Lecture 11 Classroom management and teacher's approach Questions to be discussed

Positive classrooms
Robert DiGiulio has developed what he calls "positive classrooms". DiGiulio sees positive classroom management as the result of four factors: how teachers regard their students (spiritual dimension), how they set up the classroom environment (physical dimension), how skillfully they teach content (instructional dimension), and how well they address student behavior (managerial dimension). In positive classrooms student participation and collaboration are encouraged in a safe environment that has been created. A positive classroom environment can be encouraged by being consistent with expectations, using students' names, providing choices when possible, and having an overall trust in students. So As educators, we have daily opportunities to help students grow confidence and feel good about themselves. Despite all the negativity that may be around them within their households. Through such actions as boosting their self-esteem through praise, helping them work through any feelings of alienation, depression, and anger, and helping them realize and honor their intrinsic worth as human beings. May result in better behavior in the long line jeopardy of the students.
Praise in the Classroom
Using behavior specific praise (BSP) in the classroom can have many positive effects on the students and classroom management. BSP is when the teacher praises the student for the exact behavior that the student is exhibiting. For example, the student might normally have trouble staying in his seat and that would cause disruption in the classroom. When the student is staying in his or her seat, the teacher might say that they are proud of the way the student is staying in his or her seat and would tell the student how they feel. This would help the student feel validated for a positive behavior and would increase the likelihood of the positive behavior happening again.

Good teacher-student relationships

Some characteristics of having good teacher-student relationships in the classroom involves the appropriate levels of dominance, cooperation, professionalism, and awareness of high-needs students. Dominance is defined as the teacher's ability to give clear purpose and guidance concerning student behavior and their academics. By creating and giving clear expectations and consequences for student behavior, this builds effective relationships. Such expectations may cover classroom etiquette and behavior, group work, seating arrangements, the use of equipment and materials, and also classroom disruptions. These expectations should always be enforced with consistency among all students within the class.Inconsistency is viewed by students as unfair and will result in the students having less respect for the teacher. Assertive teacher behavior also reassures that thoughts and messages are being passed on to the student in an effective way. Assertive behavior can be achieved by using erect posture, appropriate tone of voice depending on the current situation, and taking care not to ignore inappropriate behavior by taking action. Another great strategy to build a good teacher- student relationship is using inclusive pronouns. For example, if a class is misbehaving and are getting off track, instead of saying “ you need to get back to work” a teacher may say “we’ve got a lot of work to do today, so lets get back to it.” Another technique to establishing good teacher-student relationships is William Purkey's "three pluses and a wish." These pluses are compliments that the teacher gives to the student before making a request. The pluses help the student get into a mindset that is more likely to cooperate with the teacher. An example might look like this: "Thanks so much for your participation in class today. I love hearing your comments. I think you provide a lot of good insight to the discussion. I would love it if you could raise your hand before commenting, so that the other kids can follow your example."