Management Strategies
An effective lesson plan is a key ingredient for successful classroom management. Teachers play a fundamental role in fostering active learning, and the manner in which they design their lesson plan will determine how they are going to reach students in different ways. Traditionally, when I was in school, class content was very teacher directed. Teachers would stand at the front of the classroom lecturing in a passive voice, while we were seated in rows taking notes. I couldn’t help but to feel disengaged and the material felt monotonous. As Landon describes, “inactivity is repugnant to children, and those who are left mentally inactive from being practically outside the teaching will naturally find some occupation for themselves of a nature troublesome to the teacher and obstructive to the lesson" (Landon, 1908,p.209). It is during this time of boredom and inactivity that misbehaviours can begin to occur.
A new way to reach the variety of students enrolled in each class is through the use of Tribes Learning Communities. This is a process where teachers try to build community in the classroom, recognizing individual differences in personality and learning needs. I feel that using small learning groups to increase participation is very effective. e.g., teachers can incorporate energizers and community builders throughout a lesson to provide variety, creativity and engagement. The excitement that this technique provides will be transferred into the content portion of the lesson. This creates a safe and caring environment and it is a necessary step towards co-operative learning. This approach is very student centered and students learn to self-regulate, thereby becoming responsible and independent learners.
It is also important to keep in mind that when you plan your lessons, everyone has different skill sets, talents and ways of learning; therefore, teachers should attempt to incorporate "multiple intelligences" (Gibbs, 2006, p.58). Moulding the lessons based on students’ needs, interests and strengths will reduce complacency and lead to better student behaviour.
C.D.
References
Landon, J. (1908). The principles and practice of teaching and class management (7th ed.). London: Alfred M. Holden. (pp. 208-219).
Gibbs, J. (2006). Reaching all by creating Tribes learning communities.Las Vegas: Creel Printing
A new way to reach the variety of students enrolled in each class is through the use of Tribes Learning Communities. This is a process where teachers try to build community in the classroom, recognizing individual differences in personality and learning needs. I feel that using small learning groups to increase participation is very effective. e.g., teachers can incorporate energizers and community builders throughout a lesson to provide variety, creativity and engagement. The excitement that this technique provides will be transferred into the content portion of the lesson. This creates a safe and caring environment and it is a necessary step towards co-operative learning. This approach is very student centered and students learn to self-regulate, thereby becoming responsible and independent learners.
It is also important to keep in mind that when you plan your lessons, everyone has different skill sets, talents and ways of learning; therefore, teachers should attempt to incorporate "multiple intelligences" (Gibbs, 2006, p.58). Moulding the lessons based on students’ needs, interests and strengths will reduce complacency and lead to better student behaviour.
C.D.
References
Landon, J. (1908). The principles and practice of teaching and class management (7th ed.). London: Alfred M. Holden. (pp. 208-219).
Gibbs, J. (2006). Reaching all by creating Tribes learning communities.Las Vegas: Creel Printing