Table of content

Introduction…………………………………………………………………………………………………………………………………………1

Definition of concepts………………………………………………………………………………………………………………………….2

How you would plan for teaching rules and procedures for your class…………………………………………………3

How you would maintain pupil’s good behaviour………………………………………………………………………………….4

How you would ensure classroom arrangement……………………………………………………………………………………5

How you would create an inclusive classroom………………………………………………………………………………………6

Conclusion…………………………………………………………………………………………………………………………………………….7

References…………………………………………………………………………………………………………………………………………… 8

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Introduction

This assignment will be based on the teaching and learning materials, teaching aids, rules, classroom
management and discipline. It will also be based on how to ensure effective teaching and learning. With
the acknowledgement of Durkin (2016) states that effective learning and teaching is the ability to
improve student achievement. It would be easy if all to be done had to do with telling the students what
all of their classroom procedures are on the first day of school. It will touch on the consequences as we
describe consequences as something that happens as a result of a child behaving in a particular way.
Examples if consequences are negative, positive, natural and related consequences. It will also be based
on how to ensure classroom arrangement is organise for effective teaching and learning as well as how
to create an inclusive classroom. More will be explained in the body of an assignment.

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Question 1

Teaching and learning materials

Are any collection of materials including animate and inanimate objects and human and unhuman
resources that a teacher may use in teaching and learning situations to help achieve desired learning
objectives.

Teaching aids

Is anything used by a teacher to help teach a lesson or make it more interesting to students. Teaching
aids can come in almost any form. Some of the most common are pictures, videos, charts, flashcards
and objects, like three dimensional models or educational toys.

Rules

One of a set of explicit or understood regulations or principles governing conduct or procedure within a
particular area of activity.

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.

Discipline

The practice of training people to obey rules or a code of behaviours using punishment to correct
disobedience.

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Question 2.1

According to Durkin (2016) and Lipka (2017) state that effective learning and teaching are the ability to
improve student achievement as shown by research. Wrong suggest a three-step process for teaching
classroom procedures to students such as explaining classroom procedure clearly. Rehearse classroom
procedures until they become routines. Reinforce a correct procedure and reteach an incorrect one. It
would be easy if all to be done had to do with telling the students what all of their classroom procedures
are on the first day of school. In a perfect world, they would remember the procedures and follow them
without fail until the very last day of school. Make learning the procedures on concrete, hands on
activity throughout the first weeks of school. Begin with the most important procedures like entering
the classroom, opening the class, transitions and dismissal. Then make other procedures later such as
putting the heading on papers, turning in homework and sharpening pencils.

In addition, the bottom line is plan on spending a lot of time teaching the classroom procedures,
practicing them with students and reinforce them during the first few weeks of school. If one teacher
teaches middle school students, remember that students have several other teachers whose procedures
may be different from that. One may want to get together with some of the other teachers before the
start of the school year to agree upon a set of uniform procedures for those not already regulated by the
school district. In addition, post the procedures in a prominent place. This is a good way to remind
students of how things are done in your classroom. For example when the tardy bell rings, learners
should be in the seat ready to work. Place the homework on their desk so it is ready to be collected.
Begin the opening activity, directions are on the board or overhead projector each day. Wait quietly for
the teacher’s instruction. When the dismissal bell rings, close the book and stop working. Stay in the
seat until you hear the teacher dismiss it. Leave quietly and in an orderly manner.

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Question 2.2

With the acknowledgment of Becky (2016) consequence is something that happens as a result of a child
behaving particular way. They can be positive or negative. Positive consequences reinforce behaviour
less likely to happen again. Positive consequences include positive attention and praise and rewards for
good behaviour. Negative consequences make behaviour less likely to happen again. There are times
when one might choose to use negative consequences for difficult behaviour, for example to reinforce
rules when simple reminders haven’t worked. A person can use both negative and positive
consequences to guide the child’s behaviour. For example, praise a child for sitting and eating their meal
at the table. This is a positive consequence that makes this behaviour more likely in the future. A child
throws a toy and a teacher put the toy away for the rest of the day. This is a negative consequence that
makes this behaviour less likely in the future. Sometimes negative consequences accidentally reward
children. For example, if a child fights with another child over a toy and give him or her a more
interesting toy to play with, this might actually encourage the behaviour. Its best to avoid this situation if
possible.

Beran (2015) states that sometimes it’s best to let children experience the natural consequences of their
own behaviour. This helps them learn that their actions have consequences. They might learn to take
responsibility for what they do. Examples of natural consequences are: if a child refuses to put on a coat,
he will feel cold, if a child won’t eat, he will feel hunger. If a child doesn’t complete their homework,
they will fail the assignment and if they break a rule on the sporting field, they will get sent off. Although
natural consequences can be a useful behaviour management tool, they aren’t always appropriate. For
example, dangerous or antisocial behaviour could lead to a child or someone else getting hurt. Likewise,
regularly not doing schoolwork isn’t good for a child’s learning. In these situations, one can’t just ignore
a child’s behaviour.

He also concluded that related consequences are when someone impose a consequence that is related
to the behaviour you want to discourage. Examples are: if a child is being silly and spills their drink, the
must wipe it up, if a child leaves their bike in the driveway, the bike gets put away for an hour and if
children are fighting over a toy, the toy is put away for 10 minutes. The opportunity to stop, think about
their behaviour and learn from its consequences are: Quiet time and time out are when someone take a
child away from activities and other people for a short period of time. A person can use quite time and
time out when a child needs to take a break from other people or activities to calm down. These
strategies work well for children aged 3-6 years. Loss of privilege is taking away a favourite object or
activity for a while because of unacceptable behaviour. It can help children to learn that their behaviour
has consequences. For example, a child swears and you turn off the games console for a while. A child
who isn’t cooperating might lose the privilege of a lift to soccer training.

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Question 3.1

According to Halliday (2017) states that many teachers must share space, some poor souls have nothing
but a wandering cart and go from classroom to classroom. Elementary teachers have different activity
centres and types of tables or student desks than secondary teachers. Subject matter makes a different
too. Research on this subject seems to be limited although it would seem to be an area of interest to
new teachers and teachers interested in maximizing their effectiveness. After all there is no college
course on how to arrange your classroom. Add it to the list of things you will learn with experience. In
part how, you arrange your classroom depends on what furniture you have at your disposal.

He also added that classroom is arranged to bolster their collective creativity through:

Set up a reflection space

Send students down the path of introspection. Always have a corkboard or other visual representation
of recent lessons where students can contribute their thoughts on what they have just learned.

Create learning stations instead of working exclusively in rows.

One station can be a quick sketch the next station can be a thinking routine another can be a word find
or a simple board game and still another can be a tableau (a simple drama technique where students
collaborate to create a freeze frame to demonstrate their understanding of an aspect of the content.

Don’t overboard

Try limiting the amount of materials you provide background information you give or even the visuals in
your space. Often creativity thrives best when it has room to grow.

Pull names out of a hat

Traditional front to back row seating may reinforce old tropes of the best and brightest being at the
head of the class. Instead f assigning seats consider a different way of going about it, perhaps by simply
pulling names out of a hat when all kids are present letting each student know they are central and
integral piece of a collaborative learning process.

Think of the classroom as a living classroom.

Colourful art flexible seating arrangements evolving wordwallls a cool welcome ritual as students enter
the room, if you are excited about your vibrant classroom, your students will be as well.

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3.2

Brown (2015) define inclusion as a word that gets thrown around a lot in education. Inclusion in
education means ensuring every child no matter what their individuals needs or barriers to learning has
equal access to learning and the same opportunities to achieve. Inclusion in schools is not just about
providing additional support to children with special educational needs. Its about creating a learning
environment that works for all pupils.

He also explains inclusive classroom strategies as follow:

1. Define clear minimum standards of behaviour

Every child in your class should be absolutely clear about the minimum basic acceptable levels of
behaviour are. These should be absolutes rules which you tell your pupils are not hard to follow
and should not ever be broken.
Example: violence or aggression of any kind is not allowed
2. Enforce those standards consistently
Just as you must make the basic rules absolutely clear and understood you must also have
straight forward consequences for breaking those rules. These consequences must be
proportionate and consistently applied. Remember the rules for behaviour are the minimum of
what is acceptable in your classroom, so never let anyone get away with breaking them.
3. Deal with children who misbehave
You know how we said not to write the name of the child who kept calling out on the board.
That’s because it is an insensitive way of dealing with an issue, which visibly singles out a child in
front of everyone. If you write child’s name down on a piece of paper, they know they have
misbehaved. They also have the opportunity to stop and amend their behaviour without further
consequence.
4. Create opportunities to listen to all children
This is especially important when resolving conflicts between children in your class. Allow time
for the children involved to fully explain how they believe the incident arose as well as what has
upset them and why. Listen to all children’s thoughts in the creation of additional classroom
rules.
5. Create a calm purposeful learning environment
This is another big one which promotes inclusion for all in your classroom. We all need calm in
order to learn. But creating a calm environment in class is a tricky thing to master, particularly if
you have a class of children who have come from a previous class where low-level disruption
such as chatter was tolerated.

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Conclusion

To sum up,