Classroom management is the very essence of effective and skillful teaching. As a future educator, my main aim will be to facilitate children, not only with their acquirement of knowledge, but so that they can become self-regulated learners, who are motivated to want to deepen their understandings, and be in control of their own behavioural choices. The classroom will be a happy, safe and secure place that is built upon mutual respect, and a celebration of the diverse needs of others.
It is imperative that as a future educator, I have sound understandings of the impact that child development and growth can have on classroom management. Each individual brings with them different beliefs, values, cultural backgrounds and experiences that can …show more content…
Maslow’s hierarchy of need’s, which was created by Abraham Maslow, highlights that motivation is a direct reflection of the want to fulfil basic needs, including; biological, safety, social, esteem and being (Woolfolk & Margetts, 2013). Once these needs have been established, children can then begin to develop self-actualisation, which means that they begin to want to learn more, are more efficient and independent and see their place in the world (Woolfolk & Margetts, 2013). Interestingly, Piaget believed that all students are internally motivated, and that they need a platform for which they can explore and observe the world around them (McDevitt & Ormond, …show more content…
Drawing on theorists, Jean Piaget and Lev Vygotsky, a constructivist approach to teaching and learning, means that educator sees their role as a facilitator and a guide to helping students achieve their learning goals, rather than being in charge, ridged and over assertive (Verenikina, 2008). An educator who allows their students to be active in their learning, provides hands-on activities and scaffolds the acquirement of knowledge where need be, in turn, creates meaning, develops independence and a sense of self-responsibility (Brooks & Brooks, 1999). Theorist Urie Bronfenbrenner, reiterated the sentiment, that what happens between the child’s mesosystem, that is school environment, can greatly influence the microsystem which is the home environment (Krishnan, 2010, p. 18). This is important as students are able to take home positive approaches and learning experiences to share with their families.
Collaboration develops problem solving skills, allows for other viewpoints to be recognised and supports continual reflection, which Vygotsky documented as necessary, due to the vast array of cultural differences within classrooms (Woolfolk & Margetts, 2013, p. 327). Whether in small groups, individual learning, one-on-one or whole group, my role as a facilitator, will be to guide and help students to build on prior knowledge and understandings (Woolfolk
It is imperative that as a future educator, I have sound understandings of the impact that child development and growth can have on classroom management. Each individual brings with them different beliefs, values, cultural backgrounds and experiences that can …show more content…
Maslow’s hierarchy of need’s, which was created by Abraham Maslow, highlights that motivation is a direct reflection of the want to fulfil basic needs, including; biological, safety, social, esteem and being (Woolfolk & Margetts, 2013). Once these needs have been established, children can then begin to develop self-actualisation, which means that they begin to want to learn more, are more efficient and independent and see their place in the world (Woolfolk & Margetts, 2013). Interestingly, Piaget believed that all students are internally motivated, and that they need a platform for which they can explore and observe the world around them (McDevitt & Ormond, …show more content…
Drawing on theorists, Jean Piaget and Lev Vygotsky, a constructivist approach to teaching and learning, means that educator sees their role as a facilitator and a guide to helping students achieve their learning goals, rather than being in charge, ridged and over assertive (Verenikina, 2008). An educator who allows their students to be active in their learning, provides hands-on activities and scaffolds the acquirement of knowledge where need be, in turn, creates meaning, develops independence and a sense of self-responsibility (Brooks & Brooks, 1999). Theorist Urie Bronfenbrenner, reiterated the sentiment, that what happens between the child’s mesosystem, that is school environment, can greatly influence the microsystem which is the home environment (Krishnan, 2010, p. 18). This is important as students are able to take home positive approaches and learning experiences to share with their families.
Collaboration develops problem solving skills, allows for other viewpoints to be recognised and supports continual reflection, which Vygotsky documented as necessary, due to the vast array of cultural differences within classrooms (Woolfolk & Margetts, 2013, p. 327). Whether in small groups, individual learning, one-on-one or whole group, my role as a facilitator, will be to guide and help students to build on prior knowledge and understandings (Woolfolk