Classroom Management: An introduction

Classroom Management An introduction1.0 IntroductionClassroom management is a term used by the instructor to ensure the class examination smoothly through the whole lesson. According to Moskowitz Hayman (1976), once a teacher loses control of their classroom, it becomes much difficult for them to regain back the control (Moskowitz Hayman, 1976, p. 283)). Other than that, a research from Berliner (1988) and Brophy Good (1986) shows that the time that teacher has to take to correct misbehavior caused by poor classroom management skills results in a lower regularise of academic reservation in the classroom (Berliner, 1988, p. 310 Brophy Good, 1986, p. 335). Several aspects such as classroom layout, classroom words and classroom clime back withalth be looked into in gear up to ensure the class run smoothly through the lesson.2.0 Classroom layoutDesk orientation, bulletin board display, classroom decoration and classroom peripheral ar several(prenominal) things that are con sidered as classroom layout. Around the world, there are several layout that constitute been seen such as traditional, restaurant, islands, horseshoe, seminar, laboratory, looking out, circle, story, chevrons and semi-circle (Wright 2005). However, among all in all of the classroom layout listed, restaurant and island layout 2 are widely use. For restaurant layout, the desks are arranged in random. It is often permanent or semi-permanent. Restaurant layout are useful for a class that doing a lot of small group activities. Island layout is a layout of regular grouping. It can be created by modifying benches so that the pupils on odd number can fit in. this layout are more or less the same as the restaurant layout but island layout are more carefully arranged (see appendix B (classroom layout)). The way of the bookman desks being organized shows the teachers teaching style. When the scholars walk in the class, the savants will immediately knows whether they will be arrive ating as a group with other(a) student or they are required to do the work individually. In a class, different grade level of student may result in a different desk arrangement but, the traditional layout of rows of individual desks may not provide the best learning environment for the students. In order to promote the collaboration, restaurant or island layout is the best choice since the layout group the students together. By grouping the students together, the student can shared learning experience, group discussion and small group activities. To promote the maven of unity of the whole class, arrange the class to circle layout, story layout or semi-circle layout. The displays around the class will tell the student the things that they have learned during the introductory class. By displaying the students effort on the bulletin boards will inspire student and increase their motivation to learn. Besides, it will also promote learning to the students. Other than that, displaying a l ot of books at the students level, a comfortable carpet and providing a reading space will encourage the students to read more often. Providing a clearly pronounced area for the students to place their homework will make the class more organize. It is important to create an environment that make the student feel loved, safe and harebrained to learn.3.0 Classroom LanguageClassroom languages are used throughout the lesson in the class. From the beginning of the class until the end of the class, every teacher use classroom language to talk to the students. Classroom language is the kind of language used to communicate in the class without using the mother tongue. There are a a few(prenominal) ways of presenting classroom language. It can be presented from the student, from the teacher, from the reading material and the real situation in class. The words used by the student such as May I come in? are one example of the classroom language. Another example is Excuse me. The language by the students ought to be more polite if they talk to the teachers. It is not the same when they talk to their peers. In the real situation in class, the teacher might face the misbehavior student in the class. The choice of word from the teacher is a part of the language in the class. For example, if a student making off-task noise in the class and the teacher want him or her to stay quiet. Instead of saying shut up, the teacher will say could you please be quiet. This way, the students are more prompt to follow the order of the teacher. The classroom language also applied when the teacher giving instruction about the task, monitoring the work of students, asking permission and also when the students ask doubts to the teacher. The moderateness for getting the student to communicating is because it represents a necessary stage in transfer the classroom learning to the outside world. When the students are communicating to each other, they are actually enhanced the learning. The arg uments amid peers are making them to go through the process of sharing their estimation and improve the understanding of the certain topic.4.0 Classroom climeMaintaining a good classroom climate is importance in order to have a better learning atmosphere and maintain the counselling of the student towards lesson in the class. Classroom climate is referred to learning environment, as well as the atmosphere, ambience and ecology. (Adelman Taylor 2005). In short, classroom climate can be said as the setting of the class. The setting of the class is related to the classroom behavior and learning. A research also suggests the significant relationships between classroom climate and student engagement in class, behavior, achievement, accessible and emotional development, and overall quality of school life (Fraser 1998 Freiberg 1999). In order to enhance the classroom climate, there are some approaches that can be taken. This includes enhancing the quality of life of the students and the staff in class. A good relationship between the teacher and students are helpful to enhance the good classroom climate. At Comptom Primary School, they have a system cal lead as home schooling. It is a system where a teacher is in charge for a class. This intend that, the teacher the students really well such as their names and background. This kind of relationship also helps in the participation of the staff that is the teacher and the students in finality making. They can actually discuss about what they feel and what they want thus help in enhancing the classroom climate. Maintaining and enhancing the positive classroom climate is the main focus of all staff in the school. Having the teacher economic aid in the school can increase the teacher aptitude in the class. In addition, teacher assistance can work with the teacher to improve classroom climate by enhancing and maintaining a positive classroom climate that promote well being and sleep with with barrier in teaching and learning (Adelman Taylor 1997). A class consists of students that come with different abilities and it is hard for a teacher to deal with all the students alone. The students with lower ability will sometimes create problems in class thus will result in disrupting the climate of the class. When this happen, teacher assistance will assist the student and help the teacher to deal with the problem. At the same time, this will restore the positive classroom climate. From my visit to the All Saints Academy Plymouth, the teacher have difficulties in controlling the class when a few problematic students and eventually disrupted the climate of the class. There is no assistance that helps the teacher to deal with and respond to the all of the students. Classroom climate can also be controlled by the physical aspect of the class. The ideal classroom will have a good spunk for the class. This is refers to clean and tidy classroom. A classroom with the positive climate should be attractiv e, comfortable and well-lighted. Which means the class is not too bright and not too dark (see appendix A (pictures)). This physical aspect such as temperature and noise that are likely affect the student concentration and focus in the class are also effect the classroom climate. The arrangement of the internal feature of the class such as desks and chair is also importance. Maybe the teacher has no control about the size of the class, but the teacher can control the arrangement of the chair and desk inside the class. A good classroom climate in term of space is where the space in the class has been adjusted so that an active interaction may occur in the class. It also permitted the student to see the board clearly and allow the teacher to be close to the student. Classroom climate can also be improved by displaying the students work on the wall. This can encourage student in their own work and motivate them. However, all the students should have the same opportunity for their work to be displayed on the wall.Was Post-War Britain Tolerant and Multi heathen?Was Post-War Britain Tolerant and Multicultural?Post-war Britain is best described as a spacious and multicultural nation. Discuss.In discussing this proposition, it is necessary to define tolerant and multicultural to intentionally confine the parameters of the discussion. Within this essay tolerant will be defined as an attitude of mind that implies non-judgemental acceptance of different lifestyles or beliefs, and multicultural as a society that contains several and distinct cultural or ethnic groups. Generally speaking, a nation has to show willingness to accept other social and ethnic groups within its society. Much literature has explored how migration shaped Britain since World War II, including both the outlooks of Authority, Establishment and the British People towards immigrants. It is widely accepted there have been four development phases since 1948 the prototypical wave of pioneers from the Ca ribbean and the Asian subcontinent, who were mainly single men both skilled and semi-skilled, next came an unskilled drive force, followed by their wives and children, and lastly the British-born generation. This chain migration clearly affected the demographics of Britain and it is likely the indigenous population was not expecting such a large influx of migrants, and the terminus pressure and increasing contest for limited resources in housing, employment and social services. It is possible that the rowdy behaviour of the immigrant population caused frictions between distinct communities. This essay will also address the question of ethnic groups within the general Commonwealth migration that came to be targets of racism, due to the fact they were non- uninfected and stood out in a generally white population. From the 1948 British Nationality Act, government adept a laizzez-faire approach to migration, and only following increasing commonplace opposition did they institute con trols on in-migration from 1962.British identity came to be identified as tolerant, this mind-set emanated from Victorian and Imperialist values of honour, respect, justice and fair play. This was get on embedded in the minds of the British population with the experiences of World War II. Nevertheless, according to Chris Waters, Britains superstar of internal unity started to disintegrate after 1945.1 A possible explanation for this disintegration might be the introduction of the 1948 British Nationality Act, this created a new immigration system without restrictions every person born within the United Kingdom and Colonies shall be a citizen of the United Kingdom and Colonies by birth or descent.2 The resultant effect of this legislation led directly to the sailing the Empire Windrush in 1948 from Jamaica to London carrying 492 non-white passengers, and increased migration generally from the Caribbean and the Asian subcontinent. These workers flocked to the mother country to fi ll labour vacancies, especially in the transport and health services. The labour government, 1945-1951, initially believed that by sharing out the new arrivals across the country they would assimilate and integrate into British society, adopting British values. However, this approach became impracticable for two likely reasons. Firstly, society at large perceived the migrants as contrary to British values,3 and a threat to national cohesion. Secondly, the migrants wanted to stick together in the same locale. Inner cities became predominantly inhabited by immigrants who brought new religions, cultures, languages and dress. Moreover, immigration statistics highlighted the increasing impact new immigrants located on housing and employment. It has been estimated, by the mid-1950s, persons of colour entering Britain rose to about 20,000 per year.4 There may have been a divergence in attitude between general populace and governments policies that had an approach of non-intervention, with the Establishment perhaps believing the problems would just go away. The 1948 Act did not distinguish immigration from any parts of the Commonwealth, and it may be the case that members of the Cabinet were unwilling to enact legislation that differentiated between white and non-white migrants.In the 1950s there was increasing hostility towards non-white immigrants culminating in the Notting Hill riots of 1958. These riots are often cited as a catalyst that led to immigration control, however, it does appear that the racial aspect was not recognised at the time. nonparallel legislations in 1962, 1968 and 1971 restricted immigration to the UK, and this was further constrained in 1981 when Britain closed its doors to the Commonwealth. In 1968 Enoch Powell warned of what he saw as the consequences of unregulated immigration. His incendiary Rivers of Blood5 speech silent enflames emotions. In this speech, he highlighted the dangers of unchecked immigration and advocated the cessation of immigration to Britain. In addition, he urged a policy of repatriation for all those immigrants already settled in the UK. It is evoke to note that the 1971 Act, curbing immigration, subsequently followed. Some historians argue that successive government legislations, at this time, both defined the British National identity as white and circumscribed racist sentiments, convincing the public by stressing the dangers of uncontrolled colonial migration,6 especially the one produced by a large-scale family reunion. This opinion is further underpinned by both Labours and Conservatives who believed that civil unrest would be avoided by imposing strict migration controls. A different stance is taken by Randall Hensen when he asserts that the State did not promote racism, on the contrary, it accepted the transformation of the UK into a multicultural society, and that it had begun in the 1950s.7 Succeeding governments promoted anti-discriminatory legislations in the forms of the pass Re lations Acts of 1965 and 1968, gradually reducing injustice relation back to housing and employment. It is thus evident that these acts were aimed at avoiding discriminations based on race and colour. It is then reasonable to assume that racism had been politically recognised for the first time. The first serious discussion and analysis of multiculturalism in Britain emerged from Bhikhu Parekhs study. His interpretation is that a multicultural society consists of several cultures that have an open and equal dialogue between them, which in turn should foster a strong sense of unity and respect amongst its citizens,8 ultimately, minorities are less likely to assimilate if assimilation is imposed from above. To sum up, the idea of multiculturalism is tied to a concept of national identity and culture. The impact of race anti-discrimination legislation sought to modify the populations behaviour stating clearly what was, and what was not, acceptable in public life. However, it cannot be asserted that a nation is truly multicultural when it is only conforming to legislation.By the 1970s, many an(prenominal) of the migrants had now British-born children, and there was an exponential rise in the number of births from migrants originating from the Indian subcontinent. This effect caused relocation in other parts of the United Kingdom known as spatial development9. It is recognised that these groups were tied closely to a distinct set of mores, often emanating from a religious context. Thus, the British community, in receipt of this translocation, may have felt a resentment towards an unacquainted(predicate) community, often not recognising an alien culture. Goulbourne asserts that to fully participate in society a person needs access to housing, jobs and education, and it is in these three areas that migrants experienced the about problems and resistance.10 Clearly, increased competition for limited resources created an obstacle to integration and discriminatory p ractices started to emerge in both housing, education and the working environment. Similar discrimination occurred within the ignominious community whereby the police were accused of both violence and bullying. These accusations led directly to the Brixton Riots of 1981. For Nairns, racism derives from nationalism, the one that has been instilled in the minds of the British people by the right-wing politicians importunate to preserve the Whites as the true bearers of the national identity. On the other hand, Anderson claims that racism stems from the ideologies of class,11 in this case between the white working men and the migrants being excluded, to subdue the available resources. Within this last construct, race could be described as only fictional.12 Nevertheless, not all Blacks and Asians were targeted, and the State promoted a series of legislations to avoid a collision, introducing laws aiming at discouraging intolerant practices in the work place and the education environm ent. It can be therefore stated that, whoever showed a positive commitment to Britain, and to the incline way of life, received appreciation from the local and national communities it was a two-way relationship. On these grounds, it is likely that multiculturalism was not a failure, rather it was implemented, by the means of the guide Relations Acts, and was a positive influence for Britain promoting equality.Whilst this essay supports the premise that post-war Britain is best described as a tolerant and multicultural nation, there have been many different events that have happened since the free-for-all in 1948 British Nationality Act. The laissez-faire approach of various governments to immigration from 1948 stoked intolerant attitudes to non-white immigrants, which resulted in the Rivers of Blood speech and the 1981 Brixton Riots, that eventually led to the effective closing the doors as legislated in the 1981 Immigration Act. The failure to support immigrants to assimilate and integrate into British society, combined with legislation to prohibit acts of racism, led to the 1965 and 1968 Race Relations Acts that forced a more multicultural approach to diversity. Hence, the State has been instrumental to protect racial ethnic diversity and to promote difference. On the other hand, it has also been demonstrated that British society was less inclined to accept minority groups due to the prejudice that they would taint the very essence of their identity. This was at a time when the loss of the Imperial pre-eminence and the experiences of the WWII were being nostalgically reconstructed, making still further frictions between white and non-white communities. Competition for resources, i.e. housing, jobs and education, exacerbated public sentiment leading to further tensions. At the same time, propaganda from various right-wing politicians juxtaposed Britishness as being white, hence these ideologies might have played an important part in determine peoples attit udes towards those of a different race. Thereby, the argument shifted, in the late 1950s, towards race relations with some parts of British society campaigning against racial discrimination and migration controls. With regards to multiculturalism, this news report has also attempted to show that both British and newcomers were not willing to accept each other customs. For the former it was an aggression to their values, and for the latter a savour of social exclusion in terms of low pay, unemployment and bad housing. Tolerance and multiculturalism in Britain have received much attention in the past cardinal years, but as Paul Gilroy claims, there is still no understanding why Britain was unable to come to terms with its minority groups,13 and many questions remain unanswered. Eventually, in response to Gilroys challenge, it could be alleged that if the State had implemented clear integration policies sooner, then tolerance and multiculturalism would have been a constant since 194 8 due to the self-declared openness of the British society. In conclusion, it can be suggested that multiculturalism was implemented not via assimilation, but by the means of legislation and that they are still at the core of a tolerant and multicultural Britain in the twenty-first century.1 Chris, Waters, Dark Strangers in our midst discourses of race and nation in Britain, 1947-1963, Journal of British Studies, vol. 36, No. 2, Twentieth British studies, (April, 1997), p.2082 British Nationality Act 1948, Part II, sections 4 and 5, accessed 9th March 10173 Chris, Waters, Dark Strangers, p.2174 Ibid., p.2095 Enoch Powells Rivers Of Blood Speech, accessed 9th March 20176 Paul Kathleen cited in Randall, Hansen, Citizenship and immigration in Post-War Britain the institutional origins of a multicultural nation, (Oxford University Press, 2000), p.137 Randall, Hansen, Citizenship and immigration, p.178 Parekh, Bhikhu, C., Rethinking multiculturalism cultural diversity and political the ory, (Palgrave, 2000), pp. 13, 196-1979 Colin, Holmes, A tolerant country? immigrants, refugees, and minorities in Britain, (London, 1991), p.410 Goulbourne, Harry, Race relations in Britain since 1945, (Palgrave, 1998), p.7611 Nairns and Anderson cited in Paul, Gilroy, There aint no black in the concretion tinkers damn the cultural politics of race and nation, (New ed. London, 2002), p.4312 Stuart, Hall, Race, Articulation, and Societies Structured in Dominance Sociological Theories Race and Colonialism, (Paris UNESCO, 1980), p.33813 Gilroy, Paul, There aint no black in the Union Jack the cultural politics of race and nation, (New ed. London, 2002), p.37