The objective of this analysis is to study how using effective classroom management techniques increases student participation in the classroom. Observation was done in a tenth-grade English class, where the students were always late for class, disruptive, talked out of turn, and constantly requested hall passes. One other important aspect of the classroom environment were that most discussions were dominated by one student, Susan, which led to resentment from other students and the students refusing to participate. The following techniques will be discussed further, Ginott’s sane message, the use of proper teacher dialogue while communicating disappointment, and low-profile classroom management. Additional focus will look to if punishment
…show more content…
Since Susan seemed to dominate the discussion, making others feel uncomfortable, she did not participate. Instead, Susan recorded everyone else participation while being guaranteed the highest grade for helping. This discussion was designed using ideas from the culturally responsive classroom management technique. By eliminating Susan from the discussion, it opened up an opportunity for everyone else to participate. In a multicultural classroom, it deals more with knowing the values, socialization practices, interests, and concerns of the learners (Borich, 2013). Additionally, methods of low-profile classroom management were also used to help plan the discussion format. Low-profile classroom management refers to coping strategies used by an effective teacher to stop misbehavior without disrupting the flow of a lesson (Borich, 2013). There are three steps in this process anticipation, deflection, and reaction. Anticipating my students’ disruptive behavior, I automatically deducted ten points off their grade if they were late for class and I required them to raise their hand in order to get credit for participating. The deflection occurred when I put my hand to my ear and said I could not hear if anyone spoke out of turn. This gesture made the students realize they must raise their hand before speaking. Finally, the reaction took place when I commented that Mack had answered well and earned ten points, recovering his ten points he lost for being late to the class. This statement served as a reminder to be on time or have points deducted. The three steps of the low-profile sequence were implemented while not interrupting the classroom
Since Susan seemed to dominate the discussion, making others feel uncomfortable, she did not participate. Instead, Susan recorded everyone else participation while being guaranteed the highest grade for helping. This discussion was designed using ideas from the culturally responsive classroom management technique. By eliminating Susan from the discussion, it opened up an opportunity for everyone else to participate. In a multicultural classroom, it deals more with knowing the values, socialization practices, interests, and concerns of the learners (Borich, 2013). Additionally, methods of low-profile classroom management were also used to help plan the discussion format. Low-profile classroom management refers to coping strategies used by an effective teacher to stop misbehavior without disrupting the flow of a lesson (Borich, 2013). There are three steps in this process anticipation, deflection, and reaction. Anticipating my students’ disruptive behavior, I automatically deducted ten points off their grade if they were late for class and I required them to raise their hand in order to get credit for participating. The deflection occurred when I put my hand to my ear and said I could not hear if anyone spoke out of turn. This gesture made the students realize they must raise their hand before speaking. Finally, the reaction took place when I commented that Mack had answered well and earned ten points, recovering his ten points he lost for being late to the class. This statement served as a reminder to be on time or have points deducted. The three steps of the low-profile sequence were implemented while not interrupting the classroom