Classroom management: Difference between revisions
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A well-established, consistent classroom procedure indicates a classroom culture where students are fully aware of what’s expected of them and how to do certain things on their own at different phases of a lesson. According to | A well-established, consistent classroom procedure indicates a classroom culture where students are fully aware of what’s expected of them and how to do certain things on their own at different phases of a lesson. According to V[https://drive.google.com/drive/u/1/folders/16IR96HOLt680Hb0QVQOxXVFgMNywjHs2 inschool’s Classroom Observation Rubrics], the highest evaluation will be granted to teachers, in whose class “students take ownership in the application and enforcement of classroom rules and procedures such as time management, management of learning activities and materials, etc. Together, they contribute to a well-disciplined, creative and effective period without teacher's guidance or prompting.” | ||
Major principles for the establishment and reinforcement of classroom routines and procedures are: | Major principles for the establishment and reinforcement of classroom routines and procedures are: | ||
* Routines, a set of classroom rules, and expectations for student success need to be established at the start of the school year. | *Routines, a set of classroom rules, and expectations for student success need to be established at the start of the school year. | ||
* Classroom rules and expectations needed to be reviewed on a regular basis throughout the year, especially after long breaks from school. | *Classroom rules and expectations needed to be reviewed on a regular basis throughout the year, especially after long breaks from school. | ||
* Students should be involved in the development of classroom rules and routines so that they will take ownership of and responsibility for their own behavior management. | *Students should be involved in the development of classroom rules and routines so that they will take ownership of and responsibility for their own behavior management. | ||
Recommended steps to establish classroom routines are: | Recommended steps to establish classroom routines are: | ||
* Ask the class to discuss and help choose approximately five classroom rules. Ask for input and provide examples (i.e., vignettes, role-play scenarios). | *Ask the class to discuss and help choose approximately five classroom rules. Ask for input and provide examples (i.e., vignettes, role-play scenarios). | ||
* Provide clear consequences for rule violations (i.e., redirection, time out, phone call home). Be firm and consistent with the identified consequences. | *Provide clear consequences for rule violations (i.e., redirection, time out, phone call home). Be firm and consistent with the identified consequences. | ||
* Post the list of classroom rules so they are clearly visible from all student areas and seats. | *Post the list of classroom rules so they are clearly visible from all student areas and seats. | ||
* Establish routines for different parts of the school day (beginning of the period, end of the period, when using materials, participation, etc.). | *Establish routines for different parts of the school day (beginning of the period, end of the period, when using materials, participation, etc.). | ||
* Address students individually when a rule is violated. Explain the consequences and provide clear choices to complete an assignment or meet behavioral expectations.<br /> | *Address students individually when a rule is violated. Explain the consequences and provide clear choices to complete an assignment or meet behavioral expectations.<br /> | ||
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<div class="wikipedia-ko manual main-box" style="width: 100%; margin-top: 10px; flex: 1;"> | <div class="wikipedia-ko manual main-box" style="width: 100%; margin-top: 10px; flex: 1;"> | ||
<div class="wikipedia-ko participation-header" style="width: 100%; font-size: 1.3em; overflow: auto;"> | <div class="wikipedia-ko participation-header" style="width: 100%; font-size: 1.3em; overflow: auto;"> | ||
<span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">''' | <span class="heading" style="display: inline-block; height: 2rem; line-height: 2rem; padding-left: .5rem; padding-right: 1rem; margin: .6rem 0; border-radius: 0 1rem 1rem 0; background-color: #b46292; color:#FFFFFF; font-size: 14px;">'''Building rapport'''</span></div> | ||
Rapport is a term used to indicate interpersonal relationships between teachers and students or students and students. Rapport compasses a mutual, trusting and prosocial bond (Catt, Miller, & Schallenkamp, 2007). Good rapport exists in '''“'''a class where there is a positive, enjoyable and respectful relationship between teacher and learners and between learners themselves” (Harmer, 2007). | |||
An outstanding manifestation of rapport establishing and maintaining, as defined in [https://drive.google.com/drive/u/1/folders/16IR96HOLt680Hb0QVQOxXVFgMNywjHs2 Vinschool’s Classroom Observation Rubrics], is observed when “the classroom atmosphere is consistently friendly and respectful, reflecting genuine warmth, caring and sensitivity to students' health, interests, perspectives, etc. as individuals. Creativity and a variety of approaches are used effectively to promote collaboration, interaction, and positive relationships. The good rapport creates an atmosphere in which individuals and the whole class take intellectual risks in exploring knowledge.” | |||
If you want to explore useful tips to build good rapport with your students, read the following resources for brilliant ideas. | |||
* [https://teaching.pitt.edu/wp-content/uploads/2019/09/NFO-2019-Building-Rapport-with-Your-Students.pdf Building rapport with your students] | |||
* [https://www.edutopia.org/article/6-ways-build-rapport-students 6 Ways to Build a Rapport With Students] | |||
* [https://www.socialpsychology.org/rapport.htm Creating rapport in a classroom] | |||
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References: | References: | ||
Shalaway, L. & Beech, L. (1999). Learning to Teach...not just for beginners (revised, updated edition). Scholastic Teaching Resources. | Shalaway, L. & Beech, L. (1999). ''Learning to Teach...not just for beginners'' (revised, updated edition). Scholastic Teaching Resources. | ||
https://www.education.uw.edu/ibestt/wp-content/uploads/2018/02/Establishing-Classroom-Rules-and-Proceedures.pdf | https://www.education.uw.edu/ibestt/wp-content/uploads/2018/02/Establishing-Classroom-Rules-and-Proceedures.pdf | ||
<br /> | |||
Catt, S., Miller, D. and Schallenkamp, K. (2007). "You are the key: Communicate for learning effectiveness". ''Education'', 127: 369-377. | |||
Harmer, J. (2007). ''The Practice of English Language Teaching''. Pearson Longman.<br /> |
Revision as of 12:32, 14 September 2022
Classroom management has proven indispensable, impacting greatly on the teaching and learning efficiency. Four important areas of classroom management, as also presented in the Vinschool’s Classroom Observation Rubrics, are:
- Learning environment
- Classroom procedures
- Building rapport
- Student behavior management
Creating a positive learning environment
Learning a language requires social risk taking as we ask learners to work on activities that challenge them and to communicate with others in English while their interlanguage is still transforming. We need to create classroom environments that are conducive to learning. It should be an environment which is viewed by students as comfortable, supportive, engaged, motivated, safe and secure.
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Establishing classroom routines and procedures
"Routines are the backbone of daily classroom life. They facilitate teaching and learning…. Routines don’t just make your life easier, they save valuable classroom time. And what’s most important, efficient routines make it easier for students to learn and achieve more." (Learning to Teach…not just for beginners by Linda Shalaway)
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Building rapport
An outstanding manifestation of rapport establishing and maintaining, as defined in Vinschool’s Classroom Observation Rubrics, is observed when “the classroom atmosphere is consistently friendly and respectful, reflecting genuine warmth, caring and sensitivity to students' health, interests, perspectives, etc. as individuals. Creativity and a variety of approaches are used effectively to promote collaboration, interaction, and positive relationships. The good rapport creates an atmosphere in which individuals and the whole class take intellectual risks in exploring knowledge.” If you want to explore useful tips to build good rapport with your students, read the following resources for brilliant ideas.
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What is differentiation?
Differentiation is usually presented as a teaching approach where teachers think of learners as individuals and learning as a personalised process. According to Alyce Hunter in Differentiated Instruction in the English Classroom “Differentiated instruction is a recognition that students vary in their needs, interests, abilities, and prior knowledge. It's a springboard from which students work toward the same ends, but they use different content, processes, and products to get there. It's all about successfully teaching each student. And it can be done in the regular English classroom.”
Differentiation is predominantly supported in the following ways:
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Role of the learner
Understanding individual learners is vital for successful differentiation. In order to be effective, figuring out what the individual already knows or can do is a vital step in the process.
Getting to know learners is, however, more than just finding out what they know. It is also about a broader understanding of learner difference. Learners and their learning can be different for a number of reasons: they may have different levels of interest in the topic; they may have differences in their levels of motivation, their ability to remember information, their confidence, the accuracy of their handwriting, their levels of vocabulary acquisition.
Having knowledge of the individual helps teachers to plan for learning rather than teaching, and ensures that they are always supporting progress. In a differentiated classroom, teachers and learners collaborate in learning and learners have ownership and responsibility. Offering choice can encourage ownership of individual work and learning, creating a learning environment in which learners ‘have no fear’ and apply effort.
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Differentiation at Vinschool
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References:
Shalaway, L. & Beech, L. (1999). Learning to Teach...not just for beginners (revised, updated edition). Scholastic Teaching Resources.
Catt, S., Miller, D. and Schallenkamp, K. (2007). "You are the key: Communicate for learning effectiveness". Education, 127: 369-377.
Harmer, J. (2007). The Practice of English Language Teaching. Pearson Longman.