Classroom management has been a primary concern of teachers ever since we can remember. Excellent classroom managers are teachers who understand their own needs as well as the needs of their students. Teachers must get to know their students, where they come from, what motivates them, and what they need in order to best understand them. Through establishing a positive classroom environment, teachers can work to encourage and motivate students through promoting self-discipline while utilizing social-emotional learning.
This chapter focuses on changes that need to occur in educator preparation programs in order to improve self-efficacy in technology use in teacher candidates. The authors share the implications for the classroom for integrating the use of technology into the classroom to include safety and engagement concerns especially with regards to social media. Several technology tools are described including Flipgrid, Kahoot, Newsela, Plickers, Seesaw, and Storyline Online. Examples of their use in the classroom follows each tool's description.
Teachers in today’s classrooms are called to “build a bridge” in order to best meet the needs of their students. Through organizing a classroom, building procedures and rules, fostering intrinsic motivation in students, providing engaging lessons that attain meaningful objectives all while self-reflecting and adjusting along the way are just some of the steps taken by classroom teachers each day in order to best “build a bridge” and meet their students’ needs. Teachers with well-planned and thoughtfully organized classrooms that are constructed with a foundation of support, lead students with routines to succeed. Through accepting feedback and engaging in self-reflection, teachers can adjust lessons and management techniques throughout the school year based on students’ response and achievement. This article provides a guided approach for teachers from setting up the classroom, establishing rules and procedures, to the organization and delivery of content area in a manner that best supports the successes of all students involved.
The purpose of this article is to clearly define and exemplify "withitness," and determine can its value be in the eLearning education setting. The expert on classroom management, Jacob Kounin (8), listed four factors that underlie classroom management success. Foremost and first is “withitness,” which refers to the ability of a teacher to be perceptually and cognitively alert and aware of all parts of their classroom at all times. Withitness is key to classroom management! If you are an effective classroom teacher, how do you apply your classroom skillset of alertness and awareness to eLearning? How you do this in eLearning is the crux of this article. Withitness is awareness (presence), adroitness, clairvoyance, keenness, maximum engagement, perception, planned variety, rhythm learned through teaching, experience, vision, and wisdom. The article answers the question of implementing withitness in elearning by providing ways to attain the aspects of withitness in eLearning.
Teacher education programs across the country may infuse the latest research and resources of best practices in managing a classroom but there are not many opportunities to practice guidance and managing classroom behavior unless it arises while teaching in the actual classroom. There is not often a time or place to “practice” managing the classroom environment or practice encountering misbehavior until the actual situation arises within a field placement in an elementary classroom of students. Role play allows preservice teachers to practice guidance and behavior management of K-12 students in the college classroom.
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