Case Study On Classroom Norms

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Ms. Jung’s class case study seeks to pay attention to the establishment of classroom expectations and norms. The introductory bits offer a synopsis of the expectations and norms and their subsequent communication as made in the classroom. Conceptually, the creation of this norms and expectations are long-term and complex. The success in the doing is hugely based on the experience with the goal of the study seeking to help get an understanding of how to prevent behavior-related problems through collaborative classroom frameworks that are key to having an effective classroom.
Ideally, an effective classroom is that which can operate well with minimal confusion and maximize student concentration and learning (Evertson & Emmer,1982). This form
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According to Goodnough (1971), norms can be defined as accustomed ways of believing, perceiving, evaluation and action within an environment. In essence, norms are those familiar ways we have of relating to each other in a precise situation.
In her case study, Ms. Jung got a list of 18 students that were to be part of her Monday class. Of the given number, 12 of the current student will remain with six additional new members. Before closing duty, she briefly speaks with some grade teachers where she shares instructional data about her new students,
In the course of the weekend, she considers the steps taken to help the class and students to realize their academic goals optimally. Initially, she establishes classroom norms and subsequent application to the new crop of students and the way she can give her expectations to the students. One major concern, in this case, is the amount of student mobility that may be deemed necessary during the day, she develops an outlined schedule and instructions needed to go out of the
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Jung like many other teachers can define the parameters of aggregable behavior that is an essential aspect as part of the class discipline. According to Morzano (2013), virtually across all grade levels, an average number of disruptions in situations where rules are defined and communicated early is 25% less than in cases where such rules do not exist. The new set of students are likely to find existing rules that require their adherence and with minimal consideration given to their input
Implementing classroom rules and procedures
World over in the realm of the academic institutions, implementations of rules and procedure produces a conducive learning environment. People know what is expected of them and with such procedures in place, the focus is paid on learning. In the case of Ms. Jung, the schedule is already in place that should be adhered to. The presence of the schedules positions the students as to what is expected of them every time they are in the school, once this is imbedded in their minds, they will be able to their
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