The Classroom Management training is a four module learning tool essential to teachers for providing the best and most appropriate discipline plan. The online training tool consists of four modules. Each module provides a pre-test and post-test along with practice activities to prepare one for the real world. Module 1-Establishing Classroom Rules for Student Deportment Module 1 discusses when and how classroom rules should be established. Rules should be established with the assistance of the students. It helps them to retain the knowledge of what is expected.
It lists sample rules that must be positively stated. There is a difference between school rules and classroom rules. This module outlines rules for the school and the classroom. It offers ways to actually teach rules and specifies some reinforces to follow with behavior. After reviewing module 1, I plan to engage my students in the rule making process. I think it will be helpful to allow them to actively involve themselves with something that they are expected to adhere to. Module 2-Reinforcement and Total Classroom Management Strategies Module 2 outlines the different reinforcers for behavior.
Those inforcers are social reinforcers, edible reinforcers, tangible reinforcers, activity reinforcers, and intrinsic reinforcers. The module offers examples of what is and may be considered for each type of reinforcer. For example, a star or a sticker is considered a tangible reinforcer. A bag of chips, candy, and/or popcorn is considered a edible reinforcer. Also, it outlines 7 basic principles for learning how to effectively implement reinforcement. In my classroom, I plan to carefully monitor and evaluate the reinforcers in use and try not to depend on the same one all the time.
Table 1. Class by Class Enrolment of Grade 4 pupils of four selected schools. Class Section| Digos CentralElementary School| Rhema King’s KidAcademy| Sta. MariaElementary School| Sta. Cruz Elementary School| A| | | | | B| | | | | C| | | | | D| | | | | Table2. Problems of over-crowded classroom and student-teacher interactions. Please make how much you agree or disagree with each of the following: ...
Module 3-Using positive behavior Interventions In the Classroom and School Module 3 outlines strategies for modeling and differentiating reinforcement. It offers advantages and disadvantages for each strategy. A rule of thumb is given: When you see a student engage in a minor infraction (e. g. , behaviors that do not present a danger to self or others and are not so disruptive that they cannot be tolerated temporally such as blurting out, or being out of seat), use the infraction as a cue, reminder for you to look for the youngsters who are behaving appropriately and reinforce them.
Four positive behavior interventions are mentioned as ways to teach students how to behave. In my classroom, I plan to utilize the ‘Catch-em behavior game’. This game is listed as a positive behavior intervention called, DRA or Differential Reinforcement of Alternative Behaviors. This type of intervention produces fun in the classroom. I feel as long as students are able to have fun then behavior problems are minimized. Module 4-Teaching Students How to Behave: Social Skills Module 4 explains the importance of social skills. Social skills must be taught to students.
The module discusses ways to identify the social skills that are missing. It offers two basic systems for measuring the effectiveness. It offers a way to actually design a social skills program. It discusses skill cards and how to use them in the classroom. The two major ways of identifying deficits are through observation and rating scales. Each tool of measurement offers steps to teach those skills. In my classroom, I plan to use skill cards. The students are able to write themselves and use the index cards to refer or for reflection.
Study skills and academic performance among second-year medical students in problem-based learning Med Educ Online [serial online] 2006;11:23 Available from http://www. med-ed-online. org Study Skills and Academic Performance among Second-Year Medical Students in Problem-Based Learning Deborah A. Sleight, PhD and Brian E. Mavis, PhD Office of Medical Education Research and Development College of ...