Throughout the entire course, I have experienced a wide array of content in regards to classroom management. I have been able to learn on important theories that explain how students work and how a teacher should relate to his or her pupil. I have also been able to learn about my personality type and how it impacts my interaction with other people in the classroom. The course has increased my level of growth and my understanding of handling students with special needs and instruments that help a teacher connect with their students better.
In the first-week progress log task, I learned about control theory. Glasser’s control theory explains how people behave and the reason they act as they do. The task was able to make me understand that people’s actions act as a means of fulfilling their needs such as the desire for security, acceptance or power. As per the product, I explained incidences that make me feel safe and loved is when am around my friends and my dog. I reflected on situations that make me feel comfortable and what I do to get into states that make me feel free or good. The work that I did made me use reflective skills so as to give accurate information rather than made-up information. The task was able to make me realize the type of needs that determine my behavior. I now understand that when I desire to feel good I will place myself in an environment that gives me pleasure or perform a pleasurable activity such as watching a movie. I am currently in the process of understanding how to apply control theory in a classroom with students. I am now learning how different pupils have varying pictures in their head of what makes them satisfied in a classroom environment.
The peer interaction task in the second week talked about healthy and unhealthy needs. The lesson was significant as it taught that every action is consciously or unconsciously done as a means of avoiding bad situations. As part of the assignment, I went and participated in an activity that made me feel good. I explained my experience in a game called the ‘White Elephant” where I and my friends exchanged gifts. I was able to involve myself in a situation that was able to help me understand my behavior better and make me realize the importance of friendship. The assignment has helped me to challenge myself to get involved with my friends more and activities that I enjoy. As part of my development program, I am trying to learn about more situations that my participation will increase my level of happiness or those that I avoid due to feeling uncomfortable.
Week 3 Peer Interaction Task 1 taught the type theory. The lesson’s importance was in the fact we got to learn how the type theory is used as a tool to assist a student to reach their fullest potential. The main reading of the lesson was by Carolyn Mamchur that explained the importance using learning instruments as a means of meeting a student’s needs (Mamchur, 1996). As part of the work that I did, I explained my type preference based on my own analysis. I was able to assess my personality as an introvert. I was also able to analyze my approach to challenges through which I realized am driven by logic and inquisitive in everything that I do. As part of my process, I always make sure am prepared before I pursue any activity. As part of the assignment, I was also able to explore how I feel when being in the presence of extroverts. I enjoy participating in activities with people of different personality types especially extroverts, as I am more of a listener than a talker. The week’s assignment helped me to assess my personality more closely and understand how students that are introverts participate in a class. I am currently ina process of learning how to be more active in a group session and come out of the tendency to become quiet within a large group of individuals.
In the fourth week, we did a peer editing task that dealt with the different learning styles by students. Its importance was based on its revelation of how some students learn through intuition while others learn through sensation. The reading of the week was still Carolyn Mamchur’s work that explained how learning styles serve as instruments when educating pupils. The assignment that I did cover two stories that appealed to sensing and intuitive students. I also formulated questions on what I felt would be appreciated by both categories of individuals with different learning styles. Based on the week’s reading, I understand that sensing students prefer learning through facts and like working with fixed and specific methods of approach. On the other hand, I feel that intuitive students are more innovative and work faster. I am in the process of understanding the different learning styles and how to involve them in a classroom setting. Before the week’s lesson I mostly categorized students learning ability based on introverts and extroverts but after the peer editing task, I understand learning styles also play a major role in how a student learns.
In the fourth week, we also did a peer interaction task that involved judging and perceiving. The lesson taught me that people who prefer judgment over perception, they tend to make quick decisions. Those who are more perceptive than judgmental are more careful before making a decision without sufficient information. The assignment that I did explain in a past situation where I used feeling instead of logical judgment to make a decision. Also, I was able to offer my opinion on late assignments, where I stated that I do not condone any work that is given after a deadline. Based on the work that I did, I was able to portray how I can be emotionally biased on one side and stern and logical on a different occasion. In certain situations, especially in the home environment, my style of making decisions is more perceptive than judgmental. However, in a professional setting and in a classroom, I make decisions based on the information offered. As part of my progress, I am continuing to become more lenient and understanding when it comes to a student bringing work after a deadline. It means that am taking consideration of valuing perception over judgment in classroom situations, something that I did not value before.
In week five, we did a peer interaction task that used narratives as the theme of the lesson. The interaction task was important as gave me the opportunity to use story-telling as a tool of revealing a personal moment in my past. The main reading of the task was Davies and Clandinin’s “Classroom Management: Restoring Our Relationships”, that explained how teachers can foster relationships with students by getting to understand them individually. In the assignment, I was able to tell about a past experience that I was irritated by a teacher. In the story, I was able to express a personal story and it felt therapeutic. Normally, I tend to be more secretive about personal issues but the assignment challenged me to overcome the boundaries. After finishing the week’s assignment, I realized the importance of opening up to past experiences and the healing effect that it has on me. The lesson has made me understand the significance of openness between a teacher and a student and how it fosters the relationship between the two.
In the assignment of students with special needs, I learned about learners with disabilities specifically ADHD. The lesson taught the importance of understanding how to relate to students with special needs and how teachers play a major role in ADHD student’s learning ability. In my work, I was able to synthesize different readings on Attention Deficit Hyperactivity Disorder and the behavior of individuals dealing with the diagnosis. My perspective on students with special needs is that although they have difficulty with learning, the manner in which they are taught also plays a major role. Teachers who use a motivating curriculum will be able to connect with ADHD learners much more easily than a teacher that does not. I have been able to learn that as a teacher I will be keen and take a listening role when dealing with disabilities so that I can understand their needs. Based on my learning experiences, I will give students the opportunity to feel free to open up about their issues and disabilities so as to create a better connection with them.
In the ninth week progress log, I learned about constructing a credo. Credo plays a major role in someone’s teaching ability as it is a set of beliefs or philosophies that guide someone's actions. I constructed my own credo based on perceptions and ideas about schooling and education. I believe that a student's perception of a subject is determined by how the teacher instructs. It is up to a teacher to connect with the learner and to motivate them to enjoy a curriculum. Previously, I had an assumption that how a student views a subject is based on their own determination for learning. After the progress log, I have come to realize that teacher’s play the major role in a student’s learning capability.
On the assignment of grading and motivation, we analyzed the article “Magic”. In the lesson, we learned about the evaluation traps that a teacher should avoid and the correct assessment methods that an educator should utilize. As part of my work, I analyzed “Magic” and evaluated the most significant areas that a teacher should consider when educating. Based on my assessment of Mamchur’s article, a teacher should go beyond the curriculum and teach something that a student enjoys. My work analyzed Eileen’s experiences and impact as a teacher, and I was able to deduce from her work that teachers with the most impact are those make an effort to connect with their learners. Currently, am in the process of developing an ability to develop a connection with those that I interact with so that I can apply to students. Am also learning on the most efficient assessment methods that are fair to a student and not too critical e.g. inconsiderate of their learning style.
In the tenth week, we did a peer interaction task that was based on discipline and restitution. The topics were extremely significant as discipline determines a student’s behavior in class while restitution talks about fixing a mistake that one has done. In my work, I explain how I deal with my problem with procrastination through restituting my co-worker who covers up for me. I was able to show insight on a mistake that I have a tendency of doing and how I fix the issue and make up for my behavior. I believe that for any mistake that one does, one has to show sincerity in their apology and ensure the affected individual is successfully compensated. I have learned the concept of restitution and how it is important in ensuring the cordial relationship between students or individuals. I have also learned that as a teacher I have to instill discipline in a child and to make sure that I do not condone the ill behavior. Also, discipline can be instilled through restitution e.g. a bully apologizing to the victim he or she has harmed.
We also did a progress log in the tenth week that was based on Larrivee’s “Authentic Classroom Management: Creating a Community of Learners”. Larrivee explains that a classroom should create an environment that is caring and empathetic for students as it will make them feel more powerful (Larrivee, 1999). Based on my understanding of the lesson, my work revolved around the fact that a teacher should clarify rules before a class starts as it will be more effective in enforcing discipline. My approach is based on a proactive approach rather than a reactive approach when sensitizing discipline. Although a teacher should be empathic to students, he or she should also ensure that strictness is sensitized.
In the lesson on gender equity, the assignment was based on equality between boys and girls in the classroom. The topic was important as gender equality in a class ensures that all students are treated on an equal level and everybody receives a similar amount of attention. In my work, I explained that in my education history I have never felt disadvantaged as a girl or feel discriminative treatment due to my gender. I have always held firm feminist ideologies as I recognize the importance of education in a woman’s life. Over the progress of the course, I have continued to realize that the more a teacher makes sure all students participate in a classroom, the more open a learner will feel in voicing their opinions in class.
In the eleventh week, our assignment was based on the comfort of a classroom environment. The comfort of a student is very important as it determines how receptive the individual will be to what he or she is taught. In my assessment, I used Savage and Savage’s article “Arranging the Physical Environment” (2009), where they explain that the design of a classroom environment can greatly improve the level of competence in a student. From my learning, I believe that the most comfortable environment for me is one that adapts to the weather or type of interaction in the class. As part of my developmental process, am trying to learn of the most comfortable environments for students of different learning types and personalities. After the lessons that I have learned throughout the course, I have realized that students feel comfortable in a class that relates to them or takes to account their decisions e.g. sitting position.
References
Davies, A., Hogan, P., " Clandinin, J. (1991). Classroom Management: Restorying our
relationships.
Larrivee, B. (1999). Authentic classroom management: Creating a community of learners. Allyn " Bacon.
Mamchur, C. (1996). A Teacher’s Guide to Cognitive Type Theory " Learning Style. Pg. 1-17, 26-36
Mamchur, C. (1981). Magic. Educational Leadership, 39(2), 152–153.
Savage, T. V., " Savage, M. K. (2009). Successful classroom management and discipline: Teaching self-control and responsibility. In Savage, T. V. Arraging the physical environment (pp. 63-72). California: Sage.
