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Overview of classroom management
Overview of classroom management
Overview of classroom management
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Managing Classroom Behavior
Managing classroom behavior can be a difficult task, especially if you have a child who is always causing disturbances. Once you have identified that there is a problem, you should ask yourself six simple questions. The first question asked is whether the problem is a result of inappropriate curriculum or teaching strategies. As teachers we have a tendency to overlook the fact that what and how we teach can contribute directly to our students behavioral problems. Secondly, ask yourself "What do I demand and prohibit - and what should I?" Teachers find it easier to specify what they will not tolerate than to specify the behavior they demand. The third question to ask is "Why do certain behaviors bother me, and what should I do about them?" As a teacher you have to decide if this is a difference in culture or upbringing and why it bothers you, is it inappropriate, is the behavior disturbing the other children?
There are many things to consider when a child is acting up. As the teacher, it is your responsibility to solve these disturbances, if they are personal, you may try ignoring them, talking with them, or even living with the problem. The fourth question you need to ask your self is if this behavior is developmentally significant. Although there are other types of developmentally significant behaviors, most will fall into four primary categories: academic failure, aggression, depression, and problems with peers. The fifth question to ask is,
"Should I concentrate on a behavior excess or deficiency?" A behavioral excess is something you usually want the child to stop doing.
Zhuo uses pathos at the opening of her argument by giving an anecdote about a girl in high school named Maggie Sunseri who experienced, as well as witnessed discrimination for the way she and her female peers dressed. This makes the reader feel sympathy for girls as well as creates anger in the reader towards the district. Zhou continues to build on these two emotions with other anecdotes throughout the article. She describes a high school prom in South Jordan, Utah,
One element is duty that the defendant owed legal duty to a plaintiff and the defendant did not follow through with the agreed duty, The next element is known as breach of duty which is when a defendant does something or doesn’t do something that they said they were going to do. The third element is called causation which means a plaintiff must prove a defendant’s negligence caused him or her injury. The fourth element to proving negligence is damages which requires the court or defendant to compensate the plaintiff for his or injuries. These are all the ways to prove negligence in a case between a defendant and
Playing the piano require great mental focus and coordination which could be the reason behind why people who plays the piano so well becomes highly intellectual.
The child is motivated by his natural curiosity and becomes involved in an unintentional conflict, by a new situation getting out of hand due to lack of experience. Sometimes their curiosity may be to intentionally cause a conflict to see what might happen. Depending upon the personality; child learns through full engagement in the experiment of life and play in the world of the classroom. In this situation teacher should acts in a firm but friendly manner to reinforce limits, raise consciousness levels, and teach alternative behaviours. Once I had an experience of working with a three-year-old child. As soon as the class over when I was coming out of the classroom, he was spitting to show his unhappiness towards me as an attention getting. Then I returned to the child and I did not punish the child, instead I showed patience and guidance, which is the best approach in enhancing child learning, self-esteem and self-confidence, by the time he looked at my eyes, and he argued a little. But later he did not repeat the habit of spitting in any situation. At this stage teacher needs to appreciate the tentative nature of this situation and not over react. According to Gartrell,”Conflicts like this that result from innocent mistakes or situation getting out of hand he call uncontrolled experimentation mistaken
Although, I am not musically incline at the moment, so far I have learn that music have elements. Therefore, knowing the elements to music help with the procrastination of becoming one with music. The more that is being discover with music is the more intrigue you might be with learning on the topic. Aaron Copland said, “ one is always being told, as unarguable proof of musical person, that he or she can go to a show and then come home and play all the tunes on the piano” (Copland) . Aaron Copland also said, “That fact alone bespeaks a certain musicality in the person question but does not indicate the kind of sensitivity to music under examination here” (Copland). I am pretty sure that reading about a musical prodigy has
As predicted from the Oracle, Oedipus fate will be to kill his own father and marry his mother, he discovers that he has already fulfilled his fate by his insistent in knowing the truth. Oedipus is given a series of choice in discovering his identity or leaving it to up to fate throughout the play. His egotistical and persistent nature lead him to thoughtlessly make the incorrect decisions, consequently, it is Oedipus’s burden that the tragedy is revealed, not the responsibility of fate. In the mean well Oedipus and those close to him consider “fate” the main reason of Oedipus downfall. To the audience it shows something totally different, Oedipus is ultimately responsible for his tragedy. Possibly the most evident reason Oedipus is accountable is that by the end of the play Oedipus has taken responsibility for his actions. Oedipus states, "Now loathed by the gods, son of the mother I defiled coupling in my fathers bed, spawning lives in the loins that spawned my wretched life. What grief can crown this grief? It's mine alone, my destiny-I am Oedipus!" (Sophocles 1492). Oedipus obviously sta...
“Power is exercised only over free subjects, and only insofar as they are free. By this we mean individual or collective subjects who are faced with a field of possibilities in which several ways of behaving, several reactions and diverse compartments may be realized.” (Foucault)
One exciting thing about being a teacher is how you get to decide what you want to bring into your classroom. You also have many roles as a teacher, and I am looking forward to having all of these roles. Piaget and Vygotsky are both very famous psychologist who studied cognitive development. They have different views and opinions on what educators should do. There are certain roles I believe teachers should play, and I plan to compare Piaget and Vygotsky’s theories to come up with five roles I believe are important.
Law of Torts is a civil wrong and is an unreasonable interference with the interests of others. Law of Torts provides protection against harmful conduct, it attempts to provide an impartial set of rules for resolving private disputes over claims of improper interference with individual rights. A common denominator of each Law of Tort is a failure on the defendant’s part to exercise the level of care that the law deems due to the plaintiff, and the normal remedy for this is unliquidated damages. Negligence is one of these Torts, it is an independent tort as it is an element for other torts. Negligence is causing loss by failure to take reasonable care when there is a duty to do so. To succeed in an action for negligence the plaintiff must prove on the balance of probabilities that the defendant owed the plaintiff a duty of care to avoid
Huitt, W., & Hummel, J. (2003). Piaget's theory of cognitive development. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved [date] from http://www.edpsycinteractive.org/topics/cogsys/piaget.html
Classroom management is one of the most essential skills to becoming an effective classroom teacher. Teachers who possess the ability to manage their classroom are able to create an environment where learning is the focus (Burden & Cooper, 2004). Although teachers may be well prepared and skilled with classroom management, at some point in time they will encounter a student or students whose behavior hovers authority and the functioning of the class. There is no simple way to deal with these difficult situations, but there are strategies to help. The first step is to identify the purpose of the behavior. A Functional Behavior Assessment (FBA), is a systematic set of strategies that are used to determine the underlying function or purpose of a behavior so that an effective intervention plan can be developed (NPDC, 2014).
First, be sure to recognize the difference between reinforcement and punishment. To increase the desired behavior, reinforcement should be used. Punishment is used to decrease unwanted behaviors. Second, when an adult begins to use positive reinforcement and ignoring the inappropriate behavior, some students may begin to exhibit behavior that get worst. This abnormal behavior is referred to as “extinction burst”. The student is acting out in an effort to generate the reinforcement they use to get from the adult. Thirdly, teachers and adults should use positive reinforces that are attainable quickly and easily. Sometimes, food is not accessible and is not appropriate so positive phrases work well. Lastly, inappropriate behaviors should always be ignored, unless they are
Jean Piaget’s cognitive development theory is focused on the belief that development precedes learning, specifically upon individual development of one’s knowledge through independent learning and experiences (Lourenco, 2012). Piaget’s theory discusses how an individual’s surroundings affect their development resulting in a series of changes in the understandings of their environment.
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
Child A is a forty month old male pupil at this setting and attends regularly for five mornings a week since September 2011. He has two siblings and he is the middle child. He lives with his siblings and both parents. He is one of the younger children in his nursery year. He has not yet formed any friendships with his peers at the setting and children are wary of him due to his unpredictable volatility. His behaviour has also been ...