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Managing

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If there is a strong managing in the classroom by the teacher the teaching and learning will be effective. Good teachers got effective strategies in the classroom (Carolyn, 2006). To have a successful classroom management there are tips to cover such as planing a learnable set of skills, establishing a positive relationship with the class, using praise system, listen to students' opinions and creating a safe learning environment (Natalie, 2018) (Click here to read more about there strategies) 

I believe that classroom management is not just to manage teaching and learning, but it's a relationship building method where I get the chance to know my classroom children more to provide the best environment and treatment with an individual child.

 

References:

-Carolyn E. (2006). Classroom management guide. Retrieved from, https://www.unco.edu/cebs/teacher-education/undergraduate-programs/classroom_management.aspx

-Natalie S. (2018). Top 10 secrets of successful classroom management. Retrieved from, http://teaching.monster.com/benefits/articles/10033-top-10-secrets-of-successful-classroom-management

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To Discuss strategies which continually motivate and maintain an effective classroom presence

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Group colored necklaces

 

I used this strategy to manage my class during centers time. Children were divided into 4 groups by colors. This strategy managed the classroom where children knew with whom they were working with or with whom to move to other activities. Group necklaces made life easy for me a teacher as well. I call the groups by the colors unlike before calling out names one by one which saved the time.

Environment management

 

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I learned that having strategies in the classroom to manage the learning is important to maintain the pace in the classroom. Moreover, to make the teaching and the learning more effective.

Behavior management strategies I used in the classroom for better teaching and learning.
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Overall, managing learning is essential in the early childhood classroom is vital for both the teacher and the children. I learned that providing a well-managed environment allows effective teaching, efficient use of time, consistency and fewer behavior problems (Click here to read more) . Generally, each teacher has his/her own way of managing learning. therefore, getting to know the children and strengthening the relationship between the teacher and the children allows better choice of management strategies in the classroom.

10 tips brochure and 12 paragraph supporting explanations

 

Introduction

Having strategies for classroom management in teachers’ pockets is vital. Teachers should always have their own strategies to manage either the behavior or learning in the classroom. Strategies can either be produced or taken from another person who is experienced using it. In this essay, I provide classroom management tips for teachers that were effective from my perspective which I gathered from both previous teaching practices and research.

Tip1:  Offer praise

Praise students for great jobs improve academic and behavioral performance, according to many teachers who did use it in their classrooms. Praising has many benefits and allows the teachers to manage the classroom in different ways. It inspires the class, improves a student’s self-esteem and reinforces rules and values the teacher wants to see. In addition, it encourages students to keep positive behavior all the time. In my opinion, this strategy is effective for classroom management because in one of my previous teaching practices I observed my mentor teacher praising one of her students all the time, and the students were really trying to do their best to repeat the good attitude either towards their teacher or their peers (Marcus, 2018).

Tip2: Popsicle sticks

Asking a random question during carpet time might cause not getting all the children thinking of the answer. By using the popsicle sticks strategy, the teacher allows students’ engagement and selection of answers. Children in the classroom are divided into groups according to their abilities. Therefore, the popsicle sticks can be divided according to the students’ abilities by colors. For example, the high ability children’s names on the green sticks. Each child’s name will be written on a stick. During carpet time the teacher will ask differentiated key questions and pick out one stick from the popsicle sticks, and whose name on the stick will answer. According to research popsicle sticks were effective for teachers because children get more engaged and get the opportunity to participate during the lesson (Kelly, 2012).

Tip3: Transition to Small Groups

Dividing the children into groups helps to organize the classroom flow during transitions. I found out that many teachers had this issue in the classroom where children were confused on where to go or who to be with. I learned that having the children in groups saves time and keeps the children busy learning instead of trying to find out where to go. In my previous teaching practice, the teacher divided the children into groups by using color necklaces which made it easy for the teacher to call the groups by colors.

Tip4: Counting down from 10-0

From my previous teaching practice, I found one effective strategy which my mentor school teacher used in her classroom to get all the child gathered on the carpet. Count down strategy is useful to get the children back to the carpet. I learned that children will move faster and know that they must stop what they are doing. I think that this strategy will develop me professionally because children will be engaged and focused on what to do by themselves instead of shouting out to stop them from doing something and coming to the carpet.
 

 

Tip5:” Stop-Go” Sign

The “Stop-Go” sign is useful to use with the children when changing activities or when wanting the students to stop or do something. When showing the “Stop” sign children had to listen to my instructions and do not move from their places. However, when showing the “Go” sign children knew that they were able to move, change activities or get back to what they were doing. I got this strategy from a teacher who taught in a private school. I liked this strategy and I think in the future I will use it because it manages the classroom without saying a single word.

Tip6: The Bell

Using the bell in the classroom is an effective strategy to manage the classroom. The bell has an attractive sound that carries throughout the room. Also, when students are engaged in deep conversations the bell can get students’ attention in a few seconds. Finally, the best thing to do as a teacher is less talking in the classroom (Erica, 2019). By using the bell, the teacher let the room respond to the bell, and save her voice. My mentor school teacher from my last teaching practice said, “The less talking you do, the better”. In the future, I will use the bell strategy to get student’s attention because I really observed how effective it was in the classroom.

Tip7: Talking hands

Another strategy that I got from my previous teaching practice is the “Talking hands” _(move their fingers like a talking mouth). Children use this strategy to ask or answer questions. This strategy makes the classroom quieter and gives the opportunity to all the children to listen and get their turns to ask or answer. I will use this strategy in the future to have all the children get the opportunity to participate in the lessons.

 

Tip8: Classroom rules

As Philip Quirke mentioned in his book (Quirke, 2014), building students’ knowledge of their language level and involving the students in creating three or four classroom rules, teachers can establish the foundation for a semester that goes with less classroom management issues. I will put this strategy in my pocket for the future because I think getting the children to be part of creating the classroom rules is a great idea to make children follow the rules in the classroom. The teacher can build a good relationship with the children by allowing them to make the rules. Moreover, trust will grow in the classroom.

Tip9: Learning Centers

Providing creative learning centers in the classroom is vital to the children. Having the materials visible to the children prevents children from coming to the teacher asking for help to reach the materials and this raises classroom management. Moreover, I found a research that says by having several learning centers children are given selections, to support them become decision-makers, and children perform better on activities that interest them (Isbell, 1995). In the future, I will provide rich learning centers that gather all the multiple intelligence and children learning styles to make the learning visible to all the children.

Tip10: Activities

Providing activities that are age appropriate, interest matching, learning styles related makes the learning visible to the children as a whole group. “Child development is extremely individual” some activities might make the children feel frustrated as a result of presenting the activity to the child at a specific time when the child is not fully ready. On the other hand, some activities might engage the child and extend his/ her learning as a result of presenting the activity that matches the child’s interest and matches his/her age (Nashella, 2013). In the future, I will make sure to choose the activities carefully for the group of children I will be having in the classroom.

 

Conclusion

To conclude, there are many classroom management strategies that manage the classroom, the learning and the teaching at the same time. Teachers must always use strategies to gain the success of classroom management. Not all strategies work all the time, so having a bunch of strategies in teachers’ pockets is always useful and beneficial for teachers.

 

 

 

 

 

 

References

 

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