Orcales, Arnel P.

BSED – II (3rd schedule )

The Teaching Profession

1. MY CLASSROOM SKETCH
3. MY STUDENTS SEATING ARRANGEMENTS
4. SOLVING CASES OF MISBEHAVIOR IN AN OVERCROWDED CLASSROOM
Overcrowded classrooms can be stressful, exhausting, and intimidating. But with some
organization, you can make the best of a less-than-ideal situation. It's not always easy,
but it's a challenge you can overcome!
Your classroom is so crowded with students that the walls seem to be bending. Of
course, everyone knows that large class sizes make teaching much harder, but teachers
are often stuck with way too many students. It's a challenge, but it is possible to make it
work. By carefully planning your instruction to account for your large class, you can
minimize these challenges and teach effectively to a big group. Here are three tips on
how to manage an overcrowded classroom.
 Keep Everyone Busy
The more students you have in your classroom, it's absolutely essential that you keep
the whole class busy as much as possible. Get the kids working right away at the start of
each period.
When students enter the classroom, have an agenda for the class period written
somewhere very visible, which includes an assignment the class should begin
immediately. That first assignment is usually a task that can be completed at their
mixed-ability-level table groups. After everyone is working, work with one small group
of students at a time.
It's important to differentiate your instruction as much as possible, especially in an
overcrowded classroom. This short bit of time you get with each small group of students
is your moment to teach a mini lesson, assess their work, or get them going on their
next task that you have designed for their ability level.
 Use Flexible Grouping
All classes have students at different ability levels who learn at different paces. This
becomes even more pronounced when there are more students in the class. Because a
large class size requires greater student independence, put a lot of thought into how
you want to group students for particular lessons. Don't be afraid to move kids from
group to group depending upon their ability for a specific assignment. If students are
not engaged—if the work is either too challenging or boring—then classroom
management will become an issue. Flexible grouping keeps students working on tasks
that are just right for them, and it keeps you in touch with their individual needs.
 Keep Lessons Short
It can often be harder to keep a larger group engaged in an extended lesson. Because of
this, it's important to be strategic about how you structure whole-class instruction.
You'll often find that you can streamline your lessons and keep your students' attention
more effectively. Of course, small-group lessons will also need to be short in a large
classroom so you can fit in time to work with as many groups as possible. Don't be afraid
to practice your lessons and time yourself. You'd be surprised at how trimming down
your instruction can make all the difference.
5. BASED ON EXPERIENCE, DESCRIBE A TEACHER’S PERSONALITY THAT
ATTRACTED AND RESULTED IN GOOD BEHAVIOR.
The teacher is both an instructor and a learner. However, the learners in the
classroom environment behave in response to the teacher method. The way in which he
behaves, explains the lesson and interacts with the students during a course of study
has a great impact on their success and achievement. Moreover, constructive teacher-
student relationships have a large and positive impact on students’ academic results.
Actually, the best teachers are those who have good personality and good behavior
towards their students and could combine between two subjects: teaching and
educating

Students’ achievement depends on the teacher’s behavior towards them.

Students are much more likely to learn when they have opportunities. Therefore, the
teacher should allow them to express themselves and be calm, patient and perseverant.
He should have a good personality to assist the learners to develop their skills and
improve their knowledge in all the different fields. As a result, the teacher’s personality
will not affect them negatively

Based on my experienced, a teacher with extrovert personality can easily attract

students and resulted in students’ good behavior. An extrovert teacher is that who is
more social and talkative and can efficiently get along with other people, mainly his
students, and he has a low rigidity. Moreover, an extrovert teacher is open-minded and
confident, and he is preoccupied with the external world.

Accordingly, we can say that, an extrovert teacher is still an integral one, that is
to say a teacher who has the capacity of deep inner contact and vast sympathy. In
affection, the integral personality has the capacity of deep inner contact, and of wide
sympathies. So, the personality of the teacher cannot be separated from the teaching,
and the taught. The teacher should have an attractive personality, appealing to higher
values of life. In contrast, if the teacher has a weak personality he will fail to perceive
advanced principals of life that conduct his behavior and his interaction with his
students.

6. A COMPASSIONATE TEACHER

Compassionate teachers take care of their teaching materials and role modeling
responsibilities; the first mainly focuses on increasing the curiosity for learning
materials, creating a congenial atmosphere for better communication, feel free to ask
questions. At the same time, compassionate teachers are likely to show manners as
role models in a positive fashion that help the students integrate social growth as
individuals in society. Actually, compassion opens ways for teaching from the heart that
enables inspiration for the good of the students. Because the heart itself creates an
environment for treating the respective students with forgiveness and kindness.
Compassionate teachers are able to reflect the characteristics of passion, inspiration,
motivation, and openness to the students. With the aid of these features, the teachers
are likely to make the lesson happen with positive outcomes. At the same time,
compassionate teachers aim to give valuable contributions to the students` social,
emotional, and intellectual growth.
ONE WITH A CARING ATTITUDE

Most people can recall a favorite teacher, usually by name. If you ask what they
remember most about this person, a frequent response is that this teacher genuinely
cared about each student. Teacher-learner relationships are founded on the
fundamental human need of knowing that another person genuinely cares. Students
know when they are recognized, understood, and respected for their unique abilities
and interests by their teachers. Teachers are effective when they deeply care about the
learning of each student. Caring is the very bedrock of all successful education. Teachers
who believe in their students’ abilities demonstrate that they care by placing the
learners at the center of the educational process. With this focus on caring foremost,
teachers engage students actively in the learning process. This engagement is essential
for learning to be fun, meaningful, and enduring. The caring teacher continually reflects
on and refines his or her instructional approaches to ensure that the needs of each
student are met. Caring teachers build relationships with their students. They believe in
each student’s ability to achieve and shape the teaching-learning process by placing the
learner at the center. Effective teachers actively engage students’ minds while
transferring to them greater responsibility for their learning. The teacher who cares is
dedicated to a lifelong quest to become the best teacher possible in order to create the
optimal learning environment for students.

ONE WITH FAVORITES

Favoritism is an insidious snake that wriggles unnoticed under your classroom

door, poisoning morale from the inside out. Left unchecked, it will slither into every area
of classroom management.
A lucky few students—those cute, smart, and well-behaved ones—are
accustomed to big smiles and open body language from their teacher. For others,
though, it’s a half-hearted greeting and barely a glance. Some call-outs are answered
without a second thought while others get an entire different reaction. Some students
are encouraged to go on and on about the time the family beagle had puppies while
others are cut off at the knees. If asked, few teachers would admit, even to themselves,
that they play favorites. Although plain as day for students to see, favoritism is often
hidden from the teacher beneath a veil of justifications. No teacher wants to confront
the possibility that he or she favors some students over others. It’s never easy to take a
hard look at yourself and be honest with your heart’s intent. But self-examination is
crucial, because favoritism is not only bad for classroom management, it’s worse for
your students.
Because of favoritism, students may simmer with resentment. To see certain
students given a level of attention you know is never reserved for you can be a blow to
your self-confidence—particularly if you have a shy personality. Yes, kids are resilient,
and we’ve all experienced hard lessons that make us better people. But favoritism can
be especially hurtful, making students less trusting, less inclined to participate, and less
willing to take healthy social chances. It discourages teamwork and creates friction and
jealousy among students. At its worst, it brings about bullying behavior.