Human resources and labor relations issues have become increasingly complex and can pose unforeseen challenges absent advanced planning. This scenario-based class is designed for executives, directors, and high level managers who want to work through some of the tougher employment decisions they may need to make in a manner that best minimizes agency risk. Participants will work through real-life human resources and labor relations case studies, and then will debrief about best practices. Case study topics include, but are not limited to, hiring practices, disability accommodations, leave requests, incidents of discrimination and harassment, whistle-blowing, ethics, employee impairment, workplace violence, employee performance and discipline, employee procedural rights, and unfair labor practices.
Acknowledging that these magnificent young people with exciting and formulating minds need lessons that will arouse their natural curiosity and provoke critical thinking skills, I will develop and implement an engaged pedagogy that honors them, recognizes their abilities, and challenges their constantly expanding dendrites.
It will be my role and daily challenge to devise relevant and engaging lesson plans that will help create deep thinkers and problem solvers, so that when problems do arise, the students themselves can devise the solution.
The goal is to create loving and caring individuals who will take risks, establish realistic goals and assume personal responsibility for the results of their behavior; where the only competition is with themselves, the individual, and not with each other, and where the process is about discovering ideas and not about covering material.
This will be a learner centered classroom that produces critical thinkers, who are at the same time deeply engaged in the subject at hand, while also enjoying the process and learning experience.
This classroom will be a happy place where students come to learn, participate, and have fun. In this type of environment discipline is not an issue as the students are engaged in exciting and stimulating lessons that demands all their attention.
They choose to be there and learn, therefore happy and interested students have no reason to misbehave.
Teaching the tenets of this philosophy Choice Theory to my students would be one of the first pieces of instructions I would give them, bringing them to an awareness of their responsibility to make their own decisions about their learning and behavior in the classroom.
This approach to classroom management creates a safe space to learn, as mainly it is their space--their classroom, they own it, they will decorate it and they will decide the rules.
When this sense of ownership is established, they will come to class willingly and with enthusiasm because they want to be challenged. Kohn states that extrinsic motivation focuses on what the students do not know, rather than on their possibilities for growth.
We must question the traditional assumptions about pedagogy, as right answers are not as important as the process of exploring ideas and understanding the concepts. According to Kohn and Glasser, instead of focusing on grades and tests, we must help our students to reason, to comunicate, and help them develop social and personal responsibility, self-awareness and a capacity for leadership.
Thinking deeply and critically should be the first goal of education, the second goal is the desire for more education and a lifelong affair with learning. The goal of classroom management is to create an environment which not only stimulates student learning but also motivates students to learn.
It is our failing but accepted pedagogical strategies that kills that natural intrinsic motivation, proving that grades and praise do not work, and in fact, kill students natural intrinsic motivation. Kohn makes the distinction between positive feedback and verbal rewards--one is encouraging, while the other destroys motivation.
The distinction is crucial--one is a fraudulent, manipulative interaction, whilst the other is an honest interaction. Current assumptions are that students are helpless, uneducated raw material, who are powerless and subordinate to the teachers and must be controlled and forced to learn.
However, Glasser states that students are competent young people who are internally motivated. Motivation and compliance are fused and muddy words in the current pedagogical discourse--motivation comes from within, therefore attempting to motivate someone is inherently manipulative.
Another main component of both these theorists is cooperative learning which provides a sense of belonging for the students. Belonging provides the initial motivation for students to work, and as they achieve academic success, they work even harder.
Group work also means no more individual grades as the grades are shared by the team, and where the weaker students are helped by the stronger students.
In boss management, weaker students experience only failure and eventually stop learning completely and usually drop out, whereas dropping out is virtually eliminated with lead management. With boss management, the stronger students hardly even know the weaker students.
Helping each other almost never happens in a boss managed class and is actually considered cheating.Current Personal Philosophy of Classroom Management Classroom Management is an essential element in implementing a successful learning environment for students.
A teacher who implements a classroom management plan will control student’s misbehavior so that all students will be focused on the lessons being taught in the classroom.
An Education World Online Course for Professional Development Gamification in the Classroom Price: $59 What is Gamification? "The gamification of learning is an educational approach to motivate students to learn by borrowing the best parts of video and board games and applying them to lessons and activities.".
Further, to promote the PHILOSOPHY OF EDUCATION 7 desired classroom environment, teachers should exemplify the expectations by acting as a respectful, productive member to the class (Charles, ).
Further, teachers should strive to respond to issues in the classroom . Jul 09, · Every teacher needs a classroom management plan.
They are responsible for motivating, organising, managing, and teaching the students. Teachers combine the school values with their own personality to form their teaching personality. To me, a good teacher must be patient, fun, caring, consistent, nurturing, and a facilitator of alphabetnyc.com: Nyla's Crafty Teaching.
To graduate, students complete a minimum of semester hours with an overall institution grade-point average (GPA) of (38 hours of general education requirements and 84 hours of business courses).
Descriptive Statement/Philosophy of Classroom Management When I think of my future classroom, I tend to picture a place where all the students do what they are supposed to do and everything runs smoothly with no hitches.