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    Meeting 2: Analyzing Classroom Organization

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    Fida Rika
    This document discusses analyzing classroom organization by examining three related aspects: the milieu (classroom environment), methods of teaching delivery, and teaching materials. It describes how a teacher's expectations of students can impact their treatment, and the importance of establishing clear rules, routines, and a balanced agenda. Effective teaching methods require flexibility to accommodate different learning capacities. When preparing materials, the teacher should consider relevance, interest, and sufficient content to fill class time.

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    Meeting 2: Analyzing Classroom Organization

    Uploaded by

    Fida Rika
    11 views13 pages
    This document discusses analyzing classroom organization by examining three related aspects: the milieu (classroom environment), methods of teaching delivery, and teaching materials. It describes how a teacher's expectations of students can impact their treatment, and the importance of establishing clear rules, routines, and a balanced agenda. Effective teaching methods require flexibility to accommodate different learning capacities. When preparing materials, the teacher should consider relevance, interest, and sufficient content to fill class time.

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    0310-P02

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    This document discusses analyzing classroom organization by examining three related aspects: the milieu (classroom environment), methods of teaching delivery, and teaching materials. It describes how a teacher's expectations of students can impact their treatment, and the importance of establishing clear rules, routines, and a balanced agenda. Effective teaching methods require flexibility to accommodate different learning capacities. When preparing materials, the teacher should consider relevance, interest, and sufficient content to fill class time.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    11 views13 pages

    Meeting 2: Analyzing Classroom Organization

    Uploaded by

    Fida Rika
    This document discusses analyzing classroom organization by examining three related aspects: the milieu (classroom environment), methods of teaching delivery, and teaching materials. It describes how a teacher's expectations of students can impact their treatment, and the importance of establishing clear rules, routines, and a balanced agenda. Effective teaching methods require flexibility to accommodate different learning capacities. When preparing materials, the teacher should consider relevance, interest, and sufficient content to fill class time.

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    © All Rights Reserved
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    of 13

    Meeting 2

    Analyzing Classroom Organization


    Introduction
    By examining classroom organization teachers can
    identify ways of avoiding pupil misbehaviour which
    develops as a means of warding off inadequacy and
    identify ways of improving encouragement and
    momentum.

    •Encouragement is an affirmation of belief in the


    pupil’s potential and capacity to do better.
    •Momentum is the intrinsic phenomenon which
    keeps learners moving forward even when difficulties
    are encountered.
    Three related aspects of teaching are:
    This analysis of classroom organisation involves
    consideration of milieu, methods and material.
    I. The milieu or classroom environment within
    which relationships develop.
    II. The methods by which teaching is delivered.
    III. The material through which learning is
    experienced.
    I. The Milieu

    Relationships
    Broby and Good give examples of how teachers
    observed behaved differently toward pupils of
    whom they have high or low expectations; over-
    reactive, reactive, and proactive.
    Over-reactive
    Teachers tended to under-estimate what less able
    children could do and they were inclined to give up
    easily with them. These teachers spent much more
    of their time with high achievers who were
    encouraged to dominate class discussion.
    Reactive
    Teachers were less likely to be inflexible or negative in
    their approach, but were passive in their acceptance
    of low achievement rather than active in trying to
    compensate for differences in ability. Through neglect
    rather than rejection, less able pupils received less
    attention than brighter pupils.
    Proactive
    Teacher were readier to take initiative in over-
    coming problems with learning, making realistic
    judgements in planning individual instruction and
    engaging low as well as high achievers in balanced
    participation in discussion and other activities.
    Rules and Routines
    Other elements in determining the state of the
    classroom environment are rules and routines.
    Rules define the boundaries for behaviour within a
    classroom. They are in effect the formal statement of
    the teacher’s expectation about what pupils may and
    may not to do.
    It is important therefore to state clearly and precisely,
    what are the boundaries of permissible.
    continue
    Routines regulate the flow of activities
    within the classroom and they also help
    reduce the complexities of learning to
    more predictable sequence which help
    pupil to plan work and anticipate
    events.
    continue
    Well-planned routines establish a balance between
    the work agenda and the social agenda ensuring
    that teaching takes place with a clear purpose in a
    congenial atmosphere.
    II. The Methods.
    (by which teaching is delivered.)
    Teaching methods must still be sufficiently flexible to
    cope with a range of capacities for learning. This
    requires making decision about teaching methods
    which imply different arrangements for class, group
    and individual teaching and consequent consideration
    of classroom layout and design.
    continue

    When a teacher is deciding on their method, they


    need to be flexible and willing to adjust their style
    according to their students. Student success in the
    classroom is largely based on effective teaching
    methods.
    III. The Material

    Three questions about work prepared for any


    lesson are suggested by Braine (1990)
    Is the prepared work:
    - relevant to all pupil need?
    - Presented in a way which will interest all?
    - Sufficient to fill the allocated time?

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