By analysing both negative and positive behaviours using my own experiences and observations, I will describe the effects and impact it had on students and their learning outcomes. Reflecting on this process will help me to analyse their response to different environmental and behavioural situations within the classroom. By developing strategies based around the three main theories of learning, I will explain how to use these methods to manage learner's behaviour and influence the learning environment.
By identifying the main features of the current legislation and implementing my own organisational policies for managing learner behaviour, I will give a brief description on how this impacts on students and the learning environment by outlining the strengths and weaknesses and giving suggestions for improvement.
When considering different strategies to improve and help the learning environment within the classroom, Geoff Petty argued that 'order in the classroom was created by a combination of four factors: effective lessons on a well-conceived curriculum, good organisational skills, good teacher-student relationship and effective discipline (Perry 2009:110)’. I will analyse how to create positive behaviour by using effective class room management techniques to develop positive peer group pressure and healthy group dynamics reducing disruptive behaviours. Using my experience I will analyse behaviour and describe the effects and impact it has on learning and the learner’s outcome.
The learner's had completed the first year of this course and were interested in the subject. They arrived on time with the necessary equipment. The subject I taught was computer maintenance and networking. They were all adults and interested in bu...
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... within statutory safe ranges. This Act aims to minimise the chances of accidents and injury, and where accidents do occur, provide quick and effective response to minimise further injury and death. For instance, multi-storey buildings must provide a means of effective evacuation for people with disabilities in event of fire.
Works Cited
Gravells, A. (2011) Principles and Practice of Assessment in the Lifelong Learning Sector. 2nd Ed., Bell & Bain Ltd, Glassgow
Petty, G. (2009) Teaching, training and learning. 4th Ed., Cheltenham: Nelson Thorns.
Sharp, J. Ward, S. Hankin, L. (2009) Education Studies 2nd Ed: East Exeter: Learning Matters Ltd
Wallace, S. (2007) Teaching, tutoring and training in the lifelong learning sector. 3rd Ed., East Exeter: Learning Matters Ltd
Wilson, L. (2009) Practical Teaching a Guide to PTLLS & DTLLS. Cengage Learning EMEA
...management of their educational establishments. Although there are many debates still taking place today on how the education system needs improving or re-addressing, the fact remains that the education acts focused on in this essay, greatly impacted and improved the British education system in terms of the quality of education and equality for pupils.
Wallace, S. (2007), Achieving QTLS, ‘Teaching, Tutoring and Training in the Lifelong Learning Sector’, (3rd Edition), Exeter: Learning Matters Ltd.
(2005, Charles) The premise of Assertive Discipline is that both teachers and students have the “need and right” (2005, Charles) to a caring and respectful classroom environment. Teachers are required to facilitate learning and assist students in reaching their full potential. This is accomplished by teachers clearly and confidently articulating class expectations and teaching student’s what behavior is “acceptable and unacceptable” (Marsh 2010 p233). Cooperative behavior is encouraged by “incentives and recognition” (Lyons et al., 2014) whilst unruly behaviour is managed with a “hierarchy of sanctions” (Lyons et al., 2014). Equally, teachers also have the right to facilitate learning in a proficient manner without interruptions from students and have support from administrators and parents. (Berghuis, 2005,
Teaching in the lifelong learning sector encompasses students of many: age ranges, backgrounds and abilities. As a result, the roles, responsibilities and boundaries of the tutor can at first appear to be immeasurable.
Bartlett, S and Burton, B (2007) Introduction to education studies. 2nd ed. London: SAGE Publications Ltd.
When we are in a class we expect certain level of behaviour in terms to deliver a lesson effectively. There are moments where the students purposefully or not break that level. Some of the reasons for that are: lack of interest, inappropriate challenges or learning disabilities. All of these reasons are closely linked with the level of motivation which is the main leading power of progress.
Classroom management describes the process of ensuring that classroom lessons run smoothly. It is the groundwork for the classroom. When constructed well there is room for growth and progress, as well as penalties for non-compliance. Without good classroom management, learning is inefficient and the teacher becomes stressed. A stressed teacher leads to unruly students, which is where discipline comes into play. Discipline is “the enforcement of order – that is, ensuring instructions are carried out – is often regulated through punishment.” (Discipline, 2011) Teaching children to behave appropriately in different circumstances is discipline, this is done with punishment, or loss of privileges. Discipline is necessary in order to have a harmonious classroom.
L. Florian, Faculty of Education, University of Cambridge In association with M. Ainscow, A. Dyson, P. Farrell Rea Reason University of Manchester R. Byers, L. Dee University of Cambridge. Retrieved from http://webarchive.nationalarchives.gov.uk/20130401151715/https://www.education.gov.uk/publications/eOrderingDownload/RR516.pdf
Strategies to support inclusive student participation and engagement in learning allow the teacher to help students who struggle to become involved in class and who struggle to engage in the learning material. Finally, organisation of the classroom and providing directions to learners managing challenging behaviour is highly important to create a positive and creative workspace that allows students to want to learn and to reduce bullying in the class.
As discussed throughout this paper we build our classroom management plans based on our past experiences, our knowledge, our professional learning and our very own personal reflection. The importance of our beliefs, values and our philosophy play a major role in our planning. I, personally have a strong desire to support students who are often labelled ‘troubled’ and ‘the naughty child’, I believe there are reasons behind why students misbehave and strive to do my best as an educator to engage students through positive reinforcements as discussed and continue to put in place preventive practices. Building our own positive learning framework is key to a successful classroom. Even throughout our ongoing experiences we may adapt to other methods, theories and even values according to our journey as a teacher. Even as teachers we will always be learning and continue to perfect our individual
Reece, I and Walker, S (2005) Teaching, Training and Learning (5thed.) Sunderland: Business Education Publishers Limited.
Teaching in the 21st Century has come about due to the realisation that the current education system has fallen behind the modern world, become outdated and ineffectual. We are over a decade into a Century which has brought forth an information age with limitless resources and instant access to information. Collaboration has turned global, with people all over the world communicating, sharing ideas and solving common issues through and with technology. The issue has become more so how to teach rather than what. Education in the 21st Century calls for personalising learning so that every learner, regardless of learning style, race, culture, creed or gender, may develop to their full potential and promote “life-long learning” (Collins, 2009, p. 104) for both teacher and learner alike. It also brings to light the importance of redefining the roles of both teacher and learner.
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...
Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Classroom Management: Creating Positive learning environments. South Melbourne: Cengage Learning.
The quality of the classroom setting is one characteristic of school environment that promotes positive outcomes for students. The climate of the classroom is seen as a major determinant of the behaviour and learning of students. It contributes to the academic success of students and predicts the degree to which they participate in learning, how consistently they attend school, how attentive they are in class, how carefully they complete assignment and how committed they are to staying in school and doing well (Doll, 2014). The classroom is accepting, caring, respectful, the atmosphere is honest and the teacher is positive, actively motivate students to learn, expect that students will succeed in school and in life and use effective tea...