Observation Task 7: Classroom Management

Course Code EPC 2403

Course Name Practicum 2a

Course Teacher La Tonya Bell

Task Title Classroom Management

Task Description From your teaching practice experience you will analyze how you
formulated appropriate classroom rules. Reflect on the effectiveness
of these classroom rules. Explain how you taught and implemented
these rules in the classroom.

You will need to support your essay with at least 2 academic

articles.

REMEMBER: analysis of the lesson should include:

a. the lesson aims
b. the role of the classroom rules
c. what factors influenced your classroom rules choices
d. support from literature
Special Instructions

Goals Covered 1-5

Weighting This will be part of your TP Portfolio

Length/Word Limit Minimum 500

Due Date End of Teaching Practice

Grading Criteria Your grade will be determined using the HCT B.Ed. generic descriptors
attached.

From my teaching practice experience I formulated classroom rules by

keeping in mind these guidelines (Oliver & Reschy, 2007):
Rules should be phrased as a positive statement
Clearly described the rules
Minimized the list of classroom rules

Effectiveness of classroom rules:

I applied these rules as a teacher in my class that are described by (Korpershoek et al.,
2014).
Rules:
Write or call home:
As a teacher I fill the student form that forces her/him to show his/her behaviour. The
family members are required to sign and read the reflection form that is given to me
next day. In case of free period and phone call facility, I made a call to home or send a
note for home by student hand. Positive statements are begun when discussing the
misbehaviour of student to family member. But confidence is given to student in front
of family member; he/she will not do such type of activity in future (Korpershoek et
al., 2014).
Send student to another room:
I use this strategy to a student who misbehave or not involve in class activity. I send a
student to another room where he/she can work independently and calmly but not
regularly (Korpershoek et al., 2014).
Movement of student to another seat:
If student seems distracting or distracted by nearer student, then he/she is move to
another seat. This strategy is effective for young students (Korpershoek et al., 2014).
The conference of student with coach:
In case of student failure I act like a coach by building strong relationships with
his/her. The coaching of teacher will influence the students positively (Korpershoek et
al., 2014).
Detention:
I give order to clean the all desks of class room, or complete the form in which he/she
have to explain the reason of disobedient students (Korpershoek et al., 2014).
On the Porch:
If a student has done something wrong with class then she/he will have to write a
letter of apology to my class. They will allow eating or sitting class members unless
they do not the reasons of bad act (Korpershoek et al., 2014). .
Few teachers have established rules and its results without involvement of students in
rules development process. The participation of student increases the involvement in
following of those rules in class. I have used this empowerment process of rule
making process in class. I started my each class of 4th and 2th Grades by asking the
differences of unproductive and productive classroom, and used their answered for
drafting and framing rules of class room. I pretend myself as a friend to students as I
am new in teaching profession, thats why I have limited leadership skills for class
rules. I also shared my expectation such as be on time, work hard, made assignment
on time and work together for benefits of class. I have implemented the class room
rules by following ways;
1. Discussed the importance of each rule in class
2. Defined the expectations of each rule
3. Described the results of breaking rules in class to students
4. Made investment for meeting the behavioural goals of students
5. Reinforcement of good behaviour such as I gave smiley face on good
behaviour and no black point on bad behaviour. I often used words good
excellent Well done on good performance of students.

References:
Korpershoek, H., Harms, T., de Boer, H., van Kuijk, M., & Doolaard, S. (2014).
Effective classroom management strategies and classroom management programs
for educational practice: A meta-analysis of the effects of classroom management
strategies and classroom management programs on students academic,
behavioural, emotional, and motivational outcomes. Groningen: RUG/GION.
Oliver, R. M., & Reschly, D. J. (2007). Effective Classroom Management: Teacher
Preparation and Professional Development. TQ Connection Issue Paper. National
comprehensive center for teacher quality.