Table of Contents

S. No Title Page No.
1. Description of the Classroom             and the Learners 3
2. Philosophy of Classroom Management 4
3. Classroom Rules 5
4. Three Attention-Getting Strategies 6
5. Five Classroom Procedures 7
6. Classroom Management Plan Description 8
7. Hierarchy of Five Rein forcers 9
8. Conclusion 10

 

 

  1. Description of the Classroom and the Learners
  2. I being a teacher, would like to teach in all girl class
  3. I would prefer to teach to a class of grade 5
  4. Class would be of 20 students
  5. All students are normal with no special needs
  6. Philosophy of Classroom Management

Classroom management is considered to the vital dimension of the profession of teaching. Our personalities as teacher will be dependent on our feelings and the personal believes we carry. To be successful teacher and to make my students understand things easily and to keep myself organized in class I will be having a management plan of the class. Management of the class is referred to the procedures in which teacher imposes and frames the behavior of the student and responsibilities of his/her student in the class (Burnett, 1999). I believe it to be the lifeline of the plan of any instructional system. It is also believed that teaching & learning can only be done if such system is in place in true letter and spirit.

 

 

  1. Classroom Rules

My class of grade 5 will have the following rules (Burnett, 1999):-

  1. Listen to the one who is teaching. May he or she be teacher or clique or any other adult in the class?
  2. You need to raise your hands if you want to say something. Wait for the right time to speak. Don’t speak if you are not asked to do so while lecture is in process.
  3. Respect as you would yourself to be respected by other. Respect you peers, teachers, other’s property and the property of the school and class as it is there to benefit you.
  4. Always keep all the right stationery required for the lecture.
  5. Always be truthful. A gentleman does not cheat steel and tell a lie.
  6. Learn to say thank you
  7. Show politeness
  8. Work harder
  9. Smile
  10. Obey rules.

 

 

  1. Three Attention-Getting Strategies

Students of grade 5 are grown up and it is always tricky to keep their attention in the class and on the lecture. Keep thing in lime light you need to try different strategies (Fuller, 2014). Here are three basic strategies I will try to keep them attentive:-

  1. I’ll call it the Exercise before I start up with the class I can ask my students to do some exercise. I may join in that exercise which will encourage them to do that exercise. It will freshen up their mind and will help to increase their heart beat rate which will ultimately help them to be more active in class. This can not only be the physical exercise, it may also include some mental exercise like some puzzle or scribble. It will help them to exercise their minds to get ready for the things coming up in the lecture (Fuller, 2014). Scientists believe that a physical exercise help good circulation of the blood throughout the body which ultimately help in good and proper functioning of the mind, helps improvement in mood and help better learning in class. This exercise will help them to freshen up their moods and get the requisite energy for the day. This practice can be done in different breaks along the day and a better and improved behavior can be noticed.
  2. Telling them a story telling them a story will bring a new thing everyday day. It will help to gain their attention easily. I will also use a good story which will use to form a base of that day lecture. It is magical. Nothing can help more than this strategy. For example I will tell them about my experience of roller coaster. I will take 10 min or may be 5 mins and the time I will talk about potential energy or kinetic energy or conversions of these two every student will be understanding and will be carrying along (Fuller, 2014). This strategy will help them to draw imagination in their minds and will be easier to make them understand things. Story telling will also help them to correlate their own experiences with what we are learning. It will make them understand more clearly and build their imaginations. Stories not only keep students attractive and attentive but also help to manage class easily. It is magical tool of classroom management.
  3. Make them curious Students and children are born curious. Curiosity is human instinct. This can be used as tool to manage attention and seek the lime light of the students. The initial step in promise. It is like you ask the students to remain with you or attentive and in response you will do something for them. Like you will narrate them a good story or you will show them something really amazing (Gage, 1973).

 

  1. Five Classroom Procedures
  2. Procedure -1 Start of the Day: – I would expect from my students to start their day in the class with a fresh mood and fresh mind. I will tell them to start a new day with now frame of mind and that is to turn this day into a useful day which is full of learning. New motivation. New prayers and new resolutions. They can have a light physical exercise to broad open their minds (Gage, 1973). They will be told to wish each other and teacher when they see them first in the morning.
  3. Procedure -2 Home work: – Home work that will be given to my student will be very symmetrical. Well planned and well explained to the students. It will be given on predestinated days which will help them t plan their holidays and other family commitments accordingly where as their home tasks will also not be disturbed. I will help them to keep all notes in one place and when they get back to the home I will ask them to go through the notes and then attach those to their subject notebooks.
  4. Procedure -3 leaving some thing for them: – In the end of the day I will leave an open and blank page for them in minds to fill up by giving different brain storming exercises. For example I will ask them to write a page of all what they have learned on that specific day. I will test them by giving topics for different easy so that they can exercise their minds to produce creative writing.
  5. Procedure -4 Group work:- I will make certain groups in the class and will assign some work to all those groups like making them search some curriculum related topic in the library and gathering all avail material in a shape of an article or some other way of illustration. It will inculcate sense of unity, brotherhood and team work.

 

  1. Procedure -5 Rewards: – I will reward them in certain manners like making class applause for the team or group making good effort in the task assigned. It will help developing sense of competition among all the groups.

 

  1. Classroom Management Plan Description

The only rule which I, as a teacher, think is required in any classroom is the students and teachers and to be more specific, teachers should need a classroom where learning is more pronounced than any other activity. If we start believing in this golden rule we don’t need another rule. Respect element is important in the class. Instead of calling names we should believe in safe environment and respectful environment (Gage, 1973). As calling name seems little disrespectful. If I ensure a respectful environment in the classroom more of learning will be done in class. An activity that doesn’t affect the learning phase and process may be allowed in the class. Drinking and eating or May it be chewing gums, if it doesn’t affect the learning process it may be allowed in the class. Responsibility is another factor believed to be developed in children. They must be made responsible for the trash and wrappers of all the edibles in the class as it will develop sense of responsibility. Thing may get out of control, so I’ll tell them that this facility of eating and drinking in the class may be taken away if they continue to mess things up in the class. I will never mind letting my students have any additional clothing like wearing caps or hats. Ill encourage them to be very well dressed.

Another thing I will be trying is making a set of rules for the class if the behavior of the class is consistently bad. I will encourage my students to come up with new ideas and making rules of their own to obey and develop sense of responsibility. If students make that set of rules than they will be happier to face any consequences defined in that set of rules or to be more precise constitution of the class. That well-crafted and well-articulated constitution may be posted somewhere at a prominent place in the class. Parents may also be incorporated bee getting that constitution signed by the parents so that parents and the guardians must remain in picture of all what is happing in the class.

When we talk of a safe class with safer environment then a healthy relationship between students and teacher should exist. Its need arises more in the classes where all the students have diverse family background. I believe in equality and would try my best to inculcate this feeling in my students that they are being treated on just grounds. They should not feel at any stage that they are being or were treated in unjust manner. As a fish cant ne judged on its ability to climb a tree or a cat can’t be judged on a scale of survivability in sea in the same manner students of different academic abilities can’t be judged on the same manner. I don’t want a communication between myself and my students. I being teacher should be in complete picture of what is running in their minds. I want a space where “teachers accept them [students] as individuals with unique and cultural difference; to respect, relate and like them; to listen and communicate openly; and the understand and honor their family, culture, language, and race.” (Sheets and Gay, 1996) A teacher should also have good communication skills along with being a teacher and class management abilities.

 

  1. Hierarchy of Reinforces

Reinforcement is psychological tool used by people to keep the things going in order since start of times. Reinforcement are in place in order to increase the expectations of an expected response from students. Reinforces are divided into further two types i.e. positive reinforces and negative reinforces. It is important to highlight here that many teachers do not find any difference in between both of these. When it is about teaching room full of children it is always suggested to use combination of both (Tip & Sweeney, 1997).

  1. Positive Reinforcement

Positive reinforcement is extremely strong and effective way to improve behavioral disorders in class. Its course of action is that you praise good work done by the students and when a desired behavior is shown in the class (Tip & Sweeney, 1997). It encourages students to repeat the same in future. In coming line I will talk of some reinforces I will use in the class.

  1. Students will be praised in specific then being general. Like saying Ali you done a great job instead of saying the same to the class in general.
  2. Students should be praised at specific time instead of praising them all the time. I will praise them only when they have done a specific task on specific time or completed their task.
  3. Rewards will be given to my students by me at random times instead of specified times and occasions.
  4. I will also reinforce my students negatively like if the student has not done the home work I will give him/her the negative grades so that this act of not doing the home works turns out to be the undesired act by the students.
  5. I will also notice the behavior of the student and will verbally be reinforcing them on the same time to develop urge in them to do same thing again.
  6. Conclusion

It has been stated before as well that the belief of management of the class is to create a space where a learning can take place. An environment where students feel secure, safe and more learned. Whereas most important portion in class management is the issues of student behavior but to motivate them to succeed on the ladder of excellence.

 

 

REFRENCES

  1. Burnett, J. (1999). Classroom-management-classroom survival: One teacher’s story of constructing practice in a computer-equipped foreign language classroom.Foreign Language Annals32(3), 279–294.
  2. Fuller, L. (2014). Technology tools for classroom management.IRA E-essentials
  3. Gage, N. L. (1973). Behavioral management in the classroom.PsycCRITIQUES18(5)
  4. Tip, F., & Sweeney, P. F. (1997). Class hierarchy specialization.ACM SIGPLAN Notices32(10), 271–285.

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