Classroom and Behavior Management Framework

Classroom and Behavior Management Framework
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Table of Contents TOC \o "1-3" \h \z \u Introduction PAGEREF _Toc72035279 \h 3Part 1: Professionalism and educational theory PAGEREF _Toc72035280 \h 3Student engagement activities PAGEREF _Toc72035281 \h 4Classroom procedures PAGEREF _Toc72035282 \h 5Rules, consequences, and reward system PAGEREF _Toc72035283 \h 6Classroom Arrangement and Cooperative Learning PAGEREF _Toc72035284 \h 6Communication with Families PAGEREF _Toc72035285 \h 7Classroom Management Evaluation PAGEREF _Toc72035286 \h 7Part 2: Classroom and Schoolwide Management System PAGEREF _Toc72035287 \h 8Effective classroom management models PAGEREF _Toc72035288 \h 8Schoolwide/campus-wide behavior management systems PAGEREF _Toc72035289 \h 9Reflection………………………………………………………………………………………..10References……………………………………………………………………………………….13
Classroom and Behavior Management Framework
Introduction
Effective Classroom management is an essential aspect of education. It is how schools and teachers design and uphold suitable/ commendable behavior of learners in classroom surroundings. The determination of executing classroom management plans is to improve prosocial behavior and enhance apprentice academic engagement (Zein, 2018d). Practical tutorial room administration principles are applicable across almost all topic/subject expanses and grade levels (Zein, 2018). While applying a tier-up prototypical whereby institution-wide sustenance is offered at the general level, instructional room behavior management plans have proved to be efficient for about 85% of all learners. Extra intensive programs can be required for some apprentices. Besides, efficient classroom administration establishes and supports an orderly atmosphere in the instruction room. It also enhances evocative academic learning and enables emotional and social development among learners. It equally reduces negative behaviors and enhances the period spent in education.
Part 1: Professionalism and educational theory
Among instructional philosophies accessible, situated education concept best clarifies the most efficient strategy model to change learners from being non-experts to experienced affiliates of a career processing experiences and an obligation to a mutual group of principles. Besides, theorists created situated education concepts after the observation of cases where education had happened magnificently. It tries to close the gap between knowing what to do and how to do it by embedding education in reliable actions, assisting in transforming information from hypothetical and non-concrete to practical and beneficial. Also, for a teacher to be effective, they should hold imperative skills, knowledge, and practices essential in the teaching career. Moreover, there is an emphasis that professionalism requires to be edified overtly applying descriptions or delineating professionalism as an incline of characteristics (Dodillet et al., 2019). The goal is to confirm that each educator comprehends the nature of competence; the topic that learners should grasp must be articulated in an approach that guarantees that it is transparent to everyone.
For instance, professionalism needs an educator to have skills like organizational support. A teacher needs the help of colleagues in the institution to aid in the proper guidance of instructional methods. The active involvement of other teachers and school head is vital in conveying how a teaching model is effective, and the organizational reward structure may ultimately identify the participants. Support should be exhibited by judgments made concerning the allotment of time and fiscal resources for implementation.
Student engagement activities
Teaching professionalism requires an educator to offer student engagement activities that would help improve students through having their total concentration. One of the engagement activities that an educator should apply is involving learners in group work and coordination. Association with small teams provides learners with a comfortable break from lone bookwork. Students shall gain from one another's perceptions and the capacity to express their thoughts on the subject of discussion (Havik & Westergård, 2020). Also, an educator can promote frequent sharing of work. They provide learners with an often chance to share their ideas and illustrate edification before their fellow students propel inspiration in either making them responsible or letting them listen from another personality other than their instructor (Yang et al., 2018). Learners can be involved in a presentation in the form of a set after each group work.
Additionally, engaging students can also involve a teacher emphasizing inquiry and discovery. Occasionally, the best idea of learner engagement is allowing students to seek knowledge alone, either in the library or in fieldwork. An educator can permit them to discover education for themselves and not ever spoon-feeding. Therefore, learners will implement analytical and creating rationalization and follow the course of review or analysis that attracts them.
Classroom procedures
Professionalism also requires an educator to observe classroom procedures since they are essential in imparting knowledge among students. For effective classroom management, and educator is needed to reach the classroom on time; lateness is improper because the instructional time is limited. A teacher can similarly start a class session with intentional greetings. A class session began with warm greetings, is always friendly, and provides a favorable learning atmosphere. Also, giving a bell work can help with a warm-up. A warm-up position offered at the start of a lesson assists learners to shift into an education mindset and change morning plans from hectic to a well-organized plan (Havik & Westergård, 2020).
Better classroom management also requires a teacher to make better use of restroom for learners. An educator should be flexible in allowing students to use their bathroom whenever they need it; they must punish students. However, only two learners can leave at a time. It is also vital for an educator to recognize the whereabouts of learners whenever they go their sight; it is significant for their safety. Before leaving a class session, a teacher must assign a task and determine when and how to collect the posted job. They must present unfinished assignments to the instructor directly. It is similarly focal to conclude a class session efficiently. The design of ending a session should be independent. A summary that entails assigning tasks can work well; or, a teacher can also deploy a unique exit ticket by asking quick queries (Yang et al., 2018).
Rules, consequences, and reward system
A robust set of classroom regulations and consequences is vital in designing a custom of reverence and academic accomplishment. An educator needs to inform learners before a lesson or set rules at the beginning of the academic year. For instance, a teacher can state or print class rules and their consequences and pin them on the class notice board. An example of a proper classroom management rule is demonstrating respect to every person in the class. Learners should listen whenever the instructor is talking or a fellow apprentice is inquiring about the teacher or the rest of the course (Frankenhuis et al., 2019). Tough questions should be directed to the teacher when learners are engaged in a debate. If a student violates a single rule, the consequence can involve their relocation to the front desk. Another practical consequence is a learner being allocated a take-home conduct image sheet. The learner's guardian will be required to report to school or receive a notifying phone call regarding the student's mistake.
Goal attainment requires reward. The reward system can be in the form of overall class points, group points. When one meets the personal objectives, they can receive tips in the form of points, classroom dollars, or stickers. Group goals are also awarded in the form of collective points or trips.
Classroom Arrangement and Cooperative Learning
An educator must identify a better classroom arrangement that would promote the essentials of learning. For instance, arrangement in pairs is the most common type of classroom arrangement. A couple of learners can easily manage; they can learn together by sharing ideas in a low tone. Besides, arrangement in pairs makes a simple overview of the class and helps with noise management. It is also easy to introduce group work, dividing the classroom into columns. For three columns, the first one can be assigned task C to discuss and provide answers and revise their responses after completion. Thus, it is simple and helps in speeding up a classical task. There are other arrangements like a grid, presentation, or sets of four. However, they do not provide a better overview of the classroom. Moreover, the class appears to be overcrowded, and not easy to create groups for a comprehensive discussion.
Communication with Families
Effective and better communication between families and ed...