Classroom Management

Topics: Assessment, Educational psychology, Summative assessment Pages: 5 (1587 words) Published: April 4, 2013
Classroom Management.

In this essay I will discuss a case study involving John the student and Marion the teacher. Their teacher/student relationship has broken down. Along with incidents reported by both about one and other, the facts gathered by Jim, Marion’s line manager, about the situation, form the basis of the following assessments I have made. Firstly I will begin by identifying and assessing the key elements of the student’s behaviour observed against the theoretical background. I shall highlight the absence of a grounded knowledge of college disciplinary procedures, and a classroom contract between the teacher and pupils, as well as a lack of assessment at any level. Secondly I will devise a contract to address the target behaviour and promote its positive replacements before finally giving an explanation for the reasons I chose the contract elements.

Before discussing John’s behaviour, I will discuss the platform in which his behaviour is played out on, in so much as the environment of the teaching. This is the responsibility of Marion and the college. It is as responsible for John’s behaviour as John is and I will discuss how this environment is failing John and the other students.

The primary reason for John and his fellow pupils being introduced to Marion is because they are already failing in comprehensive academic pursuits, and a more vocational approach, like Marion’s drama lessons is being attempted to encourage the group to engage with learning. Given this challenge, Marion is not positioned mentally to accept this endeavour. The case study tells us Marion see’s these students as being ‘unloaded on her’ and ‘troubled’. She does not understand students who do not give 100%. Marion requires an amount of emotional maturity from her students which proves to be absent as the case study unfolds. Confounding the above problems, Marion does not know the disciplinary code and associated procedures, something she has not been honest about with her line manager. Marion’s approach to John’s behaviour has been confrontational and ineffective up to now. She would like John excluded from her group. It is my opinion that the college and Marion have created an environment that would fail stronger students let alone ones with the issues which John brings to college. It is this teaching environment which needs to be corrected initially before John can be correctly assessed and adjustments made to his behaviour.

John’s behaviour has been withdrawn and uninterested at best. He has been rude and aggressive towards Marion’s attempts to correct and cajole. He doesn’t appear to be doing this to impress those around him and so it would appear it is the environment and John’s perception of it that needs to be addressed. He appears to be a loner, who is cared for by an over protective and hypochondriac mother who projects her ill health on to John, probably in an attempt to justify her over protection of him. He is allowed to isolate himself of an evening and is not encouraged to interact with either his peer group or potential role models who may provide quality interaction absent as a result of his father’s untimely death before John’s birth.

Having discussed Marion’s teaching environment and John’s performance within in it, I will now recommend some features and structure that should have been set in place before John arrived at the college. These could be used to address the situation created by the students approach to Marion’s lessons.


Initially, the college and Marion should have conducted some element of assessment. It is not too late to conduct this now that the course has started but to have done so before the bad practice was allowed to set in would have proved far more effective. Having prior knowledge of the background of some of the pupils should have alerted the college that assessment would be an essential aid to their learning environment. Diagnostic assessment (L.Cohen,...

References: Education, O. f. S. i., 2001. Improving Attendance and Behaviour in Secondary Schools.. London: Ofsted.
Gnagey, W., 1981. Motivating Classroom Discipline. New York: Macmillian.
L.Cohen, L. K. D., 2010. A Guide to teaching Practice. 5th ed. Abingdon: Routledge.
Wragg, E., 1984. Classroom Teaching Skills. London: Croom Helm.

Gnagey, W., 1980. Locus of Control, motives and crime prevention attitudes of classroom facilitators and inhibitors,. Boston, Paper read at American Educational Research Association.
L.Cohen, L. K. D., 2010. A Guide to teaching Practice. 5th ed. Abingdon: Routledge.
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