How to Make an Early Infancy Schoolroom an Exciting Place - Coursework Example

Classroom Management Abstract Early infancy classrooms are magnificent places for kids to study the social abilities essential for admission into kindergarten, as well as afterward school triumph. Behavioral issues can be prevented by classroom environment and planned instructions. Further, this planned arrangement facilitates the development of emotional and social skills that are exceedingly crucial in later life of the individual. Research has proved that routines and schedules influence children’s cognitive, social and emotional development. This brief overview will explore the management technique that teachers can employ to make an early infancy classroom an enjoyable, exciting, and comfortable place for the teacher and kids. Classroom Management Classroom management techniques facilitate order and make it easy for kids to study, as well as for the tutor to perform his duties of enlightening the little innocent kids, who follow everything that the teacher says (Curtis, 2005). The early infancy childhood management techniques include the following: Appropriate Mood Setting A mutual respect atmosphere and the physical constituents of a classroom facilitate the process of mood setting. The responsibility of setting the mood lies with the teacher. She should support the endeavors of learning of the children, express concern of their wellbeing, and encourage them to develop self confidence (Curtis, 2005). These efforts will promote an atmosphere of mutual respect. Children imitate their teachers, and, therefore, an example of respect to the will foster respect to the self among the children, their classmates and to the teacher. A teacher can demonstrate her respect to the children by placing herself at the level of the kids and actively listening to everything that the kids say (Curtis, 2005). Such a demonstration interest and respect make the children know that the teacher is concerned about their thoughts and words. Further, the teacher should be keen in giving the children simple directions that they can understand without any problems. He should use familiar terms and concept that do not confuse the kids (Morrow, 2001). Soft background music serves to sooth the children, and it sets a peaceful mood. Besides, the music exposes children to the knowledge of different categories of music in the field of entertainment. Further, a teacher should create an environment that is print-rich by displaying the writings and work of children with their names and snaps at the top of the print. This makes the children appreciate their own achievement, and it boosts their self confidence. Setting Clear Expectations Children should be made aware of the things that are expected form them. Clear expectations make sure that all kids know the things, that should be done, how to perform them, and the time they should be performed (Morrow, 2001). The knowledge of what should be done makes the participants feel confident, secure and comfortable. The children understand the appearance of the classroom procedure through practicing and modeling, and this perfects their performance and the achievement of the teacher’s expectations. Practicing procedure and role playing help kids to internalize and understand the expectations of a classroom, and facilitates the development of an avenue that a teacher can utilize to hold every kid responsible for her actions. If children are held accountable for their behavior in the classroom or outside the classroom, they develop a sense of responsibility as this helps them to mature in the area of accountability (Curtis, 2005). Such children will grow to become responsible citizens because accountability was nurtured in their behavior while little kids. Further, the teacher should encourage the children to participate in developing the classroom m rules and regulations that should always be observed by everyone. Children involvement in making of the rules of the class helps them to realize that they own rules and the class, obeying these rules becomes their duty and obligation (Mcgee & Richgels, 2004). However, the teacher should be cautious not to give many rules that the kids might not remember. Further, the classroom rules should not be negative rules that tell kids what they should do. Instead, classroom rules should guide and tell the kids what they should do and how they should conduct themselves. Furthermore, the teacher should discuss the meaning of the rules with the children and help the kids to understand the significance of obeying such rules. Using Songs Different transitions that a class has in every day can be overlapped using music, as it introduces a calming effect to the children. Children fell secure with the classroom activities if songs are used to mark routine transition from one class activity to the next. Further, and they bring excitement in the moods of the children; thus, making them ready to learn a new thing. Routine songs that precede a classroom activity help the children to prepare their minds for that activity (Mcgee & Richgels, 2004). Young kids cannot concentrate for long, and teachers should be keen to use songs to help the kids refocus on the activity that is in progress, in a classroom. Many songs are accompanied by patterns of movement that teachers should encourage kids to perform as they sing along. Using Literature Literature is essential in addressing social issues that result to behavioral concern. Such issues present a vast topic of discussion in the classroom. The teacher can direct kids to role-play the reading and build on their knowledge of different reactions, which people exhibit when faced by certain social circumstances (Mcgee & Richgels, 2004). Children can learn the appropriate response to a tease from their peers without causing any serious problem in such a playful gesture. Further, children can be given this opportunity to narrate their own life experiences as other listen. Keep it positive A positive teacher can reinforce positive attitudes among children in a classroom. Teacher can maintain their own positive attitudes by visiting new friends, having new purchases, jogging and long walks. A teacher should teach her kids that facial expressions and body languages are the vehicles for conveying positive attitudes (Gipe, 2002). Teachers should practice using positive statements and apply them when approving desired behaviors that are displayed by children. Further, a teacher can produce a positive atmosphere in a class by spotting negative behaviors, and helping the kids to avoid them before they occur. Keeping it Fair A teacher can maintain fairness in a class by practicing consistence in the reinforcement of rules. Teachers should also divide the learning materials to the children fairly to avoid any cases of complains or deficiency of the learning materials. Teachers should also be careful not to make racial charged comments that can cause alienation of some members of his class (Gipe, 2002). The last technique that can be applied in the management of an early infancy classroom is humor. Sense of Humor Humor is the most essential thing that an early infancy teacher should remember. Humor makes early infancy classrooms enjoyable, and kids like going to class every day to have a taste of humor. The relationship between the child and the teacher is always reinforced and strengthened by humor and laughter (Gipe, 2002). Teachers should strive to incorporate their lessons with humor, as concepts that are accompanied by humor are easy to remember. A humorous story is enough to make a child want to go back to school. In conclusion, early infancy classrooms are magnificent places for kids to study the social abilities essential for admission into kindergarten, as well as afterward school triumph. A mutual respect atmosphere and the physical constituents of a classroom facilitate the process of mood setting. Children should be aware of the expectation that the teacher has for them, and they should be guided to achieve these goals. Humor is extremely essential, for early infancy learning and teachers should try to incorporate it in their teaching. References Curtis J.L. (2005). Today I feel silly and other moods that make my day. New York: Harper Collins. Gipe J.P. (2002). Multiple paths to literacy: classroom technique for struggling readers. Upper Saddle River: prentice hall. Mcgee L.M. & Richgels D.J. (2004). Literacy’s beginnings: supporting young readers and writes. Boston: Allyn and Bacon. Morrow L.M. (2001). Literacy development in the early years: Helping children read and write. Boston: Allyn and Bacon. Read More