In the typical Maldivian classroom students come from the same country, however they do not accommodate the same discipline. There are some students in the classroom who are very well disciplined, however on the other hand there are students with many issues.
It is rather important for the teacher to mention to the students what the teacher expects from them, the behaviors that are tolerated and the ones which are not allowed should be mentioned to the students, alongside the consequences.
Since 2007, whenever I walk into a classroom for the first time i always remember to mention that ” if the teacher or the class is interrupted or disturbed by an individual student or by a very small minority of students, then they are violating the rights of each and every student in the classroom.
Many students are attention seekers who are willing to find loop holes within the teacher, whenever the teacher gives them any free time they tend to seek advantage. A rather common type of behavior found in our classrooms is bullying. And one of the best ways to deal with this issue is using the behavioral learning. Giving punishment doesn’t mean that we have to beat up the child, however as a consequence of unwanted or unexpected behavior certain privileges’ can be taken away from the child so that the child feels more guilty about what he has done. An example of this can be only the students who are up to the accepted levels of discipline can be the ones who can participate in extracurricular activities.
Teachers have many things to think about; but an important aspect of the job is to create a positive learning environment. Here are a few tips on how to make sure your classroom is all it can be.
When your students walk into your classroom at the beginning of the year (and every day thereafter), what do they see and feel? More directly, are you setting the tone for a positive learning environment?
Teachers have plenty of responsibilities in the classroom; they must create lesson plans and organize everything from papers to pencils. While these tasks are highly important, it is also important that the teacher take seriously their responsibility to also create a learning environment in which his or her students will thrive.
In a positive learning environment, students, staff and parents work together to bring about peaceful classrooms where everyone feels respected, safe and accepted, and where the main focus is on learning. A teacher’s responsibility is to make students feel at ease when they are in the classroom; encouraging them to open up and engage in the learning process.
There are several ways in which a teacher can enable students to succeed in their classroom; but everything stems from the tone he or she sets with their enthusiasm. When the teacher is not openly enthusiastic about what they are teaching, students will have a hard time getting excited about lesson plans and assignments. It is important, therefore, that the teacher do whatever is necessary to get excited about their lessons and about learning.
How the teacher feels radiates into the classroom environment. With this in mind, a teacher should make sure they do what it takes to feel good about themselves as well as about their lessons. Just about every teacher wears a lanyard to hold their identification or classroom keys. Lanyards are ropes worn around the neck; and typically, a lanyard does not reflect any particular style. This does not have to be the case, and a few decorative and cheery lanyards in a teacher’s wardrobe can make everyone feel more at ease and enthused. Such a simple tool, the lanyard; and yet such a difference it can make in putting the teacher in a good mood
Teaching and learning involves more than just theories, it depends on the teachers and the students motivation, their goals and the methodologies that are used to achieve the objective. Since the year 2007 teaching has been my profession and during the past few years I have been teaching both Physics & English Language, and these two very different subjects takes different approaches to teaching.
The traditional notion of teaching physics consisted of learning a bunch of formula and calculations, however at present this approach has changed. At the moment students are required to do a lot of logical thinking in physics. More than 65% of the entire paper is based on applications mean while the rest is based on calculations which promotes the application. While teaching physics I have developed a habit of mentioning a very important thing in the class, which is ” study physics to use it and apply it in your daily life”, since physics deals with the students daily life, measurements, current and electricity, waves and sounds, nuclear physics, optical devices etc, each and every topic which is learned in the classroom can be applied and used in the students daily life.
Teaching English is not about learning the rules of grammar, in my opinion English has to be learned in order to communicate between one person and another, parents often misinterpret the purpose of learning English. The scope of learning is not about the grades in my opinion. Since 2011 I have been teaching English language and the first time i walk into the classroom I mention to the students that the number of A’s, B’s and C’s doesn’t not indicate whether you have mastered English. However I tell the students that what is important is that end, whether how many students are able to write properly, able to read and interpret meanings, able to listen and understand , and able to speak properly and fluently in English language, this is the reason study English, if a student masters these four very critical and important skills, it opens a gate way for the future. It makes students succeed in other subjects and lead into showing various improvements in other areas, I student who get better at language also gets better at cognitive thinking.
As an English teacher and a Physics teacher, one of the difficult barriers that are to over is the habits that students have developed in other levels. In this regard I have come across many students who are unable to link between one subject and the other, students who are unable to answer questions when they are given indirectly, students who are unable to apply what they learn in the classroom.