My Philosophy of Classroom Management Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. This term can also refer to the prevention of disruptive behavior. Many consider this as one of the most difficult tasks for new teachers. The basis for classroom management involves clear communication of both, the behavioral and academic expectations, as well a cooperative learning environment and proper time management. In order to successfully maintain proper order in the classroom, we must engulf a vast amount of actions, such as classroom climate, parental involvement, environment, student expectations, rewards and consequences, classroom procedures, and student motivation.
• Allows teachers to focus on learning instead of discipline. • This takes away from teaching time because you are preparing rules and procedures. Kagan, Kyle, and Scott's "Win-Win Discipline" • It helps bring out the potential of the students even through disciplining them. • It is very clear for expectations that are passed to the students. • It stresses the importance of using the classroom to help the students overcome negative attitudes.
Most teachers find what works for them and this is how they teach. It is important to help students to learn by allowing time for debates. Debates allow students to voice their opinion and concerns without being wrong. Debates are merely opinions. The classroom environment should be inviting and children oriented.
No matter how well designed the material, or instrument of delivery is, teachers must consider many relevant factors during implementation, and presentation of material; material and delivery must accommodate a persons learning style. Moreover, teachers must educate their students on learning styles and preferences, this will provide the student knowledge, which will enhance their learning and educational experience. Research continues to document, and show that students will enjoy learning, and will learn more when the material and teachers accommodate their learning styles and preferences. Much research has been conducted and published on how people receive and process information. Research has endeavored to ascertain and define how people learn in different environments, such as the classroom, and the work setting.
At the classroom level, for example, teachers collect information about a student's learning, make corresponding adjustments in their instruction, and continue to collect information. Formative assessment can result in significant learning gains but only when the assessment results are used to inform the instructional and learning process (Black & William, 1998). This condition requires the collection, analysis of, and response to information about student progress. The most common procedures of formative assessment include the following. Feedback.
Is he/she a person who encourages your children to do their best? Is he/she a person who finds the best in your child and is passionate about their work? In this speech the following will be discussed, what is a teacher, my beliefs about a teacher, and the challenges that are faced by teachers. As a future educator, one should be appalled if anybody answers, “yes” to the first two questions. If someone answers, “yes” to the latter questions then they are absolutely right.
But the home environment is influencing what goes on in school. There are a lot of resources that talks about parents’ involvement and reference in family involvement. However, there are researches addressing about understanding of family system as a way of early childhood education. Later on we will talk about family system and ideas for working with families. Family system theory it explains why family act the way that they do in different situations.
What is the single most important influence on the classroom-learning environment? Classroom management: a teacher’s ability to establish and maintain an environment that is suited to teaching and learning. The teacher possess a repertoire of procedures to ensure optimal learning for all students What range of professional responsibilities do teachers need to accept in the classroom? * 38 generic principles of classroom management * Teachers do not control student’s behaviours; students control their own behaviors. What ideas and strategies must teachers develop if they are to have a classroom that is characterized by a high level of on-task behaviour?
Aim for a 4:1 ratio of positive comments to negative corrections for all the students. A – Arrange the environment for success. Teach your behavioral expectations directly and immediately through collaboratively-established classroom rules and well designed classroom routines. C – Consult your peers. Seek collaboration with experienced teachers and specialists before difficult problems start to become entrenched.
According to Sue Swaffield (2008), effective feedback should: • Focus on student learning • Focus on the task rather than the learner • Focus on process rather than the product • Focus on progress • Focus on particular qualities of the work • Advise how to improve • Encourage the student to think • Require action that is challenging yet achievable • Be specific • Avoid comparison with others • Be understandable to the student Formative assessments can vary from worksheets, quizzes, journals, diagnostic tests, and informal observation. I feel that one of the greatest strengths I possess as a teacher is the ability to differentiate lessons to meet the needs of every child. The use of various types of formative assessments aids in the monitoring of the students strengths. Taking the time to know each student personally helps me to find out what is interesting and important to them. It has been suggested that these types of assessments are not graded nor used in the computation of the final