The Teaching Rules And Procedures

Published Date: 02 Nov 2017

Name of the Student

Name of the University

A. Responses to video

Observation and description

The primary video had shown the overall observed teaching situation such as visual aids, classroom decor, seating arrangement and additional necessary criteria in order to present the learning environment. According to this video, all students were gathered in one place and seated on the floor with the teacher. The group activity can be done in front of teacher and teacher can decide that whether the group activity was good or not. This video showed that the students were performed among other students in order to enhance the class room environment.

The teacher presented different name tags and interacted with the students through those visuals and the different name tags interacted between the teacher and student in class room. The productive participation was the class room activity and the teacher asked the students in order to identify the different roles and as the students identified the proper, the teacher adds up some key points in the form of questions. Then teacher clarified the roles of each member in the group.

Analysis, exploration and reasoning

This video showed the purpose of observed video was related to the establishment of rules for productive participation. The purpose of the observed situation was to let the thinking and analyzing capability of students. The thinking and the analyzing capability of students can be used for enhancing the classroom management. The students can understand the expectations of teachers from students including answers and needs, when teacher was making questions on students in the class room management (Robert J. Marzano, 2003).

The observed level of student’s engagement with instruction was based upon the providing the responses to the questions of teacher in the class room management. This referred that the students think and analyze for giving the proper responses to the needs of teacher. The ground rules can be established for productive student participation by recognizing the individuals, learning names, seating arrangement, establishing expectations and encouraging the students in the classroom management.

Connections to other effective teaching practices

The video showed the observed student participation to the effectiveness of teacher’s direct instruction regarding classroom rules and procedures. The teacher was able to effectively direct instructions regarding the class rules and procedures to students by the help of visual aids. The colorful tags and identifying each role helped to the students in order to involving the instructions of teachers within the classroom management. The visual aids played a significant role in the class room to the effectiveness of teacher’s direct instruction regarding the class room rules and procedures. This method also helped to students to participate in a high level during the class room instructions.

Evaluation

The well prepared lesion plan included the clear and easy instructions for students in order to the enhancement. The lesson plan and observed instruction came together as the students were able plan and observe, analyze and retain information throughout the lesson. The connection between the teacher and students was as they communicated with one another through visual aids and questions. This video showed the evidence of observed teacher’s professionalism in the delivery (Chris Kyriacou, 1997).

The teacher’s clear, friendly and loud tone of voice demonstrated students. The teacher’s professionalism was also seen through the method that teacher used to extract answers from the students and also used visual aids to keeping the students better. This video showed the connection of observed teacher’s professional behaviours to their impact on the learning environment. The teacher’s professional behaviour created a comfortable and healthy learning environment to students.

The establishment of teacher’s role and demonstrating the professional behaviour toward the students, the teacher was able to connect the students for creating the healthy learning environment. The thinking process was based upon the teacher’s tone of voice, visual aids and the professionalism of teacher. The tone of voice was clear for her students in order to understand the classroom situations. The visual aids motivated the students and the professionalism made the comfortable learning environment for students in the classroom.

B. Classroom management plan

Goal for classroom behaviour

The direct instruction lessons were the appropriate for teaching skills, facts, concepts, strategies, procedures and knowledge that lend itself of being in small sequential steps. The goal for direct instruction was to demonstrate the new skills and knowledge independently without help from anyone in classroom management.

Co-operative method was the structured method of combining classroom based education with the practical work experience and it was taking on new importance in helping students to make experience learning initiatives. The goal of co-operative to class management was to achieve the practical work experience.

Assignment was a task that was given to the teachers by their teachers in order to complete out of the class time. The assignment can also be used for enhancing the students in the classroom management. The goal of assignment to classroom management was to make enhance the ability, knowledge, performance and attitude of students.

Rule for supporting classroom goals

Effective training

It was the rule that was used for direct instruction in the classroom management. This rule affected the classroom management positively. It included the effective methods and ideas in order to improve the knowledge and new skill without making help from anyone and hence the classroom will be improved.

Combination of classroom

The combination of classroom was the rule that supported to the co-operative method. This rule can be used for enhancing the classroom environment and management. By the implementation of this rule the practical work experience will be achieved.

Development of workforces

The development of workforce was the rule that supported to the assignment. Enhancement of workforce in the classroom management was an essential one in the case of improving the ability, performance, and attitudes of students.

Consequences for classroom rules

Evaluation of student’s performance

The evaluation of students’ performance was the consequence of effective training rule. When making effective training to the students in the class room, it was possible to make the better evaluation and valuable situation for student’s enhancement.

Positive classroom relationship

The positive class room relationship was the consequence for combination of classroom management. This consequence was provided by this rule in order to making the positive relationships making the better relationship among teacher and students (Louis Cohen, 2004).

Enhancement of student’s performance

The enhancement of students’ performance was the consequence that was possible by the development of workforces in the class room management. This consequence was the better one in the case of improving the ability and knowledge of students in the class room.

Reinforcement for classroom rules

Utilization of visual aids

This was the reinforcement that helped to the effective training in the classroom management. This reinforcement contributed to the enhancement of skills and knowledge of students in the class room management. The basic foundation of classroom management was based upon this reinforcement.

Utilization of tangible reinforcement

This reinforcement was to the combination of classroom enhancement. This reinforcement was the gift to students as rewards for the good behaviour. The good behaviour was developed by the positive combination of students in the class room management. Hence this reinforcement lead ethical and legal environment in the class room management.

C. Positive reinforcement principles for individual

Motivation

The motivation was the positive reinforcement that incorporated with the individuals to yield appropriate academic behaviours and for following class room rules. This reinforcement affected all aspects of living student within the class room. The motivation of teacher affected the individual student positively and hence this will lead the major contribution to enhance the individual mentally. This reinforcement can also be used successfully in order to increase the frequency of a wide range of classroom behaviours and also provided the new classroom behaviours to individual.

Communication

The communication was also the positive reinforcement that incorporated with the individuals to yield appropriate academic behaviours and for following class room rules. This reinforcement contributed more to the class room enhancement of individuals. It provided the self-esteem, self-confidence and independence to individuals in the class room management. The individual can also get innovation by means of this positive reinforcement in class room for the performance of academic subjects.

Positive reinforcement principles for groups

Activity

The activity was the positive reinforcement principle that incorporated with groups of students to yield appropriate academic behaviours and for following class room rules. In this case, teacher can reinforce the positive behaviour by allowing students in order to partake in favorite activities including sports and extracurricular activities. By this positive reinforcement the group of students can share the powerful ideas for the new implementation and the activity reinforcement included the chart moves, puzzles and punch cards in order to improve the knowledge and ability of groups of students in the class room management.

Token

The token was also the positive reinforcement and this reinforcement was to give the students markers for making the good behaviour among the class room activities. By means of this way, students can fulfill their criteria in order to achieve their goals and objectives in the classroom. When the students meet the criteria for reinforcement, group of students can pick out an envelope from the tin for discovering his reward. The token included the monopoly money, marbles and chips and points. This reinforcement also made the appropriate academic behaviours for the enhancement of group of students in classroom.