own teaching.
Traditionally, the classroom is viewed as the place where teachers provide instruction to students with the purpose of students learning. There is a major responsibility placed on the teacher in this idea because teachers have to ensure that the students are not only taught all of the information required, but also that they comprehend the information that they are being taught. Higher Education is shifting towards the learner-centered aspect where emphasis is placed on the concept of student learning versus the teacher. Weimer (2013) states that “learner-centered has become trendy and something institutions aspire to be” (p. ix). Teachers take on various methods of instruction in order to ensure that students have a clear understanding of the concepts.
Research Question – What can teachers do in the classroom to promote positive behaviour? “Classroom management is a broad concept that encompasses the set of behaviours and strategies that teachers use to guide student behaviour in the classroom” (Evertson & Emmer, 2013, p. 1). This research will focus on what teachers do to promote positive behaviour in the classroom as I believe that it is important that positive behaviour is reinforced within the classroom to promote a constructive learning environment for all students. No matter how much literature and research is undergone, classroom management needs to be discovered by the teacher to suit that particular class and their needs. This is where classroom management is important for a teacher as ‘the education process, which aims to form positive behaviour on the students, starts at this point’ (Behcet, 2012, p. 2901), the beginning to shape students and gain their respect before it is too late.
This book focuses on good teaching and ways that a teacher can turn a student’s thoughts of feeling negative about schooling to positive by discussing ways in which the teacher can approach these situations whilst taking in mind the physiological and psychological changes that students go through. Ferlazzo in this book has chosen to focus on the teacher as the role model in the class and how their attitude towards learning can greatly impact on how the student will learn and succeed within the classroom. Marsh, C. (2010). How students develop and learn. Becoming a teacher: Knowledge, skills and issues.
Much like essentialism, teachers play a critical role in the education process by guiding students through an open dialog. Perennialists argue that “teachers are more knowledgeable than students who are incompletely formed human beings. Therefore, teachers should assume the authority and command in the classroom” (Moss & Lee, 2010). Robert Hutchins, a prominent perennialist believed “a perennialism teacher has a duty to help students to become cultural citizens and to understand the principles of human knowledge” (Figures, 2013). Perennialists also place a great deal of importance on students being able to prove their understanding through exams and writing.
The theoretical framework that supports this study was rooted in the situativity theory. The situative perspective describes how experiences influence learning and perceptions (Putnam & Borko, 2000). Therefore, teachers’ experiences in various settings influence their knowledge and perceptions of RtI. This study explored teachers’ perceptions based on the ways they developed their understanding of RtI. The situative perspective was chosen specifically to justify analyzing each participant as an individual unit within the social context related to RtI as teachers develop knowledge of their practices (Borko, 2004; Putnam & Borko, 2000).
By listening to students’ feedback, teachers would be able to perceive their classroom practices from a different perspective and also embody the participative and collaborative process in classroom. To support this, Kemmis and McTaggart (1982) stated “a distinctive feature of action research is that those affected by planned changes have the primary responsibility for deciding on courses of action which seem likely to lead to improvement, and for evaluating the results strategies tried out in practice" (p. 6). Therefore, this step is crucial as it provides the basis for the revised plan on the second cycle (Lewin,
Integrating culture into the curriculum is an important component of culturally relevant teaching. Teachers can use culture to redesign the existing outcomes to have a positive, meaningful, and engaging influence on all students’ learning. Research on culturally relevant teaching shows that students learn through building on their prior experiences and knowledge by connecting that background to current content and activities in the classroom (Morrison et al., 2008, p. 438). Researchers argue that learning is relevant to students only if it is connected to students’ identities (p. 437). This connection stems from the personal relationship teachers build with each student (Parhar & Sensoy, 2011, p. 195).