Developing An Artifact Analysis

The first misconception of classroom management is that it is “synonymous with discipline” (Garrett 45). Garrett dispels the belief of discipline being the primary focus of classroom management. Referencing the work of education professors and researchers, Carol Weinstein and Carolyn Evertson, she explains that the organization of classrooms should help “avoid most behavior problems” (Garrett 46). The second misconception Garrett addresses is that a “quiet classroom” should be the result of classroom management. She points out that learning is an active process requiring the noise generated by “talking, sharing, discovering, experimenting, and questioning” (Garrett 46). The third classroom management misconception is the belief held by teachers that effective management entails of rewards and punishments. Garrett notes that effective classroom management often needs little use of behavioral incentives such as “sticker charts, marble jars, token economies, classroom stores, prize bins” (Garrett 46).

The most interesting organizational cultural artifact I have experienced is the communication in the workplace artifact because it covers the do’s and don’ts as far as what is acceptable or not. The communication artifact increases discussion and allows employees to bring fresh ideas. This artifact gives people a good understanding of the norms in the organization workplace. Another artifact I find really interesting is the mission of an organization. This artifact influences the behavior of employees. It also reflects who an organization wants to be as opposed to who they are. The mission of my organization is to “impact the lives of young people by providing educational programs that build character, instill life-enhancing values and promote

To create my Artifact, I utilized PowerPoint as it is straightforward to create, manipulate and mold images and text together. The features allowed me to accurately position different items. This worked when dragging pictures and words around. While moving text and images, it indicated when I properly aligned my features. This allowed for proper spacing and the Artifact to be aesthetically pleasing. It also featured word art, which I used often. Lastly, I used Burner Bonanza to removed backgrounds. This worked when I uploaded a picture file and defined a background. Then, a transparent background PNG picture was output.

Plans for managing diverse behaviours in the classroom refers to a variety of ways for dealing with discipline in a diverse classroom. Therefore, in the efforts to establish a plan for managing diverse behaviour in the classroom, a teacher must acquire effective skills and instruction for dealing with misbehaviours. The teacher should incorporate techniques that entails the establishing and enforcing rules that are clear and understandable, providing supportive feedbacks to students and using corrective strategies to prevent and control misbehaviour (Wolfgang, C., 2009).

The computing innovation represented by my computational artifact is the Amazon Echo. The Amazon Echo’s intended purpose and function is to help with household activities and do other tasks by responding to “Alexa”. My computational artifact accurately displays the Amazon Echo’s function because it provides an explanation of how it works. I also compared it to a known rival, google home, which illustrated its abilities while adding details to its function. My artifact accurately displays the echo’s effect because it shows the large amount of consumers for the product over the past two years which depicts its impactful effect on society.

Students need to be put into a controlled area, and sometimes they will need to be consequences for their actions, however they will learn from this. I will have a classroom that is overall controlled, however the students will be taught to self-discipline as the year progresses. Rules will be made very clearly and held to a high standard in the beginning of the year. This will set my standard for the students. Doing such will teach the students that if they do something wrong, they will be given a consequence for their action.

Behavioural management was defined by theorist BF Skinner as; ‘the practice of providing consequences for both positive and negative behaviour.’ Effective teachers tend to believe that all students at some time will misbehave, it is natural for children. The result is they have a more extensive range of skills to control this behaviour. Low Key Responses are techniques and strategies designed to prevent the occurrence of discipline problems in the first place. The techniques are used for class control and all intended to create and maintain a classroom atmosphere conductive to learning. By keeping students busily and happily engaged, behaviour problems are reduced to a minimum.

            The theoretical perspectives of Linda Albert, Lee and Marlene Canter, and Rudolph Dreikurs clarify my perspective on classroom management. These theorist's theories can be classified as teacher-centered, and they focus on how to deal with students' misbehavior. I think it is extremely important to know how to manage a student's misbehavior, so that we can have a pleasing learning environment.

Classroom discipline is defined as the teachers’ efforts to establish and maintain the following: (1) Teachers are allowed to teach in a professional manner without disruptions, (2) Students should be allowed to learn, (3) Students are to learn how to cooperated, get along with each other, and to work together, and (4) both teachers and students experience satisfaction and pleasure in their school experiences. The above definition can be found on page 33 of Building Classroom Discipline. I feel that classroom discipline is very important in school as it creates a hierarchical pattern in knowing what is expected with the teachers and students. It allows students to have a sense of belonging, and offers the expectations form their teachers which allows learning to occur. I as a future educator feel I have obtained ideas from the many experts we have read about in our textbooks.

At the beginning of the school year, the teacher must ensure that he/she has classroom rules and procedures that are expected. Students are aware of the rules of the classroom and the teacher. When the teacher catches a student using appropriate behavior it is very important to praise them; focus more on the positive rather than dwelling on the negative actions. A teacher can place their hand on the student’s desk bringing them back the task.

Classroom management is necessary to maintain the positive behaviours and attitudes. A well managed classroom can provide an amazing learning experience for all the involved students as their behaviour can always affect this process. Classroom discipline plays a large part in today 's educational system. Many teachers feel powerless when dealing with discipline problems in their classrooms. Canter (1997) discussed, in the past, only a look from a teacher to the students was enough to manage and control the classroom. Then, because of the social and political eruptions of the late '60s and early '70s, the respect to any authority was dramatically declined. Therefore, it is important to find a behaviour management approach that is suitable to the students of this generation.

As centuries have progressed, there have been many different opinions regarding classroom discipline and how to achieve the optimal learning environment. Teachers have individually found their comfort zones regarding the form of discipline that they enforce in their classroom. The most controversial form of disciplinary action throughout history is corporal punishment, such as paddling or hitting hands. Other forms of discipline typically used have been “writing off”, public shaming, and suspension. It is now believed that Student Oriented Discipline is most beneficial for the student, the teacher, and other classmates.

The first step to a successful classroom is establishing expectations for the students behavior. In Ginott’s congruent communication, teachers should demonstrate “harmonious communication” with the students (Dance-Schissel). This means that teacher should clearly expresses brief expectations of classroom behavior. In Curwin and Mendler’s philosophy, both the teacher and the student should develop the rules for both the students and teacher to adhere to. By doing this, students develop ownership for the rules and an accountability amongst themselves. Therefore, by blending the two methodologies, teachers produce a

First, Elearn Portal,(2016) post the Kounin Mode theory of Jacob Kounin. He is recognized for two studies concerning classroom management in the 1970’s. These readings emphasized how teachers could manage students, lessons and classrooms to reduce the incidence of bad behaviour. This theorist acknowledged definite teaching techniques that help, and hinder, classroom discipline. Bestowing to Kounin, the method used, not the teacher’s personality, is the most crucial aspect in classroom management of student behaviour. The title of his book is Discipline and Group Management in Classrooms which centres on preventive discipline. He says that, good classroom management depends on operative lesson management. He also acknowledged a group of proactive teacher behaviours that famed effective classroom managers from ineffective ones. These are; ripple effect, wittiness, overlapping, effective transitions, momentum, smoothness and class management. (Higgins, 2014)

Linda Albert has developed a classroom management philosophy called Cooperative Discipline to help teachers differentiate their response to student misbehavior, depending on the source of the problem. In her book, Albert outlines four causes of misbehavior: attention seeking, power seeking, revenge seeking, and avoidance of failure (Teachingasleadership). The student of my subject was undergoing revenge-seeking discipline issue, that had triggered due to issues at home and family. When addressing this misbehavior and tantrums the step I initiated