Showing posts with label Classroom Management. Show all posts
Showing posts with label Classroom Management. Show all posts
Monday, December 8, 2008
Assessing Classroom Involvement
The following criteria chart is used in the class to assess student involvement and interest in classroom activities.
Notebook Evaluation
The criteria template given below for notebook correction, if used properly, would give the teacher a clear idea about each student in the class. Based on that it is very easy for the teacher to guide the student and to give proper feedback to all concerned.
Behavioural Check List
This check list is used for assessing and giving proper feedback to the students and parents on the behavioural aspects.
Friday, December 5, 2008
Student Learning
By C. Radhakrishnan
These pictures were taken of students during a Civics lesson. Students were given the assignment of using pictures, drawings and captions to "illustrate" some problems of our civic life. This provided the opportunity to use creativity and personal experience in making posters, in contrast to traditional assignments of copying definitions, reasons and examples from media and other sources into the notebook. Students were allowed to work in groups if they desired, and later shared their work by having the class attempt to determine which civic issue was illustrated in their poster. Students showed a great deal of enthusiasm and creativity in this project, and demonstrated mastery of their topic during class discussion and subsequent testing.
A Quiz Programme organised by my class 9 students for the whole school in January 2oo8, as part of a group learning activity, connected with the lesson ‘History of Cricket’. A very clear testimony to illustrate ICT integrated teaching.
'On the Ramp Down the Centuries'- a costume show organised by class IX for the whole school in October 2008, as a part of a group learning activity is another very clear illustration of learning by doing. Each and every student of the class collected datas and designs of costumes used by people belonging to different cultural backgrounds during different periods. Finally, each one of them opted for a particular costume and designed it and presented it on the stage by using their variety skills such as dramatics, dance, mono act, mime,and singing. Really, the show was an excellent depiction of Howard Gardner's Multiple Intelligence.
These pictures were taken of students during a Civics lesson. Students were given the assignment of using pictures, drawings and captions to "illustrate" some problems of our civic life. This provided the opportunity to use creativity and personal experience in making posters, in contrast to traditional assignments of copying definitions, reasons and examples from media and other sources into the notebook. Students were allowed to work in groups if they desired, and later shared their work by having the class attempt to determine which civic issue was illustrated in their poster. Students showed a great deal of enthusiasm and creativity in this project, and demonstrated mastery of their topic during class discussion and subsequent testing.
A Quiz Programme organised by my class 9 students for the whole school in January 2oo8, as part of a group learning activity, connected with the lesson ‘History of Cricket’. A very clear testimony to illustrate ICT integrated teaching.
'On the Ramp Down the Centuries'- a costume show organised by class IX for the whole school in October 2008, as a part of a group learning activity is another very clear illustration of learning by doing. Each and every student of the class collected datas and designs of costumes used by people belonging to different cultural backgrounds during different periods. Finally, each one of them opted for a particular costume and designed it and presented it on the stage by using their variety skills such as dramatics, dance, mono act, mime,and singing. Really, the show was an excellent depiction of Howard Gardner's Multiple Intelligence.
My Personal Model of Discipline
By C. Radhakrishnan
Incorporate my own style of working with people, developed through my career as a teacher.
Utilise "Strengths Perspective", recognizing and building upon strengths, with the belief that every individual has areas of strengths.
Utilise "systems" approach, seeing students not just inside the classroom, but recognising their relationship with other systems in their lives.
Utilise my strengths in working with others: building relationships through empathy, listening, respect, and presenting new ideas and skills in a way which does not pose as a "threat" or encourage defensiveness.
Models of Classroom Management Incorporated in my Personal Style
Assertive Discipline (Canter): Clear rules are laid out, consistently enforced, and used with praise.
Gordon's ideas of positive and negative consequences.
Strategies in Classroom Management
Involve class in developing rules. Clearly post rules in the classroom. Provide copies for students to sign, and share these with parents.
Utilise positive discipline techniques in describing behaviours which I want to see, in contrast to a long list of "don'ts".
Use of praise: I will acknowledge good behaviour and efforts, verbally and through the use of non-verbal.
I will not praise just those who are excelling, but those who are "trying", even if it is a struggle.
I will keep in mind that "not every student will like me, nor will I necessarily like every student". I will try to find at least one thing I can respect each student for, even if it is just showing up for school.
Communicate to parents the strengths and successes in their children, through phone calls or emails.
Offer students choices, so that they have some "positive control". (Keeping in mind that developmentally, students are looking for independence, individuality, and control).
Give students some choices in projects to be completed for class (selecting their own topic, way to present the material, etc).
Have students develop their own "goals" for the class, and have students review their progress.
Incorporate my own style of working with people, developed through my career as a teacher.
Utilise "Strengths Perspective", recognizing and building upon strengths, with the belief that every individual has areas of strengths.
Utilise "systems" approach, seeing students not just inside the classroom, but recognising their relationship with other systems in their lives.
Utilise my strengths in working with others: building relationships through empathy, listening, respect, and presenting new ideas and skills in a way which does not pose as a "threat" or encourage defensiveness.
Models of Classroom Management Incorporated in my Personal Style
Assertive Discipline (Canter): Clear rules are laid out, consistently enforced, and used with praise.
Gordon's ideas of positive and negative consequences.
Strategies in Classroom Management
Involve class in developing rules. Clearly post rules in the classroom. Provide copies for students to sign, and share these with parents.
Utilise positive discipline techniques in describing behaviours which I want to see, in contrast to a long list of "don'ts".
Use of praise: I will acknowledge good behaviour and efforts, verbally and through the use of non-verbal.
I will not praise just those who are excelling, but those who are "trying", even if it is a struggle.
I will keep in mind that "not every student will like me, nor will I necessarily like every student". I will try to find at least one thing I can respect each student for, even if it is just showing up for school.
Communicate to parents the strengths and successes in their children, through phone calls or emails.
Offer students choices, so that they have some "positive control". (Keeping in mind that developmentally, students are looking for independence, individuality, and control).
Give students some choices in projects to be completed for class (selecting their own topic, way to present the material, etc).
Have students develop their own "goals" for the class, and have students review their progress.
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