Category: Classroom

Introduction

Education is one of the major building blocks of our modern society. One subject in the educational system that has made significant contributions to the advancement of human civilization is science. In recognition of the importance of science, researchers have dedicated many resources to search for the most effective method of giving science instructions to learners. Inquiry-based science instruction has been presented as one method that leads to significant improvements in science education. This paper will examine the major components of an inquiry-based science classroom and proceed to describe some of the instructional methods that might improve inquiry in the science classroom setting.

Components of an inquiry-based science classroom

The first essential component of the inquiry-based classroom is that students make use of scientifically oriented questions. The teacher or the learner can initiate the purposeful questions that often lead to a productive investigation on the subject (Minner, Levy & Century, 2009). It is important to initiate questions that can be investigated using resources that are available within the classroom setting.

The second component is that the students give priority to the evidence provided, allowing them to come up with explanations that help answer the questions raised. A key element in this component is that the data obtained from the observations should be accurate (Minner, et al., 2009). To ensure this accuracy, the evidence obtained is verified through repetition.

The third component is that the learners come up with explanations based on the evidence obtained through observation and experimentation. The explanations formulated by the students aim to answer the questions raised. The scientific explanations are logical in nature and they help the learner to establish relationships between the new knowledge and what they already know (Minner, et al., 2009). As such, the learners rely on their existing knowledge base to understand what is unfamiliar and this leads to them increasing their knowledge base.

The fourth core component is the evaluation of learner explanations by considering any alternative explanations that might be offered to explain the evidence (Minner, et al., 2009). By reviewing these alternative explanations, the learners can eliminate some of the pre-formulated explanations or revise the explanations in light of the new explanations. It is important for the learner to relate the results obtained with scientific knowledge thereby fostering their scientific understanding.

The final component is learner communication of their identified explanations for the results obtained. This communication should justify the conclusions reached in an elaborate manner. This makes it possible for an independent party to replicate the study and possibly obtain similar results. Through scientific communication, other students can question the evidence and possibly identify any mistakes made or offer alternatives (Minner, et al., 2009). The empirical process is strengthened through this communication component.

Instructional Methods to Improve Inquiry

A number of instructional methods can be employed to improve inquiry in the science classroom. The first method is the use of small groups in the science class. Cuevas et al. (2005) suggest that Inquiry in the science classroom can be encouraged by engaging in cooperative learning using small groups. In this instructional method, the teacher divides the class into small units that work together to achieve certain set goals. In the small group setting, discussions occur and this encourages a deeper analysis and evaluation of the material being learned. An inquiry is increased since the students are allowed to play an active role in the learning process. Student participation is increased in the small group setting for the small group is a safe environment for the students.

Inquiry can be fostered by using brainstorming as an instructional method. In this approach, the students are encouraged to participate in the formulation of questions or answers in the science class. An important effect of this method is that it promotes creative thinking and the formulation of many ideas that interest the students (Tal & Geier, 2000). The students will be more involved in the learning process if they are solving problems that are of interest to them. The teacher plays the role of the facilitator and he/she should intervene if the process loses focus or if the students are stuck.

Research can be used as a teaching method to improve inquiry. In this method, the teacher will require students to carry out research on topics of interest. By visiting the library and carrying out research, the knowledge base of the students on the topic will be increased (Tal & Geier, 2000). This will promote inquiry since the inquiry-based method relies on the knowledge base of the students. A rich knowledge base will, therefore, improve the inquiry process.

Conclusion

Effective instructional methods are crucial for the advancement of students understanding of science topics. This paper set out to examine the inquiry-based method with a focus on the components of this method. It proceeded to highlight the five core components and explain why each is important in the inquiry-based approach. The paper then reviewed some of the instructional methods that might improve inquiry in the science classroom. By employing these instructional methods, the teacher will increase the likelihood of favorable academic outcomes for students in the science class.

References

Cuevas, P., Okhee, L., Hart, J. & Deaktor, R. (2005). Improving Science Inquiry with Elementary Students of Diverse Backgrounds. Journal of Research in Science Teaching, 42(3), 337-357.

Minner, D.D., Levy, J.A., & Century, J. (2009). Inquiry-Based Science InstructionWhat Is It and Does It Matter? Results from a Research Synthesis Years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474496.

Tal, T., & Geier, R. (2000). Urban students beliefs about science in an inquiry-based classrooms. New Orleans: AERA.

Abstract

It is improper for teachers to solely use intrusive reinforcers in their quest to teach students how to behave appropriately. They should use them moderately to prevent dependency among the students. They should only use them when necessary and withdraw gradually while training their learners to respond to natural reinforcement. Teachers should also learn how to use rules in ensuring that their leaners do the right thing at all times. Such rules must be concise, positively stated and unambiguous. Proper management of rules leads to self-driven learners who work together in achieving their individual goals.

Descriptors and the Key Points

1. Self-management strategies, intrusive strategies, rule management, rule compliance
2. Teachers should teach students how to behave as expected without necessarily depending on intrusive and artificial reinforcers. Though, it is difficult for the students to correct their behaviors without reinforcement, teachers should only use reinforcement as a way of introducing them to desired behaviors. They should then withdraw the reinforcement because overusing reinforcement leads to dependency. Teachers can also make rules to guide their learners activities. Such rules should foster cooperative learning. Cooperative learning promotes independent learning among the students.

Summary of Article One

Terrance Scot (1998) argues that most teachers do not know how to correct inattentiveness among students with this problem. He observes that most teachers always want to force such students to pay attention. He also observes that some teachers concentrate too much on using intrusive and artificial reinforcers. According to him, forcing students to pay attention only startles them instead of bringing their minds back to class. On the other hand, the use of intrusive reinforcement makes them develop dependency on the reinforcers. That means that the desired behavior is only exhibited as long as the reinforcers exist, but fades away as soon as they are withdrawn. Scot insists that teachers should study their students behaviors and come up with good methods of teaching them self-management skills that can continue even after the withdrawal of intrusive reinforcers. He proposes gradual withdrawal of artificial reinforcement to prevent dependency.

Summary of Article Two

Rademacher, Callahan and Pederson-Seelye (1998) argue that proper formulation and management of classroom rules leads to efficient learning among individual learners. They go further to argue that the whole class becomes knowledgeable as a result of proper individual learning. According to their argument, effective rule-management fosters proper time, material and instructional management. They insist that the rules formulated for the class should be clear, precise and unambiguous to cater for individual differences among the students. The authors further argue that such rules drive students towards self-discipline and collaboration, which are the prerequisites of good performance in class and community.

They also assert that effective behavior correction occurs only when teachers explain to the students why it is necessary to follow the rules. Effective teachers also show their students how to adhere to the set rules. Finally, they argue that an effective routine for rule management must state the guidelines for planning, teaching and evaluating the usefulness of the rules. Summarily, this article reminds teachers that every learner has the potential to do well academically and behaviorally despite the individual differences. Therefore, educators must forget about the causes of poor performance and give more attention to things that can elicit collaboration and improved productivity of each student. The authors of this article believe that properly formulated rules foster responsibility and team-work among learners. According to them, responsibility and team-work can make even the most diverse group of students work together towards achieving a common aim.

Thoughts, Reactions and Criticism of the Article

These articles have given me many important ideas about my profession, and I believe they will help me grow professionally. I have learnt that overdependence on intrusive reinforcers is harmful to the efforts I put in correcting students since it leads to overdependence. Henceforth, I will be using them moderately. I will mostly use natural reinforcers to elicit permanent changes in students behaviors. I have also learnt that the rules I set in class must be concise, positive and unambiguous. I am sure that these skills will collectively help me develop as a professional educator.

In my class, one student, Anderson, only follows instructions when I promise to reward him for compliance. Otherwise, he makes animal noises in protest to instructions. Therefore, I will start withdrawing the gifts slowly as I look for ways to introduce natural reinforcers. I will also write the rules using positive words. For example, I will change the rule that says, Learners should not shout to capture the teachers attention to Learners should raise their hands to capture the teachers attention.

This information is different from my idea about the topic since I have always thought that artificial reinforcers are enough for inducing the recurrence of a positive trait. The article refutes this belief and states that reinforcers should be used moderately. The idea about rules is also different from the idea I had about them. I always believed that rules are the major cause of non-compliance. On the contrary, the article argues that if the rules are clearly and positively stated, they will elicit desired behaviors.

I will apply these ideas in my class by coming up with enough rules to prevent the occurrence of undesired behaviors such as noise-making, non-compliance, bullying, aggression and self-injurious activities. There are very many cases of non-compliance in my class. I will write down a list of things that students are supposed to do and clearly state the consequences of non-compliance.

After reading the articles, my opinion on reinforcement has changed. I now know that artificial reinforcers are not always successful in encouraging positive behaviors. Overusing them can lead to dependency.

References

Rademacher, J. ,Callahan, K. & Pederson-Seelye, V.(1998). How do your classroom rules measure-up?: Guidelines for developing an effective rule-management routine. Intervention in School and Clinic, 33(5): 284-289.

Scott, T. (1998). Moving from token economies to teaching self-management. Reaching Todays Youth, 83-85.

Type of Study

The type of study undertaken will be a qualitative study. This is because the study is aimed at finding out the major classroom-based and discipline-related factors that contribute to the high rates of detention and suspension at Southern Aroostook High School. In addition, the study will enable the researcher to have a deeper understanding of the socio-economic factors such as household income, poverty and family structure that contribute to this dire situation. These questions can only be answered through an in-depth interaction with students and teachers so as to get their different points of view.

Target Population

The target population for this study consists of all the students and teachers of Southern Aroostook High School.

Sample

Both purposive and random sampling techniques will be used in this study. A small purposive sample of twenty students from every academic level or grade will be selected from the target population so as to facilitate in-depth interviews. The student participants will be selected based on their suspension and detention experiences at the school. Ten students who have either been detained or suspended will compose half of the student participants while the other half will involve students who have never been detained or suspended. The use of these two groups of students will facilitate the understanding of the discipline and classroom-related factors that affect the differences between the behaviors of these two groups of students. On the other hand, random sampling will be used to select ten teachers from every academic level to take part in the study.

Location of Study

The study will be done in two settings which will be determined by the data collection methods. These settings will be the school and residential homes of the selected participants. The logic behind these settings is that both are places which the participants are familiar with and therefore they will be more comfortable with the interview. In addition, the residential homes will provide the researcher with additional information that will be useful to the study. For instance, the household income of the participants can easily be identified by the type of home they live in.

Data Collection Methods

Before the data collection process, it is important to note the importance of an introductory letter to facilitate the study. The purpose of the letter of introduction is to inform the school about the study that needs to be undertaken, its purpose, and the need for the school to cooperate. The letter will also ensure the school of the confidentiality of any information provided.

Data collection for this study will be undertaken using three different methods namely: secondary sources of the students information, in-depth interviews and focus groups. Records maintained by the school will be used to collect information such as students rate or frequency of detention and/or suspension and their academic performance. An interview script will be used for the interviews and focus group discussions. The interview script will contain both closed-ended and open-ended questions. Closed-ended questions are those which do not permit respondents to explain further. The responses to such questions are monosyllables. On the other hand, open-ended questions are questions which allow respondents to give a detailed response through explanations and elaborations. The first step of the data collection process will involve planning the manner in which the interviews/focus group discussions will be conducted. Focus groups as a method of data collection will classify the participants into smaller groups according to their socio-economic background and suspension/detention experience (Zikmund, 2003).

The Studys Reliability and Validity

Every research must take into consideration validity and reliability issues. This study will ensure its validity and reliability mainly through the methods of data collection and analysis. The use of in-depth interviews and focus groups will ensure that all the research questions are adequately answered through probing further and clarifying vague responses (Silverman, 2004). Like any other qualitative research, reliability and validity of this study will be gauged by measures such as credibility, conformability, consistency, and dependability. The in-depth interviews and focus group discussions that will be used to collect the data will provide the researcher with this opportunity because the researcher will have time to interact with the informants. This will ensure the credibility and conformability of the study. On the other hand, consistency and dependability of the study will depend on the procedures used to code and analyze the data. In this study, the same technique will be used to code and analyze all the data collected by the different instruments to avoid inconsistencies and unreliability of the results.

Limitations of the Study

Some of the limitations that are anticipated during the study include hostility from the students and teachers. Some of participants may not be so willing to cooperate with the researchers. In addition, there is the possibility of receiving incorrect information from the participants which in turn may adversely affect the findings of the study. Most importantly, the study is limited because it only focuses on one school which is highly diverse and therefore the results may not be applicable to other schools with different characteristics.

Ethical Issues

Due to the qualitative nature of the study, the researcher will have a close interaction with the informants. Therefore, various principles must be applied to ensure that ethical considerations are practiced. One of these ethical principles is informed consent. Before undertaking the study, the participants will be provided with all the details of the research, its possible harm and benefits, as well as the respondents rights. Based on the information, they will be allowed to decide on whether or not they will take part in the study. The second ethical consideration is confidentiality. Confidentiality will entail respecting the privacy of the information given by the respondents. It will also be ensured by the anonymity of participants personal information such as their address, names and medical information (Hesse-Biber & Leavy, 2005).

Significance of the Study

This study will be helpful to the school administrators because it will enable them to design the best curriculum that will include appropriate methods of instilling good behavior among the students. It will also help the teachers to know the role they play in the behavior of their students as well as the socio-economic factors that influence such behaviors. Most importantly, it will help to reduce the rates of students detention and suspension.

Reference List

1. Hesse-Biber, S., & Leavy, P. (2005). The practice of qualitative research. London: Sage.
2. Silverman, D. (2004). Qualitative research: theory, method and practice. London: Sage.
3. Zikmund, W. (2003). Business research methods (7th ed.). Thousand Oaks, CA: Thomson/South-Western.

Discipline issues that primary school teachers face are relevant in view of the number of related problems that they entail, for instance, childrens poor academic performance. For some adults, engaging young students in the workflow is a challenging task to cope with and overcome. However, activities to maintain discipline in the educational process can have a clearly structured algorithm that allows interacting with pupils successfully, thereby increasing the productivity of teacher practice. The intervention process includes five stages to follow. They are: 1. Offer an interesting format (a game); 2. Apply group and individual practices; 3. Use praise as an incentive; 4. Allow students to evaluate their results on their own; 5. Reflect on everyones efforts. In this paper, the principles of strengthening discipline among younger students will be considered, as well as the methods of engagement in the educational process. This type of activity is within the power of any teacher who is interested in improving pupil performance. Using the proposed algorithm is a potentially effective teaching practice that may be utilized in any educational environment to interact with young students with distinctive academic abilities.

To implement the entire process of improving discipline and engaging young students in active educational activities, the necessary materials are needed, in particular, playing instruments. Since, at a young age, pupils perceive visual information better than oral data, a teacher should prepare interesting content that allows addressing a specific topic through a format. For this purpose, bright stickers, colored flags, and other memorable elements can be utilized. The competitive process is a strong incentive for many students. Accordingly, when allocating the teaching time so that all students could prove themselves in the format of a competition, engagement outcomes can be increased. A child does not experience the burden of a tedious learning process if this process involves a game. Therefore, creating incentives through such a format by using vibrant supporting materials to determine winners or other participants is a potentially valuable practice.

Further, to maintain students interest in the educational process and, at the same time, distract them from undesirable extraneous activities, a combination of approaches can be applied. A teacher coordinates game practice through both individual and group engagement principles. In relation to competition, students are actively involved in the discussion and acquire valuable skills, for instance, teamwork, upholding individual points of view, and other attainments. In addition, pupils can choose the format of interaction with a teacher, which is also an incentive to attract their attention. Nevertheless, it is essential for a teacher to coordinate this activity to prevent conflicts or disagreements among classmates. The competency of using combined engagement practices is determined not only by student academic performance but also by other factors, for instance, pupils willingness to actively participate in the educational process or help one another. The individual characteristics of each child, including cognitive skills and practical knowledge, are different, and the task of a teacher is to address skills and distribute the load adequately. Thus, the combined practice of engagement enhances a game learning process.

The following step that an elementary school teacher can resort to in order to increase discipline is to encourage students. This impact tool may be relevant in any educational environment, including that with older students. However, for younger pupils, adult motivation is a driver that increases self-confidence and serves as an additional tool to maintain the healthy competition as an integral part of collective education. A teacher can apply for different mechanisms of positive appraisals: special marks and insignificant prizes, praise for classmates, individual rewards, and other approaches. The key task is to maintain a childs interest and, most importantly, his or her confidence in ones own abilities. This, in turn, is an incentive to improve skills and achieve higher academic outcomes and, in addition, corrects and disciplines pupil behavior.

The aforementioned praise step is a valuable tool for influencing young students discipline and allows engaging them in the educational process. However, as a follow-up taken after learning activities done, a personal assessment of individual results can be used. This technique is an approach that helps students develop critical thinking skills and responsibility for their individual performance outcomes and behavior. At an early age, children may not have sufficient attainments to evaluate their own activities adequately and correctly. However, a teachers task is to direct pupils evaluative activities in the right direction through comments and interventions throughout the lesson. If students are ready at the end of a particular educational session, they will have to assess both individual classmates academic outcomes, this is a hidden incentive to increase perseverance and discipline behavior. Moreover, the necessary analytical skills are acquired, which is also a significant aim. A subjective evaluation that strives for objectivity, is one of the ultimate goals that should be achieved. Therefore, the self-assessment phase passed by students themselves is a simple and, at the same time, promising teaching step.

Finally, as a crucial step to maintain discipline during the learning process and motivate younger students, a teacher should reflect on everyones efforts and achievements. A student who realizes that, at the end of the lesson, his or her academic results will be evaluated, is more discreet. In addition, a personal assessment is a motivator that addresses the aforementioned competitive aspect. If students recognize the authority of their teacher and understand the system of evaluating academic results, the value of such an assessment increases and is a significant incentive for a child to strengthen individual positions. In some situations, students are indifferent to high praise as an educational incentive or a method to correct behavior. In this case, a teachers task is to evaluate the outcomes of these children objectively and draw attention to their weaknesses. Wounded self-esteem and unwillingness to give in to classmates can be drivers to increase student interest in achieving higher scores and correcting behavioral traits. As a result, a teacher personifies the learning process rather than summarizes it, and this approach is a potentially successful practice of a positive impact.

The proposed algorithm can be a convenient technique for interacting with younger students as a lesson scheme that helps interest children and stimulate their desire to increase academic outcomes. Primary school teachers need to remember that a childs lack of discipline is not always due to his or her intentional desire to upset the general learning process. Individual factors should be taken into account, and the standardization of teaching practice is not the best approach to communicating with the target audience. Conversely, individual tools of influence, for instance, praise, personal assessments, and the stimulation of engagement through fun game forms are more effective mechanisms. Therefore, the involvement of students and improving their discipline directly depend on the professional competence of a teacher.

It seems apparent that the appropriate application of the First Amendment should be considered as a foundation for democracy in the United States. In particular, it is related to problems that may occur within religious and educational scopes. Thus, for tutors, a number of issues that might be regulated by the Amendment can arise. For instance, the following scenario seems hard to settle without appealing to legal cases.

I am a tutor, have a standard practice of displaying students work in my classroom, and have assigned to create an essay and submit a pictorial depiction of the person they perceive as a hero. One of these students provides writing on Jesus and a picture of the Last Supper. In this paper, legal issues related to grading and displaying the work of this student, applying US Supreme Court precedents regarding the First Amendment, will be discussed.

The first thing that may come to my mind in such a situation is whether expressing thoughts from the essay is appropriate. It may not align with the other students religious views and perceptions, which may cause a conflict in the class. Supreme Court stated, educators do not offend the First Amendment by exercising editorial control over the style and content of student speech & so long as their actions are reasonably related to legitimate pedagogical concerns (Hazelwood School District v. Kuhlmeier, 1988).

Thus, I am allowed to edit some expressions before displaying if it will be necessary to mitigate several extremes that may lead to serious contradictions between students.

The second point here is whether I can show class such a picture as, again, this may result in an exact extent of tension. Supreme Court claimed that students do not shed their constitutional rights at the schoolhouse gate (Tinker v. Des Moines Independent Community School District, 1969). Hence, the First Amendment protects the student in his or her aspirations to express views. If I prohibit the presentation of the essay and picture, I will violate the fundamental rights of this student. However, as mentioned above, I will have to make a number of edits if necessary.

The third issue might be formulated as follows, grounding on the significant decision of the US Supreme Court. Displaying the mentioned work might be considered as a prescription of the religion to the students by their tutor. In Engel v. Vitale (1962), the Supreme Court ruled that any official cannot act in such a manner as this violates the First Amendment. The precedent seems applicable to the case and, indeed, the provisions essence implies equal protection for every US citizen (Haynes & Thomas, 2007; Anderson, 2016).

Thus, I have to take into account the interests and views of all my students. I will grade the work according to the given evaluation criteria without focusing or even mentioning a religious aspect. I also will display the essay and picture with necessary edits and with an emphasis on these criteria.

In conclusion, the above case that may take place in my classroom is a significant example to discuss in the framework of the First Amendment. Three US Supreme Court precedents were used to provide a coherent and consistent train of thought. It was suggested that the Amendment should be considered as a foundation for proper social relations in the country. Then, it was assumed that the legal issues that may arise within the scope of the described case are as follows.

First, it is the appropriacy of making edits in the essay. Second, it is whether I am allowed to show the work to the class due to the possible conflict. Third, it is that I have to appreciate the views of all my students without any discrimination.

References

Anderson, O. (2016). Why the First Amendment is first in importance. The Washington Times. Web.

Engel v. Vitale, 370 U.S. 421 (1962).

Haynes, C. & Thomas, O. (2007). Finding common ground: A First Amendment guide to religion and public schools. Nashville, TN: First Amendment Center.

Hazelwood School District v. Kuhlmeier, 484 U.S. 260 (1988).

Tinker v. Des Moines Independent Community School District 393 U.S. 503 (1969).

The modern educational field is continuously undergoing the influence of multiple factors within the social, political, economic, and technological environments. The combination of these influential forces sets elevated benchmarks for teachers who must align their work according to the demands of society. The rapid technological advancement has been one of the most challenging factors that significantly transformed the conventional ways of classroom management and instruction. The training curriculums for new teachers do not completely meet the requirements of developing necessary skills and competencies, which complicates the work of educators, especially in the sphere of classroom management. Since the number of essential qualities and skills necessary for a modern teacher to perform his or her multifaceted roles increases, it is necessary to research this issue and identify key competencies for classroom management.

Research Rationale

The rationale for the research is based on two key issues as perceived from the primary analysis of the problem. Firstly, the overall demand of increased competency level of contemporary teachers under the influence of the technological advancement and the shift of education toward online dimension, where the accessibility of information alters the learning process (Eisenman, Edwards and Cushman, 2015). Secondly, the lack of evidence-based research studies aimed at clear identification of the crucial skills and competencies required for modern teachers to perform their multifaceted roles. Given the decisive role of classroom management in the general learning outcomes of the students, this concept deserves specific attention in terms of investigation of both theoretical and practical aspects. Thus, the relevance of the proposed research project is validated by the essential role of the identified topic in the contemporary educational filed and underrepresentation of the skills and competencies side of the issue. The proposed research study is aimed at filling this gap by means of consistent and accurate application of research methods and design to obtain credible findings that would contribute to the facilitation of teacher training.

Project Aim and Objectives

The current research project is aimed at the identification of key skills and competencies for a teacher to perform successfully in the classroom management domain under the pressures and demands of the contemporary educational sphere. The objectives include the identification of teacher-perceived key classroom management skills and competencies and evaluation of their effectiveness based on the observation of their practical application. The scope of the research will be limited to high-school teachers. Overall, the project aims at identifying these top classroom management skills for the purpose of their further application to the facilitation of teacher training. The anticipated results of the research project include clear validation of the effectiveness and relevance of some core competencies that allow teachers to perform their roles of educators and facilitators in the conditions of the digital era.

Literature Review

The scope of academic literature allows for collecting a sufficient amount of information to build a theoretical framework for the research project. It is essential to state, that the question of the shift in the roles, competencies, and skills in the work of the modern teacher is under-addressed in the scholarly literature. Indeed, it has been found that the problematic issues and the difficulties in managing classrooms due to the lack of skills and competencies is primarily addressed from the perspective of inclusive and special education (Akalin and Sucuoglu, 2015; Gilmour et al., 2018). However, the particularities of digital era impact the work of teachers in all types of educational institutions, which is why it is essential to apply a more broad perspective when researching the topic (Amin, 2016). The overview of the literature allows for collecting theoretical basis behind the identified problem of the lack of competencies for modern teachers to execute classroom management effectively.

In the modern world overloaded with information and technologies, teachers are expected to play the roles of educators, instructors, facilitators, mediators, and managers to ensure successful learning process of the students. According to Amin (2016), there exists a global concern about the quality of education, which is manifested through the dependence of students learning outcomes on the quality of teachers work. Indeed, the teachers face the tasks of meeting the standards of curriculum, enhancing students creativity, curiosity, and motivation, preserve safety in the classroom, and build effective relationships with children, parents, colleagues, and administration (Amin, 2016, p. 40). While pursuing all these goals, they are expected to push in the technological changes in education without posing a risk to human values (Amin, 2016, p. 41). This problematic issue is similarly addressed by Sharma (2017), who states that the digital era has posed significant challenges in front of teachers. These challenges are related to the fact that students are more knowledgeable and demanding, as well as the teaching work requires continuous learning and updating of skills. And all these challenges need to be addressed within the context of effective classroom management.

One should define the concept of classroom management to proceed with the discussion of literature findings. From the historical point of view, this is a relatively new concept that entered the scholarly narrative at the beginning of the twentieth century but gained particular attention some fifty years later (Eranil, Ozcan and Ozek, 2019). According to Sieberer-Nagler (2016), the aspects of classroom management include arranging the learning materials, applying discipline rules, creating a learning atmosphere, building communication and relationships with students, monitoring, controlling, and correcting their behavior. Therefore, the proper definition of classroom management might be as follows: creating a good classroom and managing it in order for learning to be realized in the highest level (Eranil, Ozcan and Ozek, 2019, p. 120). Overall, the majority of researchers agree that effective classroom management is a cornerstone of quality education and successful learning outcomes for the students, and on the contrary, poor classroom management quality disrupts students learning opportunities (Eisenman, Edwards and Cushman, 2015; Eranil, Ozcan and Ozek, 2019; Gilmour, 2018). Consequently, the importance of classroom management skills in modern education is difficult to overestimate.

When searching for the addressing of educational skills in scholarly literature, it has been found that it is mostly learners skills that are extensively discussed and analyzed. As Anagun (2018) states, the perspective of the twenty-first-century challenges is viewed from the perspective of how learners cope with them but not teachers. However, the scope of skills identified by the scholar might be applied to both educators and students. They include problem-solving, creativity, communication, collaboration, innovation, teamwork, decision making, leadership, knowledge application, self-direction and learning how to learn (Anagun, 2018, p. 826). Importantly, the execution of all these skills by teachers need to occur ahead of the stream of events so the educators can lead the learning process and teach the students in an effective manner.

Within this context, the shift toward digitalization and technology implementation in the classroom exposes teachers to uncertainty as per what competencies should be prioritized. The faculties preparing teachers to using educational technologies at work claim to be effective in instructing the professionals on technology use. However, the reality of the American schools and teacher training demonstrates that many young teachers feel unprepared to use technology effectively in their classroom practice on their first day of in-service teaching (Stokes-Beverley and Simoy, 2016, p. 8). The complexity of the roles and duties set before teachers when managing a classroom requires clarification and evidence0based justification as per the essential skill and competencies in this field. Importantly, the study conducted by Akalin and Sucuoglu (2015) vividly demonstrates that the application of programs aimed at the improvement of teachers classroom management skills has good results. Therefore, it is implied that the adjustment and facilitation of teachers practices in terms of classroom management is a flexible field, and the implications of the proposed research project will be beneficial.

Intended Methodology

The application of a mixed design is considered as the best option to investigate the identified problem from the perspective of its manifestation in the real-world setting. The combination of qualitative and quantitative data collection and analysis methods will allow for obtaining credible and reliable results (Brannen, 2017). The sampling will be non-randomized with the recruiting techniques implemented across the school teachers that would give their consent to participate. Thus, the readiness to participate will be the key determinant for the participants to be recruited. The sampling procedure will require the identification of the participants demographics to interpret and analyze the findings in accordance with the possible influence of participants age, gender, years of practice, and other characteristics.

Two methods of data collections will be applied, including survey and participant observation. The quantitative method of surveying will allow for collecting numeric data on the perception of key classroom management competencies by practising teachers (Brannen, 2017). The qualitative method of participant observation will allow for obtaining a more objective perspective on the practical application of the most important (as per survey results) competencies and skills (Brannen, 2017). Thus, the research will be conducted in two stages: firstly, the survey on subjective perception on classroom management skills importance; and secondly, the observation of the effectiveness of the practical application of those competencies in the classroom. The anticipated number of participants for the survey capable of meeting the project goals and objectives is 300; however, this number is flexible and might change depending on the process of recruiting and sampling. Ten to twenty participants will be chosen based on their level of practical utilization of the most important competencies for classroom management; their classroom performance will be observed by the researcher to collect qualitative data.

The data collected from the surveys will be analyzed using the SPSS software. The results will be interpreted and analyzed prior to the execution of the second stage of the research. The data collected during the classroom observation of the teachers will be categorized systemized, coded, and interpreted to identify the importance, effectiveness, and contribution to classroom management success of the observed competencies and skills. The validity and reliability of the research will be ensured by means of the triangulation method, which will allow for analyzing various data sets under different angles (Brannen, 2017). Also, careful documentation of the research findings, the combination of qualitative and quantitative approaches, and the large sample will contribute to the research validity and reliability. The expected limitations of the research are related to the relatively small sample size, the subjectivity of opinions of the participants due to factors other than professional performance, and the researcher-induced bias.

Resources and Action Plan

For the successful implementation of the research project plan, particular resources are required. In terms of staff resources, three assistants will be required to support the researcher in the process of survey conducting and data analysis. The assistants are expected to be involved in the study across all stages, starting from preparation, through participant recruiting and sampling, surveying, participant observation, and data analysis. The overall duration of all these processes is estimated to be two to three months. Thus the staff costs will include the efforts of three assistants and the researcher during these three months. Also, the expanses on the software for data analysis will be required, as well as the materials and resources, including software and gadgets for participant surveying will need to be covered. Since the qualitative stage of the research (the participant observation method) will require travel, the expenses on traveling will need to be covered. Overall, monetary resources are anticipated to reach approximately $5,000. As for the proposed action plan, it is demonstrated in Figure 1.

Figure 1. Research Project Action Plan

Reference

Akalin, S. and Sucuoglu, B. (2015) Effects of classroom management intervention based on teacher training and performance feedback on outcomes of teacher-student dyads in inclusive classrooms, Educational Sciences: Theory & Practice, 15(3), pp. 739-758.

Amin, J.N. (2016) Redefining the role of teachers in the digital era, The International Journal of Indian Psychology, 3(3), pp.40-45.

Anagun, S.S. (2018) Teachers perceptions about the relationship between 21st century skills and managing constructivist learning environments, International Journal of Instruction, 11(4), pp.825-840.

Brannen, J. (2017) Mixing methods: Qualitative and quantitative research. New York: Routledge.

Eranil, A.K., Ozcan, M. and Ozek, B.Y. (2019) Examination of classroom management competencies of faculty of education students, Kuram ve Uygulamada Egitim Yönetimi Dergisi, 25(1), pp.119-138.

Eisenman, G., Edwards, S. and Cushman, C.A. (2015) Bringing reality to classroom management in teacher education, Professional Educator, 39(1), pp. 1-12.

Gilmour, A.F. et al. (2019) The coverage of classroom management in teacher evaluation rubrics, Teacher Education and Special Education, 42(2), pp.161-174.

Sharma, M.M. (2018) Teacher in a digital era, Global Journal of Computer Science and Technology, 17(3), pp. 11-14.

Sieberer-Nagler, K. (2016) Effective classroom-management & positive teaching, English Language Teaching, 9(1), pp.163-172.

Stokes-Beverley, C., and Simoy, I. (2016) Advancing educational technology in teacher preparation: Policy brief, Office of Educational Technology, US Department of Education. Web.

Introduction

The classroom is becoming more culturally diverse; 2014 was a significant turning point for the minority-majority when Latino, African-American, and Asian students outnumbered white pupils in U.S. public schools. Moreover, the U.S. by 2044 Census predicts that racial minorities will make up more than fifty percent of the population, suggesting that this trend will continue (Mehta, 2019). As a result, regardless of whether they are working with elementary, middle, or high school students, teachers must now more than ever include culturally proper instruction in the classroom. This is a result of how diverse and multicultural our society is growing. Additionally, students are becoming more varied regarding their color and ethnicity, religion, social status, gender orientation, gender identification, and linguistic heritage. Types of cultural diversity, awareness of cultural diversity,how to manage cultural diversity in classrooms, and its importance are some of the major points discussed in the essay.

Literature Review

A major policy issue in education systems that are addressed in various ways is the need to help all instructors acquire the attitudes, knowledge, talents, and dispositions necessary to work effectively with a diverse set of pupils. Social class, ethnicity, race, culture, and language disparities exist. In the United States, the proportion of pupils from various cultural origins is steadily increasing while it is decreasing among teachers. In traditional primary public schools, there are 42% of non-White learners, which includes American Indian/Alaska Native, Black, Hispanic, Asian, and Pacific Islander pupils (Glow et al., 2020). In contrast, White professors encompass a total of 83.5% of staff (Glow et al., 2020). The academic performance of students from varied backgrounds is the responsibility of the monocultural teaching staff. However, according to Irvine and Ladson-Billings, pupils from ethnically and culturally diverse backgrounds may be more profoundly affected by this cultural divide between instructors and students regarding their academic and social development.

Studies have examined preservice teachers perceptions of cultural understanding and attitudes about instructing in classrooms with various cultural backgrounds. Based on the No Child Left Behind program, school administrators are responsible for their employees and offering staff development opportunities to raise student success and close the achievement gap (Ghosh, 2018). Knowing how much their instructors are aware of cultural diversity is essential for school administrators (Glow et al., 2020). To sustain a school where ethnic identities are recognized, and multicultural instructional approaches are used, school administrators can utilize the data to plan staff development appropriately. According to researchers, including multicultural education courses in teacher preparation programs would better educate preservice teachers to handle cultural issues in the school (Ge et al., 2019). The degree to which primary teachers in training or the school are aware of cultural variety is not, however, the subject of much research.

Types of Cultural Diversity

Cultural awareness in the schoolroom is one of the requirements for creating an overarching community or school policy on cultural diversity. Every day in the classroom, teachers can incorporate inclusivity and diversity with their students(Kolesnichenko, 2021). Schools can also promote procedures and policies that promote inclusion, diversity, and equality. The following aspects should be taken into account by teachers in the classroom.

Race

Children can still discriminate between persons based on their skin color and other traits, even in a country with diverse racial customs like the United States. Thus, there must be racial tolerance and sensitivity among kids, teachers, and students throughout the classroom. Teachers should recognize and acknowledge, similar to how students should discuss between themselves, the effects of race on students.

Ethnicity and Language

Apart from physical distinctions, culture and legacy play a significant role in defining unique identities. For example, while there are just a few races, ethnicities include all nations, cities, towns, and tribes. Understanding the ethnic origins of teachers pupils can help one better identify the specific interests and viewpoints influenced by those backgrounds. For example, for pupils from immigrant families, a pupils primary or secondary linguistic may depend on their ethnicity, and they may regularly speak a language other than English at home(`liavait, 2021). Communication problems between parents and instructors or between kids who might not speak English could result from this.

Religious

Beliefs can be as diverse as ethnic origins, which is why respecting each pupils religious convictions and practices is imperative. Outside of parochial schools, religion is generally not brought up in class unless it significantly affects a pupils behavior (e.g., dietary restrictions, staying home for a religious holiday). Teachers should be aware that students may find it challenging to comprehend how their religious upbringing can contrast with their peers beliefs and way of life.

Economic

Pupils come from various socioeconomic backgrounds, and their upbringing, residence, and household income may have an impact. These differences can be observed in multiple products, including clothing, modes of transportation, personal technology equipment, and holiday gifts from relatives. While some kids might well be able to engage in extracurricular activities, others could be required to work after school or go home to watch a younger sister(`liavait, 2021). Remember that a student with few things might not be from a low-income household, whereas a student from such a home might have bought a new iPhone using their hard-earned money.

Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ)

LGBTQ They frequently develop their concept of who they are while still pupils. Instructors should be alert if they detect kids struggling in any of these areas because these personal journeys may entail the help of teachers and counselors or acceptance by peers (Russell & Corbitt, 2022). Instructors should be alert if they see children struggling in any of these areas because these personal journeys may entail the help of counselors and teachers or acceptance by peers.

Importance of Cultural Diversity and Awareness in Schools

Cultural diversity encourages acceptance, aids children in thriving in a world of increasing variety, and aids in the academic success of students with various backgrounds and needs. It also improves intercultural understanding and inclusiveness. With the help of the Behavioral, Emotional, and Psychological Wellness Certificate Program, teachers have an incredible opportunity to learn how to create positive educational experiences in the classroom. Additionally, this program might lay the foundation for promoting equity in the school. Variety will continue to grow within and outside the school classroom (Park, 2018). As a result, educators must instruct students on how to adjust to a changing world and accept others for who they are.

Education experts agree that professors who are knowledgeable about, sensitive to, and perhaps diverse can help close results of variations in pupils achievement. Teaching pupils how their lives interact and how they might change the world is essential to an educators job (Ge et al., 2019). By encouraging and appreciating variety in their classrooms, teachers may offer their students the self-assurance they need to feel safe, make wholesome connections, and leave a lasting impression on others.

Management of Cultural Diversity in Classrooms

Minorities or other impoverished kids may feel alone in the classroom when there is a lack of diversity and inclusivity. They might experience more stress as a result, and they might experience bullying more frequently. Furthermore, it is claimed that minorities, LGBTQ persons, and those who act outside typical gender boundaries are more likely to suffer from bullying at school, which can negatively impact behavior, mood, and even thoughts of suicide in children. Therefore, for their safety, education, and protection, it is crucial to purposefully build educational experiences where children are encouraged to observe and celebrate variation.

The instructor must fully understand each student to guarantee that comprehension is promoted in the classroom. Every kid has a unique cultural background, set of interests, the preferred method of learning, and other traits that educators must take the time to comprehend. Teachers can interact with pupils and make them feel valued by genuinely wanting to know more about them (Mavroudis, 2020). The cornerstone of such a diverse, diverse classroom is communication. Children are more likely to share the same feelings about and appreciate their classmates if they perceive the teacher as valuable and comfortable among them.

Teachers should communicate with them frequently during the semester or academic year. Teachers can gradually increase how approachable the class is to everyone by setting up recurrent one-on-one encounters with pupils to check-in (Mavroudis, 2020). They might discuss anything they learned about in a typical classroom, for instance. Through such interactions, any issues can be addressed to enhance the overall experience could be found. Additionally, it is an opportunity to discuss academic performance and offers advice on whether they might function better in light of their unique needs as a student.

Students must respect and accept the diverse backgrounds themselves and one another. Teachers may advise pupils to look into their racial and cultural heritage when appropriate (Ge et al., 2019). Stemming from their cultural and ethnic background, students can comprehend where they come from and recognize distinctions among their peers. This activity may also be a fantastic icebreaker since it gives students a chance to speak to the class about customs and cultures that differ from theirs.

Understanding is promoted both within and outside the classroom by recognizing these disparities and establishing a secure environment for discussion. Teachers should also encourage pupils to use their varied backgrounds while stressing what is inappropriate and the difference between cultural pride and exploitation (Mavroudis, 2020). Finally, learning to fairly and maturely discuss different cultures is a requirement for success outside the classroom.

As important as it is for teachers to be mindful of each pupils culture, ethics, and linguistic requirements, pupils must retain a line of communication. Therefore, when developing their lesson plans, educators should consider each students cultural quirks, preferred learning methods, and linguistic usage. For instance, offer pertinent and appropriate materials to English language learners to aid in their language proficiency development. Additionally, teachers should design experience learning far more cooperative and collaborative than the traditional lecture model (Mavroudis, 2020). These components will raise the possibility that each student will feel valued, have the freedom to learn as they desire, and have the opportunity to achieve.

Depending on the context provided in the lesson and the topic being taught, a teacher may incorporate cultural understanding and diversity using a variety of approaches in a lesson plan. Attempt to connect lessons to current events as much as possible. Fostering cultural awareness in a teachers classes is more straightforward when students can relate to a real-world example.

Although it may be encouraged in the classroom, teachers must also ensure that the teaching method considers diversity. For instance, educators should expand their history curricula to cover material unrelated to American culture and history. As an alternative, incorporate cross-cultural references and parallels into lessons and homework to foster relationships between kids from various backgrounds. Last but not least, combining speakers from multiple locations is an excellent approach to presenting a variety of viewpoints and proper context to various themes.

Teachers must have a stern, authoritative demeanor to manage their classrooms effectively. Since valuable lessons are often taught through personal experience, allowing students flexibility in school promotes a closer connection to the curriculum. Students can approach the subject through their point of view if teachers let them conduct independent research and exchange resources connected to the main study. Like a teacher, a facilitator can promote discussion and constructive disagreement among competing viewpoints (Im, 2018). Group projects allow students to collaborate on learning and problem-solving while being exposed to various perspectives. It will also help students prepare for a varied workplace where they must work with others to achieve their professional objectives.

Importance of Teaching Culture in the Classroom

Pupils must be reminded of the value of promoting cultural understanding in the classroom and the potential short- and long-term advantages it may provide. For instance, exposing children to other ethnic and socioeconomic groups through diversity education helps them become better community members. Additionally, these culturally sensitive teaching strategies could encourage diversity in the classroom (Kok & Mehar Singh, 2022). Teachers can assist their students in avoiding bias by fostering knowledge of and genuine connection to different cultures in the school. Due to their increased awareness of the struggles that members of other races or nationalities may face, pupils can also better empathize with those who are unlike themselves.

Pupils learning and learning in a classroom with individuals from various backgrounds and cultures have a deeper understanding of the subject matter. Additionally, it enables learners to contribute their particular talents and viewpoints to a diverse workplace (Kok & Mehar Singh, 2022). Working with individuals from many socioeconomic and cultural backgrounds has become more critical as globalization has grown. If students are taught about diversity and many cultures, they will be more likely to succeed in the workforce.

Naturally, educators promote students future open-mindedness by exposing them to other opinions, perspectives, and cultural backgrounds. As a result, they will be more open to new ideas, and better comprehend a topic by considering many points of view. Pupils studying different cultures at school are more comfortable and confident about these differences. This makes it possible for people to interact with various social groups and feel more precise about their interactions with others and themselves.

Ways of Incorporating Cultural Diversity in the Classrooms

Training diversity among teachers is a first step toward addressing any concerns regarding cultural diversity. The school can employ the assistance of a diversity specialist who will carry out diversity training for teachers, instructing how they can appropriately interact with students and personnel regardless of their background. With the help of the DEI (diversity, equality, inclusion) program, it will become possible to create a more equitable, productive, and welcoming environment. Training sessions may occur once every two weeks, allowing teachers to apply what they have learned in practice. The main expectation of the training is that teachers learn about best practices of establishing diversity in the classroom.

Regular lessons with teachers presented by a diversity specialist is a sustainable plan because it allows for a great degree of flexibility. The specialist will assess the teachers levels of knowledge and adapt the lessons accordingly. Besides, teachers are expected to set individual goals themselves depending on their level of competency in the subject. For some teachers, the goals will be more advanced, such as discussing the challenges of diversity establishment with students. For others, the goal of maintaining consistent communication with diverse students will be enough for initial training.

Mood, stress levels, attendance, communication styles, and other factors can all be impacted based on the nuances of a pupils home life. Teachers might create an inclusive classroom of all cultures by learning about their students and families as much as possible. Invite families to complete questionnaires at the beginning of the school year that includes vital family data, including parent occupations, household composition, and cultural origins and customs (Martí, 2018). After that, educators can engage with children and families to support children in the most effective manner possible and overcome any challenges. The pupils background should be known to teachers, including whether they come from a working-class family, are in foster families, are homeless, have a sick parent or sibling at home, or are in foster care.

Pupils may learn much about people from various cultural origins and experiences through penpal relationships. To start a penpal project for ones class, get in touch with instructors at nearby or distant schools. Students can better comprehend how people from diverse ethnic and cultural origins can share many common interests by being paired with pen pals with similar interests (Martí, 2018). In culturally diverse classrooms, various pictures, paintings, textbooks, music, flags, and other media should be used to display and transmit the perspectives of people from multiple ethnic, racial, and gender backgrounds and challenge conventional gender stereotypes. Include LGBTQ-inclusive material that illustrates different family kinds, such as same-sex, single-parent, adopted, and multi-generational families.

Conclusion

Preservice teachers must have the understanding, knowledge, and abilities to educate a diverse classroom of kids effectively. They must also have the opportunity to do so. Any teachers main goal should be to have their pupils ready to graduate, live in the community, and contribute as contributing members. This essay aims to inform instructors, teacher preparation programs in higher education, and students that attention, information, and skills should always be present. A continuous process to improve connections among all students in every classroom is established by teacher preparation programs and other stakeholders who train preservice instructors. The development of participating preservice teachers after graduation and their first year of teaching may be the subject of potential future research. Additional follow-up studies might be carried out at three and five years of instruction to track intercultural competency development.

Takeaways

After learning about different cultures in school, pupils eventually feel more comfortable and confident about these differences. This makes it possible for people to interact with various social groups and feel more precise about their interactions with others and themselves. These pupils also benefit from engaging with people from different cultural and linguistic backgrounds. This is because learning in the classroom exposes students to many ethnicities, which is beneficial in the long run.

References

Ghosh, R. (2018). No Child Left Behind Act in California. Web.

Glow, H., Kershaw, A., & Reason, M. (2020). Leading or avoiding change: the problem of audience diversification for arts organisations. International Journal of Cultural Policy, 27(1), 119. Web.

Im, I. (2018). Founders and management of public schools in Pyuangan province (1896~1905). Institute for Kyeongki Cultural Studies, 39(1), 6388. Web.

Kok, F. M., & Mehar Singh, M. K. (2022). The importance of teaching culture in German as an international language classroom in Malaysia. Malaysian Journal of Social Sciences and Humanities (MJSSH), 7(9), e001763. Web.

Kolesnichenko, M. (2021). Socio-cultural phenomena of ethnic diversification and identity: contents and interaction. Multiversum. Philosophical Almanac, 2(2), 1434. Web.

Martí, I. T. (2018). Teaching cultural diversity: Service-learning in second language classrooms. Journal of Education and Human Development, 7(2). Web.

Mavroudis, N. (2020). Drama in education as an educational tool for the management of cultural diversity in primary schools. International Journal of Learning and Development, 10(4), 95. Web.

Mehta, S. (2019). Localization, diversification and heterogeneity: Understanding the linguistic and cultural logics of Indian new media. International Journal of Cultural Studies, 23(1), 102120. Web.

Park, C. Y. (2018). Cultural diversity awareness with hermeneutics and liminoid experience. Journal of Korea Culture Industry, 18(1), 110. Web.

Russell, S., & Corbitt, N. (2022). Addressing cultural competency: Lesbian, gay, bisexual, transgender, and queer cancer care. Clinical Journal of Oncology Nursing, 26(2), 183189. Web.

`liavait, K. (2021). Language, religion and ethnicity at the schools with Russian and Polish language of instruction in Lithuania: Practices of (non)recognition of cultural diversity. Filosofija. Sociologija, 32(2). Web.

Classroom management is a phrase used to illustrate the process of making sure that classroom activities go on as planned and that the students undertake the activities relegated to them without any disruptive behavior. It involves all the activities undertaken by a teacher or any educational instructor to ensure the prevention of disruptive behavior in the students left in their charge. According to Tauber in his 2007 book Classroom management: sound theory and effective practice, the management of the behaviors of students in a classroom setting is the most difficult aspect of teaching especially in cases where the students have a negative attitude towards learning (Tauber, 2007). A survey conducted of graduates from several education schools and colleges shows that the number one area that concerns most educators is their feelings of inadequacy towards the management of their students in class. In spite of the clinical experiences of teachers in their field of work, the inadequacy of classroom management still persists.

There is no magical elixir that will help solve this decades long problem. According to Canter, it becomes increasingly harder for a teacher to regain control of a classroom once the students have discovered the loss of it (Canter, 2005). This eventually results in decreased classroom engagement and poor academic grades for the students as the teacher struggles to regain the lost control. Only professional responsibility, consistency, courage, diligence, experience, and general common sense are paramount to the acquisition of these skills. It is important that educators understand better the psychological and developmental levels of the students that are left in their charge and realize that they cannot handle the students equally. Effective classroom management is developed by encouraging students to give regular responses on discussion issues and not being afraid to acknowledge mistakes. Sadly, most teachers are not ready to do this.

From the point of view of the students, and effective classroom manager is one who involves them in the learning and gives a clear statement of behavioral and educational prospects. A student will behave properly in a classroom if there is motivation to learn, the teacher treats him/her with respect, and is able to maintain discipline. From the perspective of affirmation teaching, students respond better to classroom activities when their teacher is keen on guiding them towards success by helping them realize how their efforts will be rewarded. This perspective is based on making the students realize that their success will come from their own efforts (Canter, 2005).

Consider a situation where a student repeatedly interrupts the classroom by incessantly talking during the lecture. On noticing this, the student responds by making hostile comments directed towards the other students and sometimes aggressively takes over the lectures by taking over the class discussion. As the case escalates, the student offensively uses a cell phone in the middle of a lecture and goes ahead to talk audibly interrupting the concentration of the other students. The other students are at first angered by these actions but as it continues with no reproach, come to accept and eventually, start picking up the insolence.

Disruptive behavior is detrimental to the academic excellence of both the students and the educators involved since it will interfere with the students ability to learn, hinder the teachers ability to teach, redirect institutional resources away from the educational mission, and may lead to significant social or psychological suffering on the disruptive student. To avoid this, the teacher should clarify basic behavioral expectations and standards that are expected in the classroom, how they are going to be implemented, and any disciplinary actions and consequences that will result in the infringement of these standards. It is important to be clear on these expectations and to be unswerving in ensuring their enforcement. Courage is required here as the teacher cannot keep on changing his/her mind each time a difficult situation arises (Canter, 2005).

Students look at adults as their role models. If the teacher is not a person they would not want to be, then they most likely will not give them respect. It is important that teachers serve as role models to the students while maintaining a sense of mutual respect in their interactions (Tauber, 2007). If the students realize that the teacher is dependable and respects them, then they will most likely respect the teacher back and refrain from disruptive behaviors.

It is also important not to take disruptive behavior as a personal insult and react heatedly. However much the behavior might be irritating, it is important to establish a dialogue with the student(s) involved instead of jumping into heated arguments in front of the entire class as this would most likely lead to loss of respect and control. In most situations, it is normally one student who starts the disruptive behaviors while others watch and listen to the teachers reaction (Canter, 2005). Thus, it is important to nip the disruptiveness in the bud, before it becomes unmanageable. Focus on the entire class first rather than going for the particular student. This will quell any disruptive thoughts that might have come up. However, if the disruptive behavior goes on, the teacher should ask the disruptive student to stop and call for a private session with them after the class. During this meeting, the teacher should remain calm, in control of the discussion, and focus on areas of agreement between them. A resolution and expectations for the future should be found detailing the actions to be taken if further disruptive behavior is continued.

Disruptive behavior comes about when students feel that their teachers are not in control of the classroom. This control comes from the respect that the students have for their teacher and which has to be earned, not demanded. Though the methodologies of establishing effective classroom management remain a matter of fervent debate among educators, the approaches taken depend on the teachers values apropos to educational psychology and the response of the students to the approach chosen.

References

Canter, L. (2005). Classroom Management for Academic Success. Indiana, IN: Solution Tree.

Tauber, R.T (2007). Classroom management: sound theory and effective practice. New York, NY: McGraw-Hill/Irwin Publishing Co.

Introduction

Many courses are now available as distance courses that are offered as online programs; while many people have enrolled into these programs either as first time students or as continuing scholars, questions still linger over whether an academic qualification acquired through distance learning carries the same weight as the one offered through traditional face-to-face lectures or lessons.

This is particularly by employers who are faced with a choice between qualifications acquired through the two mechanisms during recruitment. Some studies have suggested that there are instances where distance learning results in a better retention of the knowledge than the same course taken through actual lessons (Schardt, Garrison, & Kochi, 2002).

While such studies have shown instances where distance learning has had better results than traditional classroom encounters, the biggest impediment that lies in the way of the expansion and complete acceptance of the former as a legitimate way of acquiring academic qualification is the perception. Many people have yet to accept that there can be a proper substitute to sitting in class and learning (Thomas et al. 2005).

Pros and Cons of Distance and Classroom Learning

No single education system is perfect; various aspects of each system favor some people and act as stumbling blocks to others. As such, while a certain aspect may be considered as a gain for one person, it will be viewed negatively by another in the same system. These aspects play a crucial role in determining how one chooses one system over the other as the preferred mode of learning.

Distance Learning

This involves a method of pedagogy whereby the student is not physically present. As such, the teacher and the student will have adopted a certain method of transferring academic material between them; these include printed material or electronic media either posted physically or through the internet. Additionally, the two parties might communicate via technology that allows real-time interaction such as video conferencing. Distance learning may be the exclusive mode of learning; however, it can also be formatted into a hybrid system whereby during some instance, the student is required to be physically present.

Advantages of distance learning

Since the student does not need to be present to receive the coursework material, the barrier of distance is broken between the tutor and the student. For example, with a basic internet connection, one can receive very large amounts of information sufficient enough to be properly qualified in the field of study.

In addition to this, distance learning has allowed the efficient transfer of information from the teacher to the student; and has allowed the incorporation of technology into traditional subjects. As such, the student has a bigger range of information source in form of the internet (for online distance studies).

Distance learning has been shown to have higher levels of retention than an equivalent course taken through the traditional class sessions; this difference was attributed to several factors. One of these factors is the amount of time that the student has to reflect and internalize the construct of the course as opposed to being drilled about it in class. The other factor is the increased amount of time that a distance scholar spends actually seeking for the relevant course. Finally, since the students feels that they have played a significant part in the learning process, they are more likely to own the knowledge thus retain it better (Schardt, Garrison, & Kochi, 2002).

Disadvantages of distance learning

As mentioned before, no single education system is perfect; and distance learning has its respective disadvantages. One of this is the limitations to the disciplines that can be taught by distance learning; some of the disciplines are either too complex or practical to allow no contact between the tutor and the student. As such, distance learning is usually limited to course that do not need such.

Distance learning also suffers the problem of skepticism; since it is a relatively novel method of acquiring academic qualifications, there still are some lingering doubts over the legitimacy of such qualifications. As such, a scholar is not guaranteed of universal acceptance. In addition to this, and also due to novelty, there are no universal guidelines on how to achieve desired teaching outcomes in distance learning; online learning is particularly affected by this issues.

Classroom Learning

Advantages of classroom learning

Classroom learning is interactive; as such, a student can raise a query as soon as it forms; and can get an immediate answer. While communication between student and teacher is possible in distance learning, it is usually impeded by time and space barriers. However, technological advances are progressively breaking these barriers.

The classroom also has the advantage of interaction; the players in a classroom, that is the teacher and the student, can easily enrich each other by exchanging ideas and challenging and arguing with each other. At the end of the day, the student develops mentally for this interaction.

Disadvantages of a classroom

In a classroom, it is easier for a student to be left out of the progress; the tutor, swayed by the sentiments of the majority, may, inadvertently, ignore the less vocal student. In distance learning, the tutor usually has personal communication with the scholar. Additionally, due to hierarchical sorting of the classroom population, the more vocal students will no doubt receive more attention for the tutors than the less vocal ones. As such, the tutor may fail to detect a student who is lagging behind in the coursework.

Classroom Versus Distance

Both of the systems have their pros and cons; while some of these are much easier to solve, others arise due to the innate structure of the system; and thus will never be solved.

Comparisons have been made between distance and classroom learning in various set-ups; one study concluded that theres no significant difference between the two systems (Buckley, 2003). However, a difference has been seen in systems that have attempted to incorporate aspects of both systems resulting in a hybrid system; students in this systems showed better performance than their counterparts in both purely classroom and distance (online) systems of learning (Buckley, 2003).

Conclusion

Distance learning has its challenges as its tries to carve a niche for itself in the education sector; some of these challenges are short-lived as innovations elsewhere have been incorporated into this system to make it more efficient; such include development of systems for video conferencing allowing direct communication between the tutor and the student.

The biggest challenge, however, that stands in the way of expansion of distance learning is the perception; the society still has to fully accept that learning does not necessarily have to take place within the confines of the classroom.

Work Cited

Buckley, K. M. Evaluation of classroom-based, Web-enhanced, and Web-based distance learning nutrition courses for undergraduate nursing. Journal of Nursing Education 42 (2003) 367-370.

Schardt, C. M., Garrison, J., & Kochi, J. K. Distance education or classroom instruction for continuing education: who retains more knowledge? Journal of the Medical Library Association 90 (2002) 455-457.

Thomas H. F., R.J. Simmons, G. Jin, A.A. Almeda, and A.A. Mannos. Comparison of Student Outcomes for a Classroom-based vs. an Internet-based Construction Safety Course. Journal of SH&E Research Vol. 2 (2005) Num. 1.

Introduction

There must be limitations to avoid unnecessary use of mobile phones, but the 48-hour ban is not good and healthy. It is possible that prohibiting phones in the classroom will encourage students to focus on their studies and pay attention during class. This rule banning students from using phones and other electronic devices in class is being adopted by many schools. It is proven that students who are more engaged in learning and avoid distractions are more likely to succeed, hence phone ban is ideal in enhancing students performance.

Use of Mobile Phones in Educational Institutions

The use of handsets by learners in most institutions around the world has been rampant. Mobile phones and education are not as simple as they appear, and the answers vary significantly (Selwyn 12). In some schools, students and teachers are not allowed to use mobile phones or their use is restricted to specific areas within the building (or even outside, in some cases). Despite the 48-hour bans, phones will still be found in schools, for good or ill, and they will be used for a wide range of different purposes. Phones in schools can be used for both good and bad situation.

However, prohibiting the use of cell phones has negative consequences as well. Students and their parents or guardians communicate via these devices. Students converse with their parents when they need something or if they have forgotten something at home and need to get it back. Additionally, parents converse with their children while in school to keep labels on how they are doing and let them know when to head home. 48-hour ban is not good is because the parent can teach their children in an emergency using cell phones. Whether a child attends a private or public school, families encounter unprecedented times. People are currently during in a pandemic error whereby different institutions such as school districts and families are constantly anxious about their childrens health and safety. It is more important than ever to know that they can get in touch with loved ones quickly thanks to cell phones while at school.

The students in an emergency can contact the authorities or a medical facility. Many parents have concerns about the childrens activities after school, including, everything from harassment to violence to the possibility of car accidents. Students go to sporting events and spend time with their friends for those 48 hours. Even though parents might not like the idea of their children having cell phones in school, they might wish them to be able to use them in the immediate aftermath of their time in school.

Educators and experts emphasized the importance of learning how to effectively use cell phones as a life skill and educational tool. Many school principals believe that students should be taught to use mobile phones responsibly. Cell phones should be turned off during class or study time and used only when necessary. As a result, students who use their handset during class or taking notes will be docked points, but the devices themselves are not prohibited. This policy aims to provide students with a safe environment to practice self-control over their phone use before entering adulthood.

There was a time when mobile phones did not exist, but now they do. The kids can be easily contacted via their handsets, whether they want to ask a question or change their plan. Many acute anxiety students deal with the condition by regularly checking in with the caretakers concerning the daily plan. For instance, a student suffering from anxiety might repeatedly use text, Who is picking me up? during a typical school day. It is not because they are forgetful but they find it comforting to repeat their daily routine.

Smartphones are getting more powerful and more affordable. The computing power in todays smartphones surpasses NASAs computers in the days leading up to the first human-crewed mission to the moon. This iPhone CPU contains 625 times more effective transistors than the 1995 Pentium processor (Robertson et al. 22). It is also true that smartphones now account for half of all new phone purchases in various countries, and it is expected that smartphones will be 75 percent of the market for mobile phones. In the future, it will be difficult to deny the relevance of imposing the 48-hour ban on all fist year scholars.

There are various ways to guide people on how to use their handsets. General guidelines on the proper use of phones are available on the websites of education and culture ministries. They can advocate for or oppose legislation that originates in or is not enforced by other government agencies. It is possible to delegate authority for issuing such prohibitions or directives to lower-level educational authorities, such as school principals or even individual teachers, to facilitate the implementation of such measures at the local level.

Using mobile phones in school, especially during class time, provides students with practical applications and tools to aid their academic endeavors. Consider the mobile dictionary, for example. A small percentage of students is leaving behind dictionary books. It is a hassle for them, and it is another thing they have to drag around to school. They prefer online dictionaries because they can be used offline, and in just a few seconds, they can find the word they are looking for. These are just a few of the many benefits of students having access to their mobile phones in the classroom. In light of this, the above scenario is incorrect. The goal of a 48-hour cell phone ban is admirable, but the policy itself is unhealthy. So instead of banning cell phones for a few days, the schools administration should restrict first-year students from using them to reach out to their friends. Since the orientation is a two-day event, there may be messages and calls from the parents of students, or there may be emergencies.

Conclusion

To conclude, first-year students should not be subject to a 48-hour phone ban as part of their initiative. However, the goal of making and gaining friends on campus is a good one, but there may be negative consequences. This paper recommends that the school administration should come up with a new way for new students to make friends, get to know the campus, and have a group of acquaintances that will be mutually beneficial. It is up to the individual families to figure out what works best for them. Because of this, every situation is unique as far as a society is concerned, digital devices are here to stay. Increasing cell phone use and loosening rules is easier than limiting it, which may be something to keep in mind as one deals with the challenges of using handsets in schools.

Works Cited

Robertson, Lorayne, Bill Muirhead, and Laurie Corrigan. Dont Answer That!-Cell Phone Restrictions in Ontario Schools. 11th International Conference on Society and Information Technologies (ICSIT 2020). Web.

Selwyn, Neil, and Jesper Aagaard. Banning mobile phones from classroomsan opportunity to advance understandings of technology addiction, distraction and cyberbullying. British Journal of Educational Technology 52.1 (2021): 8-19. Web.