How are the concepts of authority and engagement connected in the classroom setting? Please explain how you will establish an appropriate level of authority in your future classroom while also maintaining a successful level of student engagement.
Establishing of authority and creating a friendly environment in which children is a dilemma I face as a teacher. Excessive authority may create fear among the children and hinder their learning abilities. On the other hand, a classroom that is based on principle of minimal authority compromises the order required to deliver instruction in a classroom setting. In my response to this question I will examine how emphasis in authority establishment in class compares with an emphasis on learner engagement.
The school system trains children to be prepared for the real world and in this regard, there must be a reasonable exercise of authority in the class. The teacher can instill authority and gain the respect among learners by establishing rules (Barrow, W. (2015). Rules create a basis for activity in class and determine the activities that must be done at specific times. I will endeavor to show authority in class by the use of body language through such gestures as smiles to show approval or a frown when an inappropriate behavior is taken by the learners. The teacher must however be consistent and sincere in expressing sending messages through the body language. In addition, he must be fair but firm. Emily proposes in the peer response that authority is the basis for more classroom engagement as it helps children respect the teacher and create a sense of confidence.
Creation of engagement is considered a critical gem in enabling learning at an early age. When children participate in learning through play and other techniques, they enhance their capacity to learn. The teacher can decide to mildly show authority and ensure that children are well guided in a learning process. In peer response 3, Britany says that she finds student engagement natural which creates an environment where children grow. I naturally evoke authority in the classroom and I will use this quality to allow a seamless learning environment with the children. In this regard, I will ensure that I am deliberate in creating a learning environment and enable spontaneity in children. Teacher should devise ways of engaging children in conversations and integrating play with learning (Guo, Sun, Breit-Smith, Morrison and Connor, 2015).
Please describe the three concepts of classroom management, engagement, and motivation in reference to education. How are all of these aspects of education connected and interdependent? Provide examples to support your response.
Classroom management is an exercise that begins with how the teacher arranges the equipment for learning. The classroom must be spacious and orderly to ensure that learners understand their expectations. The teacher already represents authority and in this regard, he can determine whether learners trust or develop fear. He can thus evoke confidence by engaging them in games and other learning activities. However, the teacher must not forget the role of instruction in shaping the attitudes of children on important virtues. Tabitha, in peer response 2 proposes that she will teach children to be respectful and develop a model of how it looks like. She also says that she will set rules of expectations and also ask the children what they expect. Although asking creates an environment of conversation, it is the teacher who understands the dynamics of learning and is in a better position to provide guidance. Engagement of the children is therefore determined by the class management that entails the physical appearance and the climate of confidence created by the teacher.
Motivation to learn is largely dependent upon the teaching methodology and the character of the teacher. In addition, it is informed by the minders if the children at home. In this regard, parents and teachers must collaborate to ensure that children are motivated to learn (Topping and Wolfendale, 2017). When children leave school, it should not be the end of the learning process and there should be continuity at home. Nevertheless, the parent should not replace the teacher and must allow the child to distinguish between the various authority structures. The relationship between the parent and the child should be personal and should be the basis of formation of respect in the classroom. In addition, the teacher can encourage the child to engage in play activities without supervision and commend the children when they engage in impressive activities. The child should experience leas fear and more confidence in the classroom (Wentzel and Brophy, 2014). In this regard, the teacher is able to identify the skills and abilities in the child and enable him to become a self directed learner. Emily, in peer response 5 states that learners derive motivation both internally and externally. The teacher must thus ensure that he establishes a climate of motivation by engaging the students in fun activities but must ensure that the class runs smoothly according to a prescribed routine of activities.
References
Barrow, W. (2015). ‘I think she’s learnt how to sort of let the class speak’: Children’s perspectives on Philosophy for Children as participatory pedagogy. Thinking Skills and Creativity, 17, 76-87.
Guo, Y., Sun, S., Breit-Smith, A., Morrison, F. J., " Connor, C. M. (2015). Behavioral engagement and reading achievement in elementary-school-age children: A longitudinal cross-lagged analysis. Journal of Educational Psychology, 107(2), 332.
Topping, K., " Wolfendale, S. (2017). Parental involvement in children's reading. Routledge.
Wentzel, K. R., " Brophy, J. E. (2014). Motivating students to learn. Routledge.
