Motivating+Practices+by+Classroom+Management

The key to motivating students is not limited to just teaching techniques and strategies but to classroom management styles. For students, especially middle school students to be want to be engaged in classroom discussion and work the need to feel safe in the surroundings. For a teacher to accomplish this task they need to create such and atmosphere, while at the same time establishing rules for the classroom to succeed as a whole. Now, I’m not suggesting a PRISON typesetting, where the littlest infraction has repercussions  or a WILD WEST scenario where anything goes.



what a classroom management needs to be is a common ground of both. Here are a few of my suggestions that I think are the best way to have a positive classroom setting, while at the same time motivating students to participate. Fredric Jones – Positive Classroom  Jones offered two “first” for teachers to consider. He was the first person to place major emphasis on the importance of nonverbal communication, or what he called body language. He was the first to emphasize the importance of providing efficient help to students during independent activities or during other learning activities when students feel frustrated. He also suggested that teachers provide genuine incentives for students to demonstrate behavior. (Manning & Bucher, pg. 245, 2009)

Examples of the positive classroom with body language -  1. Rather than making negative verbal comments that might actually escalate the problems, teachers can address students’ misbehaviors by walking toward the students and standing near them. 2. To control the classroom, Jones suggests that teachers should hold themselves erect and move assertively.

Examples of providing incentives for student to demonstrate behavior -  1. For example students who display their best behavior for the first 45 minutes of class would be given “free time” for the last 10 minutes. Helpful Sits/Suggestions [|Positive Discipline Model] [|Creating a Positive Classroom]

Jacob Kounin – Instructional Management  Kounin theory believed that teacher’s instructional behaviors influenced student's behavior. For example of the teacher demonstrate effective teaching behaviors, students will behave appropriately. Kounin states effective teachers demonstrate “withitness.” This means that they are aware of all events, activates, and student behaviors in the classroom and that they convey that knowledge to students. Konunin used an array of terms to define what he meant by effective teaching. (Manning & Bucher, pg. 241-42, 2009) Other terms included….

 **Desists –** An effort to stop misbehavior. Kounin stated to be a most effective teacher, they should ensure that desists are spoken clearly and that they are understood. (Manning & Bucher, pg. 242, 2009) <span style="font-family: Arial,Helvetica,sans-serif;"> //For example –// Student “A” has his feet on Student “B’s” desk. Students “A” as does all the students in the class know the expected behavior. To be most effective, teachers should ensure that desists are spoken clearly and that they are understood.

<span style="font-family: Arial,Helvetica,sans-serif;"> **Overlapping** – Is what a teacher does when he or she has two matters to deal with at the same time. Overlapping is an essential instructional skill because teachers are often expected to engage in more than one activity at a time. (Manning & Bucher, pg. 242, 2009) <span style="font-family: Arial,Helvetica,sans-serif;"> //For example –// A teacher can work with one student or groups of students and at the same time monitor or help another student who is working in another part of the room

<span style="font-family: Arial,Helvetica,sans-serif;"> **Satiation –** Occurs when a teacher teaches the same lesson so long that the students grow tired of the topic. (Manning & Bucher, pg. 242, 2009)

<span style="font-family: Arial,Helvetica,sans-serif;"> **Jerkiness –** Refers to lesson smoothness and momentum. (Manning & Bucher, pg. 242, 2009) <span style="font-family: Arial,Helvetica,sans-serif;"> //For example –// A teacher may switch from one topic to another without sufficiently notifying the student

<span style="font-family: Arial,Helvetica,sans-serif;"> **Flip-flops –** Occurs only at transition points, such as when the teacher terminates one activity and beings another and then reverts to the first activity. (Manning & Bucher, pg. 243, 2009) <span style="font-family: Arial,Helvetica,sans-serif;"> //For example –// A teacher says, “Now that we’ve reviewed the homework, open your textbooks to page 176.” After most of the students have put away their homework and opended their text, the teacher says, “Let’s look at problem on the homework again.” S a result of flip-flop, the teacher confuses students, who begin to lose their instructional focus and misbehave.

<span style="font-family: Arial,Helvetica,sans-serif;"> **Slowdowns** //–// Can result from over dwelling and fragmentation. (Manning & Bucher, pg. 243, 2009)

<span style="font-family: 'Arial Black',Gadget,sans-serif;">Helpful Sits/Suggestions [|Instructional Management] [|Classroom Management Theorists]

<span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 10.5pt; line-height: 115%;">[|Motivating students]

<span style="font-family: 'Arial Black',Gadget,sans-serif;">Case Study <span style="font-family: Arial,Helvetica,sans-serif;">Middle School Teachers’ Motivation Methods <span style="font-family: Arial,Helvetica,sans-serif;">Here is a case study that I found during my research that might be helpful for middle school educators and their motivation methods written by Maria Veronica Pontiveros O'Callagan in June of 2008.

<span style="font-family: 'Arial Black',Gadget,sans-serif;">Here are just a few of the many classroom practices that can be employed in creating a positive classroom management for motivating students. The ones mention are some that I feel are the best in classroom management.