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Definition
Classroom management is the term educators use to describe methods of preventing misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to maintain control in the classroom. Classroom management is one of the most feared parts of teaching for new teachers. For the students, lack of effective classroom management can mean that learning is reduced in the classroom. For the teacher, it can cause unhappiness and stress and eventually lead to individuals leaving the teaching profession.
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Through effective classroom management, teachers can build healthy and mutually respectful relationships with their students, and allow students to build these positive relationships with their peers. *ffective classroom management ensures that students interact appropriately, allowing for them to create and strengthen relationships. $. +reparation for ,orkforce -any students eagerly look forward to adulthood, thinking that they will be free of the restrictive rules and guidelines that they follow in school daily. .owever, as any adult knows, succeeding in the adult world is all about following rules. To be a productive citi en, you must follow laws, abide by workplace restrictions and follow community regulations. Classroom rules help prepare students to successfully follow the rules that will dictate their actions later in life. I. II. III. I/.
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$. 5acob 6ounin 3 *ffective Teaching includes group alerting and accountability, high participation and smooth transitions 3 *ffective teachers are 7with it8, use the ripple effect, overlapping, and they don8t 7dangle8, 7flip flop or get distracted. %. (lfie 6ohn 3 79oing to8 classes include compliance, punishment and rewards, grading and reliance on marks or test results 3 7,orking with: classes include active participation, high interest, discovery, and love of learning. ;. 5ere 'rophy 3 0ood teaching includes enthusiasm, instructional goals, organi ation, and teacher as problem"solver 3 0ood teachers present the concepts, include discussions and activities and give tasks to practise working with new knowledge. <. .arry ,ong 3 7The *ffective Teacher8 videos and 7The First 9ays of &chool8 book 3 Important aspects of a class are teacher readiness, meeting students, a seating plan, 7bell work8 and immediate feedback. =. -endler and Curwin 3 To motivate students> be a role"model. nurture responsibility not obedience, be fair, give natural and logical consequences, be private, try for win"win situation, control anger, diffuse power struggles and develop a plan. ?. ,illiam 0lasser 3 &teps> build a relationship, focus on behavior not person, give student responsibility and evaluation, develop a plan, student commits to plan, follow"up and follow"through, move beyond class if necessary. @. Fred 5ones 3 The teacher systematically strengthens desired behavior while weakening inappropriate behaviour by using pro!imity control, negative reinforcement, incentives, body language and peer pressure. 1A. Thomas 0ordon 3 Teacher *ffectiveness Training BT.*.T.C
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#. Class obDectivity 6ey class obDectives are to develop student groups that function to enhance individual growth and that have positive impacts on the education of individual students. &tudents themselves help to determine the obDective of their classes. The obDectives can be slogans or mottos for each student who belongs to the class. Formulating and pursuing such obDectives have an important function in creating orderly classroom conditions where groups function in both learning and living conte!ts. $. Class activity &tudents who are in charge of class activities have their names recorded on the wall in a classroom along with the kind of activities they have to perform. 'y demonstrating that all students share a variety of classroom tasks, the responsibility and desire of students to participate actively in class activities increases. B1C B#C B$C /arious tasks B%C ( student who has done his duty can record it with a color seal. %th grade, B;C &tudents responsible for school lunch introduce interesting information about today lunch menu. <th grade B<C &tudents responsible for school lunch help clean desks used for serving lunch. B=C B?C &tudents decide allocation of tasks through discussions. %. Eon"attendance at school B1C ( free school located in Tokyo rents this school building from a Tokyo city office paying money. B#C )egular meeting on Friday afternoon> all students attend, Doin in and decide their activities or other topics BtopicsF art festival, cleaning up before summer vacation, a free school schedule while summer vacation, lodging at free school B$C Timetable B%C (t the back of the roomF making home page for this free school, on the floorF translating documents into *nglish which will be announced at events in 0erman, on the deskF self"study B;C *!ercising playing the guitar B<C +laying video game This free school established in 1@?; was authori ed as an E+1 by the Tokyo city office in 1@@@.
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CONCL0S1ON
Classroom management is one of the most feared parts of teaching for new teachers. For the students, lack of effective classroom management can mean that learning is reduced in the classroom. For the teacher, it can cause unhappiness and stress and eventually lead to individuals leaving the teaching profession.
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Classroom -anagement has % styles that are The authoritative, The authoritarian, The permissive, The indulgent, and $ types that are &upporting 0ood 'ehavior, +reventing Inappropriate 'ehavior, 0uiding and )edirecting -isbehavior. The advantages in managing classroom are creating a safe class, building relationship in the classroom, and preparing for ,orkforce. In 5apan, the e!ample of classroom management has rules such as .ome" room teachers, Class obDectivity, class activity, and Eon"attendance at school. &ome e!perts recommended to use reward and consequences technique that can be tried for educators to have classroom management and discipline class.
RE'ERENCES
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