FINAL EXAM

4.1 CLASSROOM MANAGEMENT

Classroom management is the process by which teachers and schools create and maintain appropriate
behavior of students in classroom settings. The purpose of implementing classroom management
strategies is to enhance prosocial behavior and increase student academic engagement . Effective
classroom management principles work across almost all subject areas and grade . When using a tiered
model in which school-wide support is provided at the universal level, classroom behavior management
programs have shown to be effective for 80-85 percent of all students. More intensive programs may be
needed for some students. Although effective classroom management produces a variety of positive
outcomes for students, teachers report a lack of support in implementing classroom management
strategies. Chaotic classroom environments are a large issue for teachers and can contribute to high
teacher stress and burnout rates. Therefore, it is important to use effective classroom management
strategies at the universal level in a tiered model, as they serve as both prevention and intervention
methods that promote positive outcomes for students.

4.2 SCHOOL AND COMMUNITY RELATION

School community relationship helps to improve the quality of education for all children. It helps parents
and other citizens recognize their responsibility for the quality… In order to enhance the community’s
participation in education, it is essential to promote a school environment where community members
feel welcomed, respected, trusted, heard, and needed. By working together, schools, families, and
communities can prepare for a more promising future. In urban communities struggling against violence,
unemployment, and deteriorating institutions, schoolcommunity collaboration offers hope for those
who may have given up on the social institutions in their neighborhoods and cities. Rural communities
searching for opportunities to revitalize themselves in a technologically sophisticated society can
discover ways to bring themselves into the information age by intertwining school and community
improvement initiatives.

4.3 LINKAGES AND NETWORKING WITH ORGANIZATION

According to Herman Melvilles. “We cannot live for ourselves alone. Our lives are connected by a
thousand invisible threads, and along these sympathetic fibers, our actions run as causes to us as
results.” The Local and International Non-Governmental organizations in Sri Lanka have made a
significant contribution to the social impact in the past and continue to play an important role to
improve the living standards of the vulnerable community. It is important for them to prove their ability
to work at the community levels and to be innovative in responding to community needs. First, The
school can enjoy linkages and networking activities with international, national and local organizations in
the community for mutual benefits and assistance needed. Linkage and networking are different in the
degree of commitment by the partners. Second, In linkage, the relationship between partner
organizations is quite loose, while in networking, it is much stronger, usually because the groups and
agencies have common objectives and beneficiaries. Networking is basically extending the outreach of
the resources in different ways so as to increase the effectiveness of the program.

5.1 MULTI-CULTURAL CLASSES

A Multicultural Classroom refers to any classroom where teachers incorporated the histories, texts,
values, beliefs, and perspectives of people from different cultural backgrounds. Why does this matter for
educators? Because our classrooms are filled with a diverse student population Teachers can no longer
educate their students with a one-size-fits-all model. In today’s society teaching for change must be
emphasized in all classrooms. Multi cultural classroom have 8 Real example.

First, Celebrate different cultural festivals: you can choose to celebrate different activities that we
celebrated throughout the year of your students, or it can be as simple as celebrating your student’s
family dinners by having the students celebrate the history of their meals.

Second, Strategically plan Your Lessons: Allow your students to explore their cultures by assigning
lessons that allow for your students to relate the lesson back to their own heritage and the importance
of their heritage.

Third, Allow students to create: Assign lessons for your students that incorporate their home life, and
allow your students to create a mural, or art activity and display their creation throughout the
classroom.

Fourth, Incorporate a Culture Corner: Create a Library area in your room with books from your student’s
cultures and backgrounds.

Fifth, Person of the Day: Allow students to choose a person of different background and allow them to
become that person for the day. Having your students to completely transform themselves into that
person during that era of time. This is a research project that can take up to six weeks to complete.

Sixth,Culture Day: Have a School-wide activity by hosting a Culture day where your students can set up
areas to discuss all that they have learned and share with the school community what they have
learned.

Seventh, Guest Speaker: Invite a guest speaker who has a story to tell about their history and why it is so
significant to the classroom today.

Eight, Celebrate the Importance Multicultural Classroom: Celebrate the learning by showing movies that
depict Multicultural classrooms and the learning gained from having such diversity in their classroom.
The foundation of classroom management and effective teaching relies on creating a safe and
welcoming learning environment in the classroom for all students. Multicultural education benefits
everyone. It helps to build knowledge of the world around us, as well as to develop new skills and
passions for all members of the classroom regardless of cultural identity. When implementing strategies
that will create a multicultural classroom be sure to think of ways to encourage critical thinking, increase
awareness of global issues, promote inclusiveness, and eliminate prejudicial thinking or behavior.

5.2 MULTI GRADES CLASSES

Multigrade teaching occurs in primary education when a teacher has two teach two or more primary
school student grades in the same class. More general term and probably more accurate is that
multigrade teaching refers to the teaching of students of different ages, grades and abilities in the same
group. The multigrade class structure is known by various names in different countries; these include
"composite" or "combination" classes, "double" classes, "split" classes, "mixed-age" classes, "vertically
grouped" classes, "multiple classes", "family classes" or "multilevel classes". In multigrade schools a
relatively small number of teachers try to be effective in their educational work while dealing
simultaneously with a number of pupils of different ages, educational levels and needs. It follows that
for children to learn effectively in multigrade environments; teachers need to be well trained, well
resourced, and able to meet highly demanding teaching tasks and to hold positive attitudes to
multigrade teaching. Multigrade classrooms ought to be taken seriously into account since such schools
are considered to play important role on providing access to education for all in remote, isolated and
underdeveloped rural areas. Such schools are more than a reality in primary education in many regions
of Europe, Latin America, Asia, Africa and the rest of the world constituting a very common educational
form in problematic rural areas, sparsely inhabited regions and urban areas with adverse social
conditions. In such areas multigrade schools not only aim to give enrolment and continuous attendance
in school environments, but also to provide knowledge and pedagogy of good standards and in addition
to play a wider role in social development. In most of the cases the multigrade school is the only viable
school formation in rural environment and the effort should be focused on improving the teaching and
learning conditions in this school formation. Multigrade teaching is presented as a powerful pedagogical
tool for promoting independent and individualized learning. This kinds of teaching and learning seem to
have great advantages since the teaching programme is adjusted to the specific needs of the individual
student and thus contributes to better learning outcomes. Multigrade school provide the best test
bench for research and investigation of the usefulness of individualised teaching since personalised
education is a basis that gives solutions at the multigrade setting and thus is widely adopted.