Classroom relation and management effects the learning process within a classroom setting. The classroom setting can be inside or outside the classroom the same principals still apply. Manager of effective learning is one of the main roles of a teacher. Not only does a teacher, teach but is an organiser to communicate, plan, motive, control, relations and management come under all of these headings. When a student misbehaves and distrupts the class and learning of other students it is important to follow the school discipline policy. For the schools dicipline policy to be effective teachers need to use the same procedure and language while discripling and rewarding students behaviour. If I was asked if students should talk while in one of my classes. I would answer, yes. Depending on the task, that has been set talking is acceptable. However, the talk should be kept to a minimum and only talk if it is related to the task at hand. Talking about the task can be extend the students awarness about the subject. Teachers should evaluate each lesson and take note of how the lesson went. Consider the level of work that was set. Were there any problems arising from the lessons? Your technique is to respond to the interest of students and why they distrupted the class. The interaction with students is one of the main high points of teaching. It is important to not let the few students that might up set you effect your compassion for teaching. Disruptive behvoiur happens to the most experienced teachers. Emotionally distant yourself from the situation and proceed with direct and clear action. Evidence of relfection on each lesson is an important ascpect of a teacher. Adapting sessions to meet students needs and other requirments. Each teacher has there own way of the classroom relations and managment. Handling of different sitautions will make you become a more experienced teacher. There are different theories for classroom relations and management the key is to find what works best for you.
Sue | (144.139.195.151) | Tuesday, 18 June 2002 2:16:07 PM
I agree with Yvette highlighting that CRM is also outside the classroom. Clear expectations need to be set and the teacher needs to be consistent and fair in this environment as well. Both the teacher and the student are working toward a mutual trust and respect that exists both inside and outside the classroom. Using a school wide approach to classroom management will reduce confusion for the students and support for the teachers.
I also agree with us as teachers reflecting on the planning of the lessons and how we reacted to a situation first rather than automatically blaming the student. It may be the content or that we are being inflexible that is causing the behaviour problems. We are more than teachers of content - we are teachers of how to do things, when to do them, why we do them and what benefit this has. More and more we are the moral and social guide for our students and should lead by example
Glenn | (172.16.79.62) | Wednesday, 19 June 2002 10:27:24 AM
I believe that we will probably all be very surprised at what happens in the classroom once we start our prac. I have read the above approaches and the other threads and compared them to my own philosophy and I have to say that it seems that everyone might be right! We all have our own ideas of what it takes to make the classroom work, whether it be keeping it interesting, being creative, getting to know your students, being flexible, etc., etc. and I think that it is great. As we are all individuals, we will all have our individual teaching styles. While I think that my own personal one may be more structured, like Rebecca's, I also think it will be interesting to see my reaction when that first student does not behave the way I want them to and I employ a technique discussed in class and it DOESN'T work. How creative will I be then? Even if I remember to keep my cool, will I appear flustered to the class? What will I say? How will I recover? How professional will I remain? Only time will tell.
Trent | (203.40.30.52) | Monday, 24 June 2002 9:28:04 PM
As Glenn said, we may all be right. We all have our own approaches and this Option has highlighted that. I see the biggest influence on our approaches to CRM being our personalities. What works for one of us I am sure won't work for all of us, or even a few of us. Although there are many similarities in the way that we all approach CRM the implementation will vary. All we have to remember is not to do or say the first thing that comes into our minds.
Adib | (129.78.104.184) | Wednesday, 26 June 2002 5:52:12 PM
I believe in a firm but fair approach, i.e. firm in the sence of applying the school discipline policy as yvette mentioned and fair in the sence of giving the students a chance to defend or explain themselves before passing any judgements. For such an approach to be effective it needs to se carried out consistantly towards all students. Also i agree with Yvette in the sence that CRM effects learning whether situated in or outside the classroom.