Ms. T's Transition Technique In The Classroom

“Count minutes spent on ineffective transitions into the classroom, activities to activities, etc, and reduce it by 50%” (Time & Learning, 2011)

Challenging inappropriate behaviour posed by children nowadays is one of the most daunting issued faced by teachers. Few matters affect teachers more directly and persistently than managing classroom behaviour (Jim Docking, 2000). Being able to manage a classroom I found is one of the most fundamental aspects in being able to teach today. Through this critique I will investigate the different studies relating to behaviour management within a classroom, looking pacifically at several behavioural issues within a classroom and where they stem from, as well as looking into studies based on the praise system and how it is used in schools. I want to look at fundamental theorists and give a brief insight into their studies through my own experience and research I have looked into.

Target behavior: Michael always yells and laughs to other students when coming from the recess. Ms. Epstein always takes time attempting to get him back to his seat before starting the lesson. Ms. Epstein daily spends at least 3 minutes to gain control of Michael and to start the new lesson.

My classroom management approach will be a positive one.  By using positive reinforcement and by creating positive relationships with my students, it will again eliminate many behavior issues before they occur.  While student teaching, I tried a new classroom management technique focusing on positive reinforcement for good behavior with the first graders.  I placed a jar in the front of the classroom, and explained that every time I caught the students being good, I would drop a marble into the jar.  Once the jar was completely full, the students could choose a reward for their good behavior.  Immediately after implementing this new plan, I

Taking what happened in the interactions and decided what category of class management was being utilized out of our possibilities. Also, how Junie B. reacted to each style of teaching whether is was a positive or negative interactions and whether it had a positive or negative reaction correlating with it. After deciding what our topic was going to deal with we decided to pull examples from real life that also illustrated our main ideas, so, the group also pulled examples of classroom management from bulletin boards seen in classrooms at the schools Raymond F Brandes and Creston that included clip system of disciplinary action, expectations of reading comprehension in grade levels, and a smiley to frown face disciplinary system.

His model focuses on the interactions that occur in the environment and how they affect the behavior. His theory also indicates that children learn by engaging in activities that they enjoy while working with other children. For example, if a child (A) were playing with Lego without the knowledge of how to put it together. Another child (B) sat down and knew how to put the Lego together; child A would learn from child B. Uri Bronfenbrenner is another known theorist for the ecological model. He is widely known for the showing that child development circled around the family, school, and environment. For the child to be educated it all depends on the environment surrounding the child. There are many factors in his theory; for example, a child is living in a non-supporting home that causes a trickling affect for the child to be unsuccessful. Bronfenbrenner emphasizes all of the elements must be working toward the same goal, the student. Nicholas Hobbs was best known for re-education of troubled children and youth. This theory leads to the design of Re-Education of Emotionally Disturbed Children program (RE-ED). This included studying Western European countries examining support for children with a disability. One model studied in France showed the role of a care giver in child care setting, titled psychoeducateurs. This was not done in the United States at this time. “The psychoeducateur was essentially a child-care specialist who had been

A classroom is a very dynamic and spontaneous place. Every classroom is comprised of a diverse combination of individuals who all contribute to the unpredictable nature and uniqueness of the class. The reality that no two students are alike and no two classes are ever alike, contributes greatly to the difficulty of establishing a realistic and effective classroom management plan. It is important that teachers realize that a classroom is an unpredictable place and that it is much more reasonable to strive to manage their classroom as opposed to trying to control it. I see my role as a managing teacher as

As soon when the child goes outside the family in this wider world, here is where the child encounters others social institutions, schools and the media and other aspects of society, the influence the development. Thus, the parents and the caregiver gradually guide the child to interact with the new environment. The expert Bronfenbrenner (1979) hypothesize that the child experience as broadening circle of transactions that mutually influence each other and that the motivation of child is to interact with direct environments, such as home, child care center or school. the child’s individual experience of himself and others and define roles, possibilities and obtainable in his culture. Moreover, Bronfenbrenner’s ecological perspective will help

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.

The next level in the system is the mesosystem showing the impact of the interaction of the different structures in the microsystem in the development of the child (Belgrave & Allison 239). The essence of the mesosytem is providing a connection between the microsystem players such as the teacher and the parents, of the church and neighborhood, thus making the impact more profound. Oswalt gives an example of a parent or caregiver taking an active role in a child’s school interactions such as attending matches and parent-teacher conferences thus ensuring overall growth. An involved parent within this example is likely to have a positive impact, while disagreeing parents and caregivers may give conflicting lessons hindering holistic growth. The third stage of Bronfenbrenner model is the exosystem level, which encompasses other people and places that have an impact on the child’s growth despite the child not having a direct interaction with these people or places. The exosytem level contains the larger society such as parent workplaces, community-based resources, which may negatively or positively influence on the child although they do not have a direct interaction with the places. For example, the workplace affects the child’s growth by ensuring providence, meaning that if a parent is laid off the child

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

2) Group Work: When the instructor at front finish perform a series of movement, let students form a small group (three kids

Eamon presents Bronfenbrenner’s process-person-context-time model, to explain the effects that poverty has on the socioemotional development of children (Eamon, 2001). This model is broken up into five sectors, each sector having its own relationship with the individual. An individual’s immediate surroundings are labeled microsystems. Microsystems are typically comprised of home environments, schools, peers, and immediate community. The interactions that occur within a microsystem tend to be between the developing child and a teacher or the developing child and a peer, etc. These interactions help mold the way the child develops. In a home environment; there are various stressors, some discrete and others chronic. Discrete life events can interrupt the usual flow of an individual’s life and require major adjustments

Humans are unique creatures simply due to the fact that every person grows up in a different environment. I know for a fact that the way I grew up is different compared to the way my friends grew up, and it is different compared to how others grew up and will grow up in the past and future. This paper covers the subject of sociocultural context, what it is, how it can impact a child, and how it impacted my own development.

According to the social learning theory, people are shaped more by nurture than nature. In nurture, environmental is vital in during the development or learning. Ben’s upbringing has had a major contribution to his development and how he treats people. When asked what he wanted to be when he grew up, Ben explained that he wanted to be like Mr. Jewel, who has taught him the art of teaching. Because of this specific environment has taught him in his ESL classroom, he wants to pursue teaching to help kids like him, who come to the U.S not being able to speak English. Furthermore, if Ben did not come to the U.S. and was not put into an ESL classroom, how would he have known that he wanted to become a teacher when he got older? Nature has a stronger effect