The two most challenging aspects of teaching when it comes to classroom management are getting your students to respond positively to your instructions and getting them engaged in lessons and tasks. The trouble is, most teachers probably have far too many challenging students to deal with, and not enough support and limited time to deliver a successful lesson, every day. Teachers are busy enough with the stress of managing student’s behaviour problems whilst trying to juggle the rest of their heavy workload that they have to deal with on a daily basis.
Having a proven system for dealing with behaviour problems as they occur (a classroom management plan), and an indication on how to get student attention, also ways to get respect from your most challenging students is vital as these problems which can make some days extremely challenging and frustrating for both student and the teacher.
Assertive teachers are in control of everything that happens in the classroom. They decide what's best for students, and lead them to learn productively. Students are expected to do as you are told and assertive teachers ensure this by creating and maintaining an environment in the classroom that promotes effective learning, students act quickly and decisively in calm and collective way.
The two personal skill areas I have identified as needing improvement of my teaching are behaviour management and voice projection I believe these two areas are significantly important to teaching and making a success of every lesson during a teacher’s career.
Ø Background on the student
• Aged between 16-18
• Left school with no qualification.
• Enrolled on this training academy to gain GCSE qualification in Maths and English through functional skills.
• Most of them not wanted to be there.
• Pressure from parents.
• Some not even interested in hair and beauty
• Just need GCSE for another course they wish to pursue in another establishment.
• So not paying much attention in the class especially during the theory lesson.
Ø During theory
During most lessons some students are very disruptive they are the same set of students most of the time. They do not like theory work during the lesson always asking to go to the toilet in the middle of the lesson asking very silly and questions that are not relevant to the topic and completely switch off during presentation. Never completing their task given during lesson and have to take home as extra homework to complete. Some student’s manage to complete their tasks very quickly and ask to leave home very early if they are not allowed they become very disruptive and distract other from doing their work.
Ø During practical
I noticed that most off the student really liked doing practical work. At the moment the students were doing theory on a Monday and practical sessions on a Tuesday the theory lesson is three hours long with a fifteen minute break in between and the same with the practical lesson on Tuesday. During the practical sessions they are very quiet they get on with they’re very well all tasks are completed within the specified time and their work is presented very well and they seem to be learning quiet a lot during the lesson. Also as they carry out the work I notice that they are very quiet and there concentration levels are quite high, and after every lesson they always ask what they are doing in their next practical session.
Ø Strategy used
Even the most meticulously planned lessons can go to pot if students misbehave but sessions could be improved by teacher preparing an extra task for some students who complete task provided quicker than the time given. Also In the future lessons could be improved by breaking them down into half for example the first 90 minutes could be theory and the second 90 minutes could be practical. I think by doing this student will still get both practical and theory in one day and still be engaged in lessons and learning will be very productive.
By just doing 3 hours of theory students loose concentration and disengage during the lesson and become very disruptive. This has a very bad impact on the lesson as classroom management cannot be maintained and what the students learn is very limited.
“early productivity in lessons helps to engage students. It is then easier to share the point of the lesson with your pupils” (Quigley, 2015)
Ø Knowledge and skills developed and achieved
Students doing more work won’t raise standards. They need to be doing the right things. This is the difference between being occupied and being productive. Here are three steps I followed to boosting student’s productivity and progress in lessons.
· Teach the right things
· Get students doing most of the work
· Organise classroom structures
By using this strategy of teaching during lessons and dividing the lesson in half I believe that classroom management was maintained and managed well. Adapting to students individual needs and recognising own limitations as a professional doesn’t mean that you can handle everything. Knowing that you have support and backup is crucial to staying in control of your own behaviour and responding appropriately to student’s bad behaviour.
· Be Attentive.
· Use Positive Self-Talk.
· Debrief with pears.
· Be Mindful of Your Own Reaction.
“Poor communication is generally recognised as a feature of bad management.” (elton, 1989)
Ø Identification of the area working on
Insecurities about your voice, or overwhelming concerns about what others will think about your sound can get in the way and prevent you from projecting your voice. This is not always an easy fix, and often takes consistent practice and work. I intend to practice directing my voice for example practising talking to objects or targets and giving my voice an aim so I can naturally project my voice in the classrooms.
· Gaining class attention
· Getting students on task
· Giving praise
Ø What you wanted to achieve.
First impressions can be long-lasting, and they are usually based behaviour. Before you even start teaching, your students will have already made some decisions about you, so it is important to understand what those impressions are based on and how to manage them. Achieving classroom management is imperative despite these challenges, there are teachers who consistently succeed with the most disobedient students, and enjoy a new sense of accomplishment, less stress and more joy in teaching their students. Leaving positive lasting impressions on students on students so they to love to learn and give kids more options, better opportunities and a greater capacity to give back to others.
Ø What you learned from this area.
Be patience, plenty of patients is required every day and in every way within any classroom full of young energetic student who will use their imagination in many ways to test your tolerance every day. Any teacher who assumes that a room full of students will be willing to sit quietly and listen to the teacher teach them will be surprised by the rude awakening that students don’t work that way.