Factors Affecting Concentration Span in Ecde Centres

Physically as the child isn’t playing at playtime they might not be as physically active as they previously were.

A sense of order within the class can be managed by presenting lessons effectively and establishing positive relationships with pupils- based on mutual respect and rapport. I will, as a tutor, have to develop skills in managing behaviour and use a variety of tactics in order to develop an understanding of students individually and as a group. Hopefully, I will be able to combine that with the correct approach to planning, my approach, the resources to use in order to deal with barriers learners may have adopted towards learning and to maintain a good level of motivation.

Now I see that a lot of children spend their time at home or at after school activities that don’t involve a lot of movement. According to Child

It is important for a teacher to challenge disruptive behaviour immediately and consistently. I feel by trying to make lessons enjoyable and providing work that helps students to achieve minimizes disruptive behaviour. The use of good communication by the teacher can also be a useful tool. This includes the use of the voice, phrasing, eye contact and body language. For example, using an assertive tone when making a request or physically positioning yourself near disruptive students.

Managing your classroom determines how effective you are as a teacher. In this training, it talks about many different ways you can create structure in the classroom. One of the ways was setting rules. Another was to set individual and whole group goals in classroom and commit to completing each goal. It is very important to have complete control over your classroom it promotes maturity, safety, trust and easy flow.

In Kohn’s book, Beyond Discipline: From Compliance to Community, the first chapter focuses on the different classroom management theories regarding students in the classroom. The chapter discusses how many of these theories are incorrect, and how educators need to look at them under a fine tooth come before implementing them in their own classrooms. Kohn finishes the chapter by discussing what teachers should think about regarding their students when implementing classroom management procedures.

Not having access to activities or sports can lead to being restless. “Their brains, researchers say, have to work harder to perform the same task, a difficulty that might make it tougher for them to focus on teacher instruction or class assignment” (Novotney, Amy). An overworking brain needs to balance itself with other engaging activities, and if there is no balance for them, it leads to hyperactivity. A child who is working in an academic class all day that seems very difficult needs some time to step away from the task to release some energy through sports or something non-academic. In addition, depending on the neighborhood a child is brought into, location can also be a factor in limiting physical activity; for example, “violence can cause children to stay in their homes simply because it is too dangerous which also limits physical activities” (Han, Wen-Jui). Not only does not having the means to pay for activities help loneliness and hyperactivity, but having family members there to help a young person through difficult times can also improve the

The aspects of withitness, momentum and smoothness, group alerting, overlapping, and challenge arousal are all important when trying to reduce classroom misbehavior. The teacher’s ability to know what’s going on in all parts of the classroom at all times is essential and makes the students pay attention because they never know if the teacher is watching them. The factor of momentum and smoothness is also important because the teacher needs to get lessons started promptly, smoothly, and provide transitions. Other factors such as keeping students alert, actively involve in their learning, and holding students responsible for their learning helps classroom management.

Hyperactive - Children always seem to be moving. A child who is hyperactive may move around touching or playing with everything, or talk constantly. During story time or class time, the child might squirm around, fidget, or get up and move around the room. Some children wiggle their feet or tap their fingers. A child or teen who is hyperactive may feel restless and need to stay busy all the time.

Classroom management is a popular topic in education. Teachers are always looking for ways to improve their classroom environment, or new ways to deal with problem behaviors. For every person who has ever worked with children, there is an idea, a theory, as to how to best meet children’s needs. Early theorists provide the basis for many current behavior management ideas, and often include a combination of ideas. Theorists such as Abraham Maslow, Rudolf Dreikurs, William Glasser, and Stanley Coppersmith offer insight into the behavior and motivations of children that help teachers design strategies to prevent disruption and provide a positive learning environment for all students.

Teachers are not only expected to teach their students, but also provide an environment where everyone feels safe and can learn. Classroom management is a very important part of teaching. Students cannot learn in an unsafe, disruptive environment. This paper will discuss the strategy of SHAPING, how it is used to modify a student’s behavior, and give an example of how to modify a student’s behavior. This paper will also discuss my personal beliefs about classroom management, share rules and expectations for the classroom, rewards for individuals and the class, designing the classroom where the teacher is visible and there are no distractions, and discuss some classroom procedures and how they contribute to classroom management

I want to effectively manage a classroom while having a discipline plan in place. I will have a well-balanced classroom environment that nurtures learning. The purpose of classroom management is to hold students accountable for misbehavior without having to raise your voice, discipline, or lecture them. In my classroom, I want to encourage a positive attitude from each child. A classroom where the students feel respected and appreciated. It is important for me to make personal connections with my students. They need to know they are important to me. I will provide positive feedback and let students know that they are doing a good job. Students who are not motivated will not learn effectively. I wish to promote confidence and encouraging attitudes in a nurturing and exciting learning environment, I want the children to know I’m here for them. Creating a diverse, warm and cozy learning environment will help contribute to the children’s active engagement in the classroom. The teacher takes on a bigger role in engaging the children in the classroom environment by encouraging the children to learn by making learning appear fun and enjoyable. A good teacher knows how to capture the child’s full attention. The teacher should show enthusiasm for the student’s interests and help promote them to explore and

There are three teachers in the classroom, one does reading/lesson circle with a small group of students, another does arts and crafts, and one of them circulates throughout the room helping students with their work-plans. The teacher that circulates around the room all the time appears to be the head teacher and when a conflict arises she is the one to mediate it. The way that the teachers speak with the children is as if they are equals, they aren’t talked down to and the students give the teachers complete respect.

Classroom management and classroom discipline share a correlation with one another yet; they are uniquely different issues and should remain a separate focus of the teacher. (Cantor, 2006) Behavior and misbehavior also share a connection but represent different degrees of infraction. (Charles, 2008) This essay focuses on the differences and similarities of these topics and their relation to the classroom.

McBer (2000) states that 90% of classroom interactions are led and controlled by the teacher and that this does not allow children to express themselves fully. This is supported by Alberto and Troutman (2006) who claim that if classroom interactions are always hierarchical then very often the children do not feel confident enough to express their ideas and give their opinions, which can stint their development within a lesson. It is essential that within my lessons, I do not just lead the interactions. The children must be given some control and responsibility within the conversations to ensure that they are given the opportunity to show me their knowledge and develop their ideas further. I also want to ensure that I promote and allow time for whole class and group discussion where