Curriculum Development and Classroom Management

Curriculum Development and Classroom Management

Classroom Management and Curriculum Development

Discipline, punishment, behavior, and class arrangement are considered basic elements of classroom management in the present society. Despite the fact that these elements have pivotal role in describing classroom management, they are not absolute. Effective interactive skills of the teachers with students augment the concept of classroom management. Research reveals that as compare to curriculum assessment, staff cordiality, and community participation in the child's progress, teachers have multiple impacts on the student's success in their classroom. This certainly shows the concept that performance of the students largely depends upon how the teacher manages the classroom (Marzano, Marzano 2015)

Aim of the curriculum development is to form a system that can fulfill the needs of learner without any ulterior social or political motive. The curriculum should be the pathway for the learner to progress as a self-reliant, a responsible citizen in a democratic society, and an efficient worker. though these elements are so vital, conventional values i.e. organizational framework, parent community expectations, legal and bureaucratic authorities have taken over curriculum development. Though frameworks are certainly important in effective curriculum development, it is also imperative all needs of the learners should be kept in considerations. Furthermore, needs of the children with physical or mental disability should be observed sensitively. Although classroom management and curriculum development are two different facets, appropriate consolidation will make due care of disable students possible (Creedon, 2015) The objective of this paper is to derive ways to use curriculum for effective classroom management.

Integrating curriculum and classroom management

A large number of scholars have already defined curriculum. However, it is a detail of the content or information and methodology how it will be taught. This content information comprises a range of scientifically researched elements such as age, culture, linguistic skills and developmental stages of the children. all these elements have direct relation with classroom management in some way. It is therefore imperative to keep in mind the needs of the children and other stakeholders during curriculum development. Three main elements that form the basis of any classroom management should be the source of the decisions while developing such systems. These elements are the children, their families and the adults or teachers (Pakeys, 2015)

Children

The key element to develop the effective curriculum is the children. various aspects should be considered when starting the development procedure. Interests, development levels, personalities or temperaments and the individual needs of the children are of paramount importance for an effective curriculum design. These aspects provide useful information for consideration about a student and the whole class. Specific needs of these disable children, contrary to other normal children, should be considered while developing understandable and useful curriculum. Curriculum should be developed on the detailed understanding of disable children's emotional needs, structure of the classroom, management, the punishment to maintain discipline and their experiences, which are shown through proposed classroom planning. Moreover, there is also a need of competent and experienced practitioners capable of handling weaknesses of mentally challenged children. Selection criteria of such teachers should be based on education level, empathy and experience to handle disable children, and maximizing the learning opportunities for the children should be clearly stated in the curriculum. (Pakeys, 2015)

Families

When developing a curriculum, various family factors and qualities should be considered. These factors directly relate to classroom management of the children. Every parent has desires or hopes for their children and their whole family. the same applies to emotionally disturbed children, too. Their families desire that their child should have the best education in a great environment. The type of activities that are shown for the mentally challenged children, are influenced by the particular objectives along with family values and customs. Therefore, it is necessary to understand the needs and objectives of the family for their child first then derive ways that should be adopted to manage the class. These aspects certainly draw out useful picture of curriculum. Furthermore, other aspects like linguistic preference should be taught in school while the lifestyle should be shown in the class (Pakeys, 2015)

Teachers