Classroom Management Theory.

Classroom Management Theory.

1. THE CRITICAL ROLE OF CLASSROOM MANAGEMENT

   • Classroom management refers to the skills, strategies, and techniques that teachers use to ensure proper management in the classroom and achieve positive results Teachers must have the role of manager. They must be well prepared to master the issues to create a pleasant environment for their students to learn. Teachers must create effective, clear, dynamic classes taking into account curriculum design and using appropriate strategies, techniques, methods. These 3 main roles must be taken into account. Role 1: Instructional Strategist.- The teacher manages the strategies properly taking into account the strategies for the students and the content. Role 2: Curriculum design in the classroom.- The teacher must be able to correctly explain its content. You can focus on group or individual work. You can also use videos, presentations, websites with information. Role 3: Classroom management.- The teacher begins to manage the class using techniques, strategies already planned previously

2. A BRIEF HISTORY OF CLASSROOM MANAGEMENT RESEARCH.

   • Jacob Kounin (1970) conducted the first high-profile systematic study on classroom management. He analyzed videos from 49 first and second-grade classrooms and codified the behavior of students and teachers. These dimensions are continuity, softness, and momentum during the presentations of the lessons, inform the students what behavior is expected of them at a given time, and variety and challenge in the seating work assigned to the students. In 1976, Brophy and Evertson reported the results of one of the main studies on classroom management. Their sample included some 30 primary school teachers whose students had exhibited earnings from academic achievement. Although the study focused on a wide variety of teaching behaviors, classroom management. These studies prepared the ground for research and practice in classroom management from the late 80s to 90s and resulted in two books on classroom management: one for the primary level and another book for the secondary level the authors Ev

3. THE CRITICAL ROLE OF CLASSROOM MANAGEMENT.

   • Meta-analysis is the statistical procedure to combine data from multiple studies. It is also a quantitative investigation that has accuracy, objectivity, replicability meta-analysis and class management that have academic results in socio-emotional behavior that allows them to manage the classroom by taking these factors together. They also relate it to Social sciences and psychology to be able to understand students and it is a very important curriculum relationship with the Strategies and methods that the teacher can choose. The effects that meta-analysis has on classroom management that can be seen are academic results; Here, the rendering of grades obtained by students, behavioral results if they are educated, is considered disrespectful. Also socio-emotional results such as aggressiveness, tranquility, respect, anger, charisma, all these effects must be taken into consideration for class management.

4. CLASSROOM-THE TEACHER-THE LEARNERS.

   • Class improvement is very important for the classroom to have an appropriate environment for students that their atmosphere transmits, reassures them and that they have the appropriate didactic material. Teachers must master all topics very well as well as the strategies, techniques, methods, and learning styles that each student has since not everyone learns in the same way. Teachers must have confidence, leadership, a good tone of voice in all classes as well as dynamic classes that motivate learning. Students must participate in classes to lose the fear of making mistakes in the activities established by the teacher before. Students must be ready to collaborate and ask at all times to learn more easily.

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