20 principles for classroom management

20 principles for classroom management

1. How do students think and learn?

   • First principle (Students’ beliefs or perceptions)
     • Students need to continually prove their intelligence and take it as a challenge, a goal and feedback
     • Teachers should offer help to develop stundents confidence, abilities and a critical opinion.
   • Second principle (What students already know affects their learning)
     • Transform de previous knowledge based on experiences, social interactions, intuitions. (Conceptual change, growth)
     • Teachers should adapt their own opinions with meaningful interactions, strategies and variation between previous knowledge and new
   • Third principle (Students’ cogni- tive development and learning are not limited by general stages of development)
     • Students capacity are not affected by grade level, cognitive stage and age. They should be able to increase their level by cultural context, knowledge comparison and challenging material
     • Teachers encourage to reasoning, make interactions with groups, care about the students' high level
   • Fourth principle (Learning is based on context)
     • Learn with a context and adapt knowledge to different enviroment
     • Teach in multiple contexts, make comparisons for learning by understanding
   • Fifth principle (Acquiring long-term knowledge and skill is largely dependent on practice
     • Try to enhance the short information to long-term and practice with repetition to remember and learn
     • Teachers use different kind of tests and design new ones according to the students knowledge

2. How do students think and learn?

   • Sixth principle (Clear, explanatory, and timely feedback to students)
     • The learning process can be affected by feedback, it has to be specific, clear and progressive
     • Teachers provide specific assessment about students' quality and be coherent with goals
   • Seventh principle (students' self-regulation assists learning and self-regulatory skills can be taught
     • strategies like attention, self-control, organization and memory
     • Teachers have to give support, instructions about class planning, and be a role model.
   • Eighth principle (students' creativity can be fostered)
     • Creativity is useful in the learning process
     • Teachers value and make solutions with different perspectives and create tasks

3. What motivates students

   • Ninth principle (intrinsically rather than extrinsically motivated to achieve)
     • Students' intrinsic motivation means to be competent and autonomous: self-efficient during the learning process and enjoy it
       • Extrinsic motivation: to feel the support getting praise, a good grade and without punishment
   • Tenth principle (mastery goals rather than performance goals)
     • performance goals
     • Mastery goals is to acquire new skills and improving levels of competence
     • Teachers should emphasize individual effort, activities and avoid social comparisons
   • Eleventh principle (Teachers’ expectations about their students affect)
     • Teachers expectations and beliefs could be inaccurate, accurate and they can be instructions and outcomes
   • twelfth principle (setting goals to short-term, specific and moderately challenging
     • The specific goals are better to manage, types of goals and results about the progress.
     • Teachers should keep the constant progress and improve it

4. why are social context, interpersonal relationships, and emotional well-being important to student learning

   • thirteenth principle (learning is situated within multiple social contexts)
     • Students are influenced by values, culture, language, and context. For those reasons, communication and efectiveness are develop.
     • Teachers incorporate social contexts in the classroom and promote teaching- learning process
   • Fourteenth principle (Interpersonal relationships and communication are important to teaching-learning process and socio-emotional development of students
     • Students develop their behavior with peers and teachers
     • Teachers create a health environment, social interactions and create good expactations
   • Fifteenth principle (emotional influences educational performance, learning and development
     • For students is important to performance, learning, and relationships and helps to develop emotions such as: understanding, expressions, regulations.

5. How the classroom can be managed?

   • Sixteenth principle (principles of behavior and affective classroom instruction)
     • Stundents' role affect learning environment and process
     • Teachers should create and adapt the rules of the classroom and change the behavior
   • Seventeenth principle (effective classroom managed)
     • students need to have a clear understanding of the behavioral rules and expectations of the classroom and support

6. How to assess student progress

   • Eighteenth principle (formative and summative assessments are both important)
     • Students learn through descriptive feedback, classroom guide, enhancing the knowledge and assessment. Also, the lack of opportunities
     • Teachers should collect the evidence
   • Nineteenth principle (assessment processes to measure students' skills, knowledge and abilities
     • Teachers can apply strategies to improve the reliability of their assessments
   • Twentieth principle (clear, appropriate, and fair interpretation)
     • Teachers should be confident in the answers of the questions like what kind of assessment, what comparisons are students being compared with peers?