ProRadic Conference

Japhia BeckfordKesian Bennett

Tashana TullochOdelia MorganCrystal Smith

Myesha Wilson

IntroductionAccording to Cole et al (1996), “classroom

management is a multi-faceted matter, concerning all

aspects of life in schools and all aspects of students’

personality and a teacher’s craft… It touches every

aspect of the formal and hidden curriculum of

schools”. Therefore, this assignment will focus on the

various roles and responsibilities a teacher must play

and some of the strategies he or she should

implement in order to be an effective classroom

manager.

Introduction Cont’Furthermore, Wong & Wong (2009), state that

“classroom management refers to all the things a

teacher does to organize students space, time and

materials so that learning can take place”. With this

view, this classroom management profilerama will

explore the teams’

philosophy of classroom management,

rationale, objectives,

student profiles and specific

areas to be managed.

Philosophy

As teachers we are dedicated to

follow the formal curriculum, code

of regulations and code of ethics.

Nonetheless, we are aware that

there are multiple categories of

students and cases thus, we will be

flexible. Consequently, we vow to

play the role as facilitators: we will

set up learning activities which

effectively achieve the learning

outcomes intended for each pupil,

stimulate students’ interest in

learning, using appropriate

activities and methodologies and

competently elicit information

from the students rather than rely on the ‘telling’

mode of instruction. As role models we vow to

demonstrate appropriate behaviour for students and

keep abreast of current affairs and encourage

students to do the same. As counsellors/friends we

vow to maintain classroom climate that is supportive

of learning and characterized by mutual respect, trust

and democratic decision making and enhance pupils

self-esteem and self respect. Additionally, we vow to

effectively play our roles as disciplinarians, managers

and leaders (Ministry of Education & Culture 1998).

RationaleWe are here to educate teachers on how to

effectively plan and implement strategies and

manage students behaviour in the classroom.

Thus, enabling maximum success in the teaching

and learning environment. This classroom

management plan was designed to assist

teachers to maximize the amount of class time

students will spend on learning.

Rationale Cont’It is to provide a structure for beginning the

school year that can contribute to student

motivation, prevent disruptive behaviour and

provide strategies for responding to disruptive

behaviour when it occurs. Additionally, this will

benefit teachers as they will be able to implement

the various strategies they are exposed to and

effectively manage behaviours in the classroom.

ObjectivesTeachers should be able to:

identify behavioural problems and know the needs of

students

reflect and critically assess their previous

management strategies and be open-minded to new

methods of managing their classrooms.

understand the various behavioural problems and

apply the suitable strategies explored to effectively

address these problems.

effectively manage the four areas of the classroom

through the implementation of strategies to which

they have been exposed.

ProfilesThere are 30 students in the class.

17 girls and 13 boys.

15 students are audio/visual learners

6 students are interpersonal learners

3 students are logical learners

the remaining 6 are intrapersonal, spatial and

musical learners.

Profiles

80% of the class are Christians

The 20% remaining are Muslims, Rastafarians and Hindus.

Description of contextAmbiancePsychosocial Instruction Academic PerformanceExtra Curricular ActivitiesOverall Behavioural Issues

Areas to be Managed Time – Instruction

Space/Environment – Ambiance

Resources – Academic Performance

Psychosocial – Climate & Overall Behaviour

References