Standard #5 Positive Classroom Environment- Rationale In pursuance of a cultured, stimulating class in which students engage in activities and have ambition to further their learning, the teacher must motivate pupils on a crowd and solitary level as well as on intrinsic and extrinsic levels to cultivate passion, creativity, and 21st Century skills in the classroom. Creating this classification of classroom demands that the teacher possess intensive knowledge of their content, the endowment to manage student behavior, and constant analyzing and remodeling of the classroom management plan as well lessons to fulfill the students needs and wants. Skills such as this are required in all subjects and classrooms. This agility emerges as distinctly
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This behavior promotes a positive relationship between students and teachers while dealing with the problematic behavior on the lowest-level possible and not causing a disruption in the classroom as a whole. The artifacts also provides self-motivating, intrinsic techniques such as student goal setting. Examples of extrinsic techniques encompassed in the artifact are displaying student projects across the room and allowing music to be played during independent student working time. Although this artifact provides adequate classroom management techniques, it fails to provide inventive techniques or multiple techniques. In order to improve this artifact, more examples of techniques under each heading needs to be added as well as more creative solutions or methods. Most of these suggested responses and actions have been used before. More strategies are also require because no two students are alike and a competent …show more content…
The artifact provides a plan for time management in the form of maximizing student time spent in the classroom on relevant assignments by having a plan for morning routines of “a simple writing prompt regarding business plans will be on the board to be completed by the students in five to ten minutes,” and a plan for make-up work such as, “students are to receive their absent work from google classroom. This work is to be completed and turned in sub-sequential to the amount of days missed. (i.e- one day absent equals one day to turn in work, two days absent equals two days to turn in work, three days absent equals three days to turn in work, etc.),” (Key
This behavior promotes a positive relationship between students and teachers while dealing with the problematic behavior on the lowest-level possible and not causing a disruption in the classroom as a whole. The artifacts also provides self-motivating, intrinsic techniques such as student goal setting. Examples of extrinsic techniques encompassed in the artifact are displaying student projects across the room and allowing music to be played during independent student working time. Although this artifact provides adequate classroom management techniques, it fails to provide inventive techniques or multiple techniques. In order to improve this artifact, more examples of techniques under each heading needs to be added as well as more creative solutions or methods. Most of these suggested responses and actions have been used before. More strategies are also require because no two students are alike and a competent …show more content…
The artifact provides a plan for time management in the form of maximizing student time spent in the classroom on relevant assignments by having a plan for morning routines of “a simple writing prompt regarding business plans will be on the board to be completed by the students in five to ten minutes,” and a plan for make-up work such as, “students are to receive their absent work from google classroom. This work is to be completed and turned in sub-sequential to the amount of days missed. (i.e- one day absent equals one day to turn in work, two days absent equals two days to turn in work, three days absent equals three days to turn in work, etc.),” (Key