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[...] 1.2.2 Gestion productivity management Table 5. Domain Classification Grid - Productivity Management Criterion Class Organization: Productivity Management Indicators: Class time is maximized for learning, I am well-prepared and master the content My transitions between my activities are harmonious I have clearly established routines in class Behavioral markers: - Provides tasks - Minimum interruption - Equipment ready and accessible - Mastering the taught content - Little time lost - Planned temporal references - Reorientation of activity as needed (timetimer, music, time due, etc.) - Clear instructions for routines - Students know and know what to do during routines - Little loitering or waste of time Source. [...]
[...] However, some automatisms are still to be anchored in my practice. For example, I could improve my pedagogical approach by clearly announcing the objectives of the sequences and explicitly stating my expectations regarding the expected results at the end of a sequence. Also, I could progress in my way of stimulating learning. In fact, as explained by the professor of education, Greta Pelgrims, the teacher if he adapts the activities according to previously defined knowledge, teaching must actively put in place strategies of support (Bruner) and regulation to support learning (Allal), for example by using questions to guide the student or by proposing contextualized tasks according to the taught knowledge. [...]
[...] From grids transmitted in the ENS 'Classroom Management', I will analyze my practice in turn in these 3 domains. To respond to the assignment to analyze my practice in a clear and synthetic way, we will analyze it through synthesis tables. Each of the sub-items of the behavior markers will be rated between and meaning that I do not adopt this attitude at all and on the contrary that I fully adopt this behavior. An intermediate gradation will highlight the skills in the process of appropriation, as well as those already partially acquired. [...]
[...] Also, my self-analysis highlights that my classroom management practices are rather positive. To date, I proactively put in place emotional support for my students in order to establish a climate of trust and respect, where each one can express themselves freely in the respect of the discipline rules stated in class. This emotional support also passes through being attentive to the educational and school needs of the students. Also, my self-analysis reveals my ability to implement a clear and coherent organizational framework that allows students to navigate, know the rules of functioning of my class, but also to advance effectively in the delivery of lessons and for students in their learning. [...]
[...] Practice and Research, 34-47. https://doi.org/10.3917/acp.015.0034 Gonzalez Thomas (2022). Metacognition: A Concept in Favor of Academic Success?. Sciences of Human and Society. Dumas-03851026 Giraudet, Anne.Classroom Management to Establish a Learning-Friendly Classroom Climate dumas.ccsd.cnrs.fr/dumas-01395458v1. Haiat, Séverine, et al. "The teacher-student relationship at the heart of educational success".Education and Socialization, vol January 2023,https://doi.org/10.4000/edso.22736 Hébert, Solène.Establishing a conducive learning environment in a complex and violent classroom climate. 2018, https://dumas.ccsd.cnrs.fr/dumas-01932544v1. LEGAULT Jean-Pierre, Classroom Management and Discipline a Competence to Build, Outremont, Les Editions Logiques, 2001 Krotenberg, A. [...]
