Salomé Ureña Higher Institute of Teacher Education

Luis Napoleon Nuñez Molina Campus

Study Plan

Bachelor's Degree in Biology oriented to Secondary Education

Subject

Basic English II (Section 3, Mon.14:00-16:30)

Subject

SECOND PARTIAL Tell us about your teaching practices.

Student

Axel Liranzo

Teacher

Magdalena Lucia Lopez

Delivery date

13/03/2022

Licey al medio, D.R., March 13th, 2022

There is a relationship between the skills a teacher has to manage a set of complex
activities in the classroom and his or her ability to teach the

complex classroom activities, and their ability to teach intellectually challenging content
(Le Page, et al., 2007).

intellectually challenging content (Le Page, et al, 2007). Thus, they point out that the only
way to challenge

way to challenge students and take them to a higher and deeper level of learning is through
a classroom climate.

is through a classroom climate that is conducive to it.

Classroom Management challenges us to move from understanding appropriate

techniques and strategies for maintaining silence and control to

appropriate techniques and strategies to maintain silence and control of students, to

elements of management that involve a way of relating and

that imply a form of relationship and that require various elements to design a learning
environment where the construction of

a learning environment in which the construction of healthy coexistence and interpersonal

interpersonal relationships have a central place to promote learning.

As a teacher, classroom management is the most important element to master. Good

classroom

promotes learning, creates a safe environment and reduces the number of disciplinary
interventions.

disciplinary interventions. But what factors affect classroom management in the

Dominican educational system?

Dominican educational system?

"Responding to Behavior on a Superficial Level". If two students misbehave, e.g., if they

are

misbehave, for example, if they are disruptive, it can be for different reasons. "A strategy
strategy that eliminates one student's off-task behavior could make the other student's
behavior worse.

behavior of the other." Rather than reacting reflexively, teachers should look for

the underlying reasons for the misbehavior. If a student is dealing with a new

stressful situation at home, for example, will require a different approach than another
student, who is simply seeking attention from another student.

student, who is simply seeking attention from peers.

"Assume It's Not A Learning Problem". It's easy to get angry about student misbehavior,
but

behavior, but many times, more often than you think, it's due to well-intentioned academic
struggles,

it's due to well-intentioned academic struggles. There are different reasons why students
misbehave, such as

There are different reasons why students misbehave, such as lack of discipline, lack of
motivation, or a desire to impress their peers.

to impress their peers. Misbehavior can also be attributed to

academic shortcomings: students do not understand the assignment or the assignment is

too difficult, and misbehavior is a

difficult, and misbehavior is an outlet for their frustration.

"Put It In The Corner". When used as a form of punishment, sending children to

around the corner can only cause a sense of embarrassment or shame,

undermining your relationship with them and compromising the trust between them and
you that you will need for productive learning.

you will need for productive learning.

"Deal With Every Minor Offense." Inexperienced teachers may feel they

need to detect and correct all misbehavior in the classroom, but trying to reduce minor
disruptions can make it worse.
minor disruptions can make it worse in the long run. Keep in mind that

negative attention, which indicates that students are not paying attention or are not
speaking briefly in class, for example, may

for example, often indicates that students feel less connected to the class, which can make
it worse in the long run.

less connected to the class, leading to behavioral problems later on. Without

unintentionally, teachers may engage in a pattern of negative reinforcement, a kind of

downward spiral that "actually

downward spiral that "actually amplifies inappropriate student behavior.

students." The end result? A student who is reprimanded for not paying attention

in class is more likely to become withdrawn and hold grudges and anger rather than
redirect his or her

attention to their learning.

"Expect Compliance". It is a losing battle to wait for students to comply without doing
any work on them.

without doing any work on them. Try to demand it and many students will simply revolt,
test your

rebel, test your limits, or engage in a power struggle. Good

classroom management involves building a strong relationship based on trust and

empathy:

"Classroom management is not about controlling the students or demanding perfect

perfect behavior. Instead, effective management is about helping students manage

themselves during the

students manage themselves during learning and daily activities."

Teachers should focus on proactive strategies, such as positive greetings at the

door; intentionally build such relationships and work to nurture them; create classroom
standards with students; and
encourage active physical presence, to help students develop their social skills.

students develop the social and emotional skills they need to be able to regulate their own
behavior.

regulate their own behavior.

In conclusion, this is a great challenge, both for teachers in training and for "teachers of
teachers".

as well as for "teachers of teachers". It is necessary to train new professionals

specific classroom management techniques, fostering an environment that emphasizes the

social context in which the new

social context in which academic tasks are developed. Thus, we will have

tools aimed at improving the climate and fostering deep, meaningful and quality learning
in children,

meaningful and quality learning in children.

Bibliografía

Le Page, P, et al. (2007) Classroom Managment. En Darling-Hammond, L., & Bransford,

J. (Eds.). (2007). Preparing teachers for a changing world: What teachers should learn

and be able to do. John Wiley & Sons: San Francisco.

Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that

works: Research-based strategies for every teacher. ASCD