Application of the Academic Expectation that “All Students Can Learn” Individual student learning abilities are strongly attached to the learning environment. If the learning environment if positive, the students academic success is high. Therefore, modern teachers focus attention on finding the most effective teaching strategies. Undoubtedly, both effective teaching and learning are concerned with various approaches aimed to maintain discipline in public schools (coercive, laissez-faire, task oriented, authoritative, intrinsic, to mention a few) (Borich 2004).
Often teachers spend more time to tighten up discipline than to education itself. The students seem to be lacking self-control. The teachers can invent the best educational strategies, the most inspiring lectures, the newest pedagogical methods, yet, if the teachers are not able to maintain discipline, they certainly will fail. Both teacher and students should be firmly convinced in two basic principles: The necessity of discipline is indubitable Teachers are responsible for the discipline of students.
In the majority of cases, students want a certain structure of lesson and they want to obey certain rules (or, at least, they are not against it).
Students want to understand the rules. Although not always they want to follow the rules, the students want to be sure the rules exist and the teacher will undertake certain measures if the rules would be violated. A teacher should be considered an incontestable authority in the class Teacher enjoys the right to insist on doing something. For example, the teacher can insist on following his orders. The students should obey classroom discipline and should stop behave in an unacceptable manner.
The Term Paper on Student Teacher Interactions
This paper explores the issues associated with two typical student teacher interactions. (8 pages; 2 sources; MLA citation style.IIntroductionStudent-teacher interactions can result in a good experience or a negative one, and that in turn can have an impact on the learning that takes place. Such interactions are one of the basics of education.This paper describes two typical interactions, and ...
The well-behaved child accedes to the teacher’s authority whereas the misbehaving child tries to resist it. Lets discuss possible steps that will help us to reduce student behavioral problems. The content of lectures and lessons should be meaningful and relevant to students. Learning to discipline takes years. Teachers success is mostly explained by level of interest during the lesson. Students always want to fulfill creative tasks, which they like and find interesting (Canter 2004).
The teacher should understand student demands and should treat each student correspondingly.
Remember that your students are quite adult. They appreciate when the teacher treats them respectfully and deals with them as with personalities and work partners. Rules, goals and procedures When you gain the authority in the beginning of the year, you need to understand that students test you in order to decide what kind of behavior you will tolerate. Being based on their previous experience, students know that some teachers are indulgent towards the students, whereas some teachers are strict and exacting. So, you need to establish the rules of behavior and discipline. When a teacher establishes classroom discipline rules, he should determine which type of behavior is acceptable for him. The teacher should understand his own demands and needs in order to work out necessary rules of classroom discipline (Gootman 2001).
Teachers behavioral expectations must be clearly communicated to the pupils focusing attention on student positive desired behavior.
The relationships with students help lead us and toward an effective learning environment The class work can be effective only when relationships between teacher and students are positive and effective. Teacher shouldnt allow students to deprive him his right of teaching. What can be done in order to reduce student behavioral problems and to build strong relationships with students? Avoid confrontations Many discipline problems occur when teacher comes into direct confrontation with student. If student feels helpless or considers his punishment to be unfair, he comes into collision with the teacher and tries to assert his rights. Before confrontation will occur, try to pronounce one of the following statements: Not now (i.e. – You will leave the room when the lesson is over) Convince me (i.e.
The Essay on Student’s Behavior: Red Alert
There is a single place in this country I despise but for Heaven’s sake, I have to be there almost every day, the classroom. Eager to learn as I am, the sight of the classroom makes me green and sick to my stomach. I feel nothing but outrage, nausea, and irritating discomfort in the classroom. The reason for all of this madness and uneasiness is the improper and crude behavior of my fellow ...
– Explain all the reasons why do I have to allow you doing something) No. Before you tell your final No, you have to decide that student will not change your opinion. If you said No, you need to stand up staunchly for this decision because you had enough time to think it over. The teacher must give students possibility to improve discipline in the class The students often tell: Im sorry. Give me one more chance. In such a way, students consider they will reduce the consequences of their unacceptable behavior to zero.
It means, the students can do whatever they like, then to tell Sorry and the teacher will forgive them. Students should understand that the consequences of their unacceptable behavior will not disappear, although the teacher gives them a possibility to improve situation. The teacher can use non-verbal communication and indirect speech Each teacher can use indirect discourse strategies, non-verbal communication and politeness formulas. The teacher isnt obliged telling something verbally in order to maintain the discipline in classroom because non-verbal statements are also very effective. Compromises, concessions and indulgences Students and teachers perceive the use of power and influence in the classroom somewhat differently. If the student was constantly suppressed by the teachers authority in the other school, and a teacher in new school starts to take his opinion into account, the student can consider teachers behavior as a concession. It is very important to make difference between concession and cooperation. We need to understand that authoritative style in teaching doesnt mean only suppression and compulsion.
The Term Paper on Learning Pearson Education Teacher Students Classroom
Assume you have 2 classes, one group of 30 adolescents in a day-school, and one group of 15 adults who are learning English for business reasons. How do you think these two classes would differ? It should be understood from the outset that the three guiding considerations in any classroom context are the teacher, the student and the learning environment. These close and sometimes complex inter- ...
It also means acceptable compromises: students sometimes should allow to be forced working under compulsion if necessary. Compromise in relation to students doesnt mean a democracy but transfer of authority to the strongest. Democracy means communication of equals, when the partner who has thorough fund of knowledge shares it with other partners. Conclusion Without any doubt, implementing classroom management approaches to classroom discipline in public schools will be beneficial both to students and teachers. It will help teachers to control student behavior and will make mutual cooperation more friendly and supportive. Classroom management techniques will match learning rhythms of students with the school program. The attendance rates will be improved; drop-out rates and truancy will decrease, as well as suspensions and expulsions. Positive approach to research-based classroom management techniques and implementing them into everyday school practice will help teachers to reduce the incidence of classroom disruption.
Bibliography: Borich, G. D. (2004).
Effective teaching methods. (5th Ed.) Upper Saddle River, NJ: Pearson Education. Canter L. & Associates.
(2004).
Classroom management for new teachers. [Videotape series]. Gootman, M. E. (2001).
The caring teacher’s guide to discipline (2nd ed.).Thosand Oaks: Corwin Press..
