Management of Class Dynamics
Produce a table or grid collating relevant information, to enable you to contribute effectively to the meeting
I. in the table /grid identify and discuss different situations and dynamics which may arise in the classroom
The grid/table is clearly presented with a comprehensive set of notes about each situation
II. identify and link all the relevant situations to students indiscipline, analyzing each in turn
The link and impact of classroom dynamics on student learning are identified and examined in detail
III. identify and link the impact of these classroom dynamics on student learning, examining each in turn
All situations are linked to student indiscipline and analyzed in detail
Management of Class Dynamics: Situations which may Arise in the Classroom
Managing discipline-related issues in the classroom is among the most challenging tasks in the teaching profession. To be able to address the discipline issues appropriately, the teacher must link each particular situation to student indiscipline and understand its implications on learning. Without a clear understanding of the impact of discipline on learning, the teacher may leave some situations unaddressed, which might cause long-term learning difficulties hindering achievement. Some classroom issues which seem obvious may lead to under-achievement even among the most brilliant students in various areas of development- social, emotional and intellectual. Teaching aims at not only boosting learners’ mental capacities but also their social skills and emotional intelligence. If certain situations are not well-managed in the classroom, they may inhibit development in one or more of the key development areas.
|Situation and Discussion
|Link with Student Indiscipline
|Impact on Student Learning
|Whispers in the middle of a lesson: Quite often, students whisper to one another during a lesson. This is likely to occur mostly when they do not get some information clearly, or it is too complex. The whispers might be accompanied by puzzled faces which imply that they are not sure of what they are expected to do. This behavior hinders the development of good communication skills which consequently affects the development of acceptable social behavior.
|Whispering amounts to a high level of indiscipline in the class setting. Usually, students who portray this behaviour tend to be less attentive, which contributes to them not getting the given information clearly (Hurst, Wallace, & Nixon, 2013). Students who are always attentive in the classroom usually wait for further directions when information is unclear or seek clarification in more acceptable means such as politely asking the instructor to pardon once given the opportunity to raise the query.
|Student whispering, while a lesson is in progress, are likely to cause a distraction for the entire class. Even the learners who were attentive may lose focus, trying to check what is happening. This results in time wastage. The time which ought to have been used in learning is used to calm down the learners and address the issue of concern (Hurst, Wallace, & Nixon, 2013).
|Lack of interest in a certain subject: This situation occurs mostly on occasions whereby a learner or a group of learners have established their career paths and the subjects that are required for its pursuit. Other reasons for lack of interest in subjects include learning difficulties, bullying, ineffective teachers, difficult syllabus and lack of adequate challenge in the subject (Guardino & Fullerton, 2010). In such occasions, the learner completely loses interest in a certain subject and may even skip the subject lessons or fail to be attentive. Loss of interest in a certain subject area is usually tied to a certain mindset developed by a learner. Emotionally, the learner feels inadequate to pursue the subject or that the subject is not essential for their career path.
|Regardless of the reason behind the loss of interest in the subject, this behaviour indicates not only a lack of self-discipline but also a failure to adhere to school guidelines (Guardino & Fullerton, 2010). Each school has specific compulsory subjects which must be pursued up to a certain level. The basic knowledge in all these subjects is vital, and thus they should be taken with equal seriousness. Disciplined students understand the vitality and try hard to meet school expectations.
|Lack of interest in certain subject causes distractions in the classroom. Students who are uninterested in a certain subject are likely to engage in activities which are unrelated to the subject and attract the attention of other learners. For instance, students who are uninterested in a subject may engage in unnecessary movement to and from the bathroom. The attentive learners are likely to observe their movement, which lowers the effectiveness of learning. The individual students may also fall back in the performance because even the subjects they are uninterested in account to a certain percentage of their grade.
|Use of first language during group discussions: Students often engage in discussions in their L1 when they are asked to carry out group discussions. Usually, the topics discussed in L1 are unrelated to the topic given by the teacher for discussion (Näkk & Timoštšuk, 2019). Students are expected to use the language of instruction whenever they are in group discussions to improve their capabilities in the language. Use of the first language in the discussions is likely to limit the learner’s language capabilities in the language of instruction. Even though language ability might not be a measure of intelligence, the students may find trouble in expressing their points in tests leading to lower grades.
|Most schools have set a specific language; usually, the language of instruction, to be used as the main language in the institution (Näkk & Timoštšuk, 2019). Using L1, therefore, amounts to inobservance of school rules and regulations.
|Group discussions are meant to aid the students to learn from their peers. Failure to discuss the required topic inhibits the learning process. In occasions where the teacher does not do any follow-up activities after the discussion, there is a likelihood that the students will not learn the given concept (Näkk & Timoštšuk, 2019). Utilization of L1 in discussion settings inhibits the attainment of proficiency in the language of instruction which affects academic performance adversely.
Guardino, C. A., & Fullerton, E. (2010). Changing Behaviours by Changing the Classroom Environment. Teaching Exceptional Children, 42(6), 8-14.
Hurst, B., Wallace, R., & Nixon, S. B. (2013). The Impact of Social Interaction on Student Learning. Reading Horizons, 52(4), 375-398.
Näkk, A.-M., & Timoštšuk, I. (2019). The dynamics of learning engagement and its relationship with teachers’ classroom practices in primary school. International Journal of Primary, Elementary and Early Years Education, 47(1), 89-100.