CMS Assignment

 

  Classroom Management Strategies Reflective Task by Rochelle Coleman Part 1 There are a number of student behaviours that I anticipate will occur during my practicum. These beh behaviours aviours vary in severity and include incidents such as students talking out of turn; getting out of seats; swearing at teachers or  other students; throwing objects or furniture; refusing to follow instructions; leaving class before being dismissed; being unprepared; sleeping in class; tapping a pen; making making ‘silly’ noises; cheating; and rocking on his or her chair.   None of these behaviours seem too severe in isolation, however, they can prevent learning objectives from being achieved. Part 2 Low-key responses to student misbehaviour are preferable to more visible responses as they can be employ employed ed without interrupting the lesson lesson.. They also give students the opportunity to ‘back down’ without compromising their  reputation. An effective low-k low-key ey strategy that I employed on my practicum to prevent or respond to unproductive student behaviour was the use of  proximity. During my practicum, I used proximity to deal with a number of student misbehaviours. One example of this was when dealing with students w who ho were talking out of turn. After signalling to start at the beginning of the lesson and gaining the attention attention of students, I comm commenced enced instruction. Two students started talking at the same time as me, so I moved in front of their desks and placed my hand lightly on the desk to get ttheir heir attention. I did this while I continued my instructions to the class. Part 3 Proximity is proximity a tool thatas I feel comfortable using in my teaching practice. e. While I had used a tool in my last practicum period, Ipractic feel that I am become more comfortable comfortable using it in my practice. I now employ proximity not  just as a response to student misbehaviour, but also to proactively manage disruptive or off-task behaviours. For ex example, ample, I am now c comfortable omfortable at walking around the classroom and examining student’s notebooks and a nd laptops to ensure they are on task.  Additionally, I feel f eel that I am improving at using proximity with a student without sacrificing my ‘with-it‘with-it-ness’. ness’. There is a danger  that, while I am employing proximity as a response to student misbehaviour with students on one side of the room, I may miss student misbehaviour on the other side of  the room. I must continue tto o ensure that I maintain awareness of all students in the room.