With reference to videos about classroom observations, this paper will cover the general reflections from those videos. In addition, for each video, the paper will establish classroom management strategies that can be utilized in order to control, as well as, improve the behavior of the students.
General Reflections
Further, most teachers tend to smile and joke with the students. When a teacher incorporates smiles and jokes in his approach to teaching, the teacher’s rapport with the students, in addition to, the relationship between them is greatly improved. This can be attested by the fact that students also spend a considerable amount of time smiling, as well as, laughing. Again, from the classroom observation videos, it is justifiable to contend that when the students are corrected by the teacher, they tend to automatically repeat the correct version after that teacher. From this, it is worthwhile to infer that students tend to deviate from the feeling of being threatened in the classroom-even when they are corrected. Further, one can infer that students engage themselves highly in the activities that the teachers initiate in the classroom.
Also from the videos, most teachers tend to promote respect and relationship building for each student’s ideas. Most do this by primarily reinforcing the responses from the students regarding their questions, as well as asking the students to join hands by working together on some tasks. Furthermore, most teachers encourage the students to discuss with their desk mates’ answers, in addition to, their predications they conclude based on the instructions given. While the students discuss the answers with one another, most teachers have a tendency of moving around the classroom, observing, and encouraging the teams to go on. Cultivating this approach to teaching is essential as it makes the students become anxious to share their ideas with their classmates and truly listen to responses from other students. Indeed, the students truly engage with each other. In addition, the positivity of the learning atmosphere and conversations is maintained.
Classroom Management
The first classroom management strategy is observing the behavior of the student. As a teacher, articulating through the classroom and observing the students is an invaluable approach. The teacher should avoid as much as possible the tendency to over-focus. Many are the times where students tend to count on the teacher’s help since this time becomes socialization time for some students. In this context, while offering help to one student, the teacher should try as much not to over focus. Instead, the teacher should keep the eyes roving.
The second strategy is facilitating interactions. A teacher should initiate positive interaction with the students. Sometimes, teachers tend to be their own worst enemies by setting up for failure. When they ask a question, which is open ended in nature, without calling on a particular student, it is common that the students will shout answers. As a result, a snowball effect is created. Teachers should adopt the CAGE strategy in an effort towards ensuring that the development and maintenance of not only a healthy but also a positive classroom discussion is facilitated. Consequently, a healthy feedback is allowed.
Another classroom management strategy is correction. The teacher should correct an irresponsible behavior of a student in calm, consistent, and an immediate manner in the setting that the infraction occurred. In order for some learners to behave as the educator expects, sometimes there must be some learners’ consequences. As such, these consequences should be explored with the teacher. Critically, students must be aware that human beings are prone to mistakes. However, multiple abuses should be dealt with sufficiently. Further, the teacher should call the students’ parents simply as communication tools. They help in correcting behaviors of students in a significant way.
References
Bayley, J. (2011). Classroom Observation with Bayley - Independent Learning in English. Retrieved from http://www.youtube.com/watch?v=P2E0AGhbLwU Length 13.56
Bayley, J. (2011). Classroom Observation with Bayley - The Language of Life (Observation and feedback skills). Retrieved from http://www.youtube.com/watch?v=a9dhrfUycBk Length 14.01
Bedley, T. (2012). Classroom Observation: 5th Graders Literature Circle. Retrieved from http://www.youtube.com/watch?v=jYMFETQRb6A Length 12.27
Farrell, K., Devlin, M. & James, R. (2007).Nine principles guiding teaching and learning: the framework for a first-class teaching and learning environment. Sidney, Australia: University of Melbourne.
Forster, C. (2012). Elementary Math Classroom Observation - Shoeplay undercover. Retrieved from http://www.youtube.com/watch?v=y9krV-Io7Bc Length 10.56
Jcpsweb . (2012). Guided Reading (2nd Grade- Farmer Elem- JCPS). Retrieved from http://www.youtube.com/watch?v=egUaqhY28Lk&feature=related length 25.38
Logan, R. (2012). Day 4 Classroom Observation V3. Retrieved from http://www.youtube.com/watch?v=748k9BK67DY Length 27.35
Logan, R. (2012).Day 4 Classroom Observation. Retrieved from http://www.youtube.com/watch?v=Sn0E9YNsPVM Length 30.4
McClendon, G. (2007). Miss R Class Observation Part1&2. Retrieved from http://www.youtube.com/watch?v=Rs3oMJYBZq0 Length 14.2
Quedo, T. & Cabello, C. (2008).Learner differences: implications for language teaching. Humanising Language Teaching. Retrieved from www.hltmag.co.uk/oct08/mart04.htm
usedgov . (2010). Observing Standards-in-Action: ESL Classroom Lesson. Retrieved from http://www.youtube.com/watch?v=aQusQWPjdMo Length 62.2
