Promoting Student Learning
Team A - Cynthia Kelley, Shawanda McGruger, & Allison Splawn
Classroom management is often called classroom discipline, which has been a first priority for teachers. Management in the classroom has been cited for one of the most prevalent reasons for teachers being burned out their first year of teaching. Classroom management is very important to teachers and the students. It is the teachers' job to create a safe and positive environment for the students. Teachers encourage students to social interact with others, actively engage students in learning and motivate themselves. It also explains how teachers should create a positive and respectful environment. It is very important that teachers explain the rules at the beginning of the year and place them on the wall. It is also important for teachers to place a behavior chart on the wall.
Once a student breaks a rule 3 times they are to move their clip and fill out a behavior sheet explaining why they broke the rules and what they could have done differently. After filling out the behavior sheet it is the student job to take it home and let their parents sign it and bring it back the next day. There are three major components that teachers have to focus on. The following major components are content, conduct and covenant. Content management is whenever teachers manage space, materials and equipment for the students. Conduct management involves procedural skills that teachers employ to address and resolve discipline problems in their classrooms. Covenant management mostly focuses on the classroom group for a social system. This type of management has its own features that teachers use in order to take an account when managing interpersonal relationships in their classroom.
There are many steps that a teacher has to take in a collaboration classroom. The first steps that teachers have to take are Build relationships with the students. Next teachers need to do their best to observe each student learning in the classroom. Then teachers need to ask the students questions to get a general idea on how each student learns. It will also be a good idea for teachers to share information with their team about the students. Most of all always is prepared in the classroom. Collaboration allows students and teachers to benefit a healthy exchange of ideas. There are many teachers who are now tag teaming the students to help them accomplish their academic goals in the classroom.
Teacher collaboration encourages student growth by focusing on a professional development outcome. The goals should be based on students' learning and engagement. A teacher should consult with their peer reviewers. A teacher should develop plans that reflect on activities and goals so he/she can share with the members of the team. Once he/she goals and activities are shared with members they can collaborate to implement their plans. There areas for growth, one goal on their performance and an evaluation goal achievement should be part of the development plan. Most importantly, teachers need to put a RTI plan in place for students up have behavior problems. Collaboration allows students and teachers to benefit a healthy exchange of ideas.
Student relationships with teachers are considered an important aspect. Just think, students spend six in half to seven hours a day with teachers. A positive relationship between the student and teacher may be hard to establish at first because time has to be taken in order for that to happen. The teacher has to show the student that he or she is totally interested in helping them progress academically in a positive manner. Jones 1981, states that the communication between the student and teacher is a connection between them, which provides a better atmosphere fir the classroom environment. Positive teacher –student relationships draw students into the process of learning and promote their desire to learn (Kaufman). Teachers who produce positive relationships with their students create an environment more conducted for learning and also meet a student’s developmental, emotional, and academic needs. Practices to enhance student relationships would be communicating positive expectations (Boynton & Boynton, 2014). This process has an impact in student academic performance. Telling a student that they have the ability to do well is also another practice that helps enhance a positive student-teacher relationship. When student are told that they have the ability to do something it boost their confidence to endure an assignment that may be difficult.
Families have a lot to contribute to their children’s education (Christenson & Sheridan, 2001). For effective collaboration to promote student learning the schools will need to provide the families with information about whatever changes have been made with the curriculum and instructional changes. The school has to inform the family of what impact the changes may have upon the students learning progress. The school has to also produce a positive relationship with the family. Having a relationship with the families could promote effective student learning by the students understanding that the school has positive relationship with the family to help them through any challenges of learning. By promoting a school-family relationship can enhance children’s learning (Edwards, 1992). A great aspect of family –school relationship is it does help promote student learning and positive academic outcomes. This practice provides information on educators can help develop a productive family-school relationship. Another practice would be fostering positive working relationship. Positive benefits of a family-school relationship are mutual support between family and school by collaborating together can lead to a better understanding of solutions for learning and behavior difficulties (Moles, 1996). The family-school relationship emphasizes collaborative problem solving and shared decision making strategies to help provide the student with consistence of schoolwork and good behavior. We must understand that with a family-school relationship there are positive outcomes such as positive attitudes from students, positive behavior, improved test scores and grades and improved participation in the classroom.
Teachers, instructional leaders, colleagues and any other school staff should establish relationships to use one another as resources. The key focus is on student results, to promote effective collaboration through professional development and collaborative practices. By schools developing collaborative relationships problems can be minimized.
An effective online community can help with the collaboration between school relationships and the learning process. Peers with the same goals, knowledge and interest can connect as well as parents and teachers. An effective online community will encourage members to communicate regularly and share information. Resources are available more quickly and all those involved can be informed of events in a timely manner.
Collaboration with in school between teachers is a relationship that promotes effective learning. Studies have found that teachers that collaborate amongst each other tend to stay in that school. They are engaged as new teachers as well as veteran teachers to come to a common goal for the students learning.
Schools are more effective when they are a part of the community. Stakeholders can use resources to help develop and ensure a safe and caring school within the community. School-community collaborations help strengthen children, schools, families and neighborhoods. They commit to work together to ensure a vision and common set of goals for students.
When communities and schools collaborate barriers can be overcome. When all stakeholders are committed to working out a barrier as a whole, the community and schools have a mutual understanding of the action or the consequence. All participants are on the same level working together for the better of the students.
Collaboration is a developing and evolving process for the community and the school. Collaboration should be nurtured, supported and given attention to help overcome institutional and personal barriers in the school-community collaboration. In this case policy, accountability, leadership, budget can be supported by the efforts of the collaboration to get effective and desired results and goals.
Christenson, S. L. , & Sheridan, S. M. (2001). School and families: Creating essential connections for learning. New York, NY; Guilford Press.
Edwards, P. A. (1992). Strategies and techniques for establishing home-school relationships.
Jones, Vernon, F. , & Jones, L. (1981). Responsible classroom discipline. Boston: Allyn & Bacon, Inc.
Kaufman, R. S. Improving student relationships with teachers to provide essential support for learning.
Moles, O. (Ed.). (1996). Reaching all families: Creating family-friendly schools.
Adelman, Howard. School and Community Collaboration to Promote a Safe Learning Environment. The State of Education Standard, July 2006 pg 38-43