International Journal for Research Trends and Innovation, 2019
Classroom management is a cardinal element defining a flourishing teaching career. Effective clas... more Classroom management is a cardinal element defining a flourishing teaching career. Effective classroom management is also related to prevention efforts. The progression and malleability of maladaptive behaviors is affected by classroom management practices of teachers in the early grades. The scope of functional coverage of classroom management has expended significantly these days from the concept of traditional physical structural shape to induction of newer approaches of student participation, learner focused teaching learning, collaborative and cooperative approaches to teaching learner materials development and implementation, making classroom infrastructure and rules for teachers, students and also for parents. The purpose of the study is to develop independent knowledge and skills among students. Classroom management is a collection of techniques that teachers use to encourage effective learning by minimizing distractions and disruptions. Classroom management can often be a neglected part of a teacher's training. Even if classroom management is covered in a teacher-training course, new teachers may not be prepared to deal with all the real-life challenges of the classroom. A teacher can have great lesson plans and materials. Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class. When classroom-management strategies are executed effectively, teachers minimize the behaviors that impede learning for both individual students and groups of students, while maximizing the behaviors that facilitate or enhance learning. Generally speaking, effective teachers tend to display strong classroom-management skills, while the hallmark of the inexperienced or less effective teacher is a disorderly classroom filled with students who are not working or paying attention. Classroom management is defined as the ability of teachers and students to agree upon and carry forward a common framework for social and academic interaction, by creating an ethos of effort within a social fabric that is built over time, and ultimately leads to student self-discipline. Classroom management is not an end in itself but means for creating and maintaining a learning environment that is optimal, given the intended curriculum (Brophy, 2006). Since classroom management skills affect the quality and quantity of the learning and teaching core, learning for the 21st century demands acquisition of a range of classroom management skills and broad areas of knowledge, and the development of set attitudes among teachers. A teacher's primary work environment the classroom-has special qualities that are a potential source of stress. Classrooms are closed, crowded spaces in which many people with differing abilities and priorities are forced to use limited resources to achieve a broad range of personal, institutional and social goals. Teachers have to face a classroom full of students every day, negotiate potentially stressful interactions with parents, administrators, counselors and other teachers; contend with relatively low school budget; and ensure students meet increasingly strict standards (Friedman, 2006). Developments in the past few decades indicate that work in a classroom is also related to what is happening outside the classroom, such as the school's organizational environment, policy environment, new technologies, and so on. For several decades, the classroom has no longer been considered an enclosed bubble, isolated from its surroundings. For teachers to successfully manage their classrooms, they must be well-versed in the different dimensions of classroom management. For this, a paradigm shift (a) from management as a 'bag of tricks' to management as decision making that necessitates ongoing professional development, expertise in knowledge, practice and introspection; (b) from an emphasis of obedience and compliance to procedures that advance self-direction; (c) from an emphasis of rules to the social-emotional relationship that includes trust and caring; (d) from management, that is, teacher-directed work, to an active student-centered learning environment. The new paradigm does not abandon all from the past but it does modify school and classroom management to respond to the new era where the educators are moving to the level that schools as classrooms are truly trusting, caring, active, safe and dynamic places to learn which will require a paradigm shift in how educators acquire new ideas and knowledge (Weinstein, 1999). This change will require an expanded and sometimes different repertoire of skills and expertise for teacher and learner. REVIEW OF LITERATURE Narang and Arora (1996) explain that for excellence in teaching one has to master over the modern methods and techniques of teaching. The lecture method is the oldest method in teaching. This method is still used wildly in American colleges and universities. Teaching is considered as a dynamic interaction of individuals and as a decision making one. Teaching must be deliberate and planned. Teachers should use modern instructional strategies to modernize class room teaching. Bedell (1999) found that the class size reduction improves student learning and teacher morale from the teacher's perspective. This will be also useful for the effective implementation of modern instructional strategies in the classroom. The study, "The Input of Interacting on Comprehension", conducted by Pica, Young and Doughty (1987) about pre-modified input and internationally modified input has become one of the milestones in class room research. Its results supported the "theoretical claims regarding the
Parents and teachers must play a major role in maintain & control the children absolutely by thei... more Parents and teachers must play a major role in maintain & control the children absolutely by their ethical & suitable approaches. Teachers in school as well as parent at home, often surprise how to disciple a child and to mould their behaviour so to bring up the child with virtues. Although some children truly have challenging behaviours regardless of what strategies to try, many children just need to have the adults in their lives make changes in the way they react, respond, or reciprocate with them. It is also a great responsibility of the teacher in school to have actual approach towards students. If not there are possibilities in exchange of behaviour among students & guidance to several problems. For example, frequent episodes of fighting, academic backwardness, substance abuse; antisocial or elementary activities, destructive behaviour and change in attitude in students are much more important than incommunicable episodes of the same activities. Other cautioning symbol includes deterioration of achievement at school and running away from home. This research paper's purpose is the teacher-students relationship and its impact on the behaviour of High school students. The objectives are to know the teachers attitudes both positive and negative towards students and its brunt to bring positive as well as negative behaviour change in the students. The study has describe that students are often facing emotional problems by the indirect approach of the teachers.
This paper is a theoretical overview on four theories of classroom management. The paper explains... more This paper is a theoretical overview on four theories of classroom management. The paper explains in detail the meaning of classroom management through analyzing the theories propounded through B.F. Skinner Operant Conditioning (1960), William Glasser Choice Theory(1998), Jacob Kaunin Classroom Management Theory (1970), and Kohn’s Student Directed Learning Theory (2006). All these theories provide distinct ideas on the thought study room management. After going thru countless studies and theories, it is distinct that aspects or dimensions of school room management can't be restrained to sure behaviour reinforcements, strategies, policies and consequences, management skills, etc. These theories will assist a teacher identify more than a few school room administration styles and adapt their principles into an eclectic principle and then enforce in the classroom. Thus, giving instructor an opportunity to work successfully to create positive studying surroundings in the classroom.
International Journal for Research Trends and Innovation, 2019
Classroom management is a cardinal element defining a flourishing teaching career. Effective clas... more Classroom management is a cardinal element defining a flourishing teaching career. Effective classroom management is also related to prevention efforts. The progression and malleability of maladaptive behaviors is affected by classroom management practices of teachers in the early grades. The scope of functional coverage of classroom management has expended significantly these days from the concept of traditional physical structural shape to induction of newer approaches of student participation, learner focused teaching learning, collaborative and cooperative approaches to teaching learner materials development and implementation, making classroom infrastructure and rules for teachers, students and also for parents. The purpose of the study is to develop independent knowledge and skills among students. Classroom management is a collection of techniques that teachers use to encourage effective learning by minimizing distractions and disruptions. Classroom management can often be a neglected part of a teacher's training. Even if classroom management is covered in a teacher-training course, new teachers may not be prepared to deal with all the real-life challenges of the classroom. A teacher can have great lesson plans and materials. Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class. When classroom-management strategies are executed effectively, teachers minimize the behaviors that impede learning for both individual students and groups of students, while maximizing the behaviors that facilitate or enhance learning. Generally speaking, effective teachers tend to display strong classroom-management skills, while the hallmark of the inexperienced or less effective teacher is a disorderly classroom filled with students who are not working or paying attention. Classroom management is defined as the ability of teachers and students to agree upon and carry forward a common framework for social and academic interaction, by creating an ethos of effort within a social fabric that is built over time, and ultimately leads to student self-discipline. Classroom management is not an end in itself but means for creating and maintaining a learning environment that is optimal, given the intended curriculum (Brophy, 2006). Since classroom management skills affect the quality and quantity of the learning and teaching core, learning for the 21st century demands acquisition of a range of classroom management skills and broad areas of knowledge, and the development of set attitudes among teachers. A teacher's primary work environment the classroom-has special qualities that are a potential source of stress. Classrooms are closed, crowded spaces in which many people with differing abilities and priorities are forced to use limited resources to achieve a broad range of personal, institutional and social goals. Teachers have to face a classroom full of students every day, negotiate potentially stressful interactions with parents, administrators, counselors and other teachers; contend with relatively low school budget; and ensure students meet increasingly strict standards (Friedman, 2006). Developments in the past few decades indicate that work in a classroom is also related to what is happening outside the classroom, such as the school's organizational environment, policy environment, new technologies, and so on. For several decades, the classroom has no longer been considered an enclosed bubble, isolated from its surroundings. For teachers to successfully manage their classrooms, they must be well-versed in the different dimensions of classroom management. For this, a paradigm shift (a) from management as a 'bag of tricks' to management as decision making that necessitates ongoing professional development, expertise in knowledge, practice and introspection; (b) from an emphasis of obedience and compliance to procedures that advance self-direction; (c) from an emphasis of rules to the social-emotional relationship that includes trust and caring; (d) from management, that is, teacher-directed work, to an active student-centered learning environment. The new paradigm does not abandon all from the past but it does modify school and classroom management to respond to the new era where the educators are moving to the level that schools as classrooms are truly trusting, caring, active, safe and dynamic places to learn which will require a paradigm shift in how educators acquire new ideas and knowledge (Weinstein, 1999). This change will require an expanded and sometimes different repertoire of skills and expertise for teacher and learner. REVIEW OF LITERATURE Narang and Arora (1996) explain that for excellence in teaching one has to master over the modern methods and techniques of teaching. The lecture method is the oldest method in teaching. This method is still used wildly in American colleges and universities. Teaching is considered as a dynamic interaction of individuals and as a decision making one. Teaching must be deliberate and planned. Teachers should use modern instructional strategies to modernize class room teaching. Bedell (1999) found that the class size reduction improves student learning and teacher morale from the teacher's perspective. This will be also useful for the effective implementation of modern instructional strategies in the classroom. The study, "The Input of Interacting on Comprehension", conducted by Pica, Young and Doughty (1987) about pre-modified input and internationally modified input has become one of the milestones in class room research. Its results supported the "theoretical claims regarding the
Parents and teachers must play a major role in maintain & control the children absolutely by thei... more Parents and teachers must play a major role in maintain & control the children absolutely by their ethical & suitable approaches. Teachers in school as well as parent at home, often surprise how to disciple a child and to mould their behaviour so to bring up the child with virtues. Although some children truly have challenging behaviours regardless of what strategies to try, many children just need to have the adults in their lives make changes in the way they react, respond, or reciprocate with them. It is also a great responsibility of the teacher in school to have actual approach towards students. If not there are possibilities in exchange of behaviour among students & guidance to several problems. For example, frequent episodes of fighting, academic backwardness, substance abuse; antisocial or elementary activities, destructive behaviour and change in attitude in students are much more important than incommunicable episodes of the same activities. Other cautioning symbol includes deterioration of achievement at school and running away from home. This research paper's purpose is the teacher-students relationship and its impact on the behaviour of High school students. The objectives are to know the teachers attitudes both positive and negative towards students and its brunt to bring positive as well as negative behaviour change in the students. The study has describe that students are often facing emotional problems by the indirect approach of the teachers.
This paper is a theoretical overview on four theories of classroom management. The paper explains... more This paper is a theoretical overview on four theories of classroom management. The paper explains in detail the meaning of classroom management through analyzing the theories propounded through B.F. Skinner Operant Conditioning (1960), William Glasser Choice Theory(1998), Jacob Kaunin Classroom Management Theory (1970), and Kohn’s Student Directed Learning Theory (2006). All these theories provide distinct ideas on the thought study room management. After going thru countless studies and theories, it is distinct that aspects or dimensions of school room management can't be restrained to sure behaviour reinforcements, strategies, policies and consequences, management skills, etc. These theories will assist a teacher identify more than a few school room administration styles and adapt their principles into an eclectic principle and then enforce in the classroom. Thus, giving instructor an opportunity to work successfully to create positive studying surroundings in the classroom.
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