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Classroom management approaches and their description
Advantages and disadvantages of classroom management
Strengths and weaknesses of classroom management
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How People Learn
What do we ultimately know about student learning?
K. Patricia Cross, Higher Education Professor Emeritus, writes, "What we know about student learning is that students who are actively engaged in learning for deeper understanding are likely to learn more than students not so engaged." So student learning results from student engagement—the combination of time and energy committed. Therefore, if we are to stimulate student learning, we have to persuade our students to commit their time and energy. We must try to help them learn effective time management techniques (by encouraging them to keep on task during in-class workshops and by helping them break down large assignments into manageable pieces), and we must attempt to present issues in a meaningful way.
How can we present information in a meaningful way?
First we must carefully consider the various ways in which our students receive and process information. Learning modes are often broken down into four categories: visual, auditory, tactile, and reading/writing—titles which represent the different processes through which learners internalize new information. Visual learners, for example, respond best to information that they can see (such as graphics, pictures, and demonstrations) while auditory learners comprehend information best when it is spoken out loud. Auditory learners, therefore, tend to succeed in lecture-based environments. Tactile learners (also called psychomotor or kinesthetic learners) prefer to participate in activities in order to understand the concepts. They learn best by "doing" activities such as experiments, role-play, and discussion. Reading/Writing learners retain information by reading it first and then rewriting it in a...
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...or learning, and the means of connecting course content to students' frames of reference are all factors in creating a positive learning environment. A few simple Classroom Management (See the "Classroom Management" Teaching Tip) strategies can also greatly increase the potential for student learning.
Works Cited
Cross, K. Patricia. "What Do We Know About Students' Learning and How Do We Know It?" AAHE (American Association for Higher Education) 19 July 1998.
http://www.aahe.org/nche/cross_lecture.htm
Felder, Richard. "Matters of Style." Richard Felder's Home Page: Resources in Science and Engineering. NC State University. 19 July 2004.
http://www.ncsu.edu/felder-public/Papers/LS-Prism.htm
Fink, L. Dee. "Active Learning." Honolulu Community College Intranet. 19 July 1999.
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/active.htm
Stiggins, R., & Chappuis, J. (2008). Enhancing Student Learning. Retrieved from July 2009 from, http://www.districtadministration.com/viewarticlepf.aspx?articleid=1362.
Engagement in classroom discussions influences positive engagement in the workplace by allowing the individual to be more social and attentive when put in the environment, and to also makes the environment a great place to work. The first thing everyone learns is listening and acknowledging what you have learned which is used in any setting. Classroom engagement can help develop someone’s communication skills, time management and self awareness. Being in the classroom teaches you how to communicate with people, and speak to people positively. This type of
Students become more engaged in lessons when he/ she is interested. Using the previous example about my small teachers excitement to use the chromebook showed his level of motivation. Also during this lesson, he was very interested in watching the videos their teacher allowed them to watch.
Classroom management is a necessary component for teachers to appreciate and apply to positively manage and adjust behavior within the learning environment. It is important that teachers develop a sound perceptive of significant theories that will result in enhanced teaching and practice within the class (Lyons, Ford & Slee, 2014). Goal Centred Theory, Cognitive Behavioural Theory and Assertive Discipline Theory are three prominent management theories that will endure analysis. Therefore, consolidating the main elements that underpin the theories will assist in developing positive practices in classroom management.
engaging, you wont have discipline problems” (Boyd 2012). The truth is, you may have fewer student
Learning styles is one of the ways schools have changed over the past couple of years in regards to diversity. The varieties of learning styles of students have become more aware to educators. There are three main learning styles; visual learning, kinesthetic learning, and auditory learning. Visual learners take up about half of student learners using textbooks, charts, course outlines, and graphs are useful instructional aides (Sadker, p. 47). Kinesthetic learning is also known as tactile learning. These students learn by hands on learning. Planning for student to have movement in class will help these learners. Our last learning style is the less of the three called auditory learning. These students learn best by hearing; they can remember the details of conversations and lectures and many have strong language skills (Sadker, p. 47). By providing a time for these students to recite the lesson themselves can support this form of learning. To be an effective teacher for all the learning style diversities means being able to be flexible and incorporate a variety of teaching techniques.
Students must be able to be active in their want of education. It is essential that students are able to interact with peers and teachers in order to completely understand daily learning. Students also need to be motivated on what they are learning. This role is also part of the teacher’s role as well.
“Motivation is a complex part of human psychology and behavior that influences how individuals choose to invest their time, how much energy they exert in any given task, how they think and feel about the task, and how long they persist at the task” (Urdan & Schoenfelder, 2006). The biggest question educators face in today’s classroom is what motivates a student to do something and why? Virtually all students are motivated in one way or another. Research of student motivation suggests a theory that emphasizes a social-cognitive perspective. The cognition of students regarding academic work are influenced by social factors, such as messages from the teacher about the difficulty of the task, the perceived abilities of classmates, and the information about the importance of learning the material (Urdan & Schoenfelder, 2006). In this paper the focus will primarily be on those elements within the classroom that influence student motivation and engagement.
Many teaches today teach by putting up a powerpoint with lots of notes and making them copy it. They believe that just by drilling the information at them that they will learn it and be able to apply it. This could work for some students, but by doing this you don’t interact with the students and not to mention that you bore them to death. If teachers would just try to interact more with students they wouldn’t zone out, fall asleep or completely get lost in the learning process. Teachers should try and add fun, interactive and life like activities. Without certain types of activities students find the information they are learning useless and they need to be able to relate things they learn in class with the outside world. All teachers should strive to create an intangible connection with each student. Each student should see their teacher or professor as a friend, not an enemy, that they can trust and relate to. Teachers you need to make a student want to be in class and to make them want to learn
When I think about knowledge the first thing that comes to my mind is education. I believe that knowledge comes to people by their experiences in life. In other words, life is an instrument that leads me to gain knowledge. Many people consider that old people are wise because they have learned from good and bad experiences throughout their lives. Education requires work, dedication and faith to gain knowledge. We acquired knowledge through the guidance of from parents, role models, college/University teachers and life experiences.
Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Classroom Management: Creating Positive learning environments. South Melbourne: Cengage Learning.
Others have been boring, overly strict, unapproachable, and at times unknowledgeable. I have learned valuable lessons from both. A positive and fun learning environment makes students want to be in the classroom. The first step in learning is that the children must want to be there.
...ne of the most important factors in creating an effective learning environment in the classroom.
In conclusion, auditory learners prefer to learn things visually; they prefer to listen to instructions. Kinesthetic learners rather touch and feel what they are doing. A teacher should evaluate her classroom to see what kind of learners she has in her classroom to be more a more effective teacher. Since in educational psychology there are many branches of psychology that are used to determine learning within the 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.