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Importance of organizational behaviour
The relevance of organizational behaviour
The relevance of organizational behaviour
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Jacob Kounin is an educational theorist who focused on the management and organization skills of the teacher. His work focused on identifying teacher behaviors that led to productive learning environments and was instrumental in changing the thinking of teachers in regards to responding to misbehavior and most importantly preventing misbehavior (Eggen and Kauchak, 2001). Kounin believed that if students were engaged in their lessons, they would be less likely to misbehave, thus putting the responsibility on the teacher to prevent and stop behavior problems before they started.
In the beginning of his research, Kounin set out to see how teachers handled misbehavior. Kounin studied thousands of videotapes of classrooms that had minimum misbehavior and classrooms where students were often disengaged and disruptive. The videotapes were then analyzed to determine how teachers in these two different classrooms did things differently. While there were no systematic differences between the two classrooms, it was found that effective classrooms had teachers that used various teaching methods to keep students engaged, thus preventing disruptive behavior. Kounin discovered that teachers that were better prepared, made material stimulating, created smoother transitions amongst lessons and had great classroom awareness were more effective
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Kounin concluded that some teachers are better classroom leaders because of skill in four areas: “withitness,” overlapping activities, group focusing, and movement management (Charles, 2002). Withitness is the ability of the teacher to have awareness of the classroom at all times, what is often known as “having eyes in the back of her head”. Teachers are able to immediately respond to misbehavior and often know who started it and can prevent minor disruptions from becoming major (Pressman,
One the most distinguished artists of the twentieth century, Jacob Lawrence was born in Atlantic City and spnt part of his child hood in Pennsylvania. After his parents split up in 1924, he went with his mother and siblings to New York, settling in Harlem. "He trained as a painter at the Harlem Art Workshop, inside the New York Public Library's 113 5th Street branch. Younger than the artists and writers who took part in the Harlem Renaissance of the 1920s, Lawrence was also at an angle to them: he was not interested in the kind of idealized, fake-primitive images of blacks - the Noble Negroes in Art Deco guise - that tended to be produced as an antidote to the toxic racist stereotypes with which white popular culture had flooded America since Reconstruction. Nevertheless, he gained self-confidence from the Harlem cultural milieu - in particular, from the art critic Alain Locke, a Harvard-trained esthete (and America's first black Rhodes scholar) who believed strongly in the possibility of an art created by blacks, which could speak explicitly to African-Americans and still embody the values, and self-critical powers, of modernism. Or, in Locke's own words, "There is in truly great art no essential conflict between racial or national traits and universal human values." This would not sit well with today's American cultural separatists who trumpet about the incompatibility of American experiences - "It's a black thing, you wouldn't understand" - but it was vital to Lawrence's own growth as an artist. Locke perceived the importance of the Great Migration, not just as an economic event but as a cultural one, in which countless blacks took over the control of their own lives, which had been denied them in the South: When years later he told an interviewer that "I am the black community," he was neither boasting nor kidding. He had none of the alienation from Harlem that was felt by some other black artists of the 1930s, like the expatriate William Johnson.
Jacob Lawrence has painted figurative and narrative pictures of the black community and black history for more than 60 years in a consistent modernist style, using expressive, strong design and flat areas of color. Jacob Lawrence was a great artist. During Harlem Renaissance, he helped establish African American artists. He gave lectures at Washington University, and he enjoyed working with students of all ages.
Jacob Lawrence Jacob Lawrence's unique career has earned him a National Medal of Arts, election to the National Academy of Arts and Letters and the National Academy of Design, a National Council of the Arts commisionership, and dozens of honorary degrees and awards, including the NAACP's Spingarn Medal. His paintings have been featured in several major art exhibitions and many different museums. Lawrence's parents came from the south, but they moved to Harlem, where Lawrence grew up. Lawrence was born in 1917 and grew up in Harlem during the Great Depression. He had many extraordinary educational opportunities as well as his first employment as an artist.
Jacob Lawrence is among the most distinguished and accomplished American artists of the twentieth-century. Jacob Lawrence was born in Atlantic City, New Jersey in 1917 and spent part of his childhood in Pennsylvania. He was not the only child; he had a sister named Geraldene and a brother named William. In 1930 his family split up and he moved to New York City's Harlem neighborhood, where as a teenager he attended classes taught by Charles Alston at the Harlem Community Art Center. He was the youngest of the fellow students so this was a great accomplishment. Following a period in upstate New York spent working for the Civilian Conservation Corps, he returned to art, first on a scholarship to the newly formed American Artists School, and then as an employee in the easel division of the WPA Federal Art Project. In the late 1930s, Lawrence occupied a studio at 306 West 141st Street in the company of fellow artists such as Alston, Romare Bearden, Ronald Joseph, and others. In 1941, Lawrence gained representation at the prestigious Downtown Gallery, where he met and exhibited alongside artists such as Stuart Davis, Ben Shahn, John Marin, and Charles Sheeler. Lawrence entered the Coast Guard in 1943 and was later assigned to the first racially integrated ship in U.S. history. He was released from military duty in December 1945. In the summer of 1946, at the invitation of Josef Albers, he taught at Black Mountain College in North Carolina. Lawrence began teaching extensively in 1955, first at Pratt Institute in New York, and later at New School for Social Research, the Art Students League, and Skowhegan School for Painting and Sculpture in Maine. In 1962, he visited Africa for the first time; he returned in 1964 to lecture, teach and paint. In 1971, he and his wife, Gwendolyn Knight Lawrence, moved to Seattle, where he taught at the University of Washington until 1986.
In chapter two of Ryan Cooper’s textbook, Those Who Can, Teach, he lists eight characteristics of an effective school: “[1] high expectations for student performance, [2] communication among teachers, [3] a task orientation among the staff, [4] the ability to keep students on task, [5] the expenditure of little time on behavior management, [6] the principal’s instructional leadership, [7] the participation of parents, and [8] the school environment” (51). While all eight characteristics above greatly contribute to a school’s overall success, some characteristics have a greater ability to affect the success of a given school. Educators Wong and Wong point out that research consistently says effective teachers exhibit three characteristics: 1) they are good classroom managers, 2) they teach for learning and mastery, and 3) they have positive expectations (8-10). Because I believe the foundation of school effectiveness relies on teachers, I consider the characteristics with a focus on effective teacher-to-student interaction most important. Taken from the list above, those characteristics are (1) teachers who exhibit high expectations for student performance, (3) a task orientation among the teaching staff, and (4) the ability to keep students on task.
Student behavior problems are a major concern for the public, administrators, and teachers. The lack of effective behavior management prevents a positive and productive learning environment from being achieved, (Little, 2004, pg. 323). Disruptive behavior is more than just a distraction; it negatively affects everyone in the classroom. Unruly conduct requires the teacher to waste class time trying to gain and maintain control of the room. As a result, less time is spent on academic instruction. Student achievement suffers when less time is spent on academic instruction and completing tasks (Martini-Scully, Bray, and Kehle, 2000). In most cases of disruptive behavior children do not have any psychological problems like attention deficit disorder. ...
Jacob, the son of Isaac and Rebekah, and the twin brother of Esau, was born in Canaan, around 2,000 BC. Even before his birth, great things had been predicted of him by the Spirit of the Lord. It was prophesized that although he was the younger born of the twins, he should have dominion, and be the father of a great and powerful nation. The predictions also included his descendents would reign supreme over all the descendents of his elder brother, Esau (Blunt 123).
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.
One of today’s most well known and respected visualizers of data, Aaron Koblin has taken
In the 21st century, teachers experience many behavioral issues with students in the classroom and face challenges that are very difficult to resolve. School districts have different expectations about how students must behave during school and teachers have their own expectations about how students must behave in their classroom. Every educator has different classroom expectations and students must follow specific standards; therefore, the responsibility of the teacher is to discuss the standards with all students and make sure those expectations are clear. According to Jones and Jones (2016), teachers whose students made greater achievement gains were observed establishing rules and procedures, and carefully monitoring student’s work. In
As a teacher managing problem behavior in your classroom can be one of the most challenging tasks. Behavior problems can range from disruption of lessons to acts of violence against fellow students and teachers. Children’s emotional setbacks and life challenges can also contribute to behavior issues at school. A study done by the Justice Center and the Public Policy Research Institute found that six out of ten students suffered from an “emotional disturbance” and were expelled or suspended between seventh and twelfth grade (Firke, 2011). This same study showed that discipline varied greatly between schools. This report also revealed the urgent need for a more thoughtful technique in school discipline policies. In many cases teachers have exhausted their classroom management strategies without success. Behavior Modification is aimed at improving school and classroom behavior, and can give teachers additional tools to help them to deal proactively and effectively with behaviors that are disruptive to students and teachers in the classroom. When children are disruptive in the classroom it can cause a lot of problems for their classmates and their teacher. Yet, in the long run, it's the disruptive child themselves who is most impacted, on both a social and educational level (Epstein, Atkins, Cullinan, Kutash, & Weaver, 2008). Behavior modification techniques should be used in school, to change the negative behaviors, and increase the positive behaviors seen in these children.
Analysis of the Chapter: Educators and school administrators have many different definitions to describe what a discipline problem, in the classroom, may look like. They vary greatly, however one thing they do have in common is that they are not specific and therefore could lead to misunderstanding. Because of this, teachers may not have a good grasp on what exactly a discipline problem may look like, and as a result they will not be able to determine whether a behavior is a discipline problem or not. This, unfortunately, will lead to a decrease in student success due to the fact that disruptive behaviors will not be dealt with properly or that teachers are disciplining students when it is not a disciplinary problem. Needless to say this will
Classroom management is an important component of successful teaching. It is that teachers create and maintain appropriate behavior of students in classroom settings. (1…) Kessler (2012) mentions that “[s]tudies suggest that up to 51% of children may have a diagnosable mental health disorder, many of which involve severe impairment at home or school” (Kessler et al., 2012). Classroom management is defined as “ [c]lassroom management is the term educators use to describe methods of preventing misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to maintain control
Education is an ever-changing part of society. A classroom teacher is faced with new challenges and obstacles that have never been dealt with before. Students come to the classroom with different life stories. Every student has strengths and weaknesses that surface in the classroom environment. Teachers must understand and focus on utilizing each student's strengths and work to improve weaknesses. Students learn in a variety of ways. The classroom must be a safe zone that appreciates student's viewpoints and allows room for mistakes. When topics in the classroom are related to "real-life" experiences, the information is more likely to be retained. Students learn from one another. The ideas and perspectives that each student brings to the classroom can bring insight into what is being learned. Students have to be allowed to explore new ideas, try them to see if they work, and sometimes fail. When students are encouraged to explore, they begin the process of becoming lifelong learners.
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