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In this essay, I endeavor to engage in reflection particularly in classroom management and student discipline.
Towards this end, I will be discussing various dimensions in classroom management and discipline in the context of my own personal experience. To fully engage in reflective practice, I will draw from relevant literature to assess my own practice. In assessing my practice, I will introduce two types of overarching skills: hard skills and soft skills from where specific strategies belong. I will then highlight areas of weaknesses and strengths. In conclusion, I will offer recommendations for my own practice that hopefully, will aid in both my personal and professional growth.
In evaluating and reflecting upon my practice of classroom management and student discipline, I find it helpful to distinguish between two types of practices. First, I will refer to as technical strategies or hard skills. The second category I shall label as relationship strategies or soft skills. In the world of work, hard skills often refer to technical skills or procedures often involving machinery and computer protocols. In the classroom, technical strategies are those that involve planning, structuring and organizing systems and procedures to maintain an effective classroom environment. Soft skills on the other hand are the people skills that are employed to build on relationships. In the classroom, certain relationships are important and must be established to reduce disruptions and misbehaviour.
Planning would be the key factor in Arrend’s (2009) preventative classroom management strategies. To be able to plan effectively though, it is highly important to know and understand the background of the students, which I usually invest in during the first term of the school year. I have found that this preparation facilitates not only making effective lesson planning
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Classroom management involves not only the management of student behavior during class hours, but everything that goes on in the class… from preparation for the class day, to what transpires during the day and even up to when the students leave (Crosser, 2002).
Zieber (2009) observes that “in a heterogeneous grouped class, there are strategies on how to work with and form a strong mixed level learning environment.” This is to say that, there should be arrangement made by the teacher to ensure that there is a mixture of activities, lessons and teaching approaches that satisfies the individual needs of all learners.
Classroom management continues to be one of the biggest concerns in education. Not only is it a concern for the consumers of education services (parents, public, and community) but also for those in the system who have to face the classroom every day.
Because all behavioral problems, and bullying in particular, have harmful effects that can undermine the learning process, some sectors suggest that teachers should be strict in implementing school rules and regulations in order to curtail the persistence of bullying and other disruptive behaviors in the classroom. However, often behavioral problems first arise in the home, and therefore enforcing discipline at school does not address the whole problem.
While the teaching of English may be quite simple in the context of natural born speakers, its teaching takes a complex dimension when looked at from the perspective of second language learners (Shawer and Banks-Joseph 125-143). Second language learners would require that the teacher use specific classroom management skills in the impartation of information.
In fact, classroom management is constantly changing and evolving because students are intellectually diverse in nature. And this means that they are socially, culturally, emotionally, and even physically different from one another. There is no so-called “the best” classroom management because the procedures and techniques vary for different students in different situations.
It is probably the most intricate component of teaching for many instructors undeniably experiencing quandaries in these field results, causing some instructors to abandon the teaching field. Most instructors dread unconstructive scholar attitudes. Consequently, many would rather not venture into teaching if they would experience this.
All these factors contribute to positive educational outcomes, and the key lies in effective classroom management. Furthermore, current research has revealed that “classroom organization and behavior management competencies significantly influence the persistence of
5 Pages(1250 words)Research Paper
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