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Class Management

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Effective Classroom Management Essay This first part of this module, Effective classroom focus on instruction design. I have learnt various methods to plan, resource, implement, analyze and evaluate teaching. I also recognize the importance of planning in classroom teaching. Although a good planning is a necessary condition for effective teaching, it is not sufficient because student's responses and behaviours are always unpredictable. Therefore, a well-equipped teacher should have adequate knowledge in classroom management and understand different approaches in solving discipline problems. Certainly, the most important is that teachers should be able to apply appropriate approaches according to different situations. In this portfolio, I will give my personal theory of classroom discipline and teacher-pupil relationship first. Then, my reflection on the topics covered will be included. Moreover, cases from my previous learning and teaching experiences and newspaper will also be used to illustrate the application of various approaches for effective classroom management. Lastly, I will summarize the knowledge, skills and attitudes I learnt in this module and their importance for my professional development as a teacher. Personal Theory of classroom discipline and teacher-pupil relationship. A metaphor will be used to illustrate my theory of classroom discipline and teacher-pupil relationship. Personally, I think a classroom is similar to a user using a computer. Students are similar to different programs in a computer. Each program is unique and useful in certain aspects. Some may be strong at image editing; some may be strong at communication etc. Just like in a classroom, every student is distinctive. One boy may be good at drawing while another girl may have excellent communication skills. Teacher, similar to a computer user, is the commander. S/he is responsible to give directions to his/her students. However, conflict occurs when students cannot fulfil the expectations of the teachers. This leads to classroom discipline problems which are similar to the situation when a computer fails to follow the user commands. ...read more.


I remember our lecturer brought a lot of chocolate bars and candies to our class in order to encourage us to answer his questions enthusiastically. However, he finally left with all his sweeties. From this case, I learnt that one approach work with a group of students does not mean it will work with another group of students. This means we have to use suitable approach for different students. 5.Natural consequence VS Logical consequence VS Illogical consequence Natural consequence is those that students experience only as a result of their behaviours. For example, if you are late for lesson, your natural consequence is that you miss the information and materials given at the beginning of that lesson. Unlike natural consequence, logical consequence is arranged by someone else and it is rational. If you are late for 30 minutes, detention for 30 minutes is a logical consequence. However, as in the case of a secondary school in Ma On Shan, the punishment for being late is not a logical consequence because those who are late have to do push up in the playground. By using this illogical consequence as punishment, I do not think that student's misbehaviours of being late will be improved. It may cause students to respond passively out of resentment. They may become lethargic and passive at school, or they may become active by engaging in other misbehaviours to get even with teachers. It resembles as in the case that driver who is fined for speeding rarely stops speeding. S/he simply buys a radar detector or any other possible methods or becomes more skilful in breaking the law. 6.Class rules Similar to most teachers, I think class rules are crucial to facilitate our teaching in a classroom. From my pervious learning experience, rules should be carried out fairly to all students and consistent. Otherwise, students will simply ignore the rules. I have designed a rough class rules: Definitely, discussion in class and negotiation between teachers and students must be carried out before the publication of class rules. ...read more.


Once the failed, they would think that they were hopeless. To help these students, teachers can help them to develop realistic expectations and eliminate any criticism of their work. Surely, encouragement should not be left. Sometimes, it is tempting for teachers to agree with these students that they are incapable and then give up changing their attitude. Though it is tempting, we should never give up. Conclusion From this module, I understand the significance of classroom management skills in order to have an effective classroom. I also came across different models to handle student's misbehaviours and discipline problems. By studying different cases in class and I encountered in my independent reading, I have learnt how to bring theories into practice. This also makes me to reflect on my previous learning and teaching experience and on the news about classroom discipline. In addition, I understand that no single method is perfect. We should use appropriate approach depends on different situation and students involved. Mostly, a single approach is not adequate to solve the problems. Therefore, an eclective approach, i.e. using different approaches flexibly according to different situation is most effective. To facilitate my professional development as a teacher, I will review different approaches from time to time to understand their characteristics, strength, and weakness so as to equip myself with a better and more comprehensive classroom management skills. Reference: Charles, C. M. (1981). Building classroom discipline: from models to practice. New York: Longman. (pp. 140-150) Curwin, R. L. & Mendler, A. N. (1980). The discipline book : a complete guide to school and classroom management. Virginia: Reston Publishing Company. Glasser, W. (1982). Reality Therapy: an explanation of the steps of reality therapy. In N. Glasser, (Ed.), What are you doing": how people are helped through reality therapy, including instructor's guide : cases (pp. 48-59). New York : Harper & Row Wolfgang, C. H., (1995). Solving discipline problems: methods and models for today��s teachers. Massachusetts: A Simon & Schuster Company. Wolfgang, C. H. & Glickman, C. D. (1980) Solving discipline problems: Strategies for classroom teachers. Boston: Allyn and Bacon ...read more.

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