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Group Management Classroom and Group Management.

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Classroom and Group Management. According to specialists in the field of education, school and classroom management aims at encouraging and establishing student self-control through a process of promoting positive student achievement and behaviour. Thus academic achievement, teacher efficacy, and teacher and student behaviour are directly linked with the concept of school and classroom management. Classroom management focuses on three major components: content management, conduct management, and covenant management. Each of these concepts is defined and presented with details in a list of observable elements in effective teaching practices. Research shows that a high incidence of classroom disciplinary problems has a significant impact on the effectiveness of teaching and learning. In this respect, it has been found that teachers facing such issues fail to plan and design appropriate instructional tasks. They also tend to neglect variety in lesson plans and rarely prompt students to discuss or evaluate the materials that they are learning. In addition, student comprehension or seat work is not monitored on a regular basis. In contrast, strong and consistent management and organizational skills have been identified as leading to fewer classroom discipline problems. In this light, content management "does not refer to skills peculiar to teaching a particular subject but rather to those skills that cut across subjects and activities" (Froyen & Iverson, 1999, p. ...read more.


In other words, the culture of any given school is unique to that school. However, it is directly influenced by the culture of the larger community whose educational goals are to be met. A strong connection between school and community must be constantly revised and modified according to the requirements of societal dynamism. As schools become very diverse, teachers and students should become aware of how to use diversity to strengthen the school/classroom social group. Discussion is vital if students are to understand their subject. Meaning cannot be conveyed directly but needs to be constructed within each student. The negotiation of meaning through discussion is one of the primary purposes for working with small groups - whatever they may be called. Students usually work alone, the advantages of working collaboratively with others include: exposure to a variety of ideas and points of view, the personal and interpersonal benefits which result from co-operative activity, the development of communication skills, the ability to work creatively with ideas and to argue logically. Working with a small group can encourage the development of understanding in a challenging but safe environment. However, merely meeting as a small group does not guarantee these outcomes; many small group meetings are mini-lectures, or a sterile rehashing of half-understood quotations. ...read more.


In the early stages group members will be very worried about giving presentations; you can invite the group to discuss this, to consider what good and bad experiences they have had in the past. Working in pairs or threes will help. You can help students leading discussions by not sitting in the most prominent seat, by resisting the temptation to talk too much yourself and by being encouraging. You should discuss what you expect from presentations with students and give them clear guidelines. Quality schools are defined by teacher effectiveness and student achievement under the auspices of building strong interpersonal skills. In this light, teacher and student relationships are essential to ensuring a positive school/classroom atmosphere. Classroom management discipline problems can be dealt with either on an individual basis (between teacher and student) or by group problem solving (class meetings). As mutual trust builds up between teacher and students, the latter are gradually released from teacher supervision by becoming individually responsible. This is how both "educators and students become co-participants in the teaching-learning process, striving to make the most of themselves and their collective experience" (Froyen & Iverson, 1999, p. 256). Reference Froyen, L. A., & Iverson, A. M. (1999). Schoolwide and classroom management: The reflective educator-leader (3rd ed.). Upper Saddle River, NJ: Prentice-Hall. ...read more.

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