Classroom Management Rationale
Rationale for the classroom management plan- Esther Triolo
Introduction:
Students in early years rely on the direction of teachers in regards to their safety, curriculum learning, classroom rules and behaviour. At a grade 5 level, a teacher ideally would take on a coach/mentor role enabling students to become increasingly independent and responsible for their learning. During the short transitional phase from early childhood to adolescence, young people are establishing themselves as increasingly autonomous. (Erikson, 2012; Smith &Bentley, 2010). However with the range of cognitive and behavioural levels as well as students with additional needs, a Classroom Management Plan (CMP) needs to support all students and not just the general level.
General Classroom Management Plan
Grade 5 students are extremely sensitive as they experience many changes (physical, emotional, cognitive, social and spiritual). Education is not just about pedagogical content knowledge but engaging and supporting students as they learn and problem solve through various life challenges. (Smith & Bentley, 2010; Gardner 1995). Although teachers need to be aware of the concrete operational stage students (Piaget, 1970), there are students at other level. Accepting student differences (in all areas of development) and teaching accordingly rather than assuming all grade 5’s have the same needs is vital. As a teacher it is necessary to ensure all students have a positive view of themselves despite their differences, feel supported and work towards strengthening all areas of their development (multiple intelligences and individual learning experiences). (Erikson, 2012; Gardner; 1995; Hattie, 2012).
Strategies to support motivation and self-regulated learning
Recent practical experience supports the CMP regarding student autonomy although it is difficult to undertake. Many students cannot rely (for various reasons) on parent guidance in their schooling. At this forth stage of psychosocial
Introduction:
Students in early years rely on the direction of teachers in regards to their safety, curriculum learning, classroom rules and behaviour. At a grade 5 level, a teacher ideally would take on a coach/mentor role enabling students to become increasingly independent and responsible for their learning. During the short transitional phase from early childhood to adolescence, young people are establishing themselves as increasingly autonomous. (Erikson, 2012; Smith &Bentley, 2010). However with the range of cognitive and behavioural levels as well as students with additional needs, a Classroom Management Plan (CMP) needs to support all students and not just the general level.
General Classroom Management Plan
Grade 5 students are extremely sensitive as they experience many changes (physical, emotional, cognitive, social and spiritual). Education is not just about pedagogical content knowledge but engaging and supporting students as they learn and problem solve through various life challenges. (Smith & Bentley, 2010; Gardner 1995). Although teachers need to be aware of the concrete operational stage students (Piaget, 1970), there are students at other level. Accepting student differences (in all areas of development) and teaching accordingly rather than assuming all grade 5’s have the same needs is vital. As a teacher it is necessary to ensure all students have a positive view of themselves despite their differences, feel supported and work towards strengthening all areas of their development (multiple intelligences and individual learning experiences). (Erikson, 2012; Gardner; 1995; Hattie, 2012).
Strategies to support motivation and self-regulated learning
Recent practical experience supports the CMP regarding student autonomy although it is difficult to undertake. Many students cannot rely (for various reasons) on parent guidance in their schooling. At this forth stage of psychosocial
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