Supportive Classroom Management Practices Maximise Learning

Rationale

When entering the classroom as a preservice teacher for the archetypical time, it is deceptive how simple an experienced teacher can view classroom prudence appear. The state school observed was do up of a diverse student body, with large song of students from a multitude of cultural backgrounds and learners with physical and intellectual impairments. It overly contained a significant portion of students from low socio-economic families. Within the classrooms observed, viz. year nine business education, minimal disruption occurred disrespect some students being notorious for disruptive and unacceptable behaviour. in addition observed within these classes was the high level of student liaison with and enjoyment of the subject matter covered. The teacher observed presented a calm, firm but sensitive approach to students and addressed whatsoever concerning behaviour initially in class and also in camera with the student(s) after class. Disruptive behaviour during class was addressed with implicit teacher acts such as pausing class argument and making eye contact or moving in closer proximity to the disruptive student. These preliminary classroom forethought strategies curtailed the inappropriate behaviour and formal school behaviour management policies were not needed. The observed classrooms clearly achieved both the teachers and learners objectives, for information to be interesting and therefore engaged with by students.



The question to be investigated within this research report is how was such a in(predicate) classroom established? Are there any theories or research that suggest how the classroom environment may disclose support learners?

Literature Review

The term management is often associated with the supervision and insure of others, usually within context of the business world (Dinsmore, 2003, p.6). This tie beam is also evident within education, whereby classroom management is usually associated with the control and regulation of students within the classroom (Porter, 2000, p.3). Clearly this interpretation of classroom management is flawed as it...

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