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The role of community in realizing effective school community relations
The role of community in realizing effective school community relations
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Building learning community
The focus on students taking responsibility for their actions was also evident in the ways learning experiences were constructed in the classrooms. Mrs. Yuyun continued to build relationships that were based around on control of the learning process. She valued students' ideas and encourage them to take an active role in making decisions about their learning. To what degree this occurs depends on many factors, not the least being the skills and age level of the students.
In these classrooms, the focus on respectful relationships and responsibility for learning form the basis for a more holistic focus on building a learning community of students and teachers working in interdependent learning relationships. Within
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L., and Black, A. (1985), they found that cluster seating had a positive effect on social interaction and that more students were actively participating during class discussions. He also stated that common sense indicates that small clusters would heighten student interaction but might also limit teacher control and/or encourage social interactions that are not conducive to learning. According to Papalia (1994), cluster seating allows a student to participate in remedial activities, games and promotes peer assistance. Marx, A., Fuhrer, U., & Hartig, T., 2000) noted that cluster seating fostered an environment that allowed interact with one another because of their close proximity. Atherton (2005) discusses that cluster seating can foster an active and engaging learning environment.
Weinstein reported that it was not difficult to see why arrangements like circles and clusters would be superior to rows for activities like discussions. Having the students sit face-to-face promoted social interaction by providing opportunities for eye contact and non-verbal communication. Row formations, on the other hand, minimized social contact and helped to focus individuals on the tasks at hand (Weinstein, 1979). The majority of teachers regularly place struggling students close to their higher learning students, so that they can learn from each
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His theoretical perspective of "positive behavior leadership' has influenced teachers' philosophy of both teaching and behavior management within the classroom context. Rogers' theory is based significantly upon the principle of rights, respects and relationships, with the aim of discipline directed towards enabling students to be accountable for their behavior choice, respecting the rights of others, and to build relationships with their peers (Edwards & Watts, 2008). The whole school management approach is also based upon the theoretical underpinnings of Rogers' model. It is their belief that it is essential to provide students with ample opportunity to develop and learn positive social skills that will allow them to participate as social and civic citizens within our society. Through grasping Rogers, behavior management theory, and the coping strategies embedded within, they feel that they will be heading their students in the right direction toward social and academic
Nelsen, J., Lott, L., & Glenn, S. (2000). Positive discipline in the classroom developing mutual respect, cooperation, and responsibility in your classrooms, 3rd ed. (p. 120). Roseville, Califonia: Prima Publishing.
To help students to feel capable, connected and contributing (or the three C’s) Linda Albert asks us to make five fundamental changes to our classrooms, or what she calls “Paradigm Shifts in Cooperative Discipline” (see figure 2). Firstly, we need to move away from a “hands-on” or “hands-clenched” approach to discipline, which is an authoritarian style of classroom discipline, to a “hands-joined” or democratic style of classroom management. Secondly, we need to recognize that student behavior is a choice, and not caused by some outside force, though these forces may influence student behavior it is ultimately the student’s decision on how they will act in your classroom. Thirdly, she asks us to abandon our long list of classroom rules and replace it with a concise code of conduct; shifting the classroom atmosph...
One of the most functioning classroom management approaches; is the development of a quality relationship amongst the teacher and the students in the classroom. Teachers who implement a relationship-building approach to classroom management by concentrating on emerging the whole student are more likely to help their students socially appropriate behaviors. Although these strategies, though helpful, they still leave teachers struggling with the most difficult students such as Ms. D's case. When parents send their children off to school each morning, they trust teachers as well as other school officials to care for their children's wellbeing. Teachers must maintain a wide range of responsibilities to students that come from a variety of federal,
PHILOSOPHY Introduction Psychologist Haim Ginott asserts that it is the teacher’s approach and affect that is the most influential element in creating a positive or negative climate of learning and contributes to children’s behaviour (Manning & Bucher, 2001, p. 215). Behaviour management, I believe, is as much about effectively and positively managing my own behaviour as it is about the student. It is important, therefore, to develop a positive classroom management plan, balanced by theory and supported by my beliefs and philosophies as this will determine my approach to young people and the classroom. Physiologically, emotionally, and mentally young people go through many changes.
The horseshoe seating arrangement is great because it allows the teacher to make eye contact with all students and move into close proximity of individuals students without have to weave in between the desks of other students. This design gives the message of teacher presence and authority. Yet, that classroom focus can be easily shifted, when it is a student’s turn to speak or present. I especially appreciate that this arrangement allows all students see each other and doesn’t place any students the back of the room, behind other
This theory, put forth by the Canters, promotes a teacher-centred environment that requires teachers to be assertive, while remaining approachable (McIntyre, n.d.; Lyons, Ford & Arthur-Kelly, 2011). Assertive teachers react both quickly and with confidence in situations where management is required, yet remain approachable when they engage in simple practices including greeting students as they enter the classroom (McIntyre, n.d.; Lyons, Ford & Arthur-Kelly, 2011). Greeting students would also work to gauge the ever-fluctuating classroom environment to adjust management strategies before disruptive behaviours occur. Approachable teachers also engage with students in meaningful ways, learning their passions and interests along with their names (Lyons, Ford & Arthur-Kelly, 2011). In addition, this model values and encourages teachers to use positive recognition as a form of behaviour management (Tauber, 2007).
The rest of the available desks are set up in groups of three in different areas of the classroom. All of the desks are facing the east side of the classroom where the interactive board is located. The classroom houses two teacher desks that are against the south side of the classroom. The classroom walls have posters and pictures of inspirational quotes, test taking strategies, and content related information. The population of this study consists of 10 randomly chosen tenth grade students, seven boys and three girls, currently enrolled in a social studies learning support class in an urban city high school.
Teachers have exerted extensive control over their classrooms. Each classroom and each teacher has a list of rules posted inside their classrooms or on the first or second page of the students’ binder. These rules make an effort to direct the behaviours of students by adjusting the way in which they conduct themselves so to create a controlled setting. Since there is only one teacher and an average of 30 students in a classroom, if limitations and rules are not put in place then chaos will be effortless. As a part of maintaining control, most classrooms are set up with a rigid order of seating or more generally called a seating plan. At the beginning of the school year, students choose a seat and that will be their station for the rest of the year. For approximately 75 minutes each day, students are confined in a quadrangle with a desk and chair and a class controller that teaches the norms and behavioural expectations in society. At the end of the day learners exit classrooms through one mode of exit which also doubles as an entrance. The inputting of rules, the utilization of stric...
The class will be organized in a clusters of desks, paired desks, long tables, and personal spaces that caters to the needs of every student. Clustered student desks will provide extensive opportunities for students to work together and can be extremely helpful for social students who learn best by talking and listening. Meanwhile, paired desks promote close collaboration between students and empower teachers to create pairings that will complement each student while in a learning environment. At long tables, small group instruction allows teachers the opportunity to provide help with certain content and focus on skills that students need help with in targeted areas. Also, this setting can reduce distractions and amplify background knowledge.
The seating, temperature, lighting, and noise around us can affect our brains. Thus, it is imperative to ensure before every lesson that our teaching environment is comfortable. I support a welcoming i classroom. I enforce class rules to respect one and another. All my students should feel safe and secure in my class. I also arrange my seating in a semi-circle or circle to create an environment that promotes discussion. I want to ensure my students feel comfortable asking questions and participating. Furthermore, I keep the classroom light and bright by opening the blinds to let in the natural light from outside. After all, studies have shown “students in brightly lit classrooms perform better in school compared with students in dimly lit classrooms” (Jensen, 2005, Pg
In these stages, if a child is not encouraged to expand their horizons, they might become antisocial and have problems with group work and activities in the future. It is also extremely important to encourage individuality as well as equality amongst students. It is good to have the students interact one on one as well as in larger groups. Group work is an important part of life and being able to cooperate with groups in a behavioral manner is crucial. Cognitive retraining, or re-teaching the student basic individual functions may be an excessive step towards eliminating cliques, however, demonstrating how a child should act and interact with others may be necessary.
And, since in this perspective learning is achieved as a result of relationships within learning communities, it is fundamental to have in mind the underlying pedagogic practical principles, namely: co-agency / collaboration, everyone, and trust:
I believe that all students are equal and should be treated as such. Although I fully expect my students to treat me with the up most respect, I in return, will treat my students with the same amount of respect. I believe mutual respect between teacher and student is a key factor for students to be able to excel in a class. When students are treated as equals, they respond and behave very differently than if they are treated without respect. I believe that establishing a de...
Rogers’ positive behaviour leadership model is very good example for practical approach to classroom management. Roger stated that all disciplinary practice should to empower students to become responsible for their own behaviour. Respect the rights of others, be safe, and give choices about consequences and encouragement for student self-discipline. Build positive relationship (Lyons, et al., 2003, p. 23).
Wannarka and Ruhl (2008) noticed that there were many factors that were out of the teacher’s control, giving seating arrangements a higher importance since teachers can manipulate that aspect of the classroom to achieve the highest academic and behavioral performance. There has been limited research on the effects of classroom seat arrangements and location on students’ participation and performance. So, for teachers to maximize their students learning performance and behavior within the classroom then the relationship between seating arrangements and student performance needed to be further