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This is how our TEFL graduates feel they have gained from their course, and how they plan to put into action what they learned:
Classroom Management
A significant body of research reveals the fact that the ability of classroom management significantly influences the persistence of new teachers in their teaching careers. The purpose of this article is to provide possible suggestions in relations to teachers’ effectiveness in addressing the area of classroom management to improve general education outcomes. Teachers usually express anxieties in their early career about lacking effective means in dealing with disruptive behavior of students. Teachers who have problems with classroom management are frequently ineffective in the classroom, and they often report high levels of stress. Disruptive classroom behavior is a significant reason why teachers leave the profession. There are many contributing factors to the classroom management problems faced by new teachers. For instance, inappropriate assignment, inadequate preparation and inadequate professional development are some of the examples. Most educators insist that classroom management skills are not taught thoroughly or with adequate supervision in a real classroom context. It is imperative that the absence of supervised experience and professional development in the critical competencies of classroom management significantly reduces the effectiveness of new teachers. As a result, professional development in classroom management is essential for new teachers. There is no evidence to support the assumption that new teachers will just appear to have excellent classroom management skills given the experience and time. Hence improved teacher preparation and professional development in classroom management are crucial to the solution. It is suggested that greater emphasis needs to be placed on preparing general educators to be competent and efficient at managing this pool of learners with a diverse range. Giving new teachers the intellectual understanding of the issues should be included in teacher preparation programs. By giving new teachers the knowledge of the issues means to address the challenges that they may face. Pre-service teacher should understand that through structuring a classroom by forethought and planning can decreases the likelihood of inappropriate student behavior and increase desirable student interactions. Effective classroom structuring includes the use of classroom rules and routines. Setup of rules is a powerful and preventive component of classroom management. It should specify what behaviors are expected of students, what behavior will be reinforced and the consequences for inappropriate behavior. Some important guidelines include: ? Keep the number of rules to a minimum to allow students to remember ? Use simple language to allow students to easily follow ? Develop for various situations e.g. field trips, PE class etc… Routines should also be incorporated in order to organize the classroom effectively. To run the classroom smoothly with fewer disruptions, routines for handing homework or engaging group activities should be established throughout the school year. In conclusion, positive education outcomes rely heavily on the ability of teachers to organize classrooms and manage the behavior of their students. Addressing the challenges faced by new teachers can help creating a positive classroom context. In order to effectively reduce problem behavior which will ultimately affect the academic engagement rate, it is suggested to implement classroom rules and routines. As a result, it will maximize learning opportunities for all students; reduce disruptive behavior; and help new teachers to respond appropriately to any inappropriate behavior from students.
A significant body of research reveals the fact that the ability of classroom management significantly influences the persistence of new teachers in their teaching careers. The purpose of this article is to provide possible suggestions in relations to teachers’ effectiveness in addressing the area of classroom management to improve general education outcomes. Teachers usually express anxieties in their early career about lacking effective means in dealing with disruptive behavior of students. Teachers who have problems with classroom management are frequently ineffective in the classroom, and they often report high levels of stress. Disruptive classroom behavior is a significant reason why teachers leave the profession. There are many contributing factors to the classroom management problems faced by new teachers. For instance, inappropriate assignment, inadequate preparation and inadequate professional development are some of the examples. Most educators insist that classroom management skills are not taught thoroughly or with adequate supervision in a real classroom context. It is imperative that the absence of supervised experience and professional development in the critical competencies of classroom management significantly reduces the effectiveness of new teachers. As a result, professional development in classroom management is essential for new teachers. There is no evidence to support the assumption that new teachers will just appear to have excellent classroom management skills given the experience and time. Hence improved teacher preparation and professional development in classroom management are crucial to the solution. It is suggested that greater emphasis needs to be placed on preparing general educators to be competent and efficient at managing this pool of learners with a diverse range. Giving new teachers the intellectual understanding of the issues should be included in teacher preparation programs. By giving new teachers the knowledge of the issues means to address the challenges that they may face. Pre-service teacher should understand that through structuring a classroom by forethought and planning can decreases the likelihood of inappropriate student behavior and increase desirable student interactions. Effective classroom structuring includes the use of classroom rules and routines. Setup of rules is a powerful and preventive component of classroom management. It should specify what behaviors are expected of students, what behavior will be reinforced and the consequences for inappropriate behavior. Some important guidelines include: ? Keep the number of rules to a minimum to allow students to remember ? Use simple language to allow students to easily follow ? Develop for various situations e.g. field trips, PE class etc… Routines should also be incorporated in order to organize the classroom effectively. To run the classroom smoothly with fewer disruptions, routines for handing homework or engaging group activities should be established throughout the school year. In conclusion, positive education outcomes rely heavily on the ability of teachers to organize classrooms and manage the behavior of their students. Addressing the challenges faced by new teachers can help creating a positive classroom context. In order to effectively reduce problem behavior which will ultimately affect the academic engagement rate, it is suggested to implement classroom rules and routines. As a result, it will maximize learning opportunities for all students; reduce disruptive behavior; and help new teachers to respond appropriately to any inappropriate behavior from students.
