CLASSROOM MANAGEMENT 2014. What might classroom management mean?
Classroom management
-
Upload
japhia-beckford -
Category
Education
-
view
14 -
download
0
Transcript of Classroom management
ProRadic Conference
Japhia BeckfordKesian Bennett
Tashana TullochOdelia MorganCrystal Smith
Myesha Wilson
IntroductionAccording to Cole et al (1996), “classroom
management is a multi-faceted matter, concerning all
aspects of life in schools and all aspects of students’
personality and a teacher’s craft… It touches every
aspect of the formal and hidden curriculum of
schools”. Therefore, this assignment will focus on the
various roles and responsibilities a teacher must play
and some of the strategies he or she should
implement in order to be an effective classroom
manager.
Introduction Cont’Furthermore, Wong & Wong (2009), state that
“classroom management refers to all the things a
teacher does to organize students space, time and
materials so that learning can take place”. With this
view, this classroom management profilerama will
explore the teams’
philosophy of classroom management,
rationale, objectives,
student profiles and specific
areas to be managed.
Philosophy
As teachers we are dedicated to
follow the formal curriculum, code
of regulations and code of ethics.
Nonetheless, we are aware that
there are multiple categories of
students and cases thus, we will be
flexible. Consequently, we vow to
play the role as facilitators: we will
set up learning activities which
effectively achieve the learning
outcomes intended for each pupil,
stimulate students’ interest in
learning, using appropriate
activities and methodologies and
competently elicit information
from the students rather than rely on the ‘telling’
mode of instruction. As role models we vow to
demonstrate appropriate behaviour for students and
keep abreast of current affairs and encourage
students to do the same. As counsellors/friends we
vow to maintain classroom climate that is supportive
of learning and characterized by mutual respect, trust
and democratic decision making and enhance pupils
self-esteem and self respect. Additionally, we vow to
effectively play our roles as disciplinarians, managers
and leaders (Ministry of Education & Culture 1998).
RationaleWe are here to educate teachers on how to
effectively plan and implement strategies and
manage students behaviour in the classroom.
Thus, enabling maximum success in the teaching
and learning environment. This classroom
management plan was designed to assist
teachers to maximize the amount of class time
students will spend on learning.
Rationale Cont’It is to provide a structure for beginning the
school year that can contribute to student
motivation, prevent disruptive behaviour and
provide strategies for responding to disruptive
behaviour when it occurs. Additionally, this will
benefit teachers as they will be able to implement
the various strategies they are exposed to and
effectively manage behaviours in the classroom.
ObjectivesTeachers should be able to:
identify behavioural problems and know the needs of
students
reflect and critically assess their previous
management strategies and be open-minded to new
methods of managing their classrooms.
understand the various behavioural problems and
apply the suitable strategies explored to effectively
address these problems.
effectively manage the four areas of the classroom
through the implementation of strategies to which
they have been exposed.
ProfilesThere are 30 students in the class.
17 girls and 13 boys.
15 students are audio/visual learners
6 students are interpersonal learners
3 students are logical learners
the remaining 6 are intrapersonal, spatial and
musical learners.
Profiles
80% of the class are Christians
The 20% remaining are Muslims, Rastafarians and Hindus.
Description of contextAmbiancePsychosocial Instruction Academic PerformanceExtra Curricular ActivitiesOverall Behavioural Issues
Areas to be Managed Time – Instruction
Space/Environment – Ambiance
Resources – Academic Performance
Psychosocial – Climate & Overall Behaviour