Classroom Management - Coursework Example

room Management Roy Killen (2006) emphasized the constructivist teaching strategy is –based. The teacher’s lesson speed is based on the students’ culture, or diversity in terms of absorbing the class lessons. On the other hand, the behaviorist approach is behavior focused. The constructivist teaching strategy is a better strategy in terms of lesson absorption. In terms of the constructivist classroom organization environment, the classroom is divided into the lesson proper, oral recitation, and quizzes.

During the lesson proper, the students are allowed to ask clarification questions on topics that are vague or too complex for the young minds to comprehend. The students are tasked to be actively involved in the learning process. The learning process includes persuading the students to orally contribute their opinions, comments, suggestions, and recommendations on the topic discussed. For example, the classroom topic entitled selling would focus on asking the students to present each group’s alternatives, recommendations, and other inputs on the case study assigned.

Each group is given a certain time limit to discuss the case study in order have a proper estimate of how long the case study session of the class curriculum will be discussed. On the other hand, John Woollard (2010) reiterated the behaviorist classroom management technique is grounded on behavior as the motivation for teacher to move on to the next topic. The teacher teaches the lessons to the students. The inappropriate responses of the students to the teacher’s subject queries are ignored.

The teacher moves on to the next lesson without regard for the students’ ability to absorb the day’s lessons. The students’ learning is left at the mercy of the teachers. In terms of the constructivist motivation environment, the teacher must show different types of motivational techniques to encourage learning in the classroom environment. The teacher must instill and maintain the learner’s motivation to learn the subjects. To do so, the teacher shall instill feelings of competence among the students.

For example, the teacher lets the students solve math problems that they are comfortable with. This means that the teacher will assign easy types of math questions to be solved. After the students have gained mastery over the easy types of questions, the teacher will introduce moderately difficult math questions. After the students have mastered the moderately difficult math questions, the teacher will introduce the difficult math questions. The process is every effective because it builds confidence among the students.

The students who have mastered the easy questions automatically gain confidence in solving other easy types of questions. In fact, the mastery of the easy questions builds confidence to move on to the moderately difficulty questions. After mastering the moderately difficult questions, the learner will generate more than enough confidence to move on to the difficult types of questions. On the other hand, the behaviorist classroom management technique offers lesser motivation weight during the class discussions.

The teacher teaches the students the lessons based on preset-lesson plan preparations. Likewise, the teacher leaves the prior lessons behind without regard for the students’ ability to comprehend the day’s lessons. The students’ learning capacity is not prioritized. In terms of the constructivist discipline environment, the teacher must be sensitive to the feelings of the students when implementing disciplinary action. For example, the teacher must consider the feelings of the students when reprimanding the students for cheating, fighting, bullying, and other activities.

One specific reprimanding action is to ask the abusive student to a close door meeting in order to keep the reprimanding private. It would be less effective to reprimand the student in front of the other classmates because the student’s feelings may be hurt. The teacher must implement disciplinary action in order to have a learning environment that is not disrupted by one or some of the unruly students. One such disciplinary action is to forcibly tell the unruly student to leave the classroom premises in order not to disrupt the other students from having a peaceful environment.

On the other hand, the behaviorist classroom management discipline process is teacher-based. The teacher teaches the lessons to the students. The teacher moves on to the next lesson without regard for the students’ ability to absorb the day’s lessons. The students’ learning progress is left at the mercy of the teachers. In terms of teaching styles, the constructivist theory of education is student centered. The teacher must consider the students’ learning capacity in teaching the subjects.

The teacher must spend more time to teach the slow learners. In the same manner, the teacher must use lesser time to teach the students who are fast learners. For example, the mentor uses familiar words, signs, pictures, and other facts that the learner can comprehend. For example, the teacher must use the Spanish language in teaching the students who are only familiar with the Spanish language. The teacher must incorporate the learner’s cultural background in teaching the students in order to facilitate learning in the most comfortable and vivid manner.

The teacher must consider the students’ learning capacity in teaching the subjects. The teacher must spend more time to teach the slow learners. In the same manner, the teacher must use lesser time to teach the students who are fast learners. On the other hand, the behaviorist teaching style, classroom instruction is teacher-originated. The teacher sequences the lessons in order to improve the learning process, especially foreign students. The teacher shifts to the next lesson without regard for the students’ speed in terms of comprehending the current lesson.

Similarly, the students’ learning ability is left at the mercy of the teachers. The teachers shall focus on mentioning the positive and favorable culture of the Native North American community and incorporating Western and Eastern philosophies to enhance the learning climate of students within the United Kingdom and elsewhere. The classroom discussion will include much-needed lessons needed to improve one’s survival rate in the current rat race world where the survival of the fittest policy is very real.

Based on the above discussion, the constructivist teaching strategy is student –centered. The teacher’s lesson speed is grounded on the students’ cultural and other factors in terms of absorbing the class lessons. On the other hand, the behaviorist approach is behavior-centered. Indeed, the constructivist teaching strategy is a better teaching methodology in terms of lesson absorption. REFERENCES Killen, R. (2006). Effective Teaching Strategies. London, Cengage Learning Press. Woollard, J. (2010). Psychology for the Classroom: Behaviorism.

London, Taylor & Francis Press.