...Discipline and Management: Different Yet Related EDU – 536 Classroom Engagement and Management Grand Canyon University By: Emanuel Brown II March 7, 2012 Brown 1 In our classrooms everyday we stand in front of a group of students from all different walks of life. But for eight hours a day they are all in the same room for the same purpose. Well what are we there for? We are there to teach them to make them ready for the world after 12 years of school. In order to do this in an orderly manner, we must first establish good classroom management, and in my opinion if we can establish good and effective classroom management then there will be little or no discipline problems. If we as teachers let our students know what is expected of them, then they will be more prone to respond to our teaching in a positive way and gain everything they need. First of all, how we will define the word discipline? The word discipline has many different meanings, but they all serve the same general idea and purpose. For starters we will define discipline as a system of rules or conduct, or a type of correction. It can also be defines as a system of rules, or to punish or criticize, as you see they all have the same general idea. (http://www.definitions.net/definition/discipline. Secondly, we will define the word management. We will...
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...Philosophy of Classroom Engagement and Management Cheryl Lindsey Grand Canyon University: EDU-536: Classroom Engagement and Management Dr. Strickland September 23, 2015 Philosophy of Classroom Engagement and Management This paper uses annotated bibliographies to discuss key topics of this author’s philosophy of classroom engagement and management. We will look at both, teacher’s role and student’s role. A closer look at the classroom atmosphere and appearance will help us understand how they can make a difference in the learning environment and student’s success. The discussion will end with a look into the relationship of student achievement and classroom engagement and management. Teacher’s role as facilitator Clapper, T. C. (2009, July). Moving away from teaching and becoming a facilitator of learning. Professional Against Improperly Labeling Active Learners: PAILAL Newsletter, 2(2), pp. 1-6. Retrieved from Academia: http://www.academia.edu/1180001/Moving_away_from_teaching_and_becoming_a_facilitator_of_learning Gone are the days of lecturing and teaching by the book. Today’s classrooms are built on helping students learn by engaging and motivating them. Teacher’s need to be flexible enough to stop in the middle of a teaching plan and change gear if they see the plan not keeping the student’s attention. The learning needs to be collaboration between students and teacher. As a facilitator, we guide the students to learning and beyond. It is the teacher’s job to...
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...Amber Garvin NBT – Classroom Management, Engagement, & Motivation Task # 642.1.1: Classroom Management Theories Classroom Management A. The Importance of Classroom Management The fundamental goal of an educator is to effectively teach their students. Therefore, the effectiveness of an educator’s classroom management is directly correlated to the student’s educational success. Moreover, an effective classroom management strategy contributes to an attentive and orderly classroom, providing the students with self-motivation, essential in early childhood development. “Self-motivation is a continuing process and the only way we become better and stronger is to create a few mistakes a long the way and also face a few setbacks” (Solis, 2009). Providing first graders with a concise and understandable classroom management plan, creates a creative, caring, and convivial learning environment. A1a. Self-management Classroom management is very important for students as well as teachers. Teaching first graders self-management is one factor of classroom management. Student-centered instruction is one way to teach first graders self-management. This type of method teaches students to verbally communicate with others in an appropriate way, giving the teacher the ability to successfully create a fun and exciting learning environment. Just because a classroom is noisy does not mean it is not a well-managed classroom. Students need to feel they belong and be given the freedom...
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...Classroom Management 1. Describe and critically discuss the major features of the main approaches to behaviour management the Porter (2007) describes in her text. 2. Critically review the appropriateness of each model to Australian Primary or Secondary School settings. INTRODUCTION Classroom management is a highly emotive and at times spurious phrase. It conjures up many images and experiences in which there are abundant publications bursting with competing theories, applications and never-ending analysis. Google the phrase and over 100,000 pages are listed with various approaches that range from common sense applications to profound theoretical dissertations on the subject (50 ways to handle the difficult class, 10 ways to deal with defiant students, Managing excessive talking successfully, etc...). However, disruptive behaviours in the classroom have real costs including: • distracting other students and the teacher in class • reducing student involvement in the learning process • lowering other students' motivation in or out of class for that particular subject • influencing fairness in assessment • using the teacher’s teaching time unproductively • teacher and students experience a lack of respect Porter (2007)[1] draws down on all the competing theories of classroom management and summarises five/six approaches which take in holistic, constructive, preventative and remedial strategies. These approaches include: ...
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...NBT1 (1114): Task 1 By: Ashlyn Fellman Student ID# 000298280 Introduction A short overview of Ms. Smith’s classroom scenario describes the students as diverse in their maturity level and also their academic and social skills. Ms. Smith requests that students turn in their homework at the beginning of school on the right side of her desk. She also asks that students pick up their graded work from the basket on the left side of her desk in the morning. The students that don’t do either of them within the set amount of time, must ask Ms. Smith about an extension or for their graded assignment if possible. Ms. Smith will let students appeal their grades if they think there is a grading mistake. In order to make a formal appeal, they must write 1-2 sentences explaining why they think there is a mistake. They need to have support and the original answer stapled to the back. To find out the effectiveness of Ms. Smith’s homework policy for my 4th grade students, we need to consider whether her policy establishes and maintains three critical points in classroom management and learning. The three critical points are 1.) positive social interaction between students, teachers, and parents, 2.) motivation, and 3.) active engagement. I discovered that Ms. Smith’s policy could go in either point but it depends on how she communicates with the students and parents. If she is as strict as she sounds in her written policy and how long it is, some students and parents might...
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...CURRENT PERSONAL PHILOSOPHY 1 Current Personal Classroom Management Plan Grand Canyon University EDU 536 November 6, 2013 CURRENT PERSONAL PHILOSOPHY Current Personal Classroom Management Plan As professional educators we have a responsibility to practice good classroom management. It is important to have a plan to be organized. We must organize our material, time, classroom, and students so we can ensure the student practices effective learning in the classroom (GCU EDU-536 Lecture, 2013). Canter (2006) said “Teachers who master effective classroom management skills can raise the achievement of their students by a dramatic 20 percentile points”. As a teacher, if we use great classroom management skills we can better guide our students. Classroom management is key to student success. The structure of classroom 2 management influences a students goal and achievement (Self-Brown and Mathews, 2003). It promotes a learning environment with minimal distractions and minimal student misbehavior. Managing our classroom appropriately we can teach our material effectively and promote student engagement, achievement, and effective learning. All of these ideas should be exercised from day 1 of class; especially classroom management and student engagement. They are the two most important ideas (GCU EDU 536 Lecture, 2013). Classroom management can be observed in how a teacher acts, how a student behaves, what the classroom looks and feels like, how a teacher assists a student...
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...In a classroom setting, discipline and management are two key components for classroom success. The term classroom management is often used interchangeably with the term classroom discipline. However, the two ideas are very different in their application. Management and discipline are two halves of the same coin, they are intrinsicly connected to each other, but they have their own individual properties, with their own look and feel. Classroom management deals with how things in a class are done. Classroom management is the sole responsibility of the teacher. It encompasses all of the teacher’s interactions with students, classroom environment, rules and procedures, instructional strategies and development of engaging work. In a well managed classroom, the teacher implements policies and develops routines that stabilize and direct the flow of a class. Effective teachers manage their classes so that students spend their time more productively. Elements of classroom management vary. No two classes are alike. However the foundational elements a teacher takes into account before students ever set foot in the build can lend to better classroom management. Things such as classroom layout and organization.A neat and organized classroom tells your students you mean business and you expect them to keep the classroom organized as well. Deciding how to divide up classroom time is another important aspect to classroom management.Lunch, recess, breaks, down-time between lessons and activities...
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...Second, efficacy in instructional strategies are determined by the level of teachers’ perceived their beliefs in responding to challenging and respond to the questions from students, modify the programmes to meet individual needs and so on. Third, efficacy in students engagement is evaluate through the degree of teacher’s belief on their ability when they get through difficult students, assist students to have critical thinking, motivate and foster students in...
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...NBT1 Classroom Management, Engagement, & Motivation (1114) Task 2 July 30, 2015 A1. Disruptive Student Behavior I chose to evaluate the Elementary School Scenario. I am writing from the perspective of a kindergarten teacher. The student I chose to analyze is Sarah. Her out of seat behavior, and constant wandering the classroom are very disruptive to the entire class. Once Sarah leaves her seat, certain other students follow suit. Kindergartners are relatively new to the concept of remaining seated at their desks and following a structured school routine. Sarah’s disruptive behavior seems signal certain other individuals to leave their seats at inappropriate times, as well. This creates chaos in the classroom, and disrupts our lesson or activity. I must frequently stop instruction to correct this negative behavior, and it consistently adds up to several minutes of lost instruction time. I feel that a substantial amount of my time and energy is being spent on getting everyone back to their desks several times per day. It is very frustrating, and the students that are displaying appropriate behavior by remaining seated throughout these episodes are the ones that suffer the most from the frequent interruptions. A2. Possible Antecedent After reviewing our daily routine, and observing Sarah’s out of seat behavior for a week, I have determined that Sarah has the most difficulty remaining seated when she appears bored with a lesson or activity we are working on as a class...
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...Classroom Management Krystal Alford AED/200 March 31, 2013 Melissa Randolph An Effective Classroom Management Workshop Workshop Presenter: Krystal Alford Organization, Motivation, Discipline, and teaching style Organization, motivation, discipline and a teaching style are all essential elements of an effective classroom that acts as a positive learning environment for students. Classroom organization can affect how students learn and your own ability as a teacher to reach the students success. I set up my student’s desk where everything is visible to see, and I creatively use my classroom space to enhance the learning experiences of my students. Motivation should be major factor in a teacher's management of learning and behaviour in the classroom. In my classroom I use positive feedback and encouragement to help keep my students enthusiastic about learning and motivated to work during class. Discipline is also element essential for an effective functioning classroom. In my classroom we as a group set our classroom rules and actions for breaking them. The way you teach can be analyzed into different teaching styles and developing an effective teaching style requires time, effort, the willingness to try different teaching strategies. I use the facilitator teaching style where I focus on the activities; this style is centered on student-centered learning. I design student-to student collaboration, group activities, and problem solving. Organization, Motivation, Discipline...
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...to 6th grade students, by observing the methods implemented by the professor-in-residence (PIR). Ms. Burstein explains how most social studies classrooms still use methods of using textbooks and lecturing students in their lessons, where it is not very engaging or practical for students. However, in Ms. Burstein’s methods course she introduces new strategies for preservice teachers such...
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...NAJMA KASSIM September 27, 2014 EDU 450 Mr. Hensley EDU-450 Classroom Management Models Harry Wong’s Effective Classroom Strengths: This model has very clear set of rules such as what to say and goals to keep in order for the teacher to be successful in her teaching. Weaknesses: This model I believe has more focus on the success of the teacher rather than the needs of the students. Quotes: “The single greatest effect on student achievement is not race, it is not poverty — it is the effectiveness of the teacher.” ~~ Harry K. Wong “It is the teacher — what the teacher knows and can do — that is the most significant factor in student achievement.” ~~ Harry K. Wong Websites: http://www.slideshare.net/courtneyprunyon/harry-wong-power-point-28304856 http://www.edweek.org/tm/articles/2013/10/14/cm_wong.html http://go.hrw.com/resources/go_sc/gen/HSTPR034.PDF References: Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing Your Classroom for Success. Science & Children, 49(9), 60-64. Wong, H., & Wong, R. (2008). Academic Coaching Produces More Effective Teachers. Education Digest, 74(1), 59-64. Wong, H. K. (2002). Induction: the best form of professional development. Educational Leadership, 59(6), 52-54. Kagan, Kyle, & Scott’s Win-Win Discipline Strengths: This model has a very positive and set foundation for the students to follow; it also test and brings out the students full potential. Weaknesses: This model puts more...
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...and a job that I truly love. I want to live a life of service, make a tangible difference in the lives of others, glorify God in what I do, and be a leader. As a teacher, I am able to accomplish all of these goals. It may not be easy, and it will probably be extremely frustrating at times, but it is something that I feel called to do. I will know that I touched the lives of children, and that’s all that truly matters. I may not be able to see the flower, but I will know that I planted the seeds. To become this type of teacher, I will need to exhibit a variety of traits and knowledge. More specifically, I will need to demonstrate knowledge of content, knowledge of students/background, knowledge of classroom environment, and proper classroom management and engagement. Utilizing this knowledge will help me to become the teacher I aspire to be. It will allow me to use my skills to touch as many lives as possible. Demonstrating Knowledge of Content By adopting a solid educational philosophy to guide us through the content we are teaching, we can know exactly how we are going to instill knowledge into our students. I have decided to adopt the Progressivism...
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...our students to achieve great things, we need them to study and do work at home to help emphasize new information and concepts being taught in the classroom. Teachers must teach self- motivation and actively engage their students to do homework and study on a nightly basis. For students as well as their families homework can often be seen as chore that they must find time for between afterschool activities, their parents work schedules, and just wanting to play. Teachers must find just the right balance of homework to help reinforce what is being taught in the classroom while allowing for family time as well as accommodating the busy schedules many American’s face. Ms. Zalogwe has a zero-tolerance homework policy due to problems with students and homework in the past. She clearly lays out the policy at the beginning of the year and sends parents a handout so that they are also informed of her policies. It is important as a teacher to clearly explain to students as well as their parents exactly what is expected from them. I do believe a teacher should allow for some flexibility in their homework policies, while at the same time teaching self-motivation. Homework should reinforce what is being taught in the classroom and allow for positive social interaction. Homework should accommodate the varying learning levels found in the classroom. Ms.Zalogwe has a section of the blackboard devoted strictly to homework information, it includes details of what is to be done, when it is due...
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...EDU 450: Classroom Engagement and Management Grand Canyon University | Discipline and Management | Different yet Related | Keren E Shafer 12/20/2013 | Discipline and Management Getting students of any age to behave the way you would like them to and or do, as you would like is not always the easiest task. Yet every day in classrooms across the world educator's are faced with these challenges because like it or not kids are going to act up in class. Knowing these daily challenges will cause almost every educator to think about and consider how they will carry out both classroom management and discipline with their students. While these two items are similar, they certainly are not the same, or are they? Moreover, why do we need them in our classrooms? Classroom Management and Discipline, although they may seem similar and do go hand in hand in the classroom, most might agree they are not the same. Classroom Management is typically a teachers plan to obtain and keep order in their classroom while engaging their students in active learning. Knowing this information many if not all teachers will take the necessary steps to not only creating a good classroom management plan but they will try and communicate this plan with their students so that the students know what is expected of them while they are in school. Teachers realize these plans are not only necessary but their best attempt to detour and possibly even prevent the behaviors...
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