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Class Management

Class Management

Personal philosophy for education in terms of basic needs for students entails effective accomplishment of their requirements at school. The basic needs for students, like the ones mentioned in the case study, would be ensuring the sense of love and belonging to them. Students need to feel loved and wanted within not only the school, but also in the society as a whole. If they feel perpetually unloved, isolated, and alienated, common internal reactions makes them have a sense of guilt and worthless. Common external reactions like rebellion and hostility from teachers demoralize the learning process. Moreover, majority of the students in the class come from an average income family and a few from below average income family. This means that these are students that have been prone to various societal and learning problems not only arising from the school, but also from the society as a whole (Edwards, 2007, Pg. 65). Therefore, these students need to observe the school as home may be better than the parents’ home.

The students can learn better if they feel a sense of self-competence. This is to acknowledge the autonomy and freedom of choice. These students are likely to perform better if they are not too restricted or they do not feel like imprisoned. Moreover common internal reaction are likely to be withdrawn or resented, while aspects of common external reactions, for instance, fighting back, active resistance and misbehavior may result. The aspect of overuse of mother tongue can be approached through teaching with emphasis on the correct language and administering transition articles like magazines and newspapers in English that attract leaners (Gilbert, 1989, Pg. 62). Consequently, the students find value through reading articles and story books that they like, thus perfecting their language skills in English.

The degree of teacher control with regard to student autonomy in the classroom is evidently limited. This affects the class output because of the limited communication between the teacher and the student. For instance, in the case study the students have learning disabilities that are influenced by the general disregard of the English language. That is why the academic performance is poor in other subjects compared to the performance in Mother Tongue Language. Consequently, majority of the students in class are light-angered and quickly end up in fights. This denotes the poor relation between the students that may have been influenced by the hostility or ineffectiveness of teachers` learning process. The students in the class regularly require the teacher`s attention because they are from a demanding background influenced by the harshness within their families like divorces and parent marital issues (Edwards, 2004, PG. 107). This makes students to use provocative language and mischievousness in class. However, conditions in students like these can be controlled through accepting them and showing a sense of belonging through regular encouragements, moral support.

Making decisions about a discipline is an important aspect in handling issues of discipline in class. For instance, the class in the case study is faced with many indiscipline instances ranging from inter-student relations to teacher-student relation. Therefore, in making decisions regarding discipline, a teacher has the task of ensuring a desirable approach is maintained to avoid issues of biasness in its administration. The mode of discipline should be clear and known by the students. Behavior modification is a model that regards the teacher`s ability in modifying the unwanted behavior among the students. Significantly, for a certain behavior to be eradicated among student’s regular or continuous forms of eliminating it like punishment and guidance and counseling must be established. However, retrieval of the discipline approaches among students especially those from middle class families may result to learning disabilities within the school (Floy, 1985, Pg. 76).

Assertive disciplinerecommends that majority of the teachers work hard and does much thinking as to their lesson plan strategy and the establishment of teaching policies as they teach their content. Notably, some teachers may not be equipped to take considerable actions when it comes to discipline issues. Therefore, teachers are left with “retorting in an unintended and counterproductive volatile slant or way that may be seen as nonassertive” (Edwards, 2007, Pg. 82). Hostility remarks may emerge from teachers. For instance, shut your mouth and I have had enough of your behavior already or am sick of you and your actions, are common examples. A proactive teacher makes assertive responses that involve actions like, “I need you to be quite and I will not entertain disruption in my class. The assertive discipline model philosophy denotes the teacher`s right and reasonability in establishing rules and directions that openly describe the limits of desirable and undesirable student behavior. In addition, the teacher has responsibilities of supporting undisruptive students including the responsibility of asking assistance from parents (Edwards, 2004, Pg. 83).

A key principle regarding logical consequences is that students should be allowed to make choices rather than being forced to behave as demanded. Motive for students to gain their mistaken goals include seeking excessive attention, constant testimonial that will ensure they are right, and active destructive. My personal approach to discipline on the case study is to establish the assertive model that entails giving verbal communication to students, considering positive notes about a student, making positive phone calls, establishing behavioral awards, and special privileges among the behaving students. Aspects like explaining the need for rules in class and teaching the rules are considerable and desirable in administering discipline. The teacher should check for understanding of the rules and explain the essence of corrective actions. In conclusion, class discipline goes in hand with performance and thus should be approached with great emphasis on acquisition of learning activities (Edwards, 2007, Pg. 304). Therefore, it is important to note that class management is presented through the level of discipline.

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