This first part of this module, Effective classroom focus on instruction design. I have learnt various methods to plan, resource, implement, analyze and evaluate teaching. I also recognize the importance of planning in classroom teaching. Although a good planning is a necessary condition for effective teaching, it is not sufficient because students¡¯ responses and behaviours are always unpredictable. Therefore, a well-equipped teacher should have adequate knowledge in classroom management and understand different approaches in solving discipline problems. Certainly, the most important is that teachers should be able to apply appropriate approaches according to different situations. In this portfolio, I will give my personal theory of classroom discipline and teacher-pupil relationship first. Then, my reflection on the topics covered will be included. Moreover, cases from my previous learning and teaching experiences and newspaper will also be used to illustrate the application of various approaches for effective classroom management. Lastly, I will summarize the knowledge, skills and attitudes I learnt in this module and their importance for my professional development as a teacher.
Personal Theory of classroom discipline and teacher-pupil relationship.
A metaphor will be used to illustrate my theory of classroom discipline and teacher-pupil relationship. Personally, I think a classroom is similar to a user using a computer.
Students are similar to different programs in a computer. Each program is unique and useful in certain aspects. Some may be strong at image editing; some may be strong at communication etc. Just like in a classroom, every student is distinctive. One boy may be good at drawing while another girl may have excellent communication skills. Teacher, similar to a computer user, is the commander. S/he is responsible to give directions to his/her students. However, conflict occurs when students cannot fulfill the expectations of the teachers. This leads to classroom discipline problems which is similar to the situation when a computer fails to follow the user¡¯ commands. Nevertheless, the teachers should not blame their students immediately because it might not be their fault. For example, they might not understand their teachers¡¯ directions or some environmental factors might affect their performance. It is similar to the case in a computer. Different commands are used for different programs even for a simple procedure like printing a document because one command understood for a program might not be understood for another. Factors other then the program itself, e.g. volume of hard disk, version of operation system, always affect programs¡¯ performance. Therefore, teachers should make our instructions clear and understandable. We should also consider if there is any factor other than students themselves contribute to students¡¯ misbehaviours.