Brief Research summarize :
Understand typical developmental progressions and ranges of individual variation within and across development domains
From watching a number of students, I was amazed at the individual differences that showed through in class. Students had different levels of social engagement, different misunderstandings, different levels of engagement, and different ways to be motivated each other. It seemed crazy to teach everyone the same things at the same time. Instruction didn’t seem accountable for such a variety of students. Honor students and general students share the similarties of behavior and differences. honor students leadership can play a highly significant role in improving other student learning.
The biggest deal-breaker seemed to be engagement. Once students stopped wanting to learn, it became very difficult to help them or get them to start trying again. Few students misbehavior affects entire class. Students influnces seemed prevalent for students with both high and low grades
Setting: 22 students at math as a 8th grade, has ability to focus like 80 mins of time class and get work sheets done and lecturing by Ms. Anderson. 1/3rd afrian American students and 2/3rd Hispanic. Half of class student Spanish speakers. Entire class unsterstand English and communicate in English.
Social/Emotional: VERY chatty in 1-on-1 situations – spent most of the work time on most days chatting with one of a few friends in the class quietly. students in class were afrian American and Spanish .Moral: generally respectful.
Indivual standsout of all Physical: Hispanic, tall, looks mature for his agecognitive: seemed very capable, but did not apply himself at all in the class. Appeared bored by the step by step lessons and long worksheets of problems I noticed he wasn’t doing the worksheet Ms. Anderson give him to do the hardest problem on the sheet. He didn’t get it on the first try, but after he pointed out his error, he figured it out.Later I found out hes one the the honors in this class.
Teacher behavior that reflects understanding of the developmental characteristics of students. Ms. Anderson didn’t try to fight students from being social in class, as long as the volume was reasonable for other students who were . working. she joked with students and then brought them back on task.She encouraging them to do their work, correcting errors as she saw them. Throughout all of the periods, she was incredibly patient. When students did something disrespectful or being very nosiy in the classroom, she told them clearly to stop( by using clapping hands once and twice) When students had small interpersonal issues, he told them to work it out between themselves. When people were doing something small they shouldn’t be, she looked at them with very serious face – that worked every time.
1 classroom management plan.: Homework and work Problems assigned each day of the week written in the same place each day on the board.
2) room arrangement: The desks were arranged 2pairs of rows pushed together. Students all sit next to exactly one person The projector/overhead are up front. The whiteboard is not accessible and is only used for logistical things.
3) classroom routines
Class starts the same way with yesterday’s answers on the board and the homework tally cleared for students to fill in. Students go to their seats and quietly correct their work.4
5) Her teaching of social skills, motivate students, and address misbehavior.
She smiled a lot in class and kept the mood upbeat. She also joked with students in order to grab their attention. His strongest weapon against misbehavior was a stare and raising of the eyebrows. She clapping hands to get their attention to stop talking.
the Anderson’s classroom management philosophy.
The teacher spoke loud enough to be heard, but never over the top of people. When others were talking, she looked at them and waited for them to be quiet. she expected respect from the students and held them accountable for their actions.
role of the subject matter in student learning?she found that a number of students entered the course saying “I don’t like math”. The subject had been tough for students in the past, and regardless of this year’s topic, they were already turned off to learning. Additionally, math is hard because of the right/wrong nature of many elementary problems – there is not a lot of discussion in algebra, just being right or being wrong in many cases.
1) student growth
Student applies the new technique to one problem but not another that needs it but looks different. Honor students grades leading other students wanted to become like them. Honors students behavior shares similarity with others and they motivated each other learning. They affect each other to misbehave in the classroom.
Group work on math problems is a safe social space to interact around both math content and social chatting. Which helps Improve academic and behavioural performance
Understand the principles of effective classroom management and develop a range of strategies to promote positive relationships, cooperation, and positive, productive learning environment.
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