One of the most difficult skill to master as a teacher classroom management. Unfortunately, if you can master these skills will not survive as a teacher, especially in a high school teacher.
However, when the school year begins, many in the first year of secondary school teachers were pleasantly surprised. All through their teacher training have been told how difficult classroom management at the high school level may be as important to have effective classroom management skills to be a successful teacher.
However, during the first day of school, there does not seem to be lots of problems ... Students seem quite attentive, no talking or passing notes, there certainly is not anyone talking back or struggling during the first few days ... But then things begin to change.
You see, those first few days of the honeymoon ... students are nervous and many are a bit apprehensive to sit back and wait. However, by the end of the first week of school, or indeed in the second week of school, middle school students begin to feel more comfortable, begin to test the limits of teachers and classroom management is becoming harder and harder.
It was at this point that many teachers began to panic and immediately resort to various reward / punishment system, or as Alfie Kohn refers to them ... "carrot and stick" system.
Unfortunately, these systems have developed a mistake. They provide only a temporary solution to the ongoing problem. Students who respond to the rewards start to do their job and act only if it is on the prize, while at the same time, many students who rely on negative attention actually begin to seek penalties.
is a better plan "proactive approach" to managing učionicom.Proaktivni approach is based on the premise that the best classroom management plan is a strong curriculum ... that the key to the middle school classroom management is to keep all your students actively involved in all your lessons.
Unfortunately, there are times when teachers are forced to react. There are times when a teacher uses every trick in the book pro-active and still a student is not something that requires the teacher to respond.
However, just because the teacher must respond to a situation does not mean the teacher must punish učenika.Učitelj must still save the penalty as a last resort only!
So what is the teacher do?
So here's the idea ... create a "behavior action plan". Better yet, have the student create an "action plan behavior ".
key to changing inappropriate student behavior to the * student * take responsibility for their actions. First, the student must identify inappropriate behavior and then determine why it is inappropriate, and ultimately, how it plans to stop the inappropriate behavior.
All the teacher needs to do is to have students complete the "behavior action plan". The plan calls for students to complete the following three commands:
1 I am writing this plan, because I ..
2 Such behavior is not appropriate because ...
3 To prevent this from happening again, I plan ...
Subsequently, at the bottom of the brochure to make sure that the student sign his or her name. By signing your name the student makes a promise to follow through with their plan.
Finally, this approach to classroom management is much better than simply punishing students for misbehavior. This approach to classroom management of long-term results.