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  • Workshop 2 Classroommanagement

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    This workshop covered classroom management strategies. It discussed setting clear boundaries and consequences, treating misbehavior as a choice, developing positive teacher-student relationships, and using gradual consequences like warnings, discussions, and suspensions. The workshop emphasized respecting students, active listening, avoiding escalation, and managing transitions well. Readings suggested accommodating different learning styles, mixing student abilities, and seeing classroom elements as interconnected. Reflections discussed applying non-verbal cues, offering choices, building rapport, and maintaining flexibility.

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    This workshop covered classroom management strategies. It discussed setting clear boundaries and consequences, treating misbehavior as a choice, developing positive teacher-student relationships, and using gradual consequences like warnings, discussions, and suspensions. The workshop emphasized respecting students, active listening, avoiding escalation, and managing transitions well. Readings suggested accommodating different learning styles, mixing student abilities, and seeing classroom elements as interconnected. Reflections discussed applying non-verbal cues, offering choices, building rapport, and maintaining flexibility.

    Copyright:

    © All Rights Reserved
    Scarica in formato PDF, TXT o leggi online su Scribd
    Segnala contenuti inappropriati
    35 visualizzazioni2 pagine

    Workshop 2 Classroommanagement

    Caricato da

    api-296833186
    This workshop covered classroom management strategies. It discussed setting clear boundaries and consequences, treating misbehavior as a choice, developing positive teacher-student relationships, and using gradual consequences like warnings, discussions, and suspensions. The workshop emphasized respecting students, active listening, avoiding escalation, and managing transitions well. Readings suggested accommodating different learning styles, mixing student abilities, and seeing classroom elements as interconnected. Reflections discussed applying non-verbal cues, offering choices, building rapport, and maintaining flexibility.

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    di 2

    Workshop2:Classroommanagement

    Lecture

    Interlockingelementsof:Teacherattitude&actionssafelearningenvironment
    proactiveclassmanagementandgraduatedconsequences.

    Firmbutfairmodel.Setboundariesandgiveconsistentconsequencesforthebreaking
    ofboundaries.Rememberruletestingandbreakinganormalpartofteenage
    development.

    Havehighexpectationsfor
    all
    students.

    Treatbehaviourasachoiceandholdstudentsaccountableforthatchoice.

    Teachwithrespect.Donotreactemotionally.Developpositiverelations.

    Listentostudents.Activelistening.

    Theoryofbumps/graduatedconsequences:Lowkeyresponses,providechoice,defuse
    situationthroughdeferral,informalchat,formalagreement,suspension.

    Donotinviteescalation,nonverbal,quick&quiet,avoidinterruptinglesson.

    Managetransitionsandresourcedistributionwithclearinstructionsi.e.when,what,how.

    Readings

    Accommodatedifferentlearningstylesandengagestudentsthroughvaried
    activities.(p4041)

    Groupstudentswithdifferentabilitiesandskillstogether.(p42)

    Rules,routines,classvalues,studentgroupings,classroommanagement,class
    community,andtheteacherstudentrelationshipareallinterconnected.(p35)

    Workshop

    AITSLstandards:Demonstrateknowledgeofpracticalapproachestoclassroom
    management.

    Motivationintrinsic(enjoythelearningitself)orextrinsic(rewards&punishments)may
    becontributingfactorstodisengagement.

    Meet&greet,ritualsandroutines.

    Promptstudents.Offerchoicesandmildconsequencesconsistentlydelivered.

    Reflections&StudyQuestions
    Thistopichascausedmethemostanxietyasaprospectiveteachergivenmyaptitudeasa
    studenttodisruptclassrooms.Ihavebeenreflectingonmyextensivedisciplinaryinteractionswith
    teachersindifferentclassroomenvironmentsutilisingdifferentmethods.InmyautobiographyI
    describedthefirmbutfairteacherasmyfavouredmodelonlytodiscoverthiswasthemodel
    advocatedinthelecture!Iwasnotastudentwhoboregrudgestowardsteacherswhodisciplined
    mebutIdefinitelysparkedlongtermgrudgesinsometeachersandwastreatedaccordingly,
    needlesstosaysuchtreatmentdidnotbringoutthebestinme.SoIwaspleasedwhenthelecture
    advocatedforstartingeachlessonwithacleanslate,notholdinggrudges,givingstudentsthe
    choicetobehave,graduated
    consistent
    consequencesandendeavouringtobuildpositiverelations
    withallstudents.Suchanapproachshowsrespecttostudents,givesautonomytostudentsand
    showsemotionalmaturityintheteacherbynottakingthemisbehaviourpersonally.
    OtherpracticalandusefuladvicefromthelectureandworkshopIwillutiliseisofnonverbaltactics
    ofproximity,pointedeyecontactandworkingtheroomtoreducemisbehaviour.Thegoalbeingnot
    toinviteescalationordisruptthelessonwasimportant,allowingtheteachertohaveaquickand
    quietwordwiththestudent/s,notengageinanargumentandtoofferanexplicitchoicewith
    consequences.Ithinkmeetandgreetisagreatideatogettoknowyourstudentsandshow
    respect.
    Itisveryclearhowethics,communicationandclassroommanagementarerelated.Showing
    respect,maintainingauthorityandfacilitatinglearningintheclassroomenvironmentisacomplex
    taskthatalwaysrequiresreflectionand
    flexibility
    tofitindividualstudentsandtheoverallclassroom
    environment.
    WhatdoKosnick&Beck(2011)seeasimportantintheclassroomenvironment?
    Theoverallcultureoftheclassroomisfosteredbytheteacher(p34)throughtheinterconnected
    elementsofrules,routines,classvalues,studentgroupings,classroommanagement,class
    community,andtheteacherstudentrelationship(p35).Studentandteacherwellbeingisan
    importantconsiderationrememberingthattheclasscommunityitselfaffectsthatwellbeingthrough
    itssocialandemotionalelementsaswellasacademicones(p35).

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