ECE 538 / Comm. Skills / Classroom Management

Instructions

Create a classroom management prototype based on only the models presented in the course. Compare and contrast your management style before and after this course. How has your classroom management behavior changed? What new strategies have you included in your classroom? Discuss your classroom management strengths and weaknesses. Papers should NOT to be based on a single classroom management style or contain quoted materials. Management paper should be 2 full doubled-spaced pages but not more than 3 pages in length. If graphics are included in your paper they are "in addition to" not "in lieu of" text.  Include model names in the paper.  The final report should be written in a professional manner; using standard paper margins (1) & font size (12), and free of grammar and spelling errors.  Paper content and level of insight will count for 85% of the paper grade, while presentation and grammar will count for the other 15%. Remember the same Turn-It-In rules apply to this written assignment.  Only written reviews that Turn-It-In gives a blue or green 1-24% response color coding are acceptable for course credit. If you get yellow 25-49%, gold 50-74%, or red 75-100% coding, you can rewrite or start over completely. You are able to view Turn-It-In assessment almost immediately once you upload your paper. This assignment is due on the date listed in the Course Calendar.Click on Classroom Management Paper above; then, Upload or Drag & drop your finished written paper below under Add Attachments.

Answer

Classroom Management PrototypeThe classroom management prototype selected focuses on establishing discipline. This model aligns with Kounins model. This approach aims at addressing the subject of discipline problems. The model centres on five main approaches: with-it-ness, overlapping, momentum, smoothness and group focus. In the case of with-it-ness, the tutor takes the role of keeping a close eye on students with disciplinary issues. Overlapping principle centres on the teacher ensuring that the learning process continues. The teacher provides additional work in the course of learning to prevent the halt of learning. Kounins model also insists on making lessons short to prevent the occurrence of boredom (ahin-Sak, Sak & Tezel-ahin, 2018). Teachers encourage students to work in groups...
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