Essay Classroom Management Plan

Essay Classroom Management Plan-52
Have students keep a pad and pencil on their desk to write down a thought they might forget. Follow with group analysis and discussion of the situation and alternative actions. Clearly state the reasons for respecting other people’s property. In the weeks that follow, calling out will lessen, as students anticipate the special Friday activity. Calling out may be motivated by the student's enthusiasm, or by the fear that he/she will forget what he/she wanted to say. For example: Someone fails a test and others make fun of that person. Don't make unrealistic requests, dictate rules without explanations, or give an ultimatum that presents students with a boundary they might be tempted to cross because they feel it is unreasonable. I am going to have to take away your recess time for the semester unless you behave.") Return to Top What can you do when you are confronted with students who are negative about rational requests and/or rules? Try to use these guidelines when establishing classroom rules: a) Involve your class in making up the rules. The non-linear arrangement of the tables also allows the teacher to move freely about the room to offer students individualized attention or supervise their activities.

Have students keep a pad and pencil on their desk to write down a thought they might forget. Follow with group analysis and discussion of the situation and alternative actions. Clearly state the reasons for respecting other people’s property. In the weeks that follow, calling out will lessen, as students anticipate the special Friday activity. Calling out may be motivated by the student's enthusiasm, or by the fear that he/she will forget what he/she wanted to say. For example: Someone fails a test and others make fun of that person. Don't make unrealistic requests, dictate rules without explanations, or give an ultimatum that presents students with a boundary they might be tempted to cross because they feel it is unreasonable. I am going to have to take away your recess time for the semester unless you behave.") Return to Top What can you do when you are confronted with students who are negative about rational requests and/or rules? Try to use these guidelines when establishing classroom rules: a) Involve your class in making up the rules. The non-linear arrangement of the tables also allows the teacher to move freely about the room to offer students individualized attention or supervise their activities.

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From annoying distractions to class clowns, get ideas on how to manage the most difficult behavior challenges you face with your students. The student could conduct mini-lessons, lead study groups, assist students, or make other contributions that will benefit the entire class. Ask for the assistance of a counselor to investigate various possible reasons for the child's need to be the "class clown." Return to Top How do you cope with a child who demands your constant attention? Give this child a special job to show that you care about and have confidence in him/her. Make this child the captain or leader whenever possible.

How can a teacher prevent irritating classroom behaviors? The students and teacher should first discuss and then write a "group" contract adopting acceptable classroom rules and procedures by the end of the first week of school. Periodically review the rules and procedures of the classroom until the students can successfully adhere to them. Use simple verbal reprimands when the misbehavior occurs.

When lessons involve cooperative learning, students can arrange the tables into small groups or the tables can also be arranged in a large circle with the teacher or a student leader sitting at the head or ev...

Having a strategic plan based on the type of behavior is key. This may be a learning experience for the entire class! Explain to the student that the solution to his/her problem is his/her responsibility as well as yours. Return to Top What can be done for students who frequently shift their attention and/or interests in class? Assign the student some type of classroom responsibility that he/she looks forward to doing(e.g., collecting completed work, delivering messages, etc.). Carefully arrange the student's work area to minimize classroom distractions (e.g., study carrels, room partitions, etc.). Plan individual and/or group lessons that foster the development of analytical abilities in your students (e.g., a step-by-step approach to solving everyday problems). Refer the student to a specialist and/or school nurse to check on visual and auditory deficits. Provide your students with firm but fair classroom rules.

You take on the role of the class clown and exhibit the same behaviors that he/she does in class. Emphasize that asking a question indicates intelligence, not stupidity. Eliminate as many environmental distractions as possible.

Give the child an opportunity to speak his/her piece. Give him/her the role of the teacher who is trying to teach a lesson. If he/she does not, you may want to focus on the way you relate to this student. If available and practical, utilize the services of a counselor to assist the child in overcoming his/her reluctance to express him/herself in class. Create a chart listing all students, and give recognition to those who ask questions in class. This will help to limit outside activities that would detract from his/her concentration. Use classroom aids such as headphones, tachistoscope, videos, etc. Show that you like them and that they belong in your classroom. Make your lesson an experience that will allow the student to gain self-esteem because he/she is successful. Describe what procedure you want them to use to get your attention, and explain why they should not callout in class. If students' calling out is a major problem, hold a class meeting and ask the children to make recommendations for solving this problem. Arrange private conferences with students to discuss the problem in depth. Ask the student(s) to write down the disturbing behavior in a class logbook. Try to have frequent, positive interaction in the class (e.g., praise, group projects, discussions, etc.). Make sure students clearly understand what is expected from them. Try an at-home reward system for good days (days in which calling outdid not occur). Return to Top What can you do about children constantly calling out in class, even when they are supposed to be working quietly at their seats? Be sure that the students know what you expect of them concerning this problem.Another teacher on his grade level said that if she shares an activity with him, he gives it back with some additional, and often better, twists.Mandrel showed a lot of courage coming back to teach after the tough first year when he had 12 of the most challenging students in the grade level placed in his classroom.Circulate around the room frequently, to avert potential behavior problems. Group Contract Video: Return to Top What can be done to help students improve their interaction with authority figures? Provide opportunities for students to change their hostile and aggressive energy into socially acceptable channels such as sports, clubs, crafts, hobbies, etc. Give students reading and/or writing assignments that deal with antagonistic behaviors, and ask them to comment on different socially acceptable ways of handling conflict situations. Praise the students whenever they are cooperating with other adults (e.g., "That was very kind of you to help her find her keys"). Talk to the student in private to ascertain the reason for his/her misbehavior. Provide the students with models of appropriate communicative behavior through role-playing activities. Encourage students to strive for greater self-control in as many situations as possible. Emphasize to students the difference that exists between acceptable communication in school and that which is used at home and/or in the community. Contact parents and/or administrators when there is no other way of resolving the conflict situation. Refer the student to appropriate staff members (e.g., the Child Study Team, if the student frequently displays uncontrollable verbal hostility). Return to Top How can the teacher deal with a child who becomes argumentative upon confrontation? Tables are spaced far apart to minimize horseplay between groups, but close enough together to create a community-like classroom environment.The Classroom Map reveals that furniture and other large object are arranged as flexibly as possible to permit ready changes to the environment. Return to Top What do you do with a student who calls out answers or comments during class? With children in the middle grades and older, divide the class into two groups and make a game out of questions and answers. If a team member calls out an answer out of turn, that team loses a set amount of points. Praise the student who does not call out, but waits to be called on. Try to form a trusting relationship with this student. Try to channel his/her talent for humor into something more productive, such as creating a class play or dramatic skit. If you think it would be beneficial, try role-playing with this student. The student may be more apt to ask for help from a peer than from the teacher. Consider having the child evaluated by the Child Study Team for a possible learning disability or a health problem (poor hearing, poor vision, etc.). Check to see whether the student exhibits this behavior in other classrooms. Return to Top What do you do with students who lack motivation, have a very negative attitude toward school, and come to class unprepared? Do everything possible to make sure the physical needs of the student have been met. Make your lessons inviting and challenging, so students are interested in finding out what comes next! Show your students that you take an interest in them. Try to explore and discover what led to the confrontation. Return to Top What can be done for a student who is constantly disrupting the class in order to gain the teacher's attention? Give the student a position of responsibility in the classroom and encourage him/her to set a good example for others (e.g., passing out papers). Post a chart in the front of the room delineating the rules to be followed when responding. Assign the student a special project of interest and let him/her present the report to the class. Ignore the student's annoying comments, but give praise when the student describes his/her real achievements. Assign the student to a small group in which he/she must participate primarily as a follower. Provide recognition and positive attention whenever possible. Model appropriate behavior every day for the student, so that he/she can see what is expected of him/her (e.g., role-playing by teacher and/or peers). Arrange parent conferences to discuss any factors that may be contributing to the student's problem in school (e.g., sibling rivalry). Make up rules and consequences at the very beginning of the school year. Keep a frequency record in your grade book of the calling out, and increase the severity of the consequence in direct proportion to the frequency of the "calling out." 3. Return to Top How can you deal effectively with a "class clown"? Let the student know in private how you feel about his/her unacceptable behavior, and explain what is expected of him/her. Have an individual conference with the student to discuss the problem. Then, when time permits, meet with the child individually to review the questions, or provide general answers to the class if you think others may have the same questions. Designate other students in the classroom as resource persons, who can meet with the student and offer assistance. Incorporate gross motor skills into activities whenever possible. Use bilateral activities, using hands and eyes in the lesson. Make an obstacle course and have the students move through it at varying paces. Never use a timer to speed up work, for it will cause tension and frustration rather than increase skill. Use a "time-out" period to reward a hyperactive child who has spent time doing correct activities. Can he/she see the board clearly, hear clearly, etc.? Make your classroom interesting and stimulating to the students. Take advantage of the student's interests and formulate some lessons around them. When developing practice worksheets, use the students' names and some things you know about them to teach a concept (e.g., "Susan expressed her enjoyment regarding her trip to Disney World “when identifying parts of speech).

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