According to Jo Budden “good classroom management depends a lot on how you establish ground rules at the beginning of the course”. He also stated that “students need to know what you expect from them and what they expect from you during the course; that they need to know where the boundaries lie and what will happen if they step over the boundaries”.
The research design will then be introduced taking into account the theoretical frameworks and the review of the pertinent research. In this presentation, the qualitative study proposed is to learn the impact of educator perception on the impact of professional learning communities on student performance will be outlined. This will be followed with a discussion concerning the limitations of this study as well as precautions taken to protect those involved with the study. Theoretical Framework Organizational change and socio-cultural learning theories inform this study because they contextualize the problems with universal curriculum frameworks. It is through these theories that we will gain more insight into the issues associated with school system-wide leadership (Knapp, et al, 2008, p. 35).
To achieve these, policies such as anti bullying policy, equal opportunity, fire drills and mental health guidelines etc are created. To encourage higher learning every schools has some goals set forth by the school board. Such type of policies establishes standards and hold schools and staff accountable to the public. Policies are important because they help a school establish rules and procedures and create standards of quality for learning and safety as well as expectations and accountability. Without these, schools would lack the structure and function necessary to provide the educational needs of students.
College professors expect students to be mature enough to understand the material or ask for help when they do not. College students are expected to manage their own time, including their class schedules, extracurricular activities and recreational activities. Students must find a balance between academic and personal activities and learn to set priorities. Academic coursework can vary greatly between high school and college. In high school
TASK Ai e) Demonstrate your understanding of ways to establish ground rules with learners Ground Rules are boundaries and rules introduced to reinforce behaviour deemed appropriate for the class/ workshop, ensuring respect and creating a safe environment in which teaching and learning can take place. The first step in establishing ground rules is to decide whether they are negotiable or non-negotiable for example certain rules must be abided by when on college campus, and these are stated in the college handbook which is handed out to all individuals, there are also negotiable /non-negotiable rules relating to each department for example when in practical lessons it is possible to vary the times of breaks and it is vital that both staff and learner abide by the various health and safety policies introduced to ensure the safety and well-being of all present in the workshop e.g. mandatory wearing of personal protective equipment, the banning of mobile phones, banning of the use of machinery when not permitted/ trained to. There are various methods of establishing ground rules, and effective method being a discussion either between the students and one’s self or by encouraging the learners to work together to recognise what behaviour is acceptable. This enables the learners to recognise what is acceptable and gives them a sense of ownership as well as encouraging group dynamics.
Special Students taking the class for academic credit will be addressed as Mr./Ms./Mrs. as appropriate. Students and faculty each have responsibility for maintaining an appropriate learning environment. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially Vanicelli 2 important with respect to individuals and topics dealing with differences of race, color, culture, religion, creed, politics, veteran's status, sexual orientation, gender, gender identity and gender expression, age, disability, and nationalities.” List student assignments and testing requirements: Class participation, Talking Paper, speaking assignment, SOBs, Quizzes, and the final.
TDA 3.2 School as Organisations Unit 2.1 Explain the strategic purposes of members of the school team It is important and helpful to understand how schools are organised in terms of the different roles and responsibility that members of the school team have. MEMBERS | DESCRIPTION/PURPOSE | School governors | Usually a team of 10-12 people or more who provide strategic leadership and accountability in schools. The team must have at least one parent governor and one staff governor in addition to the Head Teacher. There are also appointed Local Authority and Community governors within this team. Their many responsibilities include: * Setting aims and objectives for the school * Setting targets and managing policies * Finance management * Monitor and evaluate the school’s progress and adopt new ways to improve its performance * Work closely with the local community * Work closely with the Head and senior management team * Appoint staff, including Head and Deputy Head Teachers * Attend meetings to discuss personnel issues, community cohesion, the school site etc.
Defined roles also allow personal and organisational objectives to be met. Extensive research on teaching roles concludes that these differ greatly in various parts of the country and also differ depending on whether it is adult education, children’s education or special needs (Skills for Business, 2008). All teaching and learning organisations are also subject to legislation and professional standards which can be externally assessed and have to be met. In addition, there is a raft of legislation, standards and professional codes which require teachers to maintain and update their own knowledge and reflect and improve upon their practice (National Union of Teachers, 2012). It is therefore thought to be essential from an organisational, professional and personal point of view to fully understand the teacher roles and responsibilities (Department of Education 2013).
ECH-135: Child Guidance, Management and the Environment Grand Canyon University | Assertive Discipline | Behavior / Classroom Management Program | 9/20/2013 | Assertive Discipline When we think about behavior/classroom management program many pre-packaged programs may come to mind as there are many behavior/classroom management programs available today. To name a few there are, Choice theory, Assertive Discipline, Responsible Thinking, Love and Logic, Make Your Day, Discipline with Dignity, Fred Jones, Whole Brain Teaching and more. As educators when making the choice as to which you may use in the classroom, some might say it all depends on the students, their temperaments, their personalities and or even their home lives as all of those items can cause children to act and react in many different ways while in the classrooms. However, others might say, none of that really matters at all and that you as the teacher just need to pick one based on what you feel is necessary for your classroom. Or as a teacher you may have no choice in which program is used at all as it might be a decision that is made by your administrators.
They have explored the concept of the civil disobedience purely from the historical perspective and examine the ramifications and justifications of each of the historical examples. They additionally provide some of the events that are wrongly categorized as the civil disobedience. In conclusion, the authors stress the need for teaching the civil disobedience in secondary schools. They believe that a comprehensive understanding of the concept will allow the students in placing vital historical events in the context while appreciating and understanding the responsibilities of the democratic