Learning Logo

Learning Logo

Learning Logo

When entering the classroom as a assistant teacher for the first time in Gateacre Community College, it is deceptive how simple an experienced teacher can make classroom management appear.

The classroom that I discerned was made up of a varied student body, with large figures of students from a multitude of heritage backgrounds and learners with physical and thoughtful impairments. And the other thing that would like to mention here is that my classroom comprised a important piece of students from reduced socio-economic families.

Within the classrooms discerned, namely Home Economics, cookery classes, dwelling economics theory and textiles and numerous more any facets that concern to Home Economics.

 I furthermore discerned that inside these classes was the high grade of student commitment with and pleasure of the subject issue covered.

The major topic that I found in this classroom was Disruptive behaviour. and I would like to share here that how I undertake this difficulty in the classroom.

 

Analysis of the issues

Issue #1: Disruptive Behavior

Based on my experience in community college I found out that the main problem in the class is disruptive behavior. Most children can be expected to act out occasionally, but students who demonstrate persistent disruptive and distracting behaviors tend to develop a pattern of maladaptive behaviors early in their school careers, often bringing disruptive behaviors with them from home(Porter 2000).

I found out that there are different reasons for it. Malnutrition, lack of sleep, child abuse, neglect, excessive viewing of television, and exposure to violence in the home are all variables associated with the emergence of disruptive and distracting behavior patterns among children and adolescents(Norris 2003). Divorce and poverty have also been identified as precipitating factors of disruptive and distracting behavior.

In my point of view children acquire a sense of self and a feeling of confidence as a direct result of their experiences at home, in the community, and at school. Before a child ever starts school, however, he or she has begun to create a self-concept, largely through the influence of the parents or caregivers. If the self-concept is created successfully, it will help the child move from a feeling of helplessness to one of confidence (Erikson). The absence or loss of love and support, however, can be traumatic.

I realize that many students seek love and attention at school to compensate for the lack of these emotions at home. For many students, lack of attention and lack of love are synonymous. Because a student seeking love or acknowledgment from a teacher as a kind of substitute for parental love occurs within a setting where many other children are also seeking attention, the child naturally needs to compete with his or her peers in order to gain the teacher's attention. Some children curry favor with teachers in an effort to gain this attention; others turn to disruptive and distracting behavior.

I figure out that the same kinds of outcomes can be expected, though, from students who have had excessive supervision and limited opportunity or ...