Negative Classroom Disruptions With Positive Management Solutions Kelly Williams-El’Amin EDU-450 Instructor Oros September 7‚ 2014 In the classroom there are many opportunities for disruptions to the flow of learning. When the process of education is disrupted it affects learning outcomes and student progress. Educators and students both play a vital role is how smoothly the class is run. In this paper we will examine common disruptions in the classroom and look at
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that do not maximize their learning environment or enhance their personal level of responsibility. The Wong’s Pragmatic Classroom Management Plan supports the antithesis of this belief. When teachers are not clear about their expectations then it becomes the same as never having defined expectations to students as to what their behavior should look like and be in the classroom. Harry Wong supports the idea that most students will act responsibly if taught the procedures to do so. This is important
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2. Classroom design: In my opinion‚ the classroom is set up in a very open and organized layout. Many of the examples of classroom design‚ found on behavior advisor‚ or the various other learning modules provided‚ were implemented in my classroom already. When you walk into the room: the closet is to the right of the entrance‚ the tables and chairs are to the left of the entrance‚ and the rug and easel are directly in front of you when you enter. The SmartBoard is along the wall
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Classroom Management Plan Introduction I believe Classroom Management is the key component in any educational setting. I believe that if students are in a safe environment‚ then learning can take place. This doesn’t necessarily mean punishing behavior problems but rather a combination of setting the tone in a class‚ preventing behavior problems with interesting and engaging curriculums and effectively including all students in the classroom so that their needs are met. Having the right environment
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What solutions would address the current barriers to engagement and/or learning in your classroom? Disruptive Behavior Every teacher has complained about this problem before. Disruptions take place regularly in all classrooms‚ it comes with the territory. For every disruptive behavior there is a lengthy list of possible reasons behind the behaviors and an even longer list of proactive approaches to deal with the problems. I have found that a little compassion goes a long way for these students
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Gender Bias in Education by Amanda Chapman of D ’Youville College "Sitting in the same classroom‚ reading the same textbook‚ listening to the same teacher‚ boys and girls receive very different educations." (Sadker‚ 1994) In fact‚ upon entering school‚ girls perform equal to or better than boys on nearly every measure of achievement‚ but by the time they graduate high school or college‚ they have fallen behind. (Sadker‚ 1994) However‚ discrepancies between the performance of girls and the performance
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A Classroom Management Model Bryce Pounds PSY 372: Educational Psychology Harold Fisher December 13‚ 2009 A Classroom Management Model As a teacher I must supply each student with a positive learning environment. To do this‚ I must generate a classroom management model that not only exhibits control of the classroom‚ but manages the room in a fun way that gives the kids a connection to something in their lives. Also‚ giving students a voice in what rules are upheld in the classroom‚ with
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During my observations‚ I had the opportunity to interview the director of the facility. We discussed risk and injury prevention practices within the classroom‚ how prevention is managed‚ how it is approved‚ and lastly‚ if there are any modifications being made in the environment in relation to the children’s needs and developmental levels. The director told me all the employees meet once a month to discuss solutions. She mentioned that there are fire drills every thirty days. The director said she
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Assessment practice in classroom Students’ assessment is one of the essential principles of any pedagogical program; it plays a crucial part in the educational process. According to McMillan (2011)‚ attaining a perfect classroom assessment requires meaningful learning goals and standards that should be set before commencing classroom assessment procedures. Monitoring students’ progress will help teachers to adjust their instructions effectively to take students to the next level of learning. Diagnostic
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GENDER EQUITY The Equitable Classroom Practices Institute developed the following strategy to cultivate gender-equity in the classroom. Teachers developed implementation plans that consist of the following strategies that cultivate gender equity in classrooms. For the most part‚ instructional strategies are based on the works of Anderson‚ Brooks‚ and Reavis‚ 1998; and Morrow‚ 1993; and Sadker & Sadker‚ 1994. The following practices are divided into the three main areas of gender bias‚ Sadker
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