CHALLENGES SCENARIO 2
In the next scenario, it is about Mr Andy that is concern a lot about two of his students that is Danish and Ani. Danish cause the problem when he rarely completes his work even he understands about it. In class, he always stares blankly when are asking to get to work and also always watching the other students. While, Ani is a disruptive student as she always teases the boys sitting around her and keeps them laughing. She also makes wise cracks when response to Mr. Andy says.
CAUSES
Based on the situation, most probably, Danish is a slow learner student. Borah (2013) stated that one of the characteristics of slow learner students is they cannot do multifaceted or complex problems and work very slowly. Probably this is the cause why Danish is rarely completes his works and always stares blankly when are asking to get to work because he cannot understand the lesson well. While, in Ani’s case, most probably that she is a mild hyperactive students. Neihart & Maureen (2003) stated that when the mild hyperactive person are placed with other high ability children without the disorder, they may find the advanced maturity of their classmates a challenge they are ill prepared for. So most probably this is the reason why Ani has behaved like that in the classroom. The other thing, most probably the lesson process that’s been conducted by Mr Andy is a bit boring to the students cause them to misbehave.
STRATEGIES
Mr Andy is already taking a few steps to overcome the problem like he moved Danish’s desk close to his own to keep him on task. He also moves Ani’s desk away from her friends several times, but she is still able to stir up students everywhere she is. Mr Andy has already tried to overcome the problem, b...
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...ss is important because Charles (2014) stated that one of the characteristics of Glasser’s model is to involve students in decision making and the teacher also has to assist students to become responsible, and productive classroom members.
CLOSURE
In a nutshell, the teachers have to manage the class well to make sure that the teaching and learning process can be effective enough to the students. Jacob Kounin stated that “teachers” personality traits are not particularly important in classroom control. What is important is, the teacher’s ability to manage groups and lesson. Santrock (2011) also stated in his book, Educational Psychology, well-managed classrooms keep students busy with activity, appropriately challenging tasks, have activities in which students become absorbed and motivated to learn, and establish clear rules and regulations students must abide by.
George disrupts the class by conversing with other and not raising his hand. This behavior is prominent form the beginning of the day to the end. He constantly disrupts the class by shouting out at inappropriate times. This lack of self-control causes a halt in the lesson. The teacher typically relies on the classroom aide to resolve the issue, but his behavior is only corrected for five minutes. If George doesn’t have a 1:1 approach, he is unable to complete any of his work and inevitably gets himself into
Response: “If a student is disruptive and says the work is stupid, I mark anecdotal notes on the behavior and make sure the student an...
...have either positive or negative effects on school performance” (Pg. 58). The author notes it is very evident in the classroom whether students react positive or negative by their reactions to the assignments.
The first is the fact that as mentioned above, no two classes are the same and therefore anything could go wrong or an unexpected interference could occur e.g. a fire alarm, misbehaviour etc. Because of this, teachers are expected to adapt to situations and events and react within seconds with quick solutions to the problem/ occurrence at hand. Another reason why adaptability is important is because any good teacher, in my opinion, should be able to change from being strict when reprimanding the class or a pupil, to calm and collected in order to show a clear difference to the children and to show them that bad behaviour results in a change of atmosphere where the classroom becomes silent where the students reflect on their bad
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.
Williams it’s very busy with learning stuff everywhere. The classroom has different section called ‘centers’ like the library. In the middle is where the desk are placed they are grouped into 5-6 student at each table. I immediately noticed some negative behavior management on the part of the teacher by yelling at the students that wasn’t listening to her instructions. Another behavior management tool that doesn’t seems to work completely well was the point system that give or take a point from any student based on their behavior or action throughout the day. Most students seem to not be so thrilled or fazed by losing a point or when they gained one. But the teacher used this system quite frequent to make her point and take action. An action taking by the teacher that I felt was problematic is when she questioned a student that was better behaved, if another student was misbehaving. This action could lead to negative behavior for child-child interaction and
All effective educators need to find ways to motivate their students. The kids that fill our classrooms have different strengths and weaknesses. It is critical that teachers recognize the strengths and weaknesses of their students so they can use the right classroom management strategies to motivate their kids. In this particular case, the student named Jodie is inattentive and uninterested and neither the teacher intern or classroom teacher have a clue how to handle this situation. Ms. Marcia Thomas, who is the young intern feels that Jodie is just a problem child that lacks motivation and there is nothing she can do for this particular student. Ms. Thomas and the lead teacher Ms. Egan both lack the needed classroom management strategies that are necessary to motivate and engage students in a positive learning environment.
As explained in class, we may have a student who never completes assignments and from that viewpoint, we determined that the student is a lazy person and more than likely does not care about the class. There exist that single chance of being correct on the inference of the students life; however, it so happened to turn out the student loves the discussions in the classroom but is struggling to find a balance between school, home, and work. The student may have collapsed in the wake of anxiety as soon as they sat down to begin a paper f...
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
I believe Classroom Management is the main component in the educational setting. I believe if students are in a safe environment, then learning can take place. This doesn’t mean punishing behavior problems but rather a combination of setting the tone in a class, preventing behavior problems with interesting and engaging curriculums and effectively including all students in the classroom so that their needs are met. Having the right environment for all students to learn is my major goal of implementing good classroom management--without it the students would not be able to learn.
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.
To become an affective teacher, I would began managing my class from the beginning of the school year by providing rules to the class that they must follow. When I give rules, students tend follow them every day, and count them as a usual duties they must do every day in my classroom. Rules build buildings build a city, a community, a country, therefore rules can build my class the way I want it to be built and raised. There will be punishments and there will be awarding to those who listen and to those who don’t, everything is managed. But, I see management differ from grade level to another, because, for example, the punishment for a kindergartner will differ from the punishment to an eighth grader. Also the class rules will differ as well from a low grade level to a higher grade level. The rules will be less strict and less worry for low grade level students, because they are little kids still they don’t understand very quickly. Therefore, low grade level teachers, I believe must have more patience than the high level grade teachers. The second most effective step to take in a classroom after making sure the class is managed carefully, is to become with great instructional methods. Some excellent instructional methods are the great and effective teacher lectures that are mostly used in the classroom, group and class discussions where each student expresses his or her thoughts and ideas, and some types of home or classwork like textbook assignments and reading assignments in
The time some students put into a relationship can become absurd. In this way, we come across the student who never seems to have their work done or never has time to work on their work. This free time would normally be used to do important tasks for school, but rather is us...
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
“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.