Session 9: Classroom Management

In this session we were first asked to participate the “bus-stop” activity, Kate had considered four questions as regards to “Classroom Behaviour Management”. We answered the four questions, which include the following:

1. Can I develop strategies that will improve the learning behaviour of my classes?
2. What impact does the way I manage my class have on what the students learn?
3. What would happen if I ignored bad behaviours and focussed only on my teaching practice?
4. How effective are my current methods of managing my classes?

Later Kate has retrieved a powerpoint called “PMI” (plus, minus, and improvement).

Plus: What has done well that had a positive impact on the learning environment of my class?

Minus: Describe an incident that is difficult for you to manage the classroom behaviour?

Improvements: Set a target for yourself in terms of improving your response to poor classroom management.

Here are my PMI:
Plus:
• Instead of just directly explaining the library databases during the library session, I have separated the class into 5 groups, and I gave each group different exercises for them to do, and I’ve set a time limit (for example, 5 minutes) for them to carry out the exercises. After the time limit I asked each group to send a representative to show the class what are their exercises, and how they can find the solution by using the library databases. From those exercises students have more knowledge on how to use library databases to search the articles for their assignments.

Minus:
• Students make too much noise when I was talking.
• Students are not interested in the session.
• Late comers may not able to follow the session.

Improvements:
• Set up the reward system alongside with the exercise (for example, lollies) to make them more focus on the session.
• Ask the student to leave if he/she is too noisy.
• Ask the early finishers to help the late comers.

Catherine Dickey from the Education and Social Science later came to the class and suggested that an effective teacher should have the following features:
• Some experience.
• Good content background and begin to understand the learning process.
• Has a belief that all students can learn.
• Has a belief in their own ability.
• Ability to connect with students (know the names and interests of your student, having eye contact with the students, students need to know that you care about their learning).
• ‘Worldview’: Students sometimes may not able to learn via academic way, the teacher can encourage learning through game activities.

Later Kate also suggested several features on how to become an effective teacher, which includes the following:
• Sense of humour.
• Welcome latecomers, at the end of the class ask them why they are late.
• Offer a reward for those students who come to class on time.
• Do not answer students questions straight away, give students some time to think the answer.
• Be prepared for the classes that you are going to teach.
• Remain slient when students are making noise.
• The teacher should have expectation that they can learn from your classes.
• Work towards the problem (for example, walk towards to the student if he/she is too noisy).