Task 3- Classroom Management

Edison Helvert Mesa Code: 16378293

Karol Dayanna Pérez Code: 1096247321
Nury Paola Santamaría Code: 1000351201
Luisa Fernanda Arias Code: 10962388123
Luisa Viviana Infante Pabón Code.

Tutor: Kelly Maritza Fajardo

Universidad Nacional Abierta Y A Distancia

Course: teaching English to adolescents and adults
Group:551004_2
July- 2021
 Questions

a) What is the Impact of Poverty on Student Achievement? Contextualize your

answer with a real example.

In the past, children didn’t know their economic situation and they saw it as an

effort. At this time, children know very well their economic situation and when are in

poverty they know it and act like that. According to their environments, those children that

are in high poverty schools doesn’t have a lot of opportunities as those who are in a low-

poverty school.

For example:

Erika and Julieta are friends since they were 5 years old. Erika’s mom works for

Julieta’s mother. Julieta studies in a private school in the north of the city. she has a lot of

opportunities, she studies another language and plays tennis. Erika lives in a very poor

neighborhood, in there, every day someone is stolen, even in the school they stole

computers, television, and teachers. Other kids don’t like to do homework and the teenagers

start drinking alcohol at age 12. Some of the girls become pregnant at age 15 and few

continue in school, the others must devote themselves to their home or to work. Some of

Erika’s neighbors don’t know how to read or write, in this pandemic they couldn’t help

their kids to do the school activities so they lost the year.

 b) What is the best classroom arrangement according to many experienced

teachers? What would be the best for you (include the description).

According to the text, many experience teachers agreed that one of the first

arrangement conditions is not to let students to their own, relating that with the place they

choose to sit, giving the importance to set where they sit with the intention that they can

keep the attention toward the teacher and in order to inculcate discipline. Other

consideration is that the areas with high traffic should be free from congestion. The

students must be able to see clearly, easily the board or any other tool used in the class and

also to keep contact with the teacher. The students also should be seated away from the

windows this will help them to keep the attention and avoid any distractions from outside.

On the other hand the experienced teacher also agree in that the classrooms space should be

flexible in order to allow the teacher try and adjust many accommodation options.

The best classroom arrangement for me, is that that allows teacher carry out their classes,

but also, allows students to receive the knowledge in the same way. Some of the features

should be neat and tidy, there should be a wide space, so the teacher can do different

accommodations. The students that cannot easily focus should be in the first row.

c) What does the author mention the number of rules into the classroom? What

do you think about that?

 The author mentioned the number or rules into classroom according to best

practices should be minimized, and I greed with this as far as they participate in the basic
rules establishment and they understand that the correct behavior in the classroom is

required for accomplishing the learning process goals.

d) What does the author say about the consequences and punishment? Give 5

examples of consequences to an inappropriate act from a student.

 According to the author, inappropriate behavior should be followed by

consequences rather than punishment. Consequences are considered the end result of a

child's inappropriate act. That is, they should not be seen as something that is imposed, as a

sanction, but as an appropriate result of an inappropriate act. For him, punishment does not

necessarily have a learning purpose, but rather "takes revenge." Send the wrong message.

Children are in school to learn.

An inappropriate act is a negative action, an error of failure that can affect the personal,

cognitive and disciplinary context of a student. For example:

• Forgery of jobs: In adolescent and adult education, the theft of grades or forgery of jobs

are very common.

• Bunts for teachers: This problem is also influenced by the type of teacher, a disinterested

teacher will not give importance to the class or what happens to the students, generating a

conflict between teacher and student.

• Alcohol and drug problems: this problem is not purely pedagogical, but it does affect the

teaching and learning process and also generates social problems that go far beyond

education. But it has a strong influence on the process.

• Act of rape: these events can be between the students themselves or, as in the previous
case, directly with the teacher, taking into account that adolescence is a stage of many

changes. This is reflected in their school performance and behavior.

e) How can teachers prevent disruptions in class? Mention 10 strategies

teachers can apply in their classrooms.

 There is nothing that distracts both a teacher and a student by disrupting the

classroom. Classroom interruptions waste valuable instructional time and can also lead to

ongoing behavior problems for students. Some teachers choose a reactive approach to

classroom interruptions; however, the most effective approach is to be proactive and take

steps to prevent outages before they occur. Teachers use classroom management to help

keep students engaged and learning.

They can prevent class disruptions when classes are well structured and keep

students focused and motivated on an activity.

• Maintain and communicate high expectations for behavior.

• Establish clear rules and procedures and instruct students on how to follow them; give

primary-level children and those with low socioeconomic status, in particular, a great deal

of instruction, practice, and reminders.

• Clarify to students the consequences of misbehavior.

• Enforce classroom rules in a timely, consistent, and equitable manner from the first day of

school.

• Work to instill a sense of self-discipline in students; Take time to teach self-control skills.

• Maintain a fast pace of instruction and make smooth transitions between activities.
• Supervise classroom activities; give students feedback and reinforcement regarding their

behavior.

• Create opportunities for students (particularly those with behavior problems) to

experience successful learning and social behavior.

• Identify students who seem to lack a sense of personal efficacy and work to help them

achieve an internal locus of control.

• Make use of cooperative learning groups, as appropriate.

f) What could be the factors for the inappropriate behavior of a student? What can

you do to avoid that kind of behavior?

 According to the text, there are some factors to take into account for the

inappropriate behavior of the students.

• Is the child hungry, bored, or tired?

• What does the child seek to gain from the behavior?

• Does this child have particular disabilities?

• What might this mean?

• Are the behaviors predictable?

In my view to avoid that kind of behavior , first of all teacher must be a great observer to

identify why the student is having that inappropriate behavior. From that observation,

teacher will be capable to apply the correct strategies to avoid that student behavior.

For example, if a student at the first hours of the class always looks inattentive maybe it is

because he/she wakes up late and it doesn't have the opportunity to have a breakfast at
house. Teacher can identify that problem, have a conversation with the student and avoid

that behavior.

 g) What can teachers do to change students’ inappropriate behavior to the

appropriate one? Explain giving an example.

 Benjamin is a preschool student. Teacher realize that he is not paying attention to

the class, looks inattentive. Teacher asks him “What is wrong”, so he says "I am sad, my

pet is missing" Teacher talk to him and starts to apply different strategies (including games)

to have Benjamin’s attention and make him laugh.

 h) What is the purpose of a functional assessment? Do you consider it

important to apply in the classroom? Why?

The purpose is to gather information to understand the student’s behavior, but it

must go further, meet the student, motivate him to share feelings. It’s important. With this

strategy I can know better my students, I can listen to them and know how they feel, what

they like, and allows me to find ways to help and how to act in front of different situations.

  I) What are, according to the author, the teacher management styles? Give an

example per style.

 - Authoritarian teaching: Teacher has control of the class by stablishing limits and

defining positions for each student. This kind of teaching management style is inflexible

and demanding. There is no space for communication since obedience is the expected

behavior form students, who must follow instructions without objections.

Example: Traditional classes where students are told what to do and when to do it. All

classroom decisions and interventions are made by the teacher.

- Authoritative teaching: Teacher places limits to the class but also encourages autonomy

on students. Even though the teacher has rules and demands, there is usually an explanation

behind the decisions being taken in the class. Students are participative and practice their

communication skills. Teacher allows questions or interventions from students.

Example: An authoritative teacher may assign seats and stablish classroom rules but also

maintain communication with students and encourage them in everyday activities.

- Indifferent teaching: Teacher doesn’t show commitment or involvement in the class.

There are few or zero demands to students. This kind of teaching lacks lesson organization

and discards meaningful activities like field trips or class projects. It is very likely that an

indifferent teacher will use the same teaching material year after year. There is no

discipline or willing to lead students.

Example: Most of us have experienced indifferent teachers throughout our academic life. It

is commoner for teachers who must impart many lessons on the same subject. There is no

dynamism since the teaching content turns repetitive and tedious. Students lack motivation

and interest under such methodology.

- Laissez-faire teaching: Teacher encourages freewill in the classroom but not in a clever

way. Students are allowed to act on their impulses and receive minor control over their

behavior. Teacher hesitates to enforce classroom directions as it may be hurtful to students

if discipline is applied.

Example: A laissez-faire teacher usually adapts the lesson influenced by student’s decisions
and impulses, whether they are beneficial or not to the content. There can be undesirable

behavior from students and teacher will not control it. Therefore, the classroom turns messy

and undisciplined.

 j) How can teachers encourage their student’s success despite the odds?

It is important to recognize the diverse contexts where students come from and how

they affect a classroom experience. In the case of challenging students, the author shares a

few tips from his pedagogical assessing:

• Get to know students and ask for family support

• Avoid causing embarrassment to a child openly. It can cause an unfavorable effect on

them.

• Don’t yell students on a daily basis. A lower voice tone works better.

• Show your human side to students. Let them know something about you and get closer to

them.

• Understand the child’s behavior as you once were one.

• Stimulate and reward good behavior

• Get in touch and learn from meaningful resources that influences the student

• Provide students with a variety of choices. It will increase their competence skills.

• Celebrate student’s achievements, no matter how small. A positive environment increases

their self-image and potential.

 Ideal classroom management

CLASS RULES AND EXPECTATIONS

Classroom rules, positively stated and posted prominently and linked to your Guidelines

for Success. Rules are observable and refer to specific behaviors. Rules are observable

behaviors teacher expects all students to exhibit (or not exhibit) in the classroom.
1. Respect and listen to your teachers and partners
2. Raise your hand to speak
3. Keep your hands to yourself.
4. Respect other´s propertly
5. Share with others.
6. Be on time and be kind
7. Come to class prepared.

HIERARCHY OF REWARDS
Hierarchy of rewards for rule accomplishments are identified and directly taught to

students.
1 .  Assist the teacher by taking attendance
2.  Choose an opening activity for the next class
3.  +10 minutes of recess time
4.  Congratulation’s home note to parents
5.  Recognition certificate / Additional points for the class

HIERARCHY OF CONSEQUENCES
Hierarchy of consequences for rule violations are identified and directly taught to

students. Rule violations and other misbehaviors are corrected calmly, consistently,

briefly, and immediately. Consequences will be given at the lowest level considered

necessary to change the student’s behavior.

1.  General reminder
2.  Private conversation
3.  Time out (10 min. after class)
4.  Parent contact
5.  Office referral

DESKS/ROOM ARRANGEMENT
Desks/ room arranged so that all students are easily accessible by the teacher and

necessary materials and supplies are accessible to students in an orderly fashion.

The classroom should be organized by groups of 3 or 4. Those groups can be mixed or

just boys or girls. Those groups will be one in each corner on the classroom in front on

the board and one in the middle. Materials and supplies will be in the self and each table

leader will get it to the group and at the end of the activities everybody will pick up

supplies.

POLICY AND PROCEDURE FOR TARDIES /ABSENCES:

State the policies and procedures for students arriving late or not attending classes.
TARDIES:

1. The tardied student must ask for the teacher’s authorization to get in the class.

2. If the student gets 2 tardies in a row, will get a points discount of his final’s

scored.

3. If the students gets 3 tardies in a row, must present an exam about the topics reviewed.

If doesn’t pass it, must pay a suppletory.

ABSENCES:
1. The absent student must present for the next day a summarize about the class topic.

2. The absent student must present a valid and supported excuse for the absence.

3. If the absent student can no support the absence, must sign an agreement of

attendance.

4. If the student gets three absences in a row without a valid support, must be removed

from the course and should start a new one.

POLICY AND PROCEDURE FOR TURNING IN ASSIGNMENTS:

State the policies and procedures for students handing in assignments and the penalties

for handing in assignments after the deadline.

Assignments will be specified at the beginning of the term.
In case that student present the assignment after deadline, teacher will have a private

conversation with the student.

For each day late, teacher will reduce the assigned grade
Students requesting extensions ( hospitalization, illness documented by a note from a

doctor, etc.) can receive the maximum score

Excessively late assignments may receive no grade

GRADING POLICIES AND PROCEDURES ARE ESTABLISHED AND

COMMUNICATED:
State the policies, procedures and/or percentages of tasks grades.
Identify the students that need more assistance or differentiated learning, and

evaluate them according to their needs.

Grade scale is:

 90-100% = A
  80-89% = B

 70-79% = C

 60-69% = D

 59% and below = F

Grading Parameters:

 Classwork/Participation- 20 %

 Alternative Assessments – 15%

 Quizzes and tests- 30 %

 Homeworks- 10%

 Final test – 25%

Grades will be reported periodically throughout the school year.

ENCOURAGING ALL STUDENTS

How would the teacher motivate students?

Plans for class-wide motivation systems are:

 Create a respectful environment

 Encourage them open communication and free thinking.

 Recognize their participation
 Offer Incentives
 Avoid monotony
 Teach through different strategies
 MATERIALS/ RESOURCES

Include any materials/ resources you might use for your classroom management
plan. (for presenting rules, rewards, etc)
-Cardboard

-Markers

-PPT presentation to give the information to the parents.

-Participation board and prizes.

-Speakers

-Platform

-computer

-Projector

- Tardies and absences folder.

-Desks, chairs, board.

CASE OF STUDY

The Chatterers

Definition: Chatty students are those who make a mess inside and outside the
classroom, disturbing the tranquility of the educational context of both classmates and
teaching staff. These students often act this way because they are not interested in the class,
or simply want to attract attention in any way. For these students, the most important thing
is to generate indiscipline and chaos in the class.

Example: While the teacher was giving his English class to third-grade students, he
noticed on the back left that two students were talking quietly, they were arguing about
something. This continued and a couple of students continued with their story. The teacher
landed and noticed that they had a cell phone and they were playing in making bets on who
if they won. The teacher wanted to make the call for attention, but without removing the
phone. The students continued and it was no longer just the two, but other curious
classmates began to indiscipline themselves because of the two students with the phone
regardless of the constant attention calls from the teacher.

Classroom Management Plan

Provide a positive classroom environment: An effective way to deal with

disruptive students is to try to provide an environment that avoids such behavior from the
start; one option is to offer a reward system for good behavior.

Modify room settings to restrict behavior problems: The teacher must know
his/her students well enough to know which group can talk incessantly with each other.
He/She needs to make sure the classroom seating plan separates these students. He/She
could sit a talkative student with a quiet one.

Establish a way of behaving in the classroom: It is important that the teacher

communicates with students about what is acceptable behavior in the classroom. For
instance; Pay attention when other students are speaking and stay focused when the class is
in progress.

Identify the behavior problem and try to solve it: The teacher must understand
why the student is behaving inappropriately. Are you seeking attention? Do you have a
physical condition that makes you talk? Are you having problems at home? Such problems
must be addressed in order to resolve the inappropriate behavior. For example, if the
student is seeking attention and is constantly talking, the teacher should talk to the student
individually about the topic and reminds that he/she will only get attention when he/she
raises her hand; otherwise, he/she has to face the consequences that the teacher decides to
put.

Another strategy to handle this type of situation in the classroom is to place

students who repeat this behavior at different tables, and monitors or leaders can be
appointed at each table to keep them busy. We can also motivate them by sending a note to
the parents at the end of the week, showing the progress they have made

REFERENCES

Dunbar, C. (2004). Best Practices in Classroom Management. Retrieved from

https://msu.edu/~dunbarc/dunbar3.pdf

Hara, B. (2012). Case Studies: Disruptive Student Behavior. Core.ac.uk.

https://pdf4pro.com/download/case-studies-disruptive-student-behavior-4acbf4.html
 Ideal classroom management plan Template. Adapted from:
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