An Educator's Guide to Effective Classroom Management

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This is where you get to make your own point. T TRY TO AGREE. Lastly, indicate what you want and try to come to an agreement or compromise. At least show that you are willing to go on and discuss the issue. Then let the other person speak and you start listening again. 11 Possible time wasters are listed below. Identify their possible causes and provide solutions to each. You should spend extra time on those that apply to you specifically. 11. 12 HOW DO YOU USE TIME? Tick the most relevant column Regularly Now and then Never 1.

Refer to Chapter 6 for a detailed discussion of the socialisation process. 5 The importance of routines In every classroom the educator and learners should adjust to one another. The educator should accustom the learners to the rules and routines of the classroom and the learners should be given the opportunity to ‘teach’ the educator about their own needs and how they are accustomed to function in class. Developing set routines and rules will help the classroom to run itself. This aspect is addressed in more detail in Chapter 5.

31 PART A EFFECTIVE CLASSROOM MANAGEMENT 2. The second stage is control exercised during activities. This kind of control is seen as the most important, as it is applied on the spot and possible problems are remedied immediately. 3. The third stage is the conclusion of these instructional events and normally takes the form of some or other kind of assessment. The following comments describe the requirements for control and control mechanisms in general: • Control mechanisms need to be suited to the specific character of the learning area, learning content, learning environment and class group.

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