...and change. As Rutter (1979) argued, positive and measurable outcomes in behaviour and learning can occur apart from the socioeconomic conditions of the children in school. Progress will be limited if the schools attitude and stance is "How can we be expected to develop good learning and behaviour when we have got kids like these in this environment." A recent survey reports that the majority of teachers consider 'home background' to be the most significant factor in 'problem behaviour' (Croll and Moses, 1985). The classroom climate has a huge impact on pupils motivation and attitudes to learning. A study by Wragg and Wood (1989) emphasises the importance of the first few lessons with a new class in establishing positive behaviour and fostering pupils intrinsic and extrinsic motivation towards learning. Jones and Jones (1998) formula - Motivation = expectation of success x expected benefits of success x work climate. Kyriacou (2001) claims that the classroom itself should be purposeful, task-orientated, relaxed warm and supportive with emphasis on the pupils and their learning. The appearance and layout of the class is equally conducive to positive attitudes and should facilitate the activities taking place. Glasser (1986) Johnson and Johnson (1991) Johnson et al (1993) observed the positive influences that peers have on each others learning. Gooderow, (1993) and Kohn (1996) claimed if children felt supported at school and trusted...
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...Influences in the Teaching Enviornment By Grand Canyon University (EDU-450) 8/25/2013 In any classroom there will be positive and negative influences in it. The way at which these negative influences are handled will have a lasting effect on the students learning process. There are a vast array of theories and styles to choose from to help and control these behaviors from getting out of hand. The main point to remember is to find a strategy that works well for each individual. I will be addressing 10 possible behavior problems and how they should be approached. What could be the most important aspect of trying to keep negative influences at a minimum is the teacher’s ability to connect with the students. The teacher needs to keep the students from becoming bored in the classroom. Once a student gets to the point of boredom they can start disrupting other students and even forget assignments that are given in class due to a lack of attention. To keep boredom at a minimum The Institute of Education Sciences recommends that modifying the learning environment as well as teach and reinforce new skills to the students is a key concept (Epstein 2008). This in my opinion translates to the teacher needs to be able to recognize when a possible situation can occur and be able to change before the possible problem arises. The teacher could just offer some alternative actions to those who might become a possible disruption. Teachers sometimes tend...
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...narrow classrooms composed of a minimum of 50 and a maximum of 60 pupils per class, but its nature is much more difficult backbreaking responsibility to do than other obligations of the teacher and in this situation she should be able to bridge the between discipline and pupils behaviours. Militant, disobedient, socially inadequate and withdrawn behaviours of pupils are disruptions of class and establish a set of problems to public school teachers. As a teachers they claim it a great burden to deal with in their daily lives. Most teachers are claiming that their effort do not to effectively handle disruptive pupils. With fifty or more pupils in the classroom per section, almost one half of the members of the lower sections are disruptive. These behaviour pupils constantly disrupt classroom situations. Behaviour control is important. Success in teaching is often directly proportional to a teachers ability to use appropriate disciplinary measures. Teachers play a vital role in the total development of the child’s values. He is the key figure in the success or failure on the childs behaviour enhancement. It should be borne in mind that the ability of the teacher toimpose discipline in the classroom is an important factor inthelearning – teaching situations. Teachers ability is disciplining the pupils is indeed vast andthe challenge for him is great. As a teacher therefore, he should strive his best to maintain a classroom atmosphere...
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... Canter’s Behavior Management Cycle: A Case Study It only takes one student, whose disruptive behavior impacts the entire learning environment of the whole class. Disruptive behavior can be any behavior that bothers, interferes with, disturbs, or prevents effective learning (Canter, 2006). Disruptive behavior can be broken down into three categories: verbal behavior, physical movement, and participation in an activity. The largest category of disruptions can be found in verbal behavior (Canter, 2006). The following case study deals with classroom disruptions of verbal behavior. Case Study Eric is 15 years old. He is a sophomore at Everyday High School. Eric was a very good student last year with little behavioral issues. However this year, Eric has been displaying disruptive behavior in the classroom. Over the summer, Eric’s parents got divorced. Eric’s dad, Dennis, was having an affair, and moved in with his girlfriend thirty miles away. Eric’s mom, Julie, caught Dennis cheating on her which tore her to pieces. Julie has not taken the split of very well. She has begun drowning her sorrows with the heavy use of alcohol. Julie is also meeting with a counselor to help her work through this tough issue in her life. She has been having so much trouble dealing with the situation, that she sent Eric to live with her parents for a while. At his grandparent’s house, Eric has no room of his own. He sleeps on...
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...Running head: Prevention Plan Problem Prevention Plan 2/25/14 Problem Prevention Plan A classroom problem prevention plan is an indispensible part of every classroom. Schoolchildren need to be in a setting that encourages respect for each individual student so that all students in the class can feel comfortable when they make missteps or mistakes. A good prevention plan sets the expectations for the school year. The emphasis of my prevention plan is on preventing problems by keeping the children actively occupied in the lessons being offered. Having a good classroom prevention plan is the cornerstone for learning, without it the students would not be able to learn. This paper is a summary of what I do in my 3rd grade classroom. Rules I begin each first day of school by directing the 3rd graders to come up with classroom rules as a team. Nevertheless, I’ve already made up the rules I want; however, I think that the students should have a sense of ownership in the workings of the classroom. It amazes me that each year the kids come up with the same rules as the previous class before them. Repeating rules are using an ‘inside voice’, raising your hand and waiting to be called on, keeping your hands and feet to yourself and using nice words. These rules are important for this grade level because it teaches respect at the most critical year for school kids. Each kid is responsible for his/her own behavior, but by help making the rules they feel obligated...
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...overview of what teaching in the public school setting encompasses. Student teaching provides an invaluable experience in which student teachers (ST) can not only be introduced to the curriculum but also the classroom environment. The classroom environment is directly affected by cooperating teacher (CT) and the ST’s methods of interaction and instruction. Student teaching allows for the ST to experiment with different strategies and approaches within an environment that has a built in safety net. This safety net creates opportunities for the ST to try new strategies that may not have been used by a first year teacher. Furthermore, because never again will the ST be given so much direct direction, the CT’s feedback and advice becomes priceless. Thus, I am able to grow quicker as a teacher rather than figuring much of this out on my own. Consequently, my experience has enhanced my five core beliefs: * Students are never to be given up on * Classrooms are to be student-centered * Reading, writing, and speaking skills are irreplaceable * Classrooms must be a safe and encouraging learning environment * Soft skills are perpetually worked on and enhanced Throughout student teaching, some of strengths have become apparent and a true asset to the classroom. First of all, I use positive language and respond positively to the students whether they make a great comment or misunderstand. This creates a safe environment and lets them know that I do appreciate their...
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...Classroom Activities and Behaviors Classroom setup can dramatically affect students' attitudes toward learning and their habits of learning. Students need an environment that is organized, stimulating, and comfortable in order to learn effectively. One way a teacher can create this type of learning environment is by creating learning centers throughout his or her classroom along with instructional areas. Take the physical features of your classroom into account when planning out what type of learning centers you want to have in your classroom. As the year progresses, you can add different kinds of learning centers to fit your classes. When sitting up your learning centers you not only want to take in the physical features of your classroom. You also need to consider the age of your students, the number of students and the type of activities you want to be conducted. Learning centers consist of multiple stations for children to rotate through. Stations may contain activities from different subjects, such as math, science and reading, or different activities related to the same topic. Using learning centers in your classroom is a fun way for students to experience hands-on learning independently or in small groups. It also opens up possibilities for you to work with small groups or individual students. One type of learning center that is valuable for young children is a reading center. A reading center is a place for students to read independently or quietly with...
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...first observation took place in a third grade classroom of twenty-two students. All students were of Mexican descent and labeled as intermediate/advanced English language learners. The classroom environment itself was very warm and welcoming. There was a bulletin board that displayed pictures of students and their families along with autobiographies. There was another bulletin board dedicated to celebrating Mexican culture and people. The teacher was a Caucasian women in her mid twenties with three years of teaching experience. The second classroom I observed was a first grade class of twenty-five students. Students in this class were all of Mexican descent and labeled as early intermediate English language learners. The classroom environment was very welcoming and appealing. There were colorful posters and pictures displayed on the walls. There was a bulletin board that displayed pictures of students with a caption that said “I am special because...”. Another bulletin board celebrated diversity with pictures of people of different cultures. The teacher was a Mexican-American woman in her early thirties with five years of teaching experience. My last observation took place in a fourth grade classroom of twenty-four students. Twenty of the students were of Mexican descent, one was Caucasian, and two were African American. This was a mainstream class with intermediate/advanced English language learners. The classroom environment was somewhat plain and boring. The...
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...raise their hand when they have a question, and then wait to be called on before they ask it. This behavior will help students understand the value and importance of patience as well as begin to condition them to recognize and accept acceptable patterns of behavior. Another behavioral expectation would be for the students to only ask questions that are relevant to the lesson at hand. It is very easy for young children to drift of topic and begin asking questions about subjects they would rather be discussing. By requiring students to only ask questions that pertain to the immediate topic of discussion, they are more likely to stay focused and gain a better understanding of the lesson being taught. Another common activity in today’s classroom is the use of learning centers and computer stations. Without the proper rules and expectations these activities can quickly turn into chaos and defeat their intended purpose of providing students with useful tools for furthering their education. One behavioral expectation during the use of a computer station would include only visiting websites...
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...Classroom and Behavior Management Plan Dr. Renee Murley Learning in the Urban Environment ICL 7709 July 31, 2009 Rules and Procedures On the first day of class, the students and I will have a conversation about my expectations and the students’ expectations for the classroom. From these expectations, together, we will create a set of guidelines for conduct in the classroom. We will also discuss common occurrences in the classroom such as late arrival, preparation for class, etc., and how they should be handled. From this class forum, we will derive the rules and procedures that will govern our classroom. Whereas, not all rules and procedures will be negotiable, we will discuss the meaning, rationality, and fairness of each rule, and also how these rules fit into the framework of the school’s guidelines. This is done with the idea in mind that if students have a part in creating the classroom rules and procedures that they will be more apt to follow them. These rules will be posted permanently in the classroom, on the teacher’s website, and also printed in written form so that the information may be given to the students, parents, and administrators. General guidelines for behaviors will be as follows: 1) Be respectful of the thoughts, feelings, personal space, and property of others and self. 2) Be on time and prepared for class. 3) Be in your desk and prepared to work when the bell rings. 4) Do ask permission before speaking or getting out of your...
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...walking the hallways I only see smiling happy children. The classroom that I was assigned to was a fourth grade monolingual class. I worked with the class during their math time. My classroom was made up of 23 students the majority of which were boys. There were only 8 girls in the classroom. The makeup of the class was all Hispanic with the exception of 3 African American children, 2 of which were boys. My classroom setting was also very strict. The students were constantly being scolded for any fidgeting, moving or simply talking to their neighbor. The students whom I worked with mainly were two girls who were at their own table. These two girls probably had the most trouble with Math in their class. They also had trouble with other basic skills such as reading and simple math computations. These two girls have a hard time with their multiplication and addition skills. When I work with them on I make sure to implement reading into their lesson as well as the math aspect of it. These two girls socio economically I feel are middle class and have no problems with parental support or problems with food, clothing etc. They regularly talk about eating out at restaurants and going shopping. During my time at Mc Bee I was lucky enough to have met Mrs. Young who is in charge of the volunteers at the school. Along with my regular classroom she also allowed me to go and volunteer my time at several other classrooms. She understood the...
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...Teachers play various roles in a typical classroom, but surely one of the most important is that of classroom manager. Effective teaching and learning cannot take place in a poorly managed classroom. If students are disorderly and disrespectful, and no apparent rules and procedures guide behavior, chaos becomes the norm. In these situations, both teachers and students suffer. Classroom Management- Feb./March 2009 The Difference Between Discipline and Procedures Classroom management should not be equated with discipline. Discipline is a very small part of classroom management. Procedures are not found in a discipline plan; nor should a procedure be a threat, a rule, or an order. A procedure is simply a method or process for getting things done in the classroom. Procedures and routines are different from a discipline plan. Do not confuse procedures with discipline. There are two major differences. DISCIPLINE concerns how students BEHAVE. PROCEDURES concern how things ARE DONE. DISCIPLINE HAS consequences and rewards. PROCEDURES HAVE NO consequences or rewards. CLASSROOM MANAGEMENT deals with how things are done. DISCIPLINE deals with how people behave. CLASSROOM MANAGEMENT has to do with procedures, routines, and structure. DISCIPLINE is about impulse management and self-control. CLASSROOM MANAGEMENT is the teacher's responsibility. DISCIPLINE is the student's responsibility. CLASSROOM MANAGEMENT is enhanced when procedures are: 1. explained to...
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...Tips for Writing Questionnaire Items Office of Educational Assessment Last Updated: October 2006 This handout is provided by the UW Office of Educational Assessment (OEA) as a resource for WebQ workshop attendees who want some basic tips for writing questionnaire items. It does not address broader aspects of survey and research design, but additional resources can be found on our web site: http://www.washington.edu/oea. OEA also provides a variety of consulting and research support services; please feel free to contact us if you are interested in assistance with a research, assessment, or evaluation project (baytam@u.washington.edu, 206‐543‐5190). TIP 1: BE RELEVANT Before starting your survey, you should specify one or several over‐arching questions you wish to address (i.e., research questions or evaluation questions). Your questionnaire items should be focused around these questions. Different Domains of Questions: Behavior, Beliefs, and Evaluation Does providing optional, online practice quizzes help students learn the material in my course? Behavior Of the ten optional online practice quizzes, how many did you complete? Completing the online practice quizzes helped me learn the material in this course. How satisfied were you with the online quizzes? 0 1–2 3– 5 6–7 8– 9 10 Beliefs Strongly Disagree Extremely Dissatisfied Disagree Neutral Agree Strongly Agree Extremely Satisfied Evaluation Somewhat Dissatisfied Somewhat Satisfied ...
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...students begin filing into the classroom. They proceed to do their regularly scheduled activities of putting away their coats, backpacks, and then checking in. Unlike last week, all seems to go well in the morning. I notice that some of the students don’t check in right away and the attendance taker reminds them to check-in. When a few of the students still don’t check-in, the attendance taker consults with Mrs. Sinatro on what to do. Mrs. Sinatro informs the student that she should just mark the students absent. This decision left me feeling really uncomfortable. Whenever a student is marked absent, it is noted in their “permanent record.” I don’t think it is fair to penalize a student so much just for not following directions. There has to be a milder way to do it. You might think about how long students have had this policy in place and if they should be responsible for doing this on their own. I tend to think like you, but students do need to develop responsibility. I’m sure the teacher doesn’t want to have parents commenting on absences that were not absences. At 8.40 a.m., the students head to Success Makers in the library (see description above). During this time, Mrs. Sinatro and I take the time to correct homework from the previous night. I am happy to be included in doing this task, even if it is small, because I know that it is something that will have to be done when I am a certified teacher. At 9:00 a.m., the students return to the classroom. At this time, they are asked...
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...[pic] Global Management Studies GMS 200: Introduction to Global Management Fall 2009 (Section 2) INSTRUCTOR INFORMATION Professor: Dr. Shavin Malhotra Class Room: Main LIB072 Class Time: Friday 12:00 to 15:00 Office: TRS 1-101 Office Hours: Monday 14:00 to 15:00 E-mail: shavin.malhotra@ryerson.ca Phone: 416- 979 5000 x 2445 Teaching Asst.: Issa Guindo E-mail: iguindo@ryerson.ca COURSE INFORMATION Pre-requisites and/or Exclusions: None Posting of Grades and Feedback on Work: Grades on assignments and tests will be posted on the Blackboard site for the course. All assignments submitted for grading will be handed back within three weeks except for the final assignment which will be available for pick-up after official final grades are available. E-mail Communication: Students must use the e-mail address listed above to communicate with the instructor. Students are required to activate and maintain a Ryerson Matrix e-mail account. This shall be the official means by which you will receive university communications. Faculty will not respond to student enquiries from any other e-mail address. See Pol# 157 found at www.ryerson.ca/senate/policies/ for further information on this issue. COURSE DESCRIPTION This course introduces the concepts and complexities of the contemporary global business environment with an emphasis on global competitiveness and the main functional areas of management: planning, organizing, controlling, and leadership. Topics...
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