These include listening to students, expecting students to listen attentively in return, creating rules that students follow directions, ensuring students provide and complete school work on time, and insisting students demonstrate appropriate self-control to limit disciplinary problems in the classroom (Givner, Lynne & Pierson, 2003). When teachers clearly outline these expectations to students, it is more likely students will respect them. Poor adjustment occurs when teachers do not clearly define their expectations for students, and then provide them with a learning environment that is respectful, and one that caters to individual learning abilities and personalities.
Why Meaningful Content & Relevant Content is Important
Far too often students complain of boredom in the classroom, and this can lead to behavioral problems and disciplinary problems in the classroom. Teachers can avoid this by providing meaningful and relevant content to students. Students that learn interesting and meaningful content can also apply their knowledge to the real world, so they are better able to cope with challenges presented in their community and throughout their academic careers.
Students need to learn in an environment where they can apply the materials they learn to the world in which they live. When teachers use real life examples when demonstrating concepts, students are more likely to respond in a positive manner (Givner, Lane & Pierson, 2003). Teachers can facilitate this by encouraging students to provide their own examples and experiences when explaining solutions to problems or demonstrating creative thinking.
Givner, G.C., Lane, K.L. & Pierson, M.R. (2003). Teacher expectations of student behavior: Which skills do elementary and secondary teachers deem necessary for success in the classroom? Education &…
Sources Used in Document:
Givner, G.C., Lane, K.L. & Pierson, M.R. (2003). Teacher expectations of student behavior: Which skills do elementary and secondary teachers deem necessary for success in the classroom? Education & Treatment of Children, 26(4):413.