4. Build a "stinky fish"
of classroom infractions.
On the first day of school I read one book to my
class. We discussed the importance of working together and feeling safe.
We brainstormed a list of behaviors we didn't want in the classroom,
and I branched off their ideas to look like a fish skeleton. We called
this the stinky fish (because it looks dead) and decided we don't want
our room smelling like a stinky fish. Then we brainstormed what we Do
want and created 10 Fishbowl Environment Guidelines (we are the Fourth
Grade Fishbowl!). Students paired up and created a page for our Guideline
Book with one of the ten guidelines and an illustration. At the end
of the book is a contract we have all signed (including adults that
work with my students in and out of the room). Each day at the end of
school we read through their book and collectively decide how many incentive
noodles to give ourselves based on how we followed the guidelines throughout
the day.
5. Have your people call their
people for seamless student grouping.
Part of effectively managing the classroom is having
an efficient way to put students into groups. Students love working
in groups and this is a sure way to partner or group students with variety
and inclusion of all students. To partner students, we make appointment
clocks. I use a clock with the hour numbers and then a blank line by
each hour. The students make an appointment with another student on
each hour of the clock. To group my students, I place name labels on
a deck of cards. I simply shuffle the cards and deal them out into stacks
of the number of groups that I need and then call out the names. The
cards are great to use for lots of things, selecting a student to do
a special job, picking students to give presentations, etc.
Summary of the chapter
To conclude, effective
classroom management is of critical importance to the
success of students. But promoting a positive learning atmosphere
and minimizing the poor behavior of the students doesn't have to be
just something that teachers are born with.
Classroom
management strategies and techniques can be taught, and they can be
learned. Even the most experienced and effective teachers experience
poor student behavior in their classroom on occasion. Teachers should
be aware of that and exert great effort to be equipped with such a skill
for effective classroom management and or effective teaching and learning.
Finally, I think classroom management is a crucial area for all teachers
and a
skill that is very important to acquire. It is the core of all activities
that may occur
inside the classroom. Engaging students in classroom activities needs
skillful
managers. Guiding students inside the classroom to do tasks also needs
management skills. Figure 14 is my representation of the importance
of classroom management as suggested by the collected data and data
analysis of this study. All work done inside the classroom needs effective
classroom management that leads for effective teaching and learning.
CONCLUSION
In this qualification paper we have looked the implications of findings
for investigation and management of the classroom using observation
and involvement factors for it. Intending teachers need to understand
some of the problems faced by children as they undertake investigations.
Primary teachers will need to establish the ground rules, but secondary
teachers need to know the misconceptions that pupils may still retain
as they enter their secondary education.
Question above illustrates two problems children often face in investigations:
The need to decide what is meant by ‘better’?
The need to change only one variable at a time.
Have the plants in the window grown better? They
look greener and more healthy, but the ones in the cupboard are taller,
but very yellow. If ‘better’ means taller then the cupboard wins!
(In experiments with plant growth investigations should always start
with growing plants that are as similar as possible - many investigations
start with seeds so the two processes of germination and onward growth
become confused - for more discussion see the units in Subject Knowledge
- science .
Many pupils will claim that the experiment shows
that the plants need light to grow well, but is it the extra light or
the cooler conditions that have caused the window plants to look healthy.Most
intending teachers will see this as a problem of variables - you must
only change one thing at a time if you want to pinpoint cause and effect.
If you think it is light levels that affect a plant's growth, then place
both plants by the window, but cover one in clear plastic, and the other
in dark plastic. The only difference is light level. If, however, you
think that warmth helps a plant, place them both in the dark (covered
in black plastic), but one is put in a warm cupboard. (Or both can have
light, with only one kept warm.)
It may be natural to think of classroom investigation
as something that can only happen ‘in addition’ to teaching and
learning, something that can only be done after the needs of students
have been met. Understood in this way, classroom investigations are
intrusions on teaching and learning in an already crowded curriculum.
This module promotes a different view. It seeks to develop the idea
that classroom investigation can be an ongoing ‘stance’ that enables
us to gather valuable information about teaching
and learning practice that may otherwise go unnoticed. This information
can in turn inform how we understand and develop intercultural language
teaching and learning for our students.
Teachers generally view classroom management, which is one element of
teacher efficacy, as difficult to learn. Сlassroom
management is a major difficulty for “teachers and administrators
in junior high schools. The same difficulty exists at other levels
of education. Teachers employ different strategies to control
disruptive classroom behaviors. Such control as away to enhance learning
is viewed as a priority in the education community. Teachers find achieving
their teaching goals difficult when they interact with students displaying
undesirable behaviors, like bullying. Engaging students in learning
is the most important factor in education because they have to be involved
in what they are learning to achieve the learning goals. For students
to be engaged in their activities, the teacher should be a facilitator
as well as having efficacious beliefs that will influence student learning.
A teacher’s efficacy belief is “a judgment of his or her capabilities
to bring about desired outcomes of student engagement and
learning, even among those students who may be difficult or unmotivated.
The aim of my work is study the methods of investigate and peculiarities
of management in teaching .
Investigate is important element
for effective teaching and classroom management. Your grading and discipline
guidelines should be as objective as possible. Students can easily understand
which ones are your favorites. It’s natural to like some students
more than others, but this should never influence grades, rules, or
classroom policies.
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1 Каримов.И.А Узбекистан: свой путь
... «Высокая духовность — непобедимая сила» «Ўзбекистон 2008г..17б..