Student Misbehaviors Affect The Classroom Environment

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Nowadays, student misbehaviors can affect the classroom environment. In the junior secondary school setting for my placement, the management issues for the Design & Technology classroom are quite different because students can use equipment and machines or attempt practical work in Workshop.

Common Misbehaviours: Refusing to carry out instructions
The biggest management issue is that the students neither follow safety precautions nor wear protective equipment such as safety goggles, gloves & aprons. The students may get injured or cause a risk to others if they refuse following the safety instructions. Misbehaviour students are not allowed to participate in hand-on activities where they lead D&T teachers to make continual reinforcement safety
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3). In my opinion the best definition of classroom management “involves teacher actions and instructional techniques to create a learning environment that facilitates and supports active engagement in both academic and social-emotional learning”

How children to learn
I believe that children are a product of their environment and what they see from their environments are how they become molded as a developing person. According to McDonald (2010) Bronfenbrenners bio-ecological view children as “integral parts of their ecology who co-construct their identities and knowledge” (pp. 115). Thus, each child will have different ways of orangising what they have learnt from their experiences and each child will have different experiences which, in-turn shapes their own personal learning styles (McDevitt and Ormrod, 2010). Many key elements in my classroom management place, are based on the Posisitve Earning Framework, built from the “Circle of Courage” developed by Brendtro, Brokenleg & Van Bockernm in McDonald (2010, p.7), which demonstrates the need for students to feel they belong; knowledge through mastery; opporturnites for independence; and generosity through feelings of self-worth. I will endeavour to invest my time to learn and understand the personalities of the students in my class so that I know how the students receive the information,
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This lends towards students learning in a constructivist environment. According to Jonassen (2009) a constructivist environment is where "knolwedge is individually constructed and socially constructed by learners based on their interpretations and experiences in the world" (pp. 215). According to Lyons, Ford and Arthur-Kelly (2011) a Goal Centered Theory (GCT), devised by Rudolf Dreikurs, is based on the notion that teachers “seek out needs based explanations for why the students are motivated to misbehave” (p. 7). This will ensure that I will engage the whole class in discussions about behaviour, provide choice about rules, consequences and academic work, expectations of what I have of them and what expectations they have of me (Lyons, Ford and Arthur-Kelly, 2011). This aligns with Piaget and Vygotsky models where children learn through social interactions in their

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