Classroom Management & Motivation Tips - Free Sample

Question: Using information from the text and citing recent specific examples and statistics from actual classrooms or districts, in 3-5 pages summarize how the pieces of motivation, communication, and discipline fit into the larger concept of classroom management. Answer: Motivation in Classroom Management Motivation is the key factor within a classroom context in order to effectively manage the diverse nature of the students. In majority of the UK schools the teachers and the co coordinators focus on introduction of motivational strategies like rewards inform of candies and stickers, recognition through name announcements in the bulletin board and benefits like extra recess times, written praises etc. Anderman and Anderman (2010) suggested that in a classroom context three major stages of Maslows hierarchy of needs theory needs to be fulfilled namely the fundamental sense of safety, love and belonging and self-esteem. Motivating these three segments within a Childs school life tends to increase the performance level of the children. The surveys suggests that around 80% of the students in the schools have reported high performance levels due to employment of motivational strategies like appraisals and work recognition. Positive student motivation helps to ensure that the classroom stud y material is effectively absorbed and retailed by the students. In the middle school, the teachers focus on motivational strategies that will reduce the peer pressures and reduce the educational competition among the students. In USA classroom context, it is seen that in the middle schools the teachers use the concept of Extra minutes as a motivation reward strategy for the students. This strategy involves rewarding extra recess minutes to the students who are well behaved, helpful to their peers, attentive and avoids any kind of misbehavior. Thus, students psychological survey shows that 80% of the motivated students are capable of managing themselves single-handedly after the primary school age (Kircher, Kovanda and Leonetti, 2010). Communication in classroom management According to Beirne and Floquet (2012) the major motivation of the students is to develop a sense of belongingness in a classroom context. Thus, the teachers in the present scenarios, focus on developing effective communication skills like open conversation, verbal and non verbal communication, conflict resolution, behavioral charts, smiles and greetings in order to develop the classroom behavior. Elsworth (2009) suggested that non verbal communication is very important in a classroom context. The ability of the teacher to smile and greet students and order them by adopting and ordering tone rather than a rude tone settles majority of the problems within the classroom context. Reports show that around 7% of students in any classroom setting suffer from language constraints hence it is essential for the teachers to effectively strategies the nonverbal communication techniques so that all students are equally benefited. In UK, the advent of the Hello camping formulated the importance a nd brought into notice the ways in which the communication skills should be used for the classroom context. This campaign suggested that the teachers should teach all students to greet each other with a smile and say hello to each other whenever they meet within the school premises. This creates a sense of belonging among the students. Discipline in classroom management Effective classroom management will result from the level of discipline showed by the students. However, discipline within a classroom will be obtained only if the teaching style of the teachers is innovative and engaging. The UK classrooms shows the features like keeping the class interested in the study material, practice fairness, keep a sense of humor, avoids instances of threatening, adopts situational leadership, remaining alert and avoid humiliating the students. However Beirne and Floquet (2012) in spite of adoption of these qualities around 55% of the teachers in UK and USA schools face difficulties related to maintenance of discipline within the school context. Charles and Senter (2005) suggested that personal problems of the students might be responsible for the loss of discipline within a classroom. In majority of the classroom scenarios, it is seen that the teachers use assertive discipline strategies. This strategy suggests that the teachers should recognize the student s with rewards if they are found to exhibit good behavior. This will further motivate them to remain disciplined for the rest of the student life tenure. Further, 20% of the schools in UK are seen to adopt the discipline with dignity strategy. This strategy provides guidelines that the teachers should consistently treat the students with dignity and fairness so that the self esteem of sthe students are generated and they become self disciplined. However, O'Donovan (2010) argued that this is a difficult concept because the establishment of the same does not guarantee success. The reality therapy is also another instance used by some of the USA schools. This theory states that the students should be made aware of the negative consequences of lack of discipline. However even this is practically difficult (Mac Kenzie and Stanzione, 2010). References Anderman, E. and Anderman, L. (2010).Classroom motivation. Upper Saddle River, N.J.: Pearson. Beirne, K. and Floquet, P. (2012). How Personal Heirloom Stories Can Spark Emotion and Motivation by Using Short Films in the EFL1 Classroom.Recherche et pratiques pdagogiques en langues de spcialit, (Volume XXXI N 2), pp.103-112. Charles, C. and Senter, G. (2005).Building classroom discipline. Boston: Pearson/A B. Elsworth, D. (2009).Motivation in education. New York: Nova Science Publishers. Kircher, M., Kovanda, T. and Leonetti, J. (2010). Facial Schwannoma Clinical Presentation and Surgical Managment.The Laryngoscope, 120(S3), pp.S80-S80. Mac Kenzie, R. and Stanzione, L. (2010).Setting limits in the classroom. New York: Three Rivers Press. Nursing Monitoring and Managment of Free and Pedicled FlapsOutcomes of Teaching Sessions on Flap Care. (2010).Plastic Surgical Nursing, 30(4), pp.217-218. O'Donovan, B. (2010). Filling a pail or lighting a fire? The intellectual development of managment undergraduates.The International Journal of Management Education, 9(1), pp.1-10. Wilkinson, D. (2012). A Data-Driven Approach to Increasing Student Motivation in the Reading Classroom.Language Education in Asia, 3(2), pp.252-262.