Based on your readings this week and your own personal experiences (as a student or as a teacher), answer the followingquestions:
Examine the components of a “good teacher”. Explain what they are.
How does an educator create a classroom in which students are gravitated toward?
Before talking about the qualities of a "good teacher," try to take a small survey. The questions must be answered "yes" or"no."
1 Have you established the rules of conduct in the class at the beginning of the class?
2 Can you tell when a student is trying to hijack your class?
3 Do students come to you when they have problems not related to your subject?
4 Can you identify the triggers behind most of the problems?
5 Have you been praised for your tactful treatment of a difficult child?
6 Have you established the rules of conduct in the class at the beginning of the class?
7 Can you tell when a student is trying to hijack your class?
8 Do students come to you when they have problems not related to your subject?
9 Can you identify the triggers behind most of the problems?
10 Have you been praised for your tactful treatment of a difficult child?
11 Are you angry when a student distracts you?
12 Do you feel frustrated when you can't continue as planned?
13 Can children feel when you are in a bad mood and behave accordingly?
14 Do you spend a lot of your teaching time explaining the rules in the classroom?
15 If you come late to your classroom, do you find your classroom in chaos?
To evaluate the correct answers, it is necessary to discern that the first ten questions should be answered positively and onlythe remaining ones could be responded negatively.
The link between the emotional climate in the classroom and academic performance is well known. There are socio-emotionallearning curricula that can help teachers effectively manage their classroom and establish discipline.
In all classes and at all levels of study, the four principles of effective class management are unchanged:
1. Planning and Preparation
The first principle is that the lesson should be scheduled in time, especially given the change of activities in the lesson andpotential failures. Each block of time in the class, even the shortest, should be planned. The order helps to quickly change thecourse of the lesson. Note the following:
Determine the time when students are usually distracted from the lesson: at the beginning of the lesson or when there is achange of activity, when summing up or when starting to study a new topic. Remember - problems with discipline usually arisewhen students lose interest. It is at these transitional moments that motivation for learning must be maintained.
Even changes between lessons are better planned. You can involve students in the preparation of the lesson (cards "What todo now," a guide to preparing for the lesson, forms, funny instructions, etc.). Educators who plan for change are more carefulto avoid problematic behavior in their lessons and maximize time spent in an ideal learning environment.
2. Improving relationships in the classroom
Second, effective class management is the result of relationships in the classroom. Teachers need to develop friendlyrelationships with students. If the disciples know that you believe in them, then even your harsh remarks they will interpret as amanifestation of care. Please note the following suggestions:
Create rules for living in the classroom with students. Make it as easy as possible. Five rules should be enough (too many rulesmake students feel overwhelmed). Set those rules that cover behaviors that interfere with the learning and engagement ofyour students. For example: treat everyone respectfully, come to the lesson prepared, try, be polite, clean up garbage, etc.Moreover, these rules should apply to everyone, including the teacher. Refer positively and briefly to rules or norms in theclassroom. If necessary, change them with the children, discuss.
Contact your students by name. Remember to show small signs of attention: smile, greet them at the door, ask questions thatwill show that you remember what the student mentioned - these small gestures are very helpful in the development ofrelationships.
3. Organizing a Classroom Learning Environment
In the office, everything should be in place.
Designate classroom spaces for students to access so they know where they can take additional books, draft classes, sparepencils, or where they should leave notebooks for review.
Let's give instructions effectively, making them clear and concise. Do not repeat the instructions over and over, but provide thedisciples with written or visual instructions. Give students the opportunity to confirm that they have understood these instructions: ask them to raise their thumbs up or down to quickly assess the situation before moving on.
The time spent on individual conversation with the student brings exponentially high results in class management. Set aside 3-5 minutes a day to talk to a student about a specific task or ask "how are you" with a task or book.
4. Monitoring and Documentation
Finally, teachers who effectively manage the classroom constantly observe and document their best findings. This allows themto improve their approaches to organizing the educational process and creating a favorable emotional environment.
Record pupils' behaviour; look for approaches that enable students to control their own behavior.
Include parents and guardians in class management. Inform parents about classroom activities. Email provides direct,documented communication.
Notice and write down combinations of students (who works well together? Individually?)
Reference
M. A., E., & B. S., E. (n.d.). 4 Principles of Classroom Management and Social Emotional Learning. ThoughtCo. https://www.thoughtco.com/principles-of-classroom-management-3862444
https://www.thoughtco.com/principles-of-classroom-management-3862444
https://learn.skyeng.ru/skysmart-teachers-eng