The teachers unknowing pass the ideas that they learned as a child onto their students, who also do not realize that it is being done to them. <br> Peggy Orenstein very effectively tackles the question "are boys and girls treated differently in school?" (Italicized paragraphs 7). She concluded from her field studies in junior high schools that the teacher sometimes treats boys and girls differently in the classroom. She also admits that boys and girls do have many differences, which cause them to behave differently.
Separation anxiety can be excessive crying when the parent leaves, throwing tantrums and are unable to calm down, or refusing to complete the work or participate in class. When a child is having separation anxiety, the best strategy, is to have them help you come up with a plan, so that they have a hand in deciding what the best course of action is. Furthermore, they know what to do when they start to feel the anxiety start to happen. You could have a classroom parent board, in which students and parents can communicate with each other. When the child starts to feel the anxiety, they can walk over to the board and read a message from their parents.
NBT1 Task 1 Classroom Management Philosophy By Rebecca Skeens Introduction What makes a classroom a place of controlled, exciting exploration and learning? What is the difference between an unruly, chaotic, unsuccessful class and a wellordered, well-behaved, successful class? It is the teacher and her implementation of a well-thought out management plan. If left to their own devices, a class of students will develop and natural hierarchy consisting of the ruling few, their lieutenants, the foot soldiers, and the general peon population. This naturally formed structure is not conducive to a cooperative, respectful, safe, learning environment.
How can parents reclaim their position as part of the school community? Group 2: Lack of competence on the part of a teacher has a negative impact on the way learners view their teacher and also often results in discipline problems among learners. Suggest ways in which a teacher can be regarded as a quality and effective teacher providing examples in your argument. Group 3: Teaching also goes hand-in- hand with the manner in which you conduct yourself as a teacher because you have to develop a certain atmosphere and quality when standing in front of your learners in a classroom. Discuss a situation/s in which you experienced your own school teacher displaying qualities of an effective teacher.
According to Morrish (Charles, 2011) giving students a choice in how to behave fails because “if they don’t mind the consequences, they choose to behave discourteously and irresponsible.” (p. 84) Morrish defines discipline in this way, “Discipline is about developing and creating appropriate behaviors, not just managing the ones which are already there,” (2001 p. 10). Real Discipline three phases; (1) train students for compliance (2) directly teach students how to behave in a classroom and practice the skills needed for success, and (3) manage student choice, but only after they have demonstrated mastery of the required responsibilities in a classroom. This program is more rigid and controlling of students, but it appears easy to implement and certainly the effects can be easily measured. The teacher must directly teach students how they are to behave in a classroom setting and then practice it with them until mastery is achieved. There really is no punishment in this system,
To better understand this aspect of the role of the teacher, one would have to understand the teaching and learning cycle The teaching and learning cycle The teaching and learning cycle enables training to be effective if all the stages in the cycle if followed through. Identification of needs: As a tutor, my first role in the teaching and learning cycle would be to identify learners’ needs and the needs of the organisation. It is suggested that this is carried out before teaching starts. In an ideal situation, the learner would have completed some documentation that will provide the tutor some advance information on the learner. An example of this would be in a case of a learner who requires extra support i.e.
Students need structure. Structure in the classroom will cause self motivation in students. Also, students don't like being held accountable for their actions. Having to talk to students about why they didn't finish their assignments will motivate them to do their work. Most students try to avoid being lectured or get in trouble for something they can avoid.
Many teachers do not like “catching plagiarists and bringing them to academic justice.” As she states, it is not hard to just cite the author that originally had the information you are using (Bojar). Plagiarism is becoming a big problem in the school system. Many students do not understand what needs to be cited and what does not. The school system should teach students the proper way to cite, and they should teach them that copy and pasting is not writing a paper. According Bojar to students at the community college have a hard time juggling classes along with his or her family and a job.
The fact that American born students lack the ability to exercise self-discipline has been tested and proven, but what if that really isn’t the problem? If the teachers don’t buckle down on their students and make sure they learn the information, aren’t they also to blame? Teachers and school administration have various and multiple ways to enforce self-motivation and self-discipline, as long as they have help from the parents too, right? Maybe those are a few ideas to think about before putting the whole blame on the students. In the second paragraph of the March 2006 article by Patrick Welsh, he stated that, “Kids who had emigrated from foreign countries often aced every test, while many of their U.S.-born classmates from upper-class homes with highly educated parents had a string of C’s and D’s.” Social status does have a little to do with what grade a student receives, yes, but if s/he wants to excel in school s/he will set their mind to it, regardless of what sort of background they come from.
Assessment for learning should focus on how students learn The process of learning has to be in the minds of both learner and teacher when assessment is planned and when the evidence is interpreted. Learners should become as aware of the 'how' of their learning as they are of the 'what'. Assessment for learning should be recognised as central to classroom practice Much of what teachers and learners do in classrooms can be described as assessment. That is, tasks and questions prompt learners to demonstrate their knowledge, understanding and skills. What learners say and do is then observed and interpreted, and judgements are made about how learning can be improved.