Managementul Clasei Adelina.

8/9/2019 Managementul Clasei Adelina.

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Classroom Management

INTRODUCTION

I have always believed that the mark of a great teacher is not only found in the deth of knowledgehe!she ossesses but also in his!her ability to ass on this wealth of knowledge effectively to others" #teacher is like a farmer$ whose resonsibility is to cultivate the minds of his!her students with the fertile

seeds of knowledge and to rea the benefits of a good harvest" The beginning of this cultivation$however$ must begin within the confines of the classroom$ a teacher%s sanctuary and a safe haven forhealthy and wholesome teaching and learning" Couled with this fact$ a teacher%s style of teaching$ andclassroom management and organi&ational skills are the factors that more often than not determinefailure or success" Therefore$ teachers must have a great understanding and insight into the intricacies oftheir craft and the versatility and fle'ibility re(uired to taylor their style of teaching to meet the learningneeds of all students in their classroom"

)R*+*NTI+* C,#--ROOM M#N#.*M*NT

I" /e )reared"0ave all materials ready and organi&ed ahead of time" The (uickest way to lose control of a class is tosend five minutes trying to find the markers and to ut your notes in the right order$ or to send timetalking to your co1teachers discussing or arguing about which order to do things in or which activity tocut when time runs short" -tudents will erceive this as evidence of your lack of control and authority$and this will oen you u for challenge" 2-tudents3 regular teachers can afford to do this occasionally because they send more time with students and can rovide structure over the long term that countersany loss of control during these temorary down times"4 #ll decisions and contingency lans should bemade ahead of time so that a (uick look or comment between you sets alternative lans in motion"

II" Make sure activities and materials are at the aroriate level for your students"# sure1fire way to lose control of a class is to resent materials or activities that are at an inaroriate

level for the students" If materials are too difficult$ students will become frustrated$ and may choose toact out rather than face failure at a task that is ortrayed as being fun$ interesting$ and easy" If materialsare too easy$ students become bored and will begin to soof on you or make fun of the activities" 5oushould ay careful attention to how students resond to the level of the materials and activities resented" #fter each session$ send some time discussing students3 reactions among yourselves" Talkwith the teacher and ask him or her whether the level of the activities seems aroriate$ and ask forrecommendations on how to create a better fit with the class members3 abilities" The lessons in thiscurriculum should serve as a guideline for you$ but you should adat the activities to fit your class$making them more comle' and sohisticated or simler and more concrete$ deending on the needs ofyour students"

III" Identify ahead of time the activities or toics that might elicit roblems"-ome of the toics and activities in the )eace by )*#C* rogram can create feelings of discomfortamong young adolescents" The silliness and acting out seen during these activities should be recogni&edas manifestations of this an'iety and discomfort" /e esecially attuned to this kind of reaction$ and$ if ithaens$ calmly acknowledge that talking about the body and se' makes us all a little nervous 2be surenot to say 6Makes you nervous$6 or you may get a defensive reaction4" Tell students that this is normal$ back off the toic$ or make it a little more clinical for a moment to allow students time to re grou$ thenmove on with the lesson"

I+" /e resectful and treat students as resonsible$ mature individuals"



This seems a bit clich7$ but it really works" #ssume that your students will cooerate and treat themaccording to this assumtion" They will ick u on your view of them and will likely behave inaccordance with it"

+" 8now the class rules and re1secified conse(uences"If students are accustomed to following class rules9and facing certain conse(uences if they do not9 make sure you know and enforce these rules in as much the same way as the teacher as ossible" If youuse a system that has already been develoed$ you will send less time defining your own limits andmore time interacting with students around course content"

+I" Talk with the classroom teacher"The students3 regular teacher can rovide a great deal of information about the class" #t the beginning of the semester$ establish good communication with her or him" 5ou may not have immediate (uestions or roblems to solve$ but if you send time establishing a good relationshi$ you will have a valuableresource if and when roblems do arise"

:0#T TO DO I; T0IN.- -T#RT TO D*T*RIOR#T*

I" Intervene early$ before things get out of hand"The most imortant thing to remember in addressing roblem behavior in the classroom is to sto it before it really gets stared" Once disturbances get started$ they rarely go away on their own$ articularlywith students of this age and with instructors other than the regular teacher 2like it or not$ you fall into acategory with substitute teachers4" -tudents will test your limits and management skills in an attemt tofind out where the boundaries are" Making the limits clear and firm will hel students feel more secure inthe class while you are teaching$ and avoid escalation of roblems"

II" .et the students who are initiating the disturbance to hel you"-tudents who start trouble are often leaders among their eers" :hile it is often temting to seak

critically of negative behavior and aeal to the class to ignore it$ the reality is that the instigator is likelyto ossess more of the grou3s loyalty than you are" If you can get this student on your side$ or at leastengaged in activities that facilitate your work$ you will have better luck than if you get in a owerstruggle with the student" *'amles of this include asking her or him to ass out materials$ to be therecorder at the board$ to be a volunteer for a demonstration$ and so on"

This strategy works best if you catch things early$ before they get out of control" If you wait too long$your strategy will become transarent$ and your attemts to engage the instigator will backfire" #notherdisadvantage of waiting too long is that it will look as if you are rewarding students for acting out$ a ercetion that can coa' other students into the game"

III" )ro'imity control can work to manage some behavior if it is used reventively or early"

The main idea behind this techni(ue is to ut a teacher in close ro'imity to students who are showingsigns of getting off task" If you know from rior e'erience that a articular grou of students is likelyto disrut class$ standing or sitting close to them while you lead an activity or give directions will (uell afair amount of the unwanted behavior"

I+" #void losing your temer"-tudents who are trying to get you know they3ve got you when you lose your temer" It is a sure signthat you have used all of your other resources and that this is a last ditch effort to maintain order" It is asign to students who are not yet involved in the disturbance that they can now do as they lease without



the fear of conse(uences< all classroom order has been susended" This descrition is a little e'treme$ but use yelling more than once and its shock value wears off9chaos will follow" It actually may work better to lower your voice and continue tallying" The students closest to you will hear you and begin tolisten" #s other students recogni&e that you are seaking and they are missing something$ they will stowhat they are doing to try to hear you" Make sure that you are saying something interesting that the restof the class will want to hear$ embellish it to draw it out$ reeat oints if necessary to inform studentswho 6didn3t hear6 the first time$ and enlist the hel of your fellow instructors to deal with the fewstudents who may still be acting out"

+" If things get really out of hand$ ask for hel"#lthough it may feel like you will lose the confidence of students if you ask for hel$ it may actually havethe oosite effect" *ven if you are not able to bring an e'treme situation under control by yourself$letting students know that you will ask for hel from school ersonnel tells them that you know how tohandle the situation" ,etting things go to the oint at which someone from the school stes in on theirown tells the students that you don3t know your own limits" This will lower students3 confidence in you"#fter an e'treme situation has been resolved$ discuss it with students 2with school ersonnel resent4"Make sure they know that the behavior dislayed is not accetable and that you don3t want to see itagain" )roblem solve with them to find a solution to your ositive goal to cover the material and

comlete the activities without disrution"

MLA Citation

6Classroom Managements6" #nti *ssays" => ?an" @A=@Bhtt<!!www"antiessays"com!free1essays!EFG"htmlH

MANAGEMENTUL CLASEI -rezumat



#nali&a colii Jn ersectivK socio1organi&aLionalK ar utea fi consideratK$ la o rimK vedere$ un demersmai uLin obinuit$ avnd Jn vedere secificul instituLiei colare$ dimensiunea ei umanK fundamentalK" Dar nu e'istK activitate umanK$ individualK i mai ales desfKuratK Jn tim$ care sK nu resuunK actulconducerii$ al managementului"

De&voltarea economicK i socialK nu se oate reali&a indeendent de actul managerului$ avnd Jn vederecK JnvKLKmntul este unul din instrumentele rin care societatea stimulea&K$ diriea&K i controlea&K

rocesele de&voltKrii")entru educator$ cunoaterea i stKnirea artei manageriale este esenLialK$deoarece cunoatereamanagementului ca e un roces comle' nu JnseamnK $$diriism$ iar managerii nu asigurK imediatsuccesul unei acLiuni"

#ctivitatea de management 2 conducere 4 este definitK Jn literatura de secialitate ca $$ un ansamblu deacLiuni de lanificare$ organi&are$ Jndrumare$ control$ deci&ie cu rivire la un sistem 2 organi&aLie$instituLie$ gru de oameni$ roces$ tehnologie 4 acLiuni suscetibile de a asigura atingerea scoului fi'at$Jn condiLiile Jn resectKrii legitKLilor obiective generale i seciale$ ale satisfacerii nevoilor socialeconcrete i ale romovorii de&voltKrii sociale"

Din unct de vedere al educaLiei$ managementul este un sistem de concete$ metode$ instrumente de

orientare i conducere$ coordonare$ utili&at Jn reali&area obiectivelor educaLiei$ la nivelul erformanLeloratetate"

/alasa #na1#delina*ngle&a1-aniola #nul III

Managementul Clasei Adelina.

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