Task 3 - Classroom management

Participants
Katty Milena Alvear Ariza, code: 1012439908
Jairo Antonio Yela, code: 16265761
Javier Alcides Orobio. Code: 16497425
Rafael Hernan Ortega. Code: 1.090.507.575
Shalom Ximena Lizarazo . Code:1026303381

Tutor: Diana Constanza Cruz

Group - 551004_1
Teaching English to Adolescents and Adults
Universidad Nacional Abierta y a Distancia – UNAD
Escuela de Ciencia de la Educación ECEDU
June 14, 2020
 Individual Answers

What is the Impact of Poverty on Student Achievement? Contextualize your

answer with a real example. (Katty Milena Alvear Ariza)
Academic and behavioral problems can be indicators of impending failure. These behaviors
include: delayed language development, delayed reading development, aggression, violence,
social isolation, substance abuse, irregular attendance, and depression. Teachers may have
difficulty reaching a student's parent or guardian. We may also find the student not completing
homework, not studying for exams, or not coming to school prepared to learn a cause of
poverty or related circumstances in the home environment. These children may be unable to
concentrate. They may be reluctant or unable to interact with their peers and / or adults at
school in an effective way. These issues not only have an impact on children's learning from
poverty, but can also affect other children's learning.

• A sense of well-being. Poverty, concerns for one’s emotional and psychological well-
being, and worries about what the future holds cause many students to develop a negative
sense of well-being. As a result, many have little sense of hope, combined with low levels of
self-confidence and self-respect.

• A sense of knowing. Many students do not have a sturdy foundation upon which to build
success in school. They do not have the opportunities to thrive, which include pre-school
attendance, travel, summer camps, home computers, tutors, music lessons, organized sports,
exposure to the arts, coaching for college admissions tests, and visits to colleges.

What is the best classroom arrangement according to many experienced teachers?

What would be the best for you (include the description). (Jairo Antonio Yela.)

Many experienced teachers recommend assigned seating for students to facilitate discipline
and instruction. They argue that students left to their own devices will always choose a seat
that places the teacher at the greatest disadvantage. Best practices suggest a few common-
sense rules to guide classroom arrangements

What does the author mention the number of rules into the classroom? What do you
think about that? (Jairo Antonio Yela)
 Author mention that rules are direct, clear, and consistent, and encourage positive behavior
In addition, teachers must make sure that rules are designed to support a concept of
consequences for inappropriate behavior rather than punishment, the student is made aware of
the school rules so when the time comes to use it the student does not say that he did not know
the rules

What does the author say about the consequences and punishment? Give 5 examples
of consequences to an inappropriate act from a student. (Katty Milena Alvear Ariza)

Consequences are viewed as an end result of a child’s inappropriate act. That is, they
should not be viewed as something imposed, such as sanctioning, but rather as an appropriate
outcome for an inappropriate act. TO consequence should make sense, be a logical ending for
an action. It should be the effect of behaving inappropriately. Punishment, on the other hand,
is punitive and / or criminal in nature. It does not necessarily serve a learning purpose, but
rather “gets even.” It sends the wrong message. Children are in school to learn. Part of
learning is making mistakes, both academic and social. Imagine punishing a student for
misspelling a word. It sounds absurd. Effective teachers discover appropriate ways to help the
student learn the correct way to spell the word. TO like approach should be taken to address
inappropriate behavior. The approach should have as its major tenet ways in which the student
might learn from the mistake.

• “Withitness.” Communicating that you know what the students are doing and what is
going on in the classroom.

• Overlapping. Attending to different events simultaneously, without being totally diverted

by a disruption or other activity.

• Smoothness and momentum in lessons. Maintaining a brisk pace and giving continuous
activity signals or cues (such as standing near inattentive students or directing questions to
potentially disruptive students)

• Group alerting. Involving all the children in recitation tasks and keeping all students
“alerted” to the task at hand.

• Stimulating seatwork. Providing seatwork activities that offer variety and challenge
 How can teachers prevent disruptions in class? Mention 10 strategies teachers can
apply in their classroom. (Javier Alcides Orobio Murillo)

Kounin identified specific approaches to keep students focused on learning and reduce the
likelihood of classroom disruptions.

If there are effective classroom managers, there will be more chance to prevent disruptions.
These types of teachers have a minimum of student misbehavior and reasonable levels o time
on task.

Some of these strategies:

- Hold and communicate high behavioral expectations.

- Make clear to students the consequences of misbehavior
- Enforce classroom rules promptly, consistently, and equitably from the very first
day of school.
- Maintain to instill a sense of self -discipline in students; devote time to teaching
self-monitoring skills.
- Create opportunities for students (particularly those with behavioral problems) to
experiences success in their learning and social behavior.
- Identify students who seem to lack a sense of personal efficacy and work to help
them achieve an internal locus control.
- Makes use of cooperative learning groups, as appropriate.
- Remove distracting materials from view when instruction is in progress.
- Make use of humor when suitable to stimulate student’s interest or reduce
classroom tensions.
- Maintain a brisk instructional pace and make smooth transitions between activities.
What could be the factors for the inappropriate behavior of a student? What can you
do to avoid that kind of behavior? (Javier Alcides Orobio Murillo)
1) Hunger could be a particularly important factor inappropriate behavior. If student
restlessness or inattentiveness always occur around the same time, first rule out hunger
as the cause for disruptive behavior.
 2) What the psychologists call “External locus of control”, which is when students do
not believe in their own ability to influence events.
3) Poverty. It has an adverse effect on academic achievement. Students in high poverty
schools were less likely to feel safe in school and spent less time on homework than
those in low poverty schools
4) Urban Schools are more affected by behavior problems, particularly in absenteeism,
classroom discipline, and weapons possession and student pregnancy.
5) Teacher Absenteeism

What would I do?

I would try to know much more about their lives, their backgrounds, and so
understand the situation of each one of my students. If I as a teacher get the trust of my
students, I will understand more why the behave in such a way, and before judging them I
would try to find a solution. For example, if there is a problem of hunger, I would try to
create a program of feeding to guarantee breakfasts to extremely poor students for example.
Also, I would try to get psychological assistance to my students, and together with a
professional, we could help them and care for their lives and future.

What can teachers do to change students’ inappropriate behavior to the

appropriate one? Explain giving an example. (Rafael Hernan Ortega)

Behavioral problems are part of the day-to-day classroom and teachers need
resources to deal with them. There are different ways of handling this type of disruptive
behavior with students. There are no "magic" formulas and on many occasions what is
worth and works very well for some, does not generate as much impact on others.
However, as education professionals we can follow a series of guidelines that will help to
relax the environment and reduce episodes of these behaviors: Adult self-control,
Encourage group reflection, When aggressive behavior occurs or is triggered, we must
respond , but not react disproportionately, Create dynamic classes, where there are many
changes of activity, where tasks and activities are graduated to the level of difficulty.

What is the purpose of a functional assessment? Do you consider it important

to apply in the classroom? Why? (Shalom Lizarazo)
 Functional assessment as explained by (Dunbar, 2004) it helped to understand a
challenging behavior that a student may present within his/her academic and social context,
what allows the teacher to gather information and know the root of the main issue the
student presents, a functional assessment leads a work team within teacher and
psychologists to go beyond the symptoms.

Personally speaking, I would say that a functional assessment is extremely

important to apply in the classroom; since it can help us to address countless problems
understanding students behavioral habits what give us the option to consider different
pedagogical approaches and evaluation methods, in the same way, the teacher will be able
to get better classroom management and will provide students a better learning processes.

What are, according to the author, the teacher management styles? Give an
example per style. (Rafael Hernan Ortega)

The authoritarian: Having authority in the direction of the class is extremely

important; a teacher who does not know how to keep his classroom tidy and allows any
type of manifestations, reactions and behaviors, is as reprehensible as the one who does not
authorize anything, who does not listen, who raises his tone of voice, who punishes the
slightest mistake without the right to explanations.

The authoritative.: This teacher in a serious example: a student who has problems at
home and in the classroom that is reflected, because he has rude behavior, does not pay
attention to class and lives in the "clouds" the teacher must be rude to the but you must also
understand it because they are things that are happening to him at home and this makes him
behave like this in the classroom

The indifferent: This teacher is the typical teacher who uses the same material and
the same previous ones year after year and does not care if the grades of his students

The laissez-faire: This type of teacher is partly good, because it gives his students
the autonomy of knowing what they want to do in their classes, but on the other hand, a
teacher should not allow in some cases to interrupt his classes or his presentations because
that bothers
 How can teachers encourage their student’s success despite the odds? (Shalom
Lizarazo)

According to (Dunbar, 2004) the teacher should be able to know his/her students
and therefore the people the children live with, also the teacher should ask for their support
and understands his/her students' likes and dislikes, avoid humiliating students and yelling
ineffective. The teacher should look for different ways to approach the students it may be
through a joke, story, and anecdote; point out and stand out good behaviors and promote it;
the teacher should be able to look for any available resource to bond with his/her students;
another different way to help students succeed is to understand they do not feel or think the
same so the teacher should give his/her students options to develop their differences and
build their sense of competence. Last but not least, the teacher should cheer his/her students
up by celebrating their little success in every class when students can meet the target
without matter is it was a big success or little success teacher should stand it out and keep it
up in that way students success will be noticed by them and the learning processes will get
better.

IDEAL CLASSROOM MANAGEMENT PLAN

Level: A2 Subject: English class

CLASS RULES AND EXPECTATIONS
Classroom rules, positively stated and posted prominently and linked to your Guidelines for
Success. Rules are observable and refer to specific behaviors. Rules are observable
behaviors teacher expects all students to exhibit (or not exhibit) in the classroom.

1. We are kind to each other.

2. We are a team, we say 'please' and 'thank you'.
3. We are respectful and we keep things in order.
4. We share, we help and we forgive.
5. We don't give up, we do the best we can.
HIERARCHY OF REWARDS
Hierarchy of rewards for rule accomplishments are identified and directly taught to
students.
1. Listen carefully
2. Follow directions
 3. Work quietly. Do not disturb others who are working
4. Respect the others. Be kind with your words and actions
5. Respect school and personal property
HIERARCHY OF CONSEQUENCES
Hierarchy of consequences for rule violations are identified and directly taught to
students. Rule violations and other misbehaviors are corrected calmly, consistently,
briefly, and immediately. Consequences will be given at the lowest level considered
necessary to change the student’s behavior.
1. Properties of problems and negotiation. When both the teacher and the student or
group of students enter in conflict the problem belongs to both of them, before
which a negotiation process must be carried out in order to find between them the
acceptable solution for both parties.
2. Contribute to the student achieving control of their learning, using the principles of
behavioral learning.
3. Performance presentation consisting of the demonstration of desired behavior
esulting from practice. Is an effective way to provide a reality check quickly
providing corrective experiences for the change.
4. The discipline understood in these terms, becomes a conscious tool through which
the individual together with other individuals (the school group) they get through it
purposes that in the educational context are the objectives of the teaching-learning
process itself.
5. The formation of moral values and the formation of human consciousness.
DESKS/ROOM ARRANGEMENT
Desks/ room arranged so that all students are easily accessible by the teacher and
necessary materials and supplies are accessible to students in an orderly fashion.
Students should be seated where their attentions is directed toward the teacher.
High traffic areas should be free from congestion.
Students should be able to clearly see the board, screens and teacher.
Students should be seated facing the front of the room and away from the windows.
Classroom arrangements should be flexible to accommodate a variety of teaching
activities.
The teacher must have good mobility in the classroom.

POLICY AND PROCEDURE FOR TARDIES /ABSENCES:

State the policies and procedures for students arriving late or not attending classes.
1. Parents should send a note, e-mail or make a phone call to inform the reason of the
student’s absence.
2. Parents are required to ensure their child attends school and to provide an
explanation for their child's absence from school, and the principal must
record in writing the reason given by the parent.
3. Where possible, parents should inform the school in advance of upcoming absences
4. Principals should ensure school attendance data is regularly monitored and analysed to
identify student absence patterns on a school, year level and individual basis.
5.If the students get late, the principal or teacher should explain to him or her the
consequences of this and give a second chance and excuse him If he or her gives
a reasonable explanation.
6. The teacher should identify the cause of tardiness before punishing the student.

POLICY AND PROCEDURE FOR TURNING IN ASSIGNMENTS:

State the policies and procedures for students handing in assignments and the penalties
for handing in assignments after the deadline.
1.Point deduction
2. Parent Contact
3. No feedbacks
4. Extension for the handing in of the task if there is a justified explanation for being
late.
4. Flexibilities in the deadline of the task, but giving recognition to those who hand it in
earlier.
GRADING POLICIES AND PROCEDURES ARE ESTABLISHED AND
COMMUNICATED:

State the policies, procedures and/or percentages of tasks grades.

 Students’ work within the classroom will have 40% of the grade for this subject,
students will have to follow the instructions given by the teacher
 Students’ homework will have 10% of the grade for this subject, students will
have to follow the instructions given by the teacher and if all homework is
successfully delivered and completed resolved students will have the maximum
 score.
 Students’ participation will have 15% of the grade for this subject; students will
have to participate during the class by asking questions and providing feedback
according to the topic in the class.
 Students’ attendance will have 5% of the grade for this subject; if students have
an absence they will need to bring the back up for it such as sick leave and avoid
this percentage being impacted.
 Students’ self-evaluation 10% of the grade for this subject; students will need
to provide their opinion in regards to the learning processes they had had in the
class, they will need to fill out a form previously design by the teacher.
 Students’ final task will have 20% of the grade for this subject; it will work as
final evaluation and the teacher will need to evaluate the topics previously seen
already, students will need to fulfill the criteria and instruction previously
provided by the teacher.
ENCOURAGING ALL STUDENTS
How would the teacher motivate students?
Plans for class-wide motivation systems are:

 Group system: Students will work as a group and the teacher will have to track
the group's process, at the end of the month the group that meets better the
targets of the class will earn some motivational rewards, such as candies, to
select the topic of the class or bring song to share with their classmates.
 All for one: Students will need to work as a team in every class, students will
have a reward but if one student do not meet the target or do not pay attention
properly the whole class will lose the reward
 Self -Evaluation: Students will need to fill out a self-evaluation form according
to his/her performance during the class, the teacher will place a percentage in the
final grade in that way students will be able to contribute on their processes and
the teacher will respect their opinion.
 Public Posting Board: The teacher will have a board and he/she will be posting
what the students did, the best activities, ideas, motivational phrases will be
posted and at the beginning of the class all students will need to read it and check
what student´s work was posted, the student that has posted the most during the
semester will have one extra point for the subject.
 Mystery Behavior: The teacher will let his/her students know there is a reward
for the best student with the best performance during the following 5 classes but
the teacher will not let them know what is, at the end of those 5 classes the
 teacher will give the best student a mystery reward it might be candies or tickets
for the cinema.

MATERIALS/ RESOURCES

Include any materials/ resources you might use for your classroom management plan.
(for presenting rules, rewards, etc)
- Organization charts, posters, murals, pictures
- coupons, tickets, brochures, leaflets, printed matter, instances, announcements,
photos of posters, cutouts.
- Slides, slides, photos, postcards.
- Trips to the country, visits and excursions: visits to museums, monuments,
contacts with natives.
- Magazines and newspapers: articles, "summaries", news, reports,
announcements.
- The language laboratory, the computer room and the multimedia room:
recordings, projections, radio, TV, videos, computer programs, internet, etc.
- Textbooks, reference books, exercises, etc.

Case Study
Problem: Mr. Lewis repeatedly had problems when leading a class discussion with
his eighth-graders. No matter how involved in the topic the students were, there were
usually several students sitting in the back who would talk, shout out silly answers, and
play with objects they had brought from home.

Response: Mr. Lewis responded by putting students' names on the board and if
they continued disrupting, he would take away their free time. On several occasions, when
the students became completely disruptive, he called their parents. As a result, their
behavior improved for a few days but soon the students returned to the same disruptive
behavior. One of the few times when all of the students were well behaved during a
discussion, Mr. Lewis would provide them verbal praise.

Plan: As a future teachers we will propose Mr. Lewis to start a functional

assessment since it will help him to understand the academic and social context of these
students, it will also help him to get to the root of this issue and situation within the
classroom, it will be important to have the support of their family and according to the
previous response the teacher already opted to talk to their parents what means they are
willing to be part of the process, the functional assessment will go along with the
psychology of the school in that way Mr. Lewis will go beyond the symptoms of the
students and will look for a real change, Mr. Lewis also will need to re-evaluate his
approaches in the classroom and check if the behavioral habits of these students change.

It would be useful to talk to the students to make them understand that their
behavior will have bad consequences in their learning process. We would try to give
examples of experiences in life of persons who did not take advantage of the opportunity to
educate themselves and to improve their intellectual development, and how to disrespect
others brings nothing good in life. Also, we would try to have a session for them with a
psychologist to find the reason behind their bad behavior.

To wrap up, the most important is avoiding taking the behavior personal and let
their behavior to impact the class besides, Mr. Lewis will rethink how to plan his classes
taking into account the recommendation from the psychologist and will start a inclusive
process with these students.
 References

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