Class room management: Two case studies Introduction Any discussion on discipline in classrooms has to be based on the notion of “positive discipline” (Purkey and Strahan, 2002, p.1). A viable definition for discipline is, “actions that facilitate the development of self-control, responsibility and character” (Savage and Savage, 2009, p.8)…
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Student motivation is the basic tenet of this approach and respect for the student and his/her ideas and values, making students undertake the learning process as part of groups, and keeping one’s cool and consistency are the other major three (Purkey and Strahan, 2002, p.3). Motivation is defined as to include, “initiation, direction, intensity, persistence, and quality of behavior, especially goal-directed behavior (Brophy, 2010, p.3). Student motivation is “the degree to which students invest attention and effort in various pursuits, which may or may not be the ones desired by their teacher” (Brophy, 2010, p.3). It is also closely related to the willingness of the students to get involved with the learning process inside a class room (Brophy, 2010, p.3). This is so because each student might have herself a convincing reason to get involved in this manner and also she also might find some kind of positive feelings associated with that process. Student motivation is both “cognitive and goal-oriented” (Brophy, 2010, p.3). ...
Each student enters the class room with lot of expectations as well as apprehensions. The teacher is a stranger to her and also a centre of authority and hence there is a compulsive aspect to learning and the life in the school. The role of the teacher ideally is to overcome these negative emotions on the side of the student and enable her to enjoy or feel confident and in control about the learning process. It is in this context that an inviting atmosphere has a great significance. Motivation could be the first step in the learning process and building of self esteem, confidence, ability to function and learn in a group situation, and a receptive attitude towards what the teacher says have to follow. Here, it can be seen that the learning process does not simply include acquiring information necessary to get a job when a student grows up but also comprise of necessary social skills as well. This is why the traditional approach to teaching falls short of its objectives. Control, class order, “harsh discipline,” and passive intake of information have been the features of a traditional class room setting of learning (Crebbin, 2004, p.47). The modern approach, instead, focuses on the role of teacher as the class room manager (Crebbin, 2004, p.48). This paper will explain two class room discipline case studies and analyse them based on the above-discussed model of invitational teaching, which includes, different sub-categories, motivation, respect of the student, learning as a group activity, and teacher as a consistent and cool facilitator of learning. By pointing out some most common class room management issues and comparing some effective and possible strategies to tackle
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