...Philosophy of Classroom Engagement and Management Assingment Michael Santana Grand Canyon University: EDU 536 4/22/2015 My Philosophy for classroom engagement and management revolves around student interaction and establishing a strong curriculum that helps student’s grow in knowledge. In addition, rules of the classroom will be laid out early and apply to everyone in the classroom. The expectations of the classroom will be labeled and displayed where all students and teachers can see. The teacher as a facilitator is very important. The teacher is responsible for the overall atmosphere of the class and is the key contributor and monitor for classroom discussions. It is the teacher’s role to bring discussions back on topic when they digress as well as offer stimulating discussion topics when none are presented. The teacher should encourage participation and always remain positive in regards to feedback (Jones, F., 1987). The teacher should be able to receive constructive criticism and use it to continually change to better facilitate learning. Overall facilitation relies on a set of skills and knowledge that can be used to encourage individuals to come together to complete work (Thomas, G. 2004). The teacher should instill an incentive system to teach students about cooperation that gives the student’s time during the class to partake in learning games that are fun and active but still gives adequate instruction. In addition, using omission techniques for those...
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...Paper American high schools today have their own sets of cliques, who not only threaten parental authority, but often come with undesired changes in adolescent behavior. During adolescent years, students obtain membership in a clique in order to avoid anonymity and make the transition to secondary school easier. The types of cliques found in a school vary significantly because of the variation in adolescents’ personalities, which are encouraged in these cliques. Some typical types of teen cliques that are observed include: geeks, jocks, outsiders, hipsters, preps, and nerds. An in-vivo observation was conducted at Riverside High School in Greenville, South Carolina of both preps and nerds in a tenth grade social studies classroom. Both groups consisted of four girls, which at the time of observation, were working on a cooperative learning activity involving the history of the United States. This activity involved making a timeline of the American Civil War between the Union and Confederate armies and reconstruction. For the prep group, a powerful, yet unstable social hierarchy occurred that structured the interactions between group members; rare is the group where all members enjoy equal amounts of authority, status differentiation almost always takes place. One member was observed to be the leader or “queen bee,” two sidekicks, and another a floater. The leader first maintained power over group membership by inviting only her clique to be a part of the project group; another...
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...Legal and Ethical Implications for Classroom Management Courtney Ball Grand Canyon University EDU-536 Jeff Martin June 10, 2014 Legal and Ethical Implications for Classroom Management There are many legal and ethical pitfalls for teachers when considering classroom management. Teachers face pressure from administrators, state agencies, parents, and students to have successful and effective classrooms. Over the years, the standard has moved and is constantly changing with initiatives such as Common Core and No Child Left Behind. Teachers need to be aware of the changing landscape of laws and what is acceptable by society. In this essay, I will look at four articles that examine classroom management and analyze them in respect to my future classroom management style and current societal norms. First Article The first article I looked at was "Consideration for Gender-Friendly Classrooms". This article discussed the use of gender bias strategies. It highlighted the differences between general learning styles of boys and girls. The highlight of the article was that it recognized the societal gender norms not only impact students, but also teachers as well (Kommer, 2006). Kommer went on to build a case for a mixture strategies that would play on the strengths of both boys and girls. Depending on the culture, girls and boys are said to be the same. Kommer contends that the goal is not to make boys and girls the same, but to have equity in teaching styles (Kommer, 2006). Analysis...
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...obdeince are words that is used in probably every society in all parts of the world. They have different meanings and there will be a far scale of what each of these means within all communities. The traditional meaning of discipline according to According to oxforddictionaries.com, the definition of discipline is “the practice of training people to obey rules or a code of behaviour, using punishment to correct disobedience” (http://oxforddictionaries.com/definition /english/discipline, date accessed 5/4/16). The definition of obedience is given as “compliance with an order, request, or law or submission to another’s authority” (http://oxforddictionaries.com/definition/english/obedience, date accessed 5/4/16).. Whereas when imagining a Montessori classroom people may think of children doing what they like when they like, this is a common idea amongst non Montessori teachers I have talked with. Maria Montessori said ‘A child who concentrates is immensely happy’ (Montessori, 1988 p249). Therefore when someone who is unfamiliar with how a Montessori nursery is structured they comment on how remarkable it is that a three or four year old child is concentrating on a talk for a longer period of time. Montessori observed children and through these observations found that the discipline and obideince to concentrate come from within the child, instead of something that is coming from the teacher. She discovered this is part of the Hormé the unconscious will power or life force energy)...
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...SOC 110 TEAMWORK, COLLABORATION, AND CONFLICT RESOLUTION GROUP: WCICS178 DATES: October 28, 2008 November 4, 2008 November 11, 2008 November 18, 2008 November 25, 2008 INSTRUCTOR: Dr. Brian N. Hewlett Program Council The Academic Program Councils for each college oversee the design and development of all University of Phoenix curricula. Council members include full-time and practitioner faculty members who have extensive experience in this discipline. Teams of full-time and practitioner faculty content experts are assembled under the direction of these Councils to create specific courses within the academic program. Copyright Copyright ( 2003 by the University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks or their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices. Course Syllabus |Course Title: |Teamwork, Collaboration, and Conflict Resolution | |Course Schedule: |Tuesdays, October 28 – November...
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...Classroom Behavioural Strategies and Interventions 5. CLASSROOM BEHAVIOURAL STRATEGIES AND INTERVENTIONS This section will • • • examine classroom techniques for addressing behavioural issues explain the process and strategies for working with behavioural concerns provide examples of the positive strategies and resources available to address behaviour Before anything else, This section will focus on classroom strategies and interventions that address the discipline/behavioural challenges of students who are alcohol-affected. It is getting ready is the important to remember that these students have permanent neurological damage secret of success. that will make changing behaviour difficult. Some of the behaviour management strategies used with other students may not be successful for the child who is alcohol-affected. Unique and individual interventions are more important than any prescribed behaviour program. Some examples of useful interventions include building relationships, adapting the environment, managing sensory stimulation, changing communication strategies, providing prompts and cues, using a teach, review, and reteach process, and developing social skills. The classroom teacher needs to ensure acceptance for all students in the classroom. Teachers’ actions that can promote acceptance include • choosing learning materials to represent all groups of students • ensuring that all students can participate in extra activities • valuing, respecting, and talking about...
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...behaviour is rooted in low self-esteem * pupils with repeated experience of rejection/failure respond by attention seeking and disruptive behaviours * self-esteem linked to gap between an individual’s self image and their ideal self * self-esteem is an evaluation of out traits and characteristics * Laurence (1996) indicates correlation between teacher and student self-esteem * teachers in powerful position to influence academic and emotional development of pupils * creating warm positive and caring classroom environment is important * talking to pupils about their interests/families/hobbies can help to gain an insight into the pupil and deal with self-esteem issues * use emotional vocabulary in the classroom * encourage the vocalisation of emotional experiences * explicit teaching of instructions to handle difficult situations e.g. bullying, is part of SPHE curriculum but can also form part of incidental learning in the classroom * teacher should communicate to pupils that they are liked, respected and worthy of attention * Humphrey’s (1996) send the following messages to pupils: * your behaviour is always...
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...Primary National Strategy Guidance Curriculum and Standards Speaking, Listening, Learning: working with children in Key Stages 1 and 2 Professional development materials Primary teachers and headteachers Status: Recommended Date of issue: 04-2004 Ref: DfES 0163-2004 ❚❙❘ Contents DVD – extracts from the video Speaking, Listening, Learning: working with children in Key Stages 1 and 2 (DfES 0628-2003) Introduction Planning meeting Professional development modules 1 Speaking and listening: concepts, skills and knowledge 2 Progression in speaking and listening 3 The role of the teacher in developing effective interaction and identifying and developing language features 4 Organising and managing speaking and listening 5 Speaking and listening: drama Inside front cover 3 5 7 19 35 49 55 This booklet contains suggestions for a planning meeting for embedding speaking and listening across the primary curriculum, and five professional development modules to support the teaching of speaking and listening in primary schools. The planning meeting will require teachers in preparation and follow-up. The professional development modules require time for teachers to read, plan, try out some teaching, watch others teach and discuss. Each module also has a staff meeting lasting between 60 and 75 minutes. Professional development for speaking and listening in mathematics will be available in 2005. © Crown copyright 2004 DfES 0163-2004 Professional development...
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...the ball from all positions. State standard: Applies skills: Volleys a ball using a 2 hand overhead pattern sending it upward to a target, (S1.E 23.5), (Hastie, P. 2012). Section 2: Lesson Introduction Description of the lesson: Today we are going to be focusing on the correct way in handling a volley ball and can be fun once the skills are known. They consist of bumping, serving, spiking, setting, and blocking, and digging. We will learn how to form our hands, how to pass to your opponents. Task #1 The rules and techniques of volley ball are: 1. Bumping-make a fist with one hand and wrap your other hand around the fist, do not cross your thumbs or interlock your fingers. 2. Serving-there is an overhand and underhand, underhand is easiest, hold the ball out in front of you. With your other hand you swing back and bring it back forward and hit the ball, get low when u serve and raise as the ball exits your grip. 3. Spiking-there is a simple rule. on a serve you cannot spike it over...if someone bumps and sets it to you THEN you can spike...there is an approach...take two giants steps two small steps then feet together and jump hitting the ball on an angle. 4. Setting-you almost make claws with your hands and you make sure the ball is above your head and you press it out with your fingertips. 5. Blocking-when someone tries to spike jump with your hands somewhat spread like moose ears and arms...
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...The fact pattern given involves multiple parties and presents multiple issues/claims. The first major issue presented involves the teacher in the classroom and the principal. While teaching her classroom of ten children, the principal enters the room and tells the teacher that her husband was involved in an accident and was at the hospital in critical condition. The teacher leaves her classroom to go to the hospital. When she arrives at the hospital, however, she finds that her husband was not there, and after calling his cell phone, the teacher finds that her husband is safe and sound at home. It turns out that the principal had lied to the teacher because he was mad that she had rejected his advances for a date. In these facts, the teacher may have a claim against the principal for any emotional distress she may have suffered as a result of the principal lying. In torts, there are two types of claims that can be asserted for emotional distress: (1) intentional infliction of emotional distress; and (2) negligent infliction of emotional distress. A claim for negligent infliction of emotional distress is similar to intentional infliction of emotional distress, but only requires showing of negligence rather than intent. A cause of action for negligent infliction of emotional distress consists of (1) a duty of care owed by the defendant to the plaintiff, (2) breach of that duty by the defendant resulting in severe emotional suffering and (3) actual and proximate causation of severe...
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...2008-5435/12/42-1-6 INTERNATIONAL JOURNAL OF OCCUPATIONAL HYGIENE Copyright © 2012 by Iranian Occupational Health Association (IOHA) IJOH 4: 1-6, 2012 ORIGINAL ARTICLE Students' Perceptions about School Safety in Doroodzan Middle School, Marvdasht City, Fars Province, Iran MASOUD MOHAMMADI DEHCHESHMEH*, ALI ASGHAR POUREZZAT, ARIAN GHOLIPOUR Department of Public Administration, Faculty of Management, University of Tehran, Tehran, Iran Received June 5, 2011; Revised November 11, 2011; Accepted December 8, 2011 This paper is available on-line at http://ijoh.tums.ac.ir ABSTRACT The purpose of this study was to investigate students' perceptions of factors related to school safety in Doroodzan middle school, a rural school setting located in the north section of Fars Province, Iran. By examining students' perceptions of several specific aspects of campus safety, schools can prepare a program that addresses safety concerns and creates an holistic environment that decreases the possibility of safety challenges. The instrument used in this study was titled "Our School's Safety", designed by the California Department of Education, consisted of 36 Likert-scale questions and examined the physical, social and cultural aspects of school safety in order to procure a comprehensive overview of important factors related to safety. The completed surveys were analyzed. The results showed that, the school physical, social, and cultural safety levels were in an acceptable...
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...Provide a brief description of the lesson: Children will make different yoga poses that represents different animals. It is called Animal Yoga Create a student learning objective: As result of this lesson, students will be able to demonstrate balancing, stretching, calming techniques, and different animal poses while counting how long they will hold each pose. Describe your system for classroom management and student grouping: Children will be instructed to form a circle, put down their mats and teacher will hold up cards and instruct and demonstrate each pose while the children do the pose as well. The poses are Down Dog, Cat, Cow, Cobra, and Butterfly. Children that are not participating in the activity will be asked to leave the circle to a different space in the classroom until they are ready to participate. If they consistently choose to not participate every day then the teacher will start a behavior chart for those children and they will have to change their smiley faces to frown faces. This will be shared with parents as well. Describe the equipment needed and the environment: Classroom, yoga mats, yoga cards with pictures for instruction, music if needed. Lesson Procedure: Teacher: “We are going to exercise and stretch today by doing some animal yoga poses. We have done trees and waterfall poses before but now I will teach you some animal ones”. “The first thing you will do is look up here at my animal...
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...because isolated and insecure students tend to experience the most behavioral disorders which ultimately puts the students at the most risk with overall educational progress. Teachers are responsible for planning class schedules in a way that meets the educational needs of both the individual and group. Teachers assign the use of classroom space in the way that best conducts the creation of a positive learning environment. Teachers are responsible for creating a structure within which students can explore, learn, thrive, and create. Besides teaching to traditional academic objectives, teachers are responsible for facilitating the development of problem-solving and interpersonal communication skills. The time that parents spend with their children, helping with homework and providing enrichment, has a significant impact on the students’ education. Such participation enriches the educational program and makes the school financially viable. More importantly, parent participation sends a strong and clear message to children that education is a significant family value, making education seem relevant and important. The presence of parents within the classroom also helps to smooth the transition between home and school. Students are encouraged to build on their own strengths and pursue their own interests as they participate in a predetermined curriculum. They develop respect for themselves and others by participating in meaningful shared activities, individual conferences, and an anti-bias...
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...somewhat changed and there are numerous definitions to define it. According to Paul Chance, “critical thinking is the ability to analyze facts, generate and organize ideas, defend opinions, make comparisons, draw inferences, evaluate arguments and solve problems” (Chance, 1986). According to Tama Carrol critical thinking is, “a way of reasoning that demands adequate support for one’s beliefs and an unwillingness to be persuaded unless support is forthcoming” (Carrol, 1989). Even though the definition will probably continue to change and there will be many different views on what it means, one thing that will not change, is the need to find effective solutions to complex problems. So how can critical thinking be implemented into today’s classrooms? According to Schneider, “in the 1980s there was a movement to bring the explicit...
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...of students are a reflection of the norms, practices and policies of the school developed as a result of such shared experiences. The following is a snapshot of a local middle school learning environment in Jacksonville, FL. Fletcher Middle School (FMS) has a long tradition of cooperation with surrounding schools, strong partnerships with local community stakeholders and benefits from a high level of parental support. FMS is an attractive, well maintained campus serving to Beaches communities and provides educational services for over 1,200 students (Fletcher Middle School Improvement Plan, 2009, para.3). FMS has an experienced and dedicated staff of seventy faculty and four full time administrators. Over ninety percent of the teachers have service records ranging from ten to thirty years of classroom instruction. Fletcher Middle School was awarded an “A” under Florida’s A+ Plan for five years running. FCAT results for FMS earned 573 accountability points; students demonstrated 93% in Writing, 79% in Reading, 73% in Math and 65% in Science (NCLB School Accountability Report,...
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