Classroom Mangement
Q: What is your approach to classroom management?
A: Before the course began, I assumed that classroom management was consequences. In actuality, consequences only make up 10% of classroom management. 40% of classroom management rely on positive student relations which I think is one of the most important things a teacher should have in their classroom. Building a good relationship with your students is essential because students are more engaged and more willing to learn in a classroom they feel comfortable and welcome in. How I would approach classroom management is by greeting my students at the door by name in the mornings. I would also walk them to the buses at the end of the day and talk with their parents who pick them up. This creates an environment that students feel comfortable in and a place where parents want their child to be at.
Methods of Instruction
Q: How do you keep your students engaged 90-100% of the time?
A: One of the things that appeals to all
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In basal booklets they have an option for ELL students as well as for students who are below, above and who meet grade standards. If the school district doesn 't use the basal, I can teach books to either the whole class or just the individual student in a book that is tied to their own cultures, this way the book is more engaging and the ELL student can engage in the readings. I can also have what some teachers call a word wall. Throughout the classroom, teachers can label the classroom like they can label the desk, board, wall and chair. What I would do to accommodate this for my ELL student, I can also put their language next to the English word. For example, I will label the desk “desk” and right next to that it will be labeled “escritorio”. This way the ELL will feel included in the classroom and grasp the English language better when I give comparative
After viewing the panel discussion about how our local school districts have implemented English Language Learning in their school, I am very intrigued. From what I gathered the field of ELL is a growing industry in education, especially in Colorado Springs. We have ELL’s students coming from all over the world. Here in Colorado Springs alone, school districts have to accommodate for over fifty different languages spoken by ELL’s. I can only imagine the challenge that comes with such a diverse group of non- English speakers in our community schools.
A substantial literature delivers indications that sturdy as well as positive relationships among teachers and pupils are essential to the vigorous growth of each and every learner in primary schools. An optimistic teacher-pupil relationship is a critical aspect for pupils’ knowledge as it permits the learner to acquire in surroundings where they feel greeted as well as at comfort. It is said that the teacher–pupil relationship predominantly in the early year settings is one of the most influential origins within the environment of a primary school. In addition to this it has been noticed that a key aspect influencing pupils’ growth, early school engagement as well as educational motivation, teacher–pupil interactions create the foundation of the social setting in which learning takes place. Consequently, the teacher is required to obligate with the skills to associate with their pupil on a level that they comprehends and agrees. This paper discusses the reason why it is important for the primary school teachers to establish positive teacher/pupil relationship as well as the ways in which this can be achieved is demonstrated.
There are several key ideas that are crucial to understanding the best way to teach young, ELL students. The first idea is the importance of recognizing ELL’s feelings of isolation and alienation. When a teacher recognizes this, they are more capable of helping the student feel a part of the class. The student will struggle to participate if they do not feel like they belong with the other students. There is not only a language barrier, but also sociocultural differences that prohibit them from feeling accepted. Tiffany emphasizes the importance of acknowledging this problem and being aware during classroom activities. She suggests that you get a deep understanding of their cultural background, not just a “touristy” one.
To be a successful teacher one must first understand their own personal classroom management strengths and build from those attributes. Equally important are those areas of concern that could benefit from professional development or active conscious practice. As a future educator I have been exposed to many management styles and strategies throughout the course of the semester in the Creating Positive Learning Environments classroom as a result I can better understand my own personal managerial strengths and areas that also raise concern.
A culturally responsive classroom creates an environment that is safe and accepting for children of all nationalities. An inclusive environment can include visuals that depict different cultures, inclusion of different cultures in the curriculum, access to bilingual dictionaries, sharing of family artifacts, field trips, and nonfiction picture books to teach key concepts in the content area. Knowing the principles of ELL instruction and characteristics of a successful ELL learning environment will not automatically create a competent ELL teacher. However, this knowledge will contribute to a better understanding of the factors that impact learning for ELL students and prepares the teacher to plan lessons that will result in maximum learning
I must ensure that I follow the standards and guidelines set forth in my contract. I must also follow any state, district, or school policy. To ensure that I am within my well within these guidelines, I will inform my superiors of my methods of classroom management. I will also seek prior approval for any system of classroom management that is used in my classroom. With that being said, I hope this will establish a positive and legal management system. Our textbook Teaching with Love and Logic says, “Discipline is one of the major areas in which teachers are susceptible to litigation. Teachers today must be prepared for such factors” (Funk and Fay).I also find it important to accept any input from not only families of students but fellow teachers. I know that due to my lack of experience any constructive criticism or tips would be beneficial. With that being said, I want my superiors and families to know that I will always be doing my best to guide and mentor the
To obtain a complete understanding of the word knowledge of students who are learning English, it is important their reading abilities (WTW, 2012). There are many ways to assess the reading abilities for ELL’s. For example, spelling inventories help explore the literacy knowledge of an ELL; however, the test should be first administered in their primary or first language. According to Words their way: Word Study for Phonics, Vocabulary, and Spelling instruction, “a spelling inventory in students’ spoken language can indicate their literacy levels in the primary language, and more specifically, show which orthographic features they already understand” (WTW, 2014). Bilingual learners rely on knowledge of their primary language to spell words in a second language (WTW, 2014). Teachers can also assess ELL’s reading comprehension through sequencing activity (Ada, 1990). For example, teachers can have ELL’s write individual sentences from the text on separate sheets of drawing paper; then read or have the students read each sentence and illustrate it (Ada, 1990). Teachers can also informally test students’ ability to sequence material from a story by printing sentences from a section of the story on paper strips, mix the strips; have students put them in order (Ada, 1990). According to Spanish-Language Children’s Literature in the Classroom, teachers should “read to newcomers every day” (Ada, 1990). Appropriate reading material for beginning English Language Learners (ELL) should include numerous illustrations that help clarify the text, story plots that are action-based, little text on each page, text that contains repetitive, predictable phrases, high-frequency vocabulary and useful words, text that employs simple sentence structures (Ada, 1990). When you read to beginning ESL students, be sure to make language comprehensible to them (Ada,
“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)
In my twelve years of teaching experience, one thing that most of my colleagues have struggled with at some point in their career has been classroom management. Classroom management is one many keys to instructional success. Unfortunately, many have left the teaching field due to lack of knowledge of classroom management best practices.
List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet, remedial course, honors course) that will affect your teaching in this learning segment.
As I start my career as an educator I will turn to the studies of these theorists to continue to craft
Classroom management has the largest effect on student achievement, so students cannot learn in poorly managed classroom. Additionally, research has pointed out that the quality of teacher-student relationships is the main aspect of classroom management.(…2). Furthermore, when teachers set classroom management plan, the plan will give structure to everything from seating to lessons to grading to the relationship between students. Teachers should incorporate strategies for addressing student behavior into classroom
As stated earlier, I believe Classroom Management is the key to how learning can take place and students can feel safe participating. I hope to create an environment that is conducive to learning and involves all my students. I believe the most important part of classroom management is not the behavior problems but creating a good rapport with the students, encouraging them to succeed and setting high expectations for them. As well as using an engaging a curriculum, I believe you can create this environment and it will limit the behavior problems in your classroom from the
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.
Education should be a part of everyone's life. A good education offers something for everyone, whether it be on the simple level or a more complex one. Education should provide provide an opportunity for students to develop a strong sense of creativity, a high self esteem, and a life long respect for learning. Education should help students establish a strong sense of confidence in themselves. A teacher will be one factor that helps a student learn and progress along their way through life. Teachers combine their own ideas with other people's to be able to give a good education to their students.