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Classroom management

Classroom management is an essential key for our teaching practice. Besides, teaching would
not be so effective without it. However, teachers acquire and hone it over time. will lose the
control of the classroom
Classroom management and management of student conduct are skills that teachers acquire and
hone over time. These skills almost never "ell" until after a minimum of few years of teaching
e!perience. To be sure, effective teaching requires considerable skill in managing the myriad of
tasks and situations that occur in the classroom each day. "kills such as effective classroom
management are central to teaching and require "common sense," consistency, a sense of
fairness, and courage. These skills also require that teachers understand in more than one way
the psychological and developmental levels of their students. The skills associated with
effective classroom management are only acquired with practice, feedback, and a willingness to
learn from mistakes. "adly, this is often easier said than done. Certainly, a part of this problem is
that there is no practical way for education students to "practice" their nascent skills outside of
actually going into a classroom setting. The learning curve is steep, indeed.
#s we are talking about a course that takes place in $%& 'arago(a, and as consequence the class
is full of adult people. )ot many rules are needed to govern the classes. "o, teacher has only
developed a system which consists on a basic set of rules and regulations for classroom
management and discipline because all of these students have always a good behavior
accordingly with their age. These rules and regulations should govern daily procedures and
e!pectations such as timely attendance *students should sign everyday+
. Having ensure it, the classroom is a safety, and positive learning environment, which promotes
cooperation, creativity and academic success. #ll students are active participants in the
educational process in order to achieve their full potential. ,or this reason, teacher only uses
positive reinforcement praising his-her students .$!cellent/, .0ood 1ob/.
The appropriate application of positive reinforcement has repeatedly been demonstrated to
increase both on2task behavior and work completion *for reviews, see Barkley, 34456 7u8aul 9
"toner, 344:6 0oldstein, 344;6 and <alker 9 <alker, 3443+
8ositive reinforcement is the process whereby desirable behavior is encouraged by presenting a
reward at the time of occurrence of such behavior. 8ositive reinforcement is a tried and tested
method in what is known in psychology as =operant> conditioning. &t is widely studied and used
in behavior analysis. "ome of the advantages of using positive reinforcement are? &t can be
successfully used to increase the frequency of a wide range of behaviors *positive and negative+.
&t can be used to produce new behaviors. &t can be effectively used in the classroom to help
students identify their strengths and to put them to optimum use to accomplish tasks allotted to
them. 8ositive communication is an important tool of positive reinforcement. @sing positive
communication helps build self2esteem which, in turn, is the basis of self2confidence and
independence. #t this point, it may be useful to know that individual>s self2esteem is greatly
influenced by the quality of interaction and the kind o...
Aerbal $ncouragement
Aerbal encouragement, as simple as it may seem, is a common type of reinforcement. <hen a
boss tells her employee that she appreciates what the worker did on the last campaign or that she
recogni(es how hard he has been working as of late, this feedback serves as verbal
encouragement, giving the employee the pat2on2the2back that he may need to continue working
toward being the best worker possible.
"tudies have shown that specific praise is very effective, while general praise is not. &n other
words, saying, .1ohnny, e!cellent ob adding those numbers,/ is much better than saying, .0reat
ob, class./ Beep this in mind when you praise or reward your students.
To make praise mean something, it must be given at the appropriate time. ,or e!ample, if a
student has a partially correct answer, you should not heap praise on her for answering the
question correctly. &nstead, you should point out the part of her answer that is correct and then
help her dissect the question to come up with the complete answer.
#nother point about positive reinforcement is that it must be evenly administered. &tCs not a
good idea to keep praising the same one or two students in the class. Demember, even if you
donCt mean to play favorites, it is what the students perceive that matters.
B. ,. "kinnerCs theory on .operant conditioning/ says that rewards are much more effective
when they do not occur regularly. &n other words, intermittent rewards mean more and have a
greater effect than routine rewards. "tudents who never know when a reward might happen will
behave better than those who know that you never give out rewards on Tuesdays.
, adults need to be shown respect. &nstructors must acknowledge the wealth of
e!periences that adult participants bring to the classroom. These adults should be treated as
equals
in e!perience and knowledge and allowed to voice their opinions freely in class.