...Philosophy of Classroom Engagement and Management Assingment Michael Santana Grand Canyon University: EDU 536 4/22/2015 My Philosophy for classroom engagement and management revolves around student interaction and establishing a strong curriculum that helps student’s grow in knowledge. In addition, rules of the classroom will be laid out early and apply to everyone in the classroom. The expectations of the classroom will be labeled and displayed where all students and teachers can see. The teacher as a facilitator is very important. The teacher is responsible for the overall atmosphere of the class and is the key contributor and monitor for classroom discussions. It is the teacher’s role to bring discussions back on topic when they digress as well as offer stimulating discussion topics when none are presented. The teacher should encourage participation and always remain positive in regards to feedback (Jones, F., 1987). The teacher should be able to receive constructive criticism and use it to continually change to better facilitate learning. Overall facilitation relies on a set of skills and knowledge that can be used to encourage individuals to come together to complete work (Thomas, G. 2004). The teacher should instill an incentive system to teach students about cooperation that gives the student’s time during the class to partake in learning games that are fun and active but still gives adequate instruction. In addition, using omission techniques for those...
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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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... | |What components, or subtopics, are related to this topic? |Multiple intelligences | | |Classroom management | | |Importance of higher education | | |Benefits of higher education | | |Elementary school | | |Standardized testing | | |Parental involvement | |What particular aspect of this topic interests you most? | | | |Classroom management | | | | |What is your purpose or goal for...
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...Mary Mason May 5, 2013 Course: EDU 313 Professor Rick Holbeck | Poor | Fair | Good | Excellent | Outstanding | Crust | The crust is still in dough form. The crust still taste like uncooked flour. | The crust is thin and doesn’t have any flavor. The crust if hard and cannot bend. | The crust can bend and has a little flavor to it. The crust is flaky and not too hard for you to crew. | The crust is bendable and taste good. The crust is flaky and good for you to eat. | The crust is very good to eat. It is even around the whole pizza. The crust is perfect, not to thin and not too thick. | Sauce | The sauce has no flavor. Very bland and not good to eat. The sauce is cold. | The sauce is somewhat not too good to eat but can be eaten. The sauce is lukewarm. | The sauce has some flavor to it. It can be eaten but it is not at its best. The sauce is warm enough to eat. | The sauce has much flavor to it. It is spread evenly throughout the pizza. It is good and hot enough to eat. | The sauce has enough flavors to it. It is spread all over the pizza in a great amount. The sauce is hot and ready to eat. | Cheese | The cheese is not evenly spread. It is cold and hard. And not good to eat. It not melted on top. | The cheese is somewhat spread on top. The cheese is lukewarm and somewhat melted on top. | The cheese is spread throughout the top of the pizza. The cheese is melted and ready to eat. | The cheese is all over the pizza. It is melted evenly throughout the pizza...
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...Module 4 Behaviour Management "Effective behaviour management is essential to the smooth running of a school and in the creation of an environment where everyone's rights and responsibilities are addressed. A balance between fundamental rights and responsibilities is at the heart of behaviour management" (Rogers, 2000 p.12). The school system and the community of people that constitute the school need to be the focus for intervention 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...
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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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...Introduction The classroom is the place bounded by the wall and roof which teachers houses their students for the purpose of giving instruction to their students. In other words, it is a place where teachers and students engage in discussion. To some teachers, classroom teaching is a complex process in a complex environment whereas to others, classroom teaching is like rearing their own children in their own home. The classroom is an immediate environment where management is applied in order for students to acquire formal knowledge. It is made up of the teacher, students, learning devices, and the learning environment. Management, on the other hand, can be seen as a process of designing and maintaining any setting in which people work in groups for the purpose of achieving common goals. The Oxford Dictionary defines management as the act of running or controlling or skill of dealing with people or situations in any way. Loomiz (1980) defined management as a method where a group of people at the highest level of organization plan, organize, communicate, coordinate, control and direct the actions and activities of people who work for the organization toward the achievement of organizational objectives. In the school setting, in order to achieve its aims, a school has to have objectives, and to achieve these objectives, the various people with responsibilities in the school, especially in the classroom have to plan organize and lead. Classroom management is the term used by...
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... 1 Discipline and Management: Different Yet Related Bilbo Baggins Grand Canyon University EDU-536 February 5, 2014 DISCIPLINE AND MANAGE 2 Discipline and Management: Different Yet Related Learning how to manage your classroom and discipline your students is essential in being a good teacher. In order for us to fully understand the importance of both, we must explore what they signify as well as what behavior and misbehavior mean. We will discover their meanings, their likenesses, and how they are distinct. We will also explore how they correlate to one another. An effective teacher creates and maintains orderliness in their classroom. By using proactive procedures of communication, behaviors can often be changed. Discipline means to teach self-control. Management is the act of taking charge or taking care of something. Behavior is the act of how one behaves. Misbehavior is being inappropriately, or acting as one should not. Discipline: DISCIPLINE AND MANAGE 3 Management: Behavior: DISCIPLINE AND MANAGE 4 Misbehavior: Classroom management and classroom discipline share a connection with each other. They are distinctly separate but without them both a teacher will struggle in a classroom full of anarchy. Behavior and misbehavior...
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...purposes only. Personal Data: Name: _________________________________ Age _________________________ Status ___________ Course_______________________ Major ______________________________ Length of Service _______________________________________________________ Direction: check the column opposite each item according to your honest assessment of the effectiveness of the classroom management practices. Please answer all items. Weight Verbal Interpretation 1 Very Effective 2 Effective 3 Not effective A. Teaching Management | VE | E | NE | 1. Plans daily lesson well. | | | | 2. Has adequate knowledge of the subject matter. | | | | 3. Creative in using of instructional materials and resources. | | | | 4. Encourages pupils to think and express themselves. | | | | 5. Has a good command of all language of instructions. | | | | B. Classroom Discipline Practices | | | | 1. Sees to it that courtesy and silence are observed in class. | | | | 2. Checks the attendance before each period and requires admission slip from any student who has been absent or late. | | | | 3. Requires students to respect the seating arrangements fixed by teacher adviser, placing the students in so far as possible in...
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...Classroom Management Philosophy --------------------------------------------------------------------------------------------------------------------- The utmost valuable aspect that creates a good learning atmosphere is classroom management. Without a classroom that is organized and disciplined, learning is close to unmanageable. This is why I believe that it is crucial that a teacher begins a classroom with a well thought out management plan. I think that this plan should just provide a base for the classroom, and should be structured around anticipation, admiration, and stability. Although discipline problems are expected in any classroom, prevention through set rules and an appealing curriculum can compensate many distractions in the learning environment. I think that as a teacher, an initial discussion of classroom rules and making your expectations clear from the beginning can help students understand what you want from them. Although I don’t think it is necessary to bombard students on the first day with regulations and state what isn’t allowed in the class, I think it’s key to stress what you want out of the class and that the classroom should be a positive learning community for all students. Additionally, clear and concise rules, good teaching strategies can also help inhibit disruptions in a classroom. When students are engaged in motivating doings and enjoy being in class, there is less chance for outbreaks that disturb the...
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...that out of all the three variables, Teaching Experience and Type of Management have a significant influence in the development of moral values with respect to the area Culture as assessed by the teachers. FINDINGS • A high percentage (90-98) of teachers had favourably agreed upon the positive influence of curriculum, co-curricular activities, religion, classroom activities and culture in the development of moral values among high school students. • Based on the variables considered for the study, male teachers, teachers above 5 years of experience and Government teachers comparatively had favourable opinion regarding the positive...
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...school classroom. Journal of Teacher Education, 55, 256-268. I. Statement of the Problem a. Ressearch Topic The topic is how to discipline students. The authors state, “student responses to teachers’ disciplinary techniques can be unpredictable and require quick reactions on the part of the teacher.” This sets the context for the more specific research problem. b. Research Problem As the title of the article suggests, cultural synchronization between the teacher and the students can be influential in discipline. This is illustrated in the authors’ transcription of an interaction among students and the teacher along with commentary. More specifically, the authors note that Ms. Simpson (the teacher) has shifted her language to include dialect that is non-standard English but is closer to the students’ own language. The authors state “Ms. Simpson’s comments, undoubtedly, have altered her professional image from one of “effective educator” to “unprofessional teacher” in the eyes of many teacher educators.” They go on to note “conventional wisdom fails to account for the importance of cultural context when analyzing teacher behaviors.” c. Research Questions/Hypotheses No specific research question or hypothesis is noted, but the authors do address the overall context for their qualitative study. They state that “we argue that researchers and teacher educators must carefully consider the salience of culture as related to effective classroom management techniques...
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...University EDU-536 Philosophy of Classroom Engagement and Management Annotated Bibliographies Freiberg, H., Huzinec, C.H., Templeton, S.M., (2009). Classroom Management-a Pathway to Student Achievement: A Study of Fourteen Inner-City Elementary Schools. Elementary School Journal,110(1), 63-80 This journal article introduces Consistency Management & Cooperative Discipline or CMCD. This model was introduced in and urban area middle school. Teachers within the school reported that behavioral problems were becoming more of an issue. The CMCD model uses a focus centered approach to classroom management versus the more traditional approach. The study showed that schools that were utilizing the CMCD approach outperformed schools that were using more traditional approaches in mathematics and reading. This article demonstrates how the role of a teacher can affect student performance. For example, the teacher shares the leadership role instead of assuming full responsibility. This allows the teacher to act as a leader as well as a facilitator in the classroom. The teacher is allowed to guide her class in the correct direction. Students are given responsibilities and leadership roles. This encourages students to aim higher and achieve goals. The classroom environment is more positive and engaging. This results in students who self discipline and are intrinsically motivated. This article lays out a great model for classroom management. Higgins, K., & Moule,...
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...Classroom Management Plan Introduction and Overview In teaching there is no one style of classroom management that fits all classrooms. Every classroom is unique, with diverse students going through many things especially in a middle school classroom. Nonetheless, that’s why having a formal, written classroom management plan is of utmost importance especially in a changing classroom. Hence, in planning my own classroom management plan it is why I implemented a plan that relies highly on teacher preparation and organization. I have learned in my short time in the classroom that problems will occur no matter what you do in the classroom. However, being prepared by having a set of rules, procedures, and consequences for certain discipline problems within the classroom is the best method for a successful learning environment. In middle school classroom, students both females and males alike are going through both physical and emotional changes. Having a teacher who they can rely on as an advisor or even a person of confidence is of utmost importance in order to build a family of learners. Classroom Arrangement I arrange students in group tables of four or five students depending on the group of students. I’m most comfortable with this arrangement as it allows for the most amount of free space, and also provides more working space for students when doing group activities. Even though my desk is in the front of the classroom, I will try and not spend much time there, rather...
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...TEACHING STRATEGY EDUC 556 Strategies for Classroom Management This article examines the importance of creating developmentally responsive classrooms that meets the needs of all students. As an instructor you will have many diverse learners and it is essential to create an effective teaching strategy to incorporate in the classroom. Engaging students in the learning process and creating avenues to promote productive classroom discussions results from classroom management and structure. Strategies found to be effective in the classroom is establishing teacher-student relationships, construct group assignments, establish goal-setting techniques and maintain a safe learning environment. Relationships “Creating a classroom that is developmentally responsive begins by getting to know the students”(Ruppert, 2012). Student and teacher relationships require a positive interaction to enhance communication and trust to allow their creativity to flourish. This article discusses the strategies to create positive student teaching relationships. 1. Maintain a record of student’s strengths and weaknesses 2. Observe the students non-verbal cues on the daily basis to monitor behavior challenges. 3. Have the students and parents create and inventory lists that describes the students emotional, intellectual and physical academic needs (Ruppert, 2012). Group Work “Allowing students to work in pairs or small groups brings different groups of students together and allows...
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