Reflection my worst student

Classroom Management and School

Climate
 School life

For learning to be possible, exchanges between all actors in the institution must
be built daily, maintained and renewed every day, according to certain values.
Only when communication, dialogue, mutual respect, and participation are
privileged in a school institution is the appropriate climate created to enable
learning.
 Center climate and classroom climate

• Downtown climate . It is the one that is generated

throughout the school institution and is mainly
conditioned by the management, the teachers, the
students, other possible agents and the physical environment of
the center. This climate affects all downtown groups.
classroom file. It is about the climate that is
generated in the classroom as a consequence of
the interaction between teachers and students within the
classroom space. This climate affects educational
• processes and academic performance.
D
 Classroom and learning climate
• Students do not learn in a bad classroom climate. Only in an atmosphere of
peace and without tension, only when the student feels that his teacher believes him
capable, only when he has the support of the teacher but also of his peers or only when
his particularities, needs and interests are respected and cared for; Their emotional
balance is favored and, consequently, learning (Casassus, 2006).

• To achieve effective bonds between teacher and students, connection is

needed, which happens when one feels that one is seen and heard
without judgment or criticism. In connection, therefore, there is trust
and security.
 Elements of a Good Classroom Climate

• A good classroom climate necessarily involves effective classroom management,

embodied in minimal but sufficient control, satisfactory social relationships and
optimal performance:

• Control. It is the essential requirement to be able to set academic objectives. It

must be minimal but sufficient to guarantee favorable conditions for work and
common well-being.

• Intra and interpersonal relationships. All class time is infused with social
interactions. They must be respectful, warm and pro-social.
• Performance . It is the goal fundamental towards which it is
directed the entire process and should not circumscribe to it
cognitive.
 Favorable climate
• A favorable climate is characterized by being a climate open and
participatory, which contributes to the comprehensive formation of the pupil
from an academic, social and emotional point of view.
• An unfavorable climate is characterized by being a climate closed and
authoritarian, which rests on relations of power, domination and control, because
interpersonal processes are not stimulated, nor free and democratic participation, which
is why hostile individual and social behaviors are produced, which have a negative
impact on coexistence and learning.

• To improve the classroom climate we must review aspects related to classroom

organization, communication strategies, relational ties, norms and routines.

• It is understood then that there are management styles that become a risk factor:
teachers who do not motivate, do not connect with their students or serve them poorly
are very likely to have conflicts (Vaello, 2011).
 Classroom management

• Classroom management is accompanied by preventive or silent supervision in which

the teacher anticipates possible conflicts that may arise and uses the space and the
task as motivational strategies to channel inappropriate behavior.

• The teacher controls and manages by promoting a way of making and carefully
supervising the different movements within the classroom, which means being able to
attend to several demands at the same time and being able to assess, in a matter of
seconds, the pertinence or unnecessaryness of any event. that occurs in the
classroom (Fernández, 2006).

• Many teachers who have problems with classroom management overlook

preventative aspects that reduce the possibility of problems arising. For example,
teachers have to plan how they are going to conduct their classes. They have to
establish consistent and trustworthy routines for their teaching to be effective.
 Norms and rules
• Without a doubt, for a class to work well, a series of rules and routines must be clearly
defined. Students should know how they are expected to behave. And without clearly
defined class rules and routines, misunderstandings, which can create chaos, are
inevitable.

• Rules are usually set out in writing and posted in visible places. They must be written
positively and be few, simple and clear, in such a way that all members of the group
understand them in all their scope.

• If students participate in the formulation of the rules of coexistence, group and

individual responsibility for their application is favored and in this way they are not the
result of an imposition by the teachers but are negotiated by the class.
• The consequences of breaking the rules must also be agreed upon.
• A disciplined student will be one who accepts, respects and complies with the rules
and regulations that organize and order activities in the classroom and life at the
center.
 Procedures or Routines
Procedures, sometimes called routines, describe the way activities are carried out in the classroom. It's
just the way things are done in class.
Effective procedures and routines reduce confusion and opportunities for students to engage in
misbehavior.
Routines, therefore, are part of the classroom control and management strategies. Those teachers
who do not clearly define routines, who are ambivalent and act impulsively, destructure the class
process and will have more disruption than those who define clear, fair and achievable routines for
students.
We must establish routines or procedures to:
• The initial prayer or reflection.
• Review of classroom organization and hygiene.
• Assistance pass.
• Methodological recovery.
• Entry and exit of the classroom (permissions)
* Stake of the students.
• Organization for the snack.
* Organization for he lunch.
* Organization for the exit.
 Importance of Expectations
Expectations, in and of themselves, are neither good nor bad. If these, for
example, lead the teacher to provide help to the student in achieving learning,
their effect is positive. On the other hand, if the teacher, in addition to not
supporting the student, tells him that he believes him incapable of carrying out the
learning, the effect, obviously, is negative.

• Teachers can teach through their treatment of students what neither they want to
teach nor the students came to learn. For example, students may come to
understand that the subject does not contribute anything relevant to their
understanding of the world, due to the teacher's lack of motivation.
• They may also assume that they are not capable people or that they do not
deserve the respect of others. The teacher must become aware of what he
transmits with his attitude, his actions, his language, or his gestures.
Pygmalion Effect
 Positive attitude
• We present ourselves to our students as an open book. The interest,
enthusiasm and dedication that we show for education, the respect and
kindness with which we treat everyone, the empathy that we demonstrate, the
democratic values that we exercise, will leave a permanent mark on our
students.
• Teachers know how difficult it is to maintain a positive attitude in the face of all
the challenges that arise every day. Therefore, it is extremely important to
believe in themselves, in their efforts, and in their students.
• It is to be hoped that even on their worst days they deserve the imitation of
their students (Beaudoin, 2013).
 The conflicts
• A conflict appears when two or more people or groups have different needs,
express different interests or perceive an issue in opposite ways.

• The word conflict is overloaded with negative connotations. We usually relate

conflict to confrontation, violence, etc. However, conflict is a phenomenon that
does not have to be negative. Quite the contrary, it has great educational
potential and can serve to strengthen relationships.
• Violence, for its part, is the inadequate way to deal with conflicts; it is an
aggression that denigrates and damages both the aggressor and the victim.
Conflict and violence, consequently, are not the same.
 Conflict management
• Conflicts must be faced constructively. Conflicts should be useful to help
our students grow as individuals and as a group. Almost all the conflicts
present in the classrooms are a reflection of the absence of socio-emotional
competencies: lack of respect and self-control, absence of limits...
Therefore, they should be considered as opportunities to educate socio-
emotionally (Vaello, 2006).
• Conflict resolution processes are a good opportunity to train students in the
acquisition of skills. for dialogue, negotiation and mediation,
skills that are transferable to different areas of life (Pérez, 2001).
• Therefore, we are talking about educating for a positive coexistence.
Positive coexistence is understood as that which is built day by day with the
establishment of relationships with oneself, with others and with the
environment, based on human dignity, positive peace and respect for
Human Rights.
 Disruptive behaviors

• The fundamental concern of many teachers is how to deal with disruptive

behavior in the classroom.
• Disruptive behavior is that behavior of the students that interferes and
prevents the teacher from carrying out the educational work. Singing or
whistling, throwing objects, making noise, walking around the class... All of
them negatively influence the teaching-learning process and pose a problem
for the normal development of school life. Disruptive behavior is that which
generates conflicts in the classroom (García Correa, 2008)
 Kind of Manifestation
behavior behavioral
• Hitting, kicking, hair pulling, pushing,
• Aggressive behavior. use of abusive language.
• Breaking or damaging objects,
• Physically disruptive behavior. throwing them, physically disturbing
other students.
• Yelling, running in class, exhibiting
• Socially disruptive behavior tantrums.
• Defiant behavior in front of • Refusing to perform tasks, exhibiting
authority challenging verbal and non-verbal
behavior, using offensive or
derogatory language.
Self-disruptive behavior.
• Lose yourself, etc.
 Management of disruptive behaviors
• To manage disruption, teachers can act coercively or
constructive:
• Coercive strategies have an aversive character and are associated with
increase in disruption, while strategies that seek to support student improvement, that help
develop and build alternative patterns of behavior, seem to have the opposite effect.
• Aversive strategies include attracting attention in public, threatening or punishing, etc. On the
other hand, constructive or supportive strategies include explaining the expected behavior
and the consequences, teaching self-control strategies, praising the student for behaving
appropriately, etc.
• The truth is that there are no recipes that can be given to teachers but only
recommendations.
• The first is that they do not appear angry at the disruption or allow themselves to be altered
by it and respond safely, calmly and coherently to the “test” to which they may feel subjected.
• Secondly, they must know that low-intensity disruption should try to be minimized in time in
the classroom interaction with gestures and glances, to the territory where the events occur,
etc.
v Subsequently, if they persist, teachers should not focus their attention on the disruptive
behaviors but on the task that occupies the teacher and students and from there try to
“recover” the student, expressly requesting their intervention and participation. For example,
asking them to solve an exercise on the blackboard, to distribute the material we are
referring to among their classmates...
 Response to behavior

• Indicate the desired behavior with gestures and glances.

• Invading the territory, approaching the area or disruptive student.
• Avoid personal criticism of a student in public.
• Use positive reinforcement (verbal praise, looks of approval, recognition of
work...)
• Talk to the student briefly and without the presence of other classmates at the
end of class.
 Behavior prevention
• Keep the session organized: what will be worked on?, with what material?, how will it
be evaluated?...
• Use different methodologies to address different learning styles.
• Promote peer learning and cooperation.
• Use various evaluation strategies.
• Use varied methods and prepare different activities, which are neither too far from nor
too close to their ability and level and which are understandable to them.
• Take into account possible moments of boredom, difficulty, tiredness, monotony, etc.
With this, the teacher will notice the need to change the methodology, the
appropriateness of postponing an activity or even eliminating it, etc. Care must be
taken to ensure that there are changes of pace that serve as “escape valves” for the
students.
• Toggle grouping type. Promote teamwork frequently.
• Take care of the space. The decoration of the classroom, the cleaning, the distribution
of tables and
chairs and other furniture, etc. to create a cozy atmosphere.