Describe the section
Things have gone smoothly for several weeks now since the first events happened. The students were on track and meeting the learning requirements. Then I completed a transition from the students familiar routines and procedures to different style. I thought that this change would help grasp students attention more, instead of running the lessons in the same format. However I began to lose control over some of my students. I was flabbergasted by some of the behavioural problems that appeared, often in students that had never been problematic before. I could see that I was losing them, so I tightened up discipline and started giving out detentions.
The main point I have learnt from this
Although my tighter discipline quieted the class down, it was not an effective solution because (1.) I was spending more class time giving out warning cards and (2.) they really werent concentrating on the tasks in hand. I think that the main reason this happen was that I had failed to given them the routines and procedures, they required under the new working methods.
What were the main strengths demonstrate in this and explain why these were strengths
I re-implemented the procedures and routines back, immediately got my students (for the most part) back on track.
I realise without a solid classroom management, I may just as well be running a study hall or something else.
I have learned humility. I know I am a person who generally feels confident and take a pride in being a language teacher. However, this experience taught me that I did not know everything.
How I could develop my practical skills as a result of this?
I know I am not the best classroom manager, nor am I the absolute best at Total Proficiency through Reading and Storytelling. (TPRS). I do, however, have very good tools and experience to guide my mastery of these subjects. I am also optimistic and eager to continue teaching as a profession.
Fredrick Jones (2000)
He developed the positive discipline model. The theory encourages teachers to use a non-adversarial method in helping students develop self-control. Teachers can assist students to develop self-control through the use of appropriate body language, assisting pupils and utilizing an incentive system. Self-control is important for students because it helps them prepare for the future.
Albert Bandura (1997)
Albert used the ideas of personality theory to develop the social learning theory. The social learning theory assumes that people use modelling, observation and imitation to learn from other people. The theory encompasses motivation, memory and attention because it borrows from cognitive learning and behaviorist theories.
William Glasser (1997)
He developed the reality and choice theories. These theories posit that teachers should inform students of their responsibilities so that they can make personal decisions on how they will learn and behave in class. According to William Glasser, it is important that students choose their curriculum and classroom rules. Such an approach ensures that students own their learning thus develop self-confidence and take pride in their classroom participation.
Edward Ford (1994)
Edward developed the Responsible Thinking Process aimed at teaching educators how they can assist students to become responsible and respect other students. The process is non-manipulative and free of punishment. Rather, it promotes mutual respect among students by teaching them how they can engage in classroom activities without breaking classroom rules. The system allows students develop a sense of accountability for their actions and ensures that students achieve their goals without hindering the success of other students.
Jean Piaget (1983)
Jean Piaget developed the Constructivist Learning Theory to focus on the cognitive development of children. The Constructivist Learning Theory posits that children undergo various stages of cognitive development that facilitate their individual growth and development.
Lee and Marlene Canter (1976)
They are responsible for the development of the Assertive Discipline theory. The theory posits that educators must clearly state and enforce classroom rules and behavior. It is important that teachers avoid threatening students. Rather, teachers should promise consequences for every improper behavior. Teachers can achieve compliance by maintaining eye contact and using a firm voice. Therefore, the teacher is responsible for the students behavior.
Gordon Thomas (1974)
He developed the Teacher Effectiveness Training (TET) because he believes that the quality of teacher-student relationship makes the difference between effective teaching and ineffective teaching. TET equips teachers with the necessary communication and conflict resolution skills that they can use to improve their relationships with their students.
Jacob Kounins (1970)
He developed the theory that a teacher should use a groups learning style rather than adopting a style based on an individual, teaching methods and the organization of lessons. The approach aims at stimulating student learning and motivating students to learn. Kounins believes that effective classroom management involves good planning and management with the aim of preventing problems.
Applied Behavior Analysis (1968)
Based on the principles of learning theory, applied behavior analysis applies interventions to improve important social behavior to a degree. However, it is important that teachers demonstrate that the interventions used are indeed responsible for the improvements.
Rudolf Dreikurs (1972)
He developed the theory that mutual respect results in discipline. Discipline motivates students to engage in a constructive behaviour because humans have a high social interest to be part of a group of people. Dreikurs believes that students start misbehaving the moment they lose their sense of belonging.
Alfie Kohn (1957)
Kohn believes that the primary goal of learning critical thinking and the secondary goal is developing a desire to be more educated. He advises that teachers should refrain from the rewarding students from their performance because rewards destroy intrinsic motivation to learn. Instead, teachers should assist students to tap into their inner selves so that they can think deeper.
B F Skinner (1954)
Skinner believed that modifying the environment is the surest way to modify behaviour. He was against teachers using punishment to modify student behaviour. Rather, he encouraged the use of reinforcement such as rewards.
John Dewey (1916)
Dewey believed that the experience of social learning was responsible for learning and behaviour. He believed that teachers should manage instructions using a natural approach to guidance and behaviour. He also believed that the teacher should manage student behaviour using a sequence approach.