Learning styles and classroom management - Английский язык - Дипломные работы

Информация о документе

Цена	9000UZS
Размер	193.1KB
Покупки	0
Дата загрузки	26 Сентябрь 2019
Расширение	docx
Раздел	Дипломные работы
Предмет	Английский язык

Learning styles and classroom management

Купить

O`ZBEKISTON RESPUBLIKASI OLIY VA O`RTA MAXSUS TA`LIM VAZIRLIGI QARSHI DAVLAT UNIVERSITETI INGLIZ TILI VA ADABIYOTI KAFEDRASI Yorqulova Shohidaning “5 1 20100 filologiya(ingliz tili)” ta`lim yo`nalishi bo`yicha bakalavr darajasini olish uchun “ Learning styles and classroom management ” mavzusida yozgan Ilmiy rahbar : o’q. Doniyeva M. “Himoyaga tavsiya etildi” Xorijiy tillar filologiyasi fakulteti dekani _______ dots . A.Aliqulov “_____”____________ 201 5 yil Qarshi shahri, 201 5 yil

Contents: INTRODUCTION……………………………………………………3 Chapter I. Implementation of the learning styles in teaching process….. 1.1. Visual aids as useful tool………………...14 1.2 Auditory learners and classroom activities to involve ………………….… 1.3. Some problems and difficulties in using different activities for kinesthetic learners …………………………………. CHAPTER II A classroom management the most necessary method in teaching………………………………………. 2.1. A classroom management philosophy ….. …………………………… 2.2 The principles of management of learning space to promote good behavior... …………… 2.3. The teacher-student relationship in the process of language learning Chapter III Common strategies for using learning styles in classroom management 3.1 Student participation 3.2 Tactical classroom behavior management 3.3 Samples for

Introduction Since the early days of independence, Uzbekistan has been gradually conducting the policy of reforming the sphere of education as a key link of the ongoing course of reforms and renewal of society, as the necessary and mandatory condition for democratic transformations in society, consistent development of economy, and the country’s integration into the world community. At the moment, The National Program for Cadre Training is a single educational complex which covers the entire process of educating and rising the younger generation, where a special place and is reserved for each link in the education system. The implementation of the Program as a whole and the achievement of certain objectives depend on the state and level of development of each link, as well as to what exten

Actuality of QP: The purpose of this study is to present a critical analysis of the current research available on middle school classroom behavior and research-based methods on improving it. At the outset, this appears to be a broad topic but with careful filtering, selection, and analysis of the research, the specific attributes associated with a well-behaved, high-achieving classroom should be readily apparent and attainable for any novice teacher. Classroom management is an essential component to the classroom learning environment. Research has focused on a variety of classroom management approaches; specifically teacher- centered versus student-centered classroom management techniques. After reviewing the research, the question, how can teachers effectively manage a classroom with a wi

study will review recent literature regarding classroom management and specific student-centered classroom management programs. Although every teacher's personality is reflected in his/her management style, research has found commonalities within the most effective student-centered management techniques. The object of the present work is focused on a variety of classroom management approaches; specifically teacher-centered versus student-centered classroom management techniques. Methods of investigation. The following research methods were used in this QP: Content Analysis, Critical incident, Problem finding and solving, Scientific method. Methodological basis of investigation. Law of the Republic of Uzbekistan “On Education”, “National Program of Training Cadres” Decree “On Measures t

auditorial, kinesthetic usages. Second chapter is dedicated to manage teacher and student relationship. Conclusion deals with the results of investigation. Construction of QP: It consists of introduction, 2 chapters, conclusion, summary and list of literature.

Chapter I. Implementation of the learning styles in teaching process Much of the published material that aims to help teachers understand the concept of learning puts a lot of stress on the notion of different learning styles. There are some fundamental problems with this premise. It is clear there are different ways to learn and that many of learners find it easier or more comfortable to absorb and process information if it is presented to us in a certain way. There are three basic types of sensory learning styles. The three most common are visual, auditory, and kinesthetic. To learn, we depend on our senses to process the information around us. Most people tend to use one of their senses more than the others. This has led some experts to believe that classroom activities should only be p

in the complex ways needed to develop such mastery and while we all want students to engage fully in and enjoy what they are learning, too much 'froth' or lack of rigour will not help students to achieve their goals. Teachers can use the findings from research into 'different learning styles' to plan and implement imaginative classroom programmes that include a wide range of learning techniques so that all students over time can access information in their preferred learning style, but at the same time can become familiar with other learning styles. Learners need, perhaps, to develop other 'learning muscles' to make them stronger, in the same way as physical muscles in the body can be developed to enhance performance. Many learners already can and do acc

accurately learning strengths, which means we need to talk explicitly about learning, we need to give them a language to explain how people learn and to describe the contribution different styles of learning can make teachers need to make it happen. We need to explain to students the need to go beyond relying on learning simply happening by itself: learners need to be proactive and make it happen so we need to help them develop the personal qualities as well as the skills required for successful learning, such as resilience, resourcefulness, reflectiveness, responsiveness, reasoning and remembering, that researchers such as Alastair Smith and Guy Claxton 1 have highlighted as important qualities that successful learners display. We owe it to our students Whatever we c

However, it may well be true that using their particular strengths enables students with a preference for a visual learning style to process any information in particular ways and then use specific strategies to understand and memorise that information that will allow them to recreate the meaning from that information in different formats. For example, students with a strong preference for visual learning will still have to take tests and examinations that require written answers, but the way they prepare for such tests could be influenced by drawing on their visual learning preferences. In fact there is more than one visual learning style. Some learners prefer to organise information through graphic media such as charts, spider diagrams, flow charts, maps, and graphs together with the oth

learning style the emphasis is very much on text-based input, and the resulting output is also often text-based. This is often the norm for testing learning in schools and colleges, so learners who are comfortable with verbal visual learning often achieve well in formal mainstream education. So called 'verbal visual learners' like to make use of tools such as dictionaries, Power point presentations, lists, printed resources, the Internet. In short, anything that contains lots of words, to help them learn. Teachers can promote a non-verbal/visual learning style by providing learners with opportunities to: make extensive use of pictures, slides and posters see videos and Power point presentations which use graphical devices to make the learning content explicit, rather than 'tell

convert a graph into a spider diagram; spend time looking through the information and try to rewrite specific pages of information from memory; gather up all the information studied and make their own 'learning package' or mini text book - the act of reworking all the material in this way effectively allows learners to construct the meaning again for themselves, which is a powerful feature of deep learning. The acid test of course is if the information learned can be recalled at will and written in a test or examination. Non verbal visual learners can prepare for examinations by: visualising the pages they have created; by memorising the information in graphical form; by 'retransformation', in other words by turning the visual information into words again; by practising wri

1.2 Auditory learners and classroom activities to involve Auditory learning, sometimes called aural learning, is one of the three main ways or modalities we use to process information. The other two modalities are visual/verbal what we see and kinesthetic what we do, experience and feel. We need to be careful when using terms like auditory learning, and visual and kinesthetic learning that we don't label students as specific kinds of learners, because although human beings do seem to have different preferences when it comes to learning, all learners can learn to process information in more than one way, or style. In practice, many successful learners use all three modalities to varying degrees in order to learn, and the meaning behind a specific learning task, in other words, w

Students who are a strong aural learners often like to talk in class, explain things well, take part in oral work on class, participate well in discussion groups and study groups, do well in foreign languages, understand grammatical patterns easily, remember things better through listening than reading, have strong memorization skills, recall in great detail what was said in a lesson or lecture, have a wide and well developed vocabulary and appreciate how they can use words effectively, have strong musical skills and can distinguish tone and pitch. They have a strong sense of rhythm and use rhythm and rhyme to help them learn Moreover, students who are strong auditory learners often find it difficult to read quickly, understand graphs and diagrams easily, stay quiet for long periods of tim

they have memorised to other people in the form of a presentation and read notes out loud to themselves. The acid test of course 2 is if the information learned can be recalled at will and written in a test or examination. Auditory learners can prepare for examinations by speaking aloud their notes but writing down what they hear themselves saying and finding quiet places where they can try to recall the key information they will need in the examination with visualising actually talking to the examiner. They practise writing out the kinds of answer they will face in the examination, while saying the answers out loud ,or better, in their heads - they won't be able to speak aloud in the examination. Around 30% of learners seem to prefer an aural learning style for processing information

Gardner proposed eight different types of intelligence: a) Verbal-Linguistic Intelligence - characterised by strong verbal skills and a sensitivity to and appreciation of the sounds, meanings and rhythms of words b) Mathematical-Logical Intelligence - this includes the ability to think conceptually and in abstract ways as well as the capacity to see clearly numerical or logical patterns c) Musical Intelligence - this type of intelligence enables people to appreciate and produce rhythm, pitch and tone d) Visual-Spatial Intelligence - people who are strong in this kind of intelligence are able to think easily in images and pictures, they can visualize accurately both realistically and abstractly e) Bodily-Kinesthetic Intelligence - this is the ability to control body movements and to handle

amounts. It's important to point out that, as with all theories, some experts are critical of the theory of multiple intelligences, in the same way they are skeptical about learning style s. In terms of actual research into how effective strategies that are based on multiple intelligence theory actually lead to measurable improvement in student learning, there is little, if any reliable evidence. Indeed, even among other psychologists there is no universal acceptance that Gardner's theory is a valid theory. Some argue that we have one over-arching intelligence, and that the characteristics Gardner calls 'intelligences' are really capabilities which are subsets of our general intelligence. Nevertheless, multiple intelligences have a lot of support in the field of education,

2.When teachers use multiple intelligences activities in the classroom they can use a wider range of assessment contexts. It's no longer necessary just to assess student learning by pen and paper tests and multiple choice questions. Using multiple intelligences activities encourages students to show what they know , so they can give presentations in class, and to parents and other audiences, they produce portfolios of work that they can explain to a panel of judges, they make artefacts and so on. 3.When we use strategies that exploit multiple intelligences we can bring students of different strengths and preferences together, giving them all the chance to share their expertise, and to develop their 'weaker' intelligences by learning alongside fellow students who are 'st

1.3. Some problems and difficulties in using different activities for kinesthetic learners Another potential difficulty is that teachers may label students as learners of a particular style , for example, 'kinesthetic learners', when it is more accurate to say that these are learners who often learn well in kinesthetic modes, but who can use other learning modes to access information with help and a sympathetic approach to other styles of learning. There is a debate about classifying the way students learn as learning styles , partly because the evidence that favouring any one particular way of learning actually improves student attainment is very weak. We need to be careful that we don't label students as specific kinds of learners, because although human beings do seem to h

Research from neuro-science seems to suggest that movement encourages the brain to process information more effectively so even for those students who are not predominantly 'hands on' learners, learning activities that involve some movement may enhance the learning experience of all learners. It's just as important to remember that a major element in successful learning, as well as the need for rigorous thinking, is enjoyment and fun, and most students find at least some kinesthetic learning activities enjoyable and fun. Of course, some students will feel uncomfortable with some kinesthetic learning, but teachers can become skilled at devising activities that appeal to all learners and that satisfy the kinesthetic need. So kinesthetic learning approaches can benefit all stu

learning, such as science experiments and practical science and subjects where they can use computers and other forms of technology. They perform well in sporting activities and activities such as dance. They express their interest in an actvity enthusiastically and excitedly - sometimes they can become over-excited They have difficulty with learning that involves learning by rote or sequencing And appreciate being able to have short breaks in lessons. Students are classed as underachievers are considered to be hyperactive. Teachers can promote kinesthetic learning in the classroom by providing a varied menu of learning activities - within each lesson if possible, but certainly over a series of lessons, making sure some activities require learners to move around - this works best if it&#39

concepts in real tasks: for example, I once asked a class to write a few paragraphs about their own house in French a typical examination question, and while most were able to do just that, some learners created a mini project in the form of a booklet including photographs of the rooms in their house with captions to accompany each photograph. The booklets were very good and these students told me they had enjoyed making the booklets, but would have found the initial writing task boring and may not have completed it. Teachers keep it 'really real' by giving students whenever appropriate and possible the chance to take part in museum visits, field trips, practical learning sessions both in and out of the school environment. They use games for 'serious fun' - most kinesthet

it's possible encourage students to carry out the kinesthetic activity again at home: this has obvious limitations, but I have known kinesthetic learners who have 'revised' very effectively by recreating the classroom situation: for example, students who learned words and phrases to use in a presentation by walking up and down the 'learning wall' we had in our classroom, stuck the same information on their bedroom walls and went through at home the same moves they did in the classroom, in order to make the information 'stick' 4 They practise writing the kinds of answers they will face in the examination - remember that the act of writing does seem to help information become clearer to kinesthetic learners and talk over their learning with other students who lear

helping all students , not just so called kinesthetic learners, to use effectively a kinesthetic learning style when it's appropriate to do so is a positive step. A good classroom management plan can help you create your vision of success as an outstanding classroom professional. A good plan that is well thought out lets you start your journey, having already seen what it will be like to arrive at your destination. In other words, it helps you see where you will end up before you even take the first action steps. The problem often is that the classroom management plans we create are more concerned with being a kind of roadmap, full of busy steps along the way to what we believe will be successful classroom management, whereas what might be more useful is a compass and a clear

certainty that will guide you through whatever terrain you have to cross on your way to success. The specific steps and actions you need to take will depend on your judgment along the way, a judgment that is consistent with your values, principles and experiences. In other words, know which direction you want to go, and why you want to go in that direction, rather than in another. When you know that you'll be able to find a way, probably more than one way, to reach your destination and become an excellent teacher. Chapter II A classroom management the most necessary method in teaching

Classroom management refers to those activities of classroom teachers that create a positive classroom climate within which effective teaching and learning can occur. In the belief that students have the primary responsibility for controlling their behavior and are capable of controlling their behavior, identify teachers adopting the following classroom management concepts: student ownership, student choice, community, conflict resolution, natural consequences, and restitution. These concepts are operationalized in the routines of how students enter the classroom, what students are tasked to do upon entering a classroom, how desks and tables are arranged, and the ways in which learning is shared via communication between students. The combination of interpreting behaviors through singular

A classroom management plan is meant to be a working document that you refer to frequently. You should interact with it, add more details, try and test ideas, drop them if you think they don't work. Think of it as a work in progress, that is your servant not your master. After a while it will be clear which parts of the plan you can leave in place and what you need to change, depending on your priorities at any given time. This particular example is a plan used by a teacher in a UK high school. Notice that the plan starts with the teacher's statement that he will take responsibility for what happens in class and his commitment to sound core values and principles. The sample plan is drawn up using the concept of building your plan on compass points. So the four main 'directi

1) Greet students at the door at the start of lessons 2) Get students to complete a settling activity as soon as they enter 3) Students sit according to designated plan 4) Change seating order regularly so students get used to working with different groups of other students 5) Depending on age of students allocate ‘jobs’ – giving out books, paper, writing date on board, taking class register 6) Countdown from 10 to 0 is the attention signal to students 7) Insist on silence whenever I’m talking to whole class 8) Depending on length of lesson give students a 2 minute ‘giggle break’ half way through lesson – students allowed to talk to friends, ‘stretch their legs’ within classroom 9) Numbered cards instead of hands raised – students know their individual numbers 10) Brief review of learn

but you could use this example as a starting point for a workable classroom management plan that you can use very day. Teachers in training are often given assignments on classroom management philosophy. This usually means picking their way through various classroom management theories, to produce a kind of blueprint for the way they will handle their classrooms when they become qualified teachers. It's praiseworthy that would-be educators are expected to become familiar with such theories, because all good practice is based on aspects of theory, and we need informed thinking to be able to develop our own personal philosophy of classroom management. Developments in neuro-science seem to confirm what many people, including me, have felt instinctively for a long time: human beings have

Autocratic and permissive teachers - at either end of the spectrum- are generally less successful than those who occupy the middle ground of assertive behaviour management, and who achieve effective classroom discipline. By setting boundaries and limitations supported by rules, routines and consequences, and by trying to meet the specific behavior needs of the students, teachers can combine discipline with dignity, to which most students respond positively, and which allows effective learning to take place. The teacher student relationship may be the single most important factor in any classroom management philosophy. Effective teachers take an interest in their students and get to know them. As their teacher, you are not their parent, you're not their close friend, but y

chaos, sooner or later. As well as functional procedures for an orderly classroom, certain routines are necessary to make teaching and learning as impactful as possible. In this sense, successful teachers develop classroom rules for the way they present information and for how students should respond in the learning process. These kinds of routines include: 1) how to get students to pay attention, such as a non verbal signal, or a countdown; 2) how students should respond to direct questions: for example, hand raising or random choice of which students will answer; 3) whether students are allowed or instructed to work cooperatively at times; 4) noise levels allowed in class: for example, some tasks may require silent individual attention, while others may require cooperative learning i

2.2 The principles of management of learning space to promote good behavior Teachers can learn how to manage learning space in the classroom to promote good behaviour as well as to acknowledge and celebrate student success. Although some teachers worry that it might be more difficult to keep control than when students sit in 'traditional' rows, there are real advantages to a more open plan arrangement. For example, it’s been founded that often it's easier to prevent breaches of discipline by being able to manage learning space in the classroom so that you are able to move quickly to a particular table where you sense the problem is likely to start. Sometimes just by being right next to a particular group of students while you're delivering some information to the whole clas

equally important that teachers display work from all students over the course of a topic being studied. Of course as teachers we expect our students to take great care over the presentation of their learning, but it's the learning we want to highlight and celebrate, not the quality of the artwork or how savvy some students are at using ICT to present projects. If we're really celebrating success then all student work has a place on our classroom wall, although, as ever, we need to use our judgment to make this strategy work to best effect. Many teachers find this part of their role fun and rewarding - they enjoy making the classroom space look bright and attractive - but the criteria for choosing what to put on the walls are connected with how well the material promotes or celebra

the information they want to learn. They find it helpful to have visual representations of the information they need to process. Actually there is another kind of visual learning strategy; students who use this technique effectively are sometimes referred to as 'visual-verbal learners' and for them it is helpful when information is presented in ways designed to help them understand information quickly so features such as lists and flow charts help this kind of learner, who focus mainly on understanding through words. So-called 'auditory learners' are more at ease in learning activities that focus on processing information through the words they hear rather than other stimuli that may be present. 'Auditory learners' access learning easily in verbal lectures and dis

because they tend to be able to recall more easily information that tends to be delivered through spoken language, such as in lectures. Put another way, we need to make 'auditory learning' an effective channel for success for all students. 'Kinesthetic learners' probably are the worst off because, historically, classroom instruction has been delivered in ways that are least suited to this group of learners. It's no surprise that many of the discipline problems in a classroom involve so-called 'kinesthetic learners' who get too few opportunities to learn in kinesthetic mode. Put another way, we should consider carefully how we can break the cycle of students sitting passively in their seats for long periods of time every lesson, and break things up to allow some

classroom success, teachers can learn how to establish and maintain effective classroom order by meeting students' behaviour need. In fact good classroom discipline has four key ingredients - the four pillars of good practice . The first pillar of good practice is a set of core value principles that guide teachers in everything they do. There is general agreement that principles such as fairness , and justice , as well as integrity and honesty need to be present in everything that happens in the classroom, and these principles are particularly important in the sensitive area of behavior management. The second pillar of good classroom behavior management is proactively on the part of the teacher. Effective teachers know they are the most important player in the classro

6) specific tactics to meet perceived needs eg focus on enabling targeted students to respond better The fourth and, for most teachers, the most important aspect of behaviour management, is a solid set of practical strategies that work on a daily basis to ensure good standards of student behavior. All teachers have to deal with students who interrupt in class. But some students are 'serial interrupters' and they can cause real problems if not dealt with effectively. These are those students who persistently shout out in class, make rude or silly comments, try to side track the teacher by attempting to engage in off-task conversation, talk over the teacher or generally ignore teacher instructions. The first step is to try to understand why these students feel the need to behave

If teacher has to confront them he or she can explain calmly that he or she had to stop because they've interrupted the learning of the whole class: be clear and say something like: 'When you talk people can't listen properly to me and they can't learn. We're here to learn.’ If the interruptions continue you'll have to use some stepped consequences, each time making it clear that they have a choice to comply or take the consequences and make sure these students get plenty of opportunities to make verbal contributions to the lesson in the context of the learning - they may be worried they won't get a turn to speak. As soon as you get the chance, speak privately to the students in question: remind them again about how their behavior is impacting on the other stude

and Disability in Schools. Teachers College Press, Columbia University, New York City. 2.3. The teacher-student relationship in the process of language learning The quality of the teacher student relationship is the single most important factor that determines success as a teacher. A strong relationship with students is vital for classroom success so it's worth spending time and energy to get it right. Like every other aspect of classroom management it is possible for every teacher to learn the necessary strategies and techniques to build good relationships between teachers and students. Teacher student interaction is complex, but becomes easier to understand when you break it down and study the individual components. Strategies teachers can use to build a good teacher student relation

conducted properly, promotes an effective middle path between hostility at one end of the spectrum and passivity at the other. 6. Offer students interesting activities. Devise activities that enable them to engage with the learning, have some fun, and develop a sense of belonging to a cohesive group. Success is more likely if students have some element of control and choice over both what they do and how they do it. 7. Enjoy being in the company of your students. After all, you spend a lot of time with them each week, and if you make the effort to see time spent with students as a pleasant experience the relationship with your class stands a better chance of being successful. 10 Don't misunderstand - it's not good to be over familiar with students - you're their teacher

10 Kohn A. (1994). Grading: The Issue is Not How but Why. Educational Leadership 10. Find ways to motivate students to become willing partners in the classroom. Classroom synergy always suffers when students lack motivation which in turn often leads to a breakdown in classroom control. Skilled use of these ten strategies will go a long way to help build a healthy and successful teacher student relationship. The last two, communication and motivation, need particular attention, the first because it's the glue that keeps the relationship together every day and the second because the teacher student relationship is a partnership, and partnerships rarely work for long if one of the partners is unwilling. The main point behind the metaphor is that in the hurly burly of busy profe

relaxation: you can keep this up for a while but eventually you grind to a halt. When you reach that point it becomes harder to recover your energy levels. It's well known that taking regular physical exercise helps increase energy levels, so taking some form of regular aerobic exercise is a good investment in yourself if you want to last the course as a successful teacher. It doesn't have to be expensive and it can also be a lot of fun. Physical exercise is a key factor in helping the stressed teacher recover, and can be a factor in preventing stress problems arising. Staying mentally fit means exercising all parts of the brain, not just treading the familiar pathways we follow every day in the classroom. Let's be clear: teaching demands a highly developed mental capacity that

walk in the park with your spouse or partner, or open a bottle of wine and enjoy chatting and laughing in the company of someone you really respect and care about. This is not only good 'downtime' when you can take a break from the thought patterns that are an inevitable part of a teacher's job, but it also provides the opportunity to strengthen emotional bonds that are so important for us, because we all need to feel good about ourselves by feeling good about other people. As with the other dimensions of 'sharpening the saw', there are many ways to refresh yourself through social and emotional contact. For some teachers, a strong religious faith provides a spiritual core that supports them in their work, but some may find the concept of spirituality too 'airy fairy

and is so important that it's worth exploring effective strategies for time management so it becomes a professional habit you practise regularly. One of the key factors for teachers to maintain their effectiveness is to manage their time successfully. Not just how they manage lesson time in the classroom but also how they make the best use of their time outside the classroom; the time they have for preparation, planning and innovation. Time management for teachers is often unlike time management for people in other jobs. The demands made on teachers' time are not only wide reaching but relentlessly inflexible. At various times in their career, most teachers can feel overwhelmed by the pressures on their time and if they don't manage their time effectively the downward spiral ac

Chapter III Common strategies for using learning styles in classroom management It's really important that the teacher follows through with the consequences every time. The whole system depends on the teacher being in control of a clearly understood sequence, and failure to follow through will devalue the system in the eyes of the students, and diminish the teacher's position. Decide what rewards to give to those students - usually the majority- who do comply with teacher instructions. The common strategy the teacher needs to master is activity because this is the most important technique of effective classroom management to get right. Everything that happens in the classroom should be driven by learning, and learning cannot happen unless students actively engage with it. So ou

3.1 Student’s participation It is possible to organise the learning space in the classroom so that students get the best opportunities to optimise their learning. Although classroom space is finite, even in the most basic 'square box' classroom there are opportunities to exploit the different ways students learn and, more importantly, the ways that students must learn, if their learning is to be the best it can be. The first consideration when planning how to use the learning space in the classroom is to have a clear idea what the purpose of each learning activitiy is going to be. Good teachers know how important it is to take account of different student learning styles and also understand the need for a variety of learning activities. This may mean that the learning space has to

control over what they do and where they do it. The evidence from research suggests that real learning, powerful learning, happens when students are allowed to make their own sense of the information they encounter, in other words when they construct it for themselves. Students only do this to a limited degree if we only ever 'tell' them and expect them to absorb it, let alone re-use that information. So we need to get students moving, both literally and metaphorically, through a carefully planned repertoire of activities that meet their learning needs. In experience, all students respond well to being able to get out of their seats, at least some of the time, and soon get used to the idea that lessons can be chunked into different segments. Activities such as information trails ar

11 Levin J. and J. Nolan, (2000). Principles Heights, Massachusetts: Allyn and Bacon. expected of them to make it work. After the activity, hold a de-brief session with students about how successful the activity was. Make sure everyone understands why you did that activity in that way. We guess is that it won't all go smoothly first time but it will work well enough to persist with it again in other lessons. The feedback from the students is important here - most will have enjoyed using the classroom space in this way and will let you know. If teachers active in this time zone they're dealing with pressing problems, issues that demand your time now , which even if they don't turn into crises are at the very least driven by deadlines, and put you under pressure. Frequently t

a bit of a contradiction, really effective professionals seem to spend most of their time not doing urgent things but doing activities that are important instead. One of the benefits of spending more time in zone 2 is that by looking ahead we can develop a better overview of the real priorities of our own agenda, what's important to us in our overall teacher time management. Good time management for teachers means being smart in time zone 2, because it can help us reduce the need to work in time zone 1 through forward planning and allocating time 'in good time' to what we need to do. Most of us would say that some of those very things that plague us in the 'urgent and important' sector have become urgent because we didn't spend enough time anticipating t

work such as browsing the web, either just for fun or on the pretence that we may just come across a useful website we might be able to use in our teaching. Sometimes we do, but more often than not we don't. 12 Nevertheless, essential view is that a little self indulgence in this area, especially if it's near the end of the day and you know you're going to be busy in the evening doing important zone 2 activities, helps us keep a sense of perspective and provides a useful safety valve for overall time management for teachers. Good time management for teachers makes an important contribution to overall teacher effectiveness and considering carefully how to get it right is a major part in the process of sharpening the saw. _______________________________________________ 12 Linds

3.2 Tactical classroom behavior management The simplest way to think of the difference between strategic classroom behavior management and a tactical classroom behavior management approach is that strategic means what you do and tactical means how you do it. So once you’ve established your set of strategies for managing behavior in your classroom it’s time to think about the most effective ways to put those strategies into action. Professional teachers want to focus on one particular tactic that is used in many classrooms and often works well: tactical ignoring. Tactical ignoring is often mentioned in teacher guides as a way to help a class run smoothly. The trouble is that this tactic is often misunderstood and can be potentially damaging to classroom discipline if not used correctly. 13

Washington: Temeron Books Inc . come back after class to complete your work. Now get on with your work. And you never have a pen - what’s the point of coming to school without a pen?” 3. You could go down the tactical ignoring route – like this: “Hi,...name of student… nice to see you. I notice you’re a bit late coming to the lesson. Have a seat, I’ll come and help you in a couple of minutes when you’re sorted. The work for this lesson is on this sheet and on the screen, and …name of other student… has already started so you could talk to her to help you get started.” Student reacts: “Hey it’s not my fault I was late… and anyway I don’t have pen!” Teacher responds with: “If you need a pen there are some in the box on my desk.” A few minutes later, when the tardy student has settled you cou

that’s taking place. Finally, and importantly, this tactical ignoring of secondary behavior means everyone comes out of the situation with their dignity intact. Notice, too, that the teacher has not really ignored the real issue - the student's late arrival to the lesson. The teacher is not sending the message that it’s ok to be late to class because the student will have to meet the teacher briefly to explain the reason for the late arrival. It’s at this very brief private meeting with the student that the teacher can find out what caused the lateness: sometimes the reason might be genuine and not the fault of the student. Sometimes it might just be poor timekeeping or lack of self-organisation, or just that the student ‘couldn’t be bothered'. Whatever the case, the teacher has no

the first place, as this gives students a stake in their own behavior. Typically, consequences are designed to remind students that they have not behaved in an appropriate way, and to give them choices to change their behavior so that they do comply. 15 The consequences must be stepped into a hierarchy. The teacher may for example write the student's name on the board and say that if the poor behavior continues the name will be written a second time, then if the student still repeats the behavior the consequence might be to move to another seat, and so on, each consequence escalating in severity until the student eventually has to be taken from the classroom to work in isolation under the supervision of another teacher or administrator. It's really important that the teacher follow

Rewards other than verbal praise are more problematic because there is the risk that students will associate doing as they are told because they receive a tangible reward, rather than behaving because it's the right thing to do. It's a fine line, but most students respond to modest tangible rewards, such as, stars, stickers, phone calls and letters home, letters of commendation etc. In one school where each teacher was required to give out 5 'Fantastic Student' cards each lesson, these cards could be cashed in for small prizes such as school stationery, free cinema tickets and iTunes tokens etc. The students and parents liked this system, and the school was complimented by government inspectors on their use of the scheme. Rehearse and practise them until you become competen

17 Blum R. (2005). A Case For School Connectedness, Educational Leadership 3.3 Samples for a successful classroom management in the implementation of different learning styles Fairness and justice are closely linked and in practice are often interchangeable and in training workshops educators often consider these two principles as aspects of the same concept. Here's what teachers can do to show they are being fair and just to students: 1) hear both sides of any 'story' before judging 2) don't judge, simply decide what's the fairest action to take in the circumstances 3) reprimand the behaviour shown not the student's personality 4) make sure you ask questions to both sexes equally 5) make students feel that you will deal with and protect them from unfairness from ot

Respect to have clear guidelines about how students talk to the teacher and to each other, to try to avoid speaking aggressively to anyone, to help students see the difference between aggression and assertiveness, to establish clear rules about personal space, property and personal safety to treat students as individuals and not compare with any siblings or other students, to ensure there are no 'put downs' in your classroom. S how your respect your students by offering learning experiences that are worthy of them. Sometimes in workshops teachers stress that we can show we really respect our students by consistently teaching lessons that we would be happy for our own children to receive. Honesty . Have clear expectations about how students need to communicate accurately and sensiti

2. We can learn these principles of classroom management ourselves and teach them to our students, so that everyone can benefit from the outcomes of these principles. The process of teaching others the ingredients of such desirable principles of classroom management strengthens them and raises their value in everyone's eyes. 3. We are human beings and therefore will not get everything right all the time. Getting things wrong can help us refocus and improve. _________________________________________ 18 Black S. (2006). Respecting differences: Diverse Learners Can Blossom in Culturally Responsive Cassrooms. American School Board Journal More suggestions about how you can explore the core principles of classroom management to help you set your personal goals. 1) Talk to other teachers,

first. These techniques have to become as natural as ABC to us as we develop our own classroom management that works. These effective techniques are much more than 'classroom management tips' or 'handy hints'. They are the good habits we need to start to develop, they are the features of the way we conduct business with our students, helping them to learn, in the very specific context of the classroom. There are 4 dimensions to developing effective classroom management : 1) Activity 2) Climate ( classroom climate, mood or ethos) 3) Time (how to use it effectively) 4) Space (how to exploit it to best effect) The point for usis that there is a direct link between the quality of learning experiences we offer our students and the level of engagement on the part of students. Suc

The second most important dimension of effective classroom management is the classroom climate we create for, and with, our students. The issue here is not really the physical climate of the classroom, although the research evidence does suggest that extremes of temperature and the lack of natural light can have negative effects on learning. What we mean by classroom climate is the emotional or psychological climate that exists in the classroom, and the teacher plays a major role in establishing a climate that promotes learning, or, if we're not careful, a climate that negates learning. ______________________________________ 19 Banks J. (1994). An introduction to multicultural education. Boston: Allyn and Bacon The first thing to say is that the climate we create in our classrooms

classes. Apart from the obvious consideration that the time we have with students is limited, teachers need to become skilled at managing pace and progression lessons, and need to make judgments about how much time to devote to direct learning and how much time to spend on meta-cognition activities. In other words we need to decide how much time to spend involving students in thinking about how they learn as opposed to what they learn , and in particular, how to help students find out how they can learn more effectively. This strategy is sometimes known as assessment for learning, as opposed to the more traditional assessment of learning. Both are important, but time is finite and teachers need to develop clear structures for what is inevitably a 'trade off&#3

classroom management, start small, pick a specific activity which requires a different seating arrangement, and try it. Over the years teachers have found it helpful, when considering how to make effective use of classroom space, to keep in mind the following: 1) decide what the purpose of the learning activity is. If you want students to use kinesthetic learning techniques you need to make it easy for them to move around in the classroom - this is more difficult if the tables and chairs are left in rows. 2) decide what you are comfortable with. If you have an 'autocratic' style you may want the 'default' seating arrangement to be formal rows - if you are more ________________________________________________ 20 Classroom Behavior Management in a Diverse Society. Mayfield Pu

Conclusion It is clear there are different ways to learn and that many of teachers find it easier or more comfortable to absorb and process information if it is presented to us in a certain way. There are three basic types of sensory learning styles. The three most common are visual, auditory, and kinesthetic. To learn, we depend on our senses to process the information around us. Most people tend to use one of their senses more than the others. This has led some experts to believe that classroom activities should only be presented in the preferred 'learning style' of the students, in order to reduce barriers to learning and make it easier for students to succeed Some people learn better from seeing things, and enjoy diagrams, writing things down and reading. Other people have an i

hand doesn’t appeal to their way of working. It is impossible to please everybody all the time but we can try and stimulate as many as possible in the hour we have. Many teachers find it difficult to judge how long activities will take and find themselves either running out of time or with fifteen more minutes to go and nothing to do. This is true for all teachers, but it improves as you get to know your classes. However, plan ahead and start winding down well before the bell rings so you can give a summary of the lesson. After a discussion or simple oral task you may need to go over main problems on the board and must allow time for this essential feedback. In some schools pupils just pack up and rush off when the bell rings. Try to avoid this. Insist on a formal conclusion and goodbye. I

interact. Students may have negative classroom experiences because they are ridiculed by teacher or peers, or they repeatedly hear that they are disruptive or slow or “dumb”. These and other negative messages telling children that they are not valued or respected, often result in children giving up on classroom participation. To be successful as a teacher, he must attend to what students do, what they say and how they perform. Teachers should observe children’s reactions in class to find out whether they are ‘getting across’ to them. It demands from teachers making lessons interesting and varied, providing encouragement and telling them to believe in themselves and their own abilities. This means that positive teacher-student relations and classroom climate must be important factors influe

9. Blum R. (2005). A Case For School Connectedness, Educational Leadership 10. Donavan S. and Cross C. (2002). Minority Students in Special and Gifted Education. Washington, DC: National Academy Press. 11. Duda M. Utley C. (2004). Positive Behavior Support for At-Risk Students. Promoting Social Competence in At-Risk Culturally Diverse Learners in urban Schools. Multiple Voices for Ethnically Diverse Learners 12. Gay G. (2000). Culturally Responsive Teaching: Theory, Research, and Practice. New York: Teachers College Press. 13. Harry B. and Klingner J. (2006). Why Are So Many Minority Students in Special Education Understanding Race and Disability in Schools. Teachers College Press, Columbia University, New York City. 14. Kohn A. (1994). Grading: The Issue is Not How but Why. Educational Le

Купить