Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
Setting Classroom Expectations
When dealing with a new group of students, it is essential that clear expectations are set from day one. However, expectations cannot be established merely by telling students what they must do and threatening them with dire consequences for misbehavior. Ideally, students should want to learn, and it is essential to make them willing participants in the process of setting expectations. This is particularly true of adult learners, whom are often more intrinsically motivated than younger learners (Motivating adult learners, 2013, University of Florida). One useful exercise is to have students brainstorm expectations themselves, either in groups or individually, and have the class vote on which ones will be the rules of the classroom. (The teacher can also contribute various suggestions). The teacher will then group the suggestions into useful categories, and finally a manageable amount of ground rules can be established.
This...
Teachers can also use this experience to ask critical questions such as 'why': why is it important to pay attention in class, to do your homework, and to engage in effective time management (an important aspect of learning for adults balancing work and school commitments). Entertaining a meaningful discussion about community rules makes it more likely over the long run that students will feel an investment in trying to uphold the rules they helped create, even if doing so proves challenging at times.
"After a class has expectations in place, the teachers should treat expectations like any other academic subject by developing a plan for teaching the expectations. This plan could include listing the expectations on the board and transferring students' ideas from the chart to the expectations on the chart. This should include discussions and role playing…
References
Developing classroom expectations. (2008). Project IDEAL. Texas Council for Developmental
Disabilities. Retrieved:
http://www.projectidealonline.org/classMgt_ClassroomExpectations.php
Motivating adult learners. (2013). University of Florida: IFAS. Retrieved:
http://www.umsl.edu/services/ctl/DEID/destination2adultlearning/motivate.pdf
According to Bales, 1999, the concept behind SYMLOG is that "every act of behavior takes place in a larger context, that it is a part of an interactive field of influences." Further, "the approach assumes that one needs to understand the larger context -- person, interpersonal, group, and external situation -- in order to understand the patterns of behavior and to influence them successfully." With SYMLOG, measurement procedures are
Classroom Discipline Cook-Sather, a. (2009). "I'm not afraid to listen: Prospective teachers learning from students." Theory Into Practice, 48(3), 176-183. Cook-Sather's article describes a teacher education program she conducts at Bryn Mawr College and the results of a survey of teachers who went through the program. The program is called the Teaching and Learning Together (TLT). Through TLT, secondary education students at the college have substantial interaction with high school students from area
On the micro issue, within the classroom, most experts say that overcrowding can be better managed if the instructor is positive, engaging, and committed to teaching with whatever extremes occur. Keeping lessons relevant and interesting, modeling empathy and courteous behavior, and changing the classroom set-up to reflect openness whenever possible will, in the long run, improve many of the general problems engendered by too many students in a class
As with all responsibilities and duties of a teacher or other classroom leader, preparation is a fundamental aspect of behavior management. Developing a comprhensive and detailed understanding of the needs of classroom management and the processes that can fulfill those needs is essential before even entering the classroom. Once a full strategy for achieving a well-managed and positively supportive classroom has been developed, the teacher must then adhere to this
Classroom Compare and contrast prior impressions of teaching with the reality of your experiences in the classroom. The moment teachers fresh out of college to get into the class environment, what they might have expected and what they encounter in the class can often be different (Melnick & Meister, 2008). The education profession is often a more complex profession than what many anticipate. Individuals who choose teaching as a profession should
Classroom Management, and Organization Plan for a Pre-K Trainable Mentally Handicapped (TMH) class with students ages 3-5. The plan reflects one's leadership and management style in order to develop a comprehensive plan for effective classroom management and discipline. The assignment addresses areas like content, conduct, and covenant management, establishment, and teaching of classroom procedures, development and teaching of classroom rules and consequences, prevention of problems, establishment of positive relationships,