Classroom Management
Classroom Management.
In this essay I will discuss a case study involving John the student and Marion the teacher. Their teacher/student relationship has broken down. Along with incidents reported by both about one and other, the facts gathered by Jim, Marion’s line manager, about the situation, form the basis of the following assessments I have made. Firstly I will begin by identifying and assessing the key elements of the student’s behaviour observed against the theoretical background. I shall highlight the absence of a grounded knowledge of college disciplinary procedures, and a classroom contract between the teacher and pupils, as well as a lack of assessment at any level. Secondly I will devise a contract to address the target behaviour and promote its positive replacements before finally giving an explanation for the reasons I chose the contract elements. Before discussing John’s behaviour, I will discuss the platform in which his behaviour is played out on, in so much as the environment of the teaching. This is the responsibility of Marion and the college. It is as responsible for John’s behaviour as John is and I will discuss how this environment is failing John and the other students.
The primary reason for John and his fellow pupils being introduced to Marion is because they are already failing in comprehensive academic pursuits, and a more vocational approach, like Marion’s drama lessons is being attempted to encourage the group to engage with learning. Given this challenge, Marion is not positioned mentally to accept this endeavour. The case study tells us Marion see’s these students as being ‘unloaded on her’ and ‘troubled’. She does not understand students who do not give 100%. Marion requires an amount of emotional maturity from her students which proves to be absent as the case study unfolds. Confounding the above problems, Marion does not know the disciplinary code and associated procedures, something she has not been honest about
In this essay I will discuss a case study involving John the student and Marion the teacher. Their teacher/student relationship has broken down. Along with incidents reported by both about one and other, the facts gathered by Jim, Marion’s line manager, about the situation, form the basis of the following assessments I have made. Firstly I will begin by identifying and assessing the key elements of the student’s behaviour observed against the theoretical background. I shall highlight the absence of a grounded knowledge of college disciplinary procedures, and a classroom contract between the teacher and pupils, as well as a lack of assessment at any level. Secondly I will devise a contract to address the target behaviour and promote its positive replacements before finally giving an explanation for the reasons I chose the contract elements. Before discussing John’s behaviour, I will discuss the platform in which his behaviour is played out on, in so much as the environment of the teaching. This is the responsibility of Marion and the college. It is as responsible for John’s behaviour as John is and I will discuss how this environment is failing John and the other students.
The primary reason for John and his fellow pupils being introduced to Marion is because they are already failing in comprehensive academic pursuits, and a more vocational approach, like Marion’s drama lessons is being attempted to encourage the group to engage with learning. Given this challenge, Marion is not positioned mentally to accept this endeavour. The case study tells us Marion see’s these students as being ‘unloaded on her’ and ‘troubled’. She does not understand students who do not give 100%. Marion requires an amount of emotional maturity from her students which proves to be absent as the case study unfolds. Confounding the above problems, Marion does not know the disciplinary code and associated procedures, something she has not been honest about
References: Education, O. f. S. i., 2001. Improving Attendance and Behaviour in Secondary Schools.. London: Ofsted. Gnagey, W., 1981. Motivating Classroom Discipline. New York: Macmillian. L.Cohen, L. K. D., 2010. A Guide to teaching Practice. 5th ed. Abingdon: Routledge. Wragg, E., 1984. Classroom Teaching Skills. London: Croom Helm. Bibliography Gnagey, W., 1980. Locus of Control, motives and crime prevention attitudes of classroom facilitators and inhibitors,. Boston, Paper read at American Educational Research Association. L.Cohen, L. K. D., 2010. A Guide to teaching Practice. 5th ed. Abingdon: Routledge.