Principles and Practices of Classroom Management

Principles and Practices of Classroom Management repugn behaviour boorren ar children that disrupts, annoy or get into a dissimilarity with other people, be it the teachers or their peers. Some to a fault do not interact with the others (McTiernan, 2011). Positive behaviour is being soci satisfactory with peers and being able to bear in mind to instructions. In a class, there ar bound to contain a mixture of both autocratic and ch entirelyenge behaviour. Management of the ch everyenge or electropositive behaviour of children is not the only influence for the childs behaviour. The arrangement of the physical space overly does matter.Different surround is needed for different kind of activities, when the children is doing languages or maths, a lull environs is needed as the children needs to think and absorb the information. However, when it is time for play, the environment would be noisy. These two activities need to be stick at a separated place as the noisy activitie s might disrupt the settle down activities. In the childc are centre that I am abandoned in, the quiet and noisy activities are separated. When they arrange the activities in this way, the children would develop a positive behaviour as they sense of smell comfortable in what they are doing.Shelves utilize in child care or kindergartens should be low-spirited as it is decisive for the teacher to keep their eyes on the children at all times. Shelves are use as a partition for different l stiletto heelning centres and remembering space in a childcare or kindergarten (Hodge, 1997, p.10). The shelves in the childcare centre that I am attached in also has low shelves so that the teacher can always see the children and the children can also reach for the toys easily. When the teacher keep an eye on the children at all times, it would prevent challenging behaviour as the children sleep withs that they are being watched by their teachers.Tapes are also used as a sign for boundaries , rough centres also has footprints to show the children most pathways from a certain place to another(prenominal) (Kaiser, Rasminsky, 2007, p.105). However, there isnt any tapes nor foot prints in the childcare I am attached to. Therefore, it does not seem to be in possession of any term for any learning corners. This triggers challenging behaviour as children not to know where the different centres are and they pull up stakes start to be rowdy.Social linguistic context is when there is friendliness, cooperation and cohesiveness involved. With this three components, it would add up to a instinct of community. A community is where one can feel a sense of belong and they all extend towards a goal that they all seduce. When children are friendly with each other, challenging behaviour ordain not die so often. This is so as they feel that they are included and they ordain feel happy. Cooperation is essential in preventing challenging behaviour as with conjunct activities, c hildren with challenging behaviour would tend to be acquire not so self-assertive and corporate (Kaiser, Raminsky, 2010).Being a teacher would mean that there is a need for one to set a candid example for the bookmans. They should be caring and be able to lend a listening ear to the children. When the children see that their teachers are so friendly, they will then feel further to behave positively. When children behave positively, challenging behaviour can then be prevented.A kin between the teacher and student should also be built up. To do so, one should be fair to each and all(prenominal) student and make an effort to know about each students background. As a teacher, it is also very important to listen to every student. It should also be necessary to set out some behaviour that is expected from the children. When the children feels that the teacher has built up a relationship with them, it is less likely for them to have a challenging behaviour. As they feel that you are v ery friendly, they will build up a positive behaviour. However, being friendly is important but one should be close about not letting the children think that you are their friend instead of teacher as this would lead to them not taking what you say seriously (Smith, Yell, 2013).In different childcare or kindergartens, different strategies are used by teachers in managing classes. Below are two strategies that I have observed the teachers used. Of which one is a formula and one is a routine. Although strategies are supposedly workable, however, there are also times where strategies does not work.In the childcare centre that I am attached to, there are some unique actions made to catch the childrens attention. One of the strategies I observed is that during lessons or storybook reading time, when the children are getting serenityless and get rowdy, the teacher would clap her hands to any tune and most of the children will mimic what is being clapped. However, the corporation of t he children depends on how rowdy they are. If they are unfeignedly rowdy, only some will clap to the tune while the rest continues to be noisy. I have observed that the clap to the tune regularity only works for a maximum of two to three times. subsequently that, another strategy essential be used to capture the childrens attention. I think that this happens as the children gets bored with the method at the leash time.The second strategy is actually a rule. There is a rule saying that after every meal, the floor must be move and the tables must be cleaned by the students. When it was my primary day in the childcare centre, I was actually very shocked to see the children all lacking(p) to sweep the floor and clean the tables. I at first theory that they were rewarded after that. However, they were not. After much thinking, I finally understood wherefore they would be so spontaneous. They already take it as a routine routine, to them, it is like ba intimacy or eating.In ind ependent work, much considerations must be made in order for the children to be interest and so get the motivation to finish that piece of work. The work should be challenging but achievable. This is so as it is important to let children feel a sense of achievement when they first do it. If they fail at the first time, they will not want to do it again the next time. This nub that if the child is 5 years old, do not give anything that a 7 year old would do. This is so as they will not know how to do and would not be motivated to finish the work given over when they feel that they do not know how to do. Work should also be given according to the childs interest. For example, if the child is interested in savages, you could provide the child with some paper and recycled materials for him/her to create an animal he or she likes (Weinstein, Romano Mignano, 2011, p.256).The objectives in a slender group employment is to let the children learn how to have teamwork and how to help one another. Therefore, the work given should include factors of teamwork. If possible, create an activity that the factor of teamwork is mandatory. Another considerations that must be made is that to help the children team up, this means that one should make sure that they do not mix with the same group of people all the time. This would lead to segregation in the class as over time, they will not want to mix with the other peers. The aim of a small group work is for everybody to mix around, if they only mix with their peers then it would get the better of the purpose of a small group work (Weinstein, Romano Mignano, 2011, p.277). I have observed that in the childcare centre that I am attached to, they would try to mix the children around for group work.The last important thing is to make sure no student tries to free load. It is essential to put different children with different strength together so that all of them would have a chance to do something. For example, put a studen t with good creative but does not have much of a forbearance with a student that has patience but not much of a creativity (Weinstein, C. S, Romano, M. E. Mignano, A. J., 2011, pg. 278).