Answer to Question #209411 in Management for Noh

Question

Explain how will you use legislation,polices and producers that apply in the foundation phase in formulation of a legally constituted classroom management policy?

Answer 1

Classroom Management Policy

There is a clear target audience for a decent school policy. These might be students, parents, instructors, staff, or governors. They should be so written that the audience is aware of the needs. When, for instance, regulations on behavior, combat, or violence in primary school are written, the language used should be suitable for the immediate age area. Quality policies will be comprehensive, clear, and concise, and up-to-date (Macias & Sánchez, 2015). They will make apparent what concepts behind establishing these principles are to be one of the first stages in their development.

Once a school policy has been drawn up, all parties interested in the policy must consult. For instance, it would be suitable to seek advice from the physical education management team in the development of a school's policy and sports medicine processes and to help ensure a relevant policy when drafting the school's policies on pupil wellbeing like head lice, conjunctivitis, and human papillomavirus, in collaborating with professional medical workers, such as nurses. Following the consultation procedures, all necessary evaluations of the policy document should be undertaken before presenting to the whole governing agency for confirmation, if required by law (Chao et al., 2017). In other situations, this is not necessary, and approval may be outsourced to a school staffer, a committee, or an independent administrator.

There are several components of the classroom's efficient administration, which provide sufficient frameworks to encourage learning for students. First, creating good relationships with the learners. Relationships are the essential element in school administration. The bond with my students begins with a smile as I shake their hands and greet them. For instance, when I mention the student details and praise him/her enthusiastically, these ties are strengthened. These relationships are consolidated when I invest time with each learner to get to understand them and need them to provide unique educational opportunities. Secondly, educate the learner on how to learn in the classroom (Harrington, 2016). Students must be aware that you do not expect them to learn quickly, that all have their educational process and that if you follow the direction you have established, they will learn successfully. The advantage of this technique is that students write questions on the left-hand side as they look at their notes and then take time to sum up, what they have learned. One must develop a philosophy of learning that governs his manner of learning. Lastly, competent classroom management needs to prepare and understand when to transfer kids without wasting energy from one activity to the next (Macias & Sánchez, 2015). The most we can do to improve the academic achievement of our pupils is to enhance the time spent studying. Time is spent by taking part, ads, and appointments to the office, tea breaks, pep-rally programs, classroom conferences, special performances, awards shows, festivals, among others.

 

 

 

 

 

 

 

 

References

Chao, C. N. G., Sze, W., Chow, E., Forlin, C., & Ho, F. C. (2017). Improving teachers’ self-

efficacy in applying teaching and learning strategies and classroom management to students with special education needs in Hong Kong. Teaching and Teacher Education, 66, 360-369. <span style="font-size:12.0pt;line-height:200%;font-family:&quot;Times New Roman&quot;,serif; background:white">https://www.sciencedirect.com/science/article/pii/S0742051X17307904</span>

Harrington, L. A. (2016). A study of teacher education programs for preparedness in classroom

management to create conditions for student learning. <span style="font-size:12.0pt;line-height:200%;font-family:&quot;Times New Roman&quot;,serif; background:white">https://scholarworks.calstate.edu/concern/theses/gx41mj79g</span>

Macías, D. F., & Sánchez, J. A. (2015). Classroom management: A persistent challenge for pre-

service foreign language teachers. Profile Issues in Teachers Professional Development, 17(2), 81-99. <span style="font-size:12.0pt;line-height:200%;font-family:&quot;Times New Roman&quot;,serif; background:white">http://www.scielo.org.co/scielo.php?pid=S1657-07902015000200006&amp;script=sci_arttext&amp;tlng=pt</span>