About this paper

Appears in:
Pages: 5024-5029
Publication year: 2011
ISBN: 978-84-615-0441-1
ISSN: 2340-1117

Conference name: 3rd International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2011
Location: Barcelona, Spain

EFFECTIVE LEARNING, COMPONENT OF CLASSROOM MANAGEMENT

L. Trif

"1 Decembrie 1918" University, Alba-Iulia (ROMANIA)
Learning efficiency is one of the main elements of classroom management, having as reference the focus of the current educational paradigms: democratic, participatory and motivating. Starting from the knowledge of the structure of his students' learning ability, the teacher, in terms of classroom management, should: guide the students’ intellectual resources towards anchor-ideas, able to be organized in complex information systems; develop the complex thinking strategies based on both convergent and divergent –heuristic thinking, both the crystallized and the fluid; train the higher levels of socio-cultural needs; stimulate positive, creative intrinsic motivation; develop volitional structures, neglected by classical pedagogy, based on truth, belief, initiative, performance; build skills, abilities, capabilities, competences, according to the practical-applicative requirements of modern pedagogy.
Classroom management is particularly concerned with various types of learning: didactic learning itself, acquiring knowledge, forming skills, developing abilities and competences; socio-relational learning based on a model, forming attitudes towards self, towards others and towards work, developing social behaviour; normative learning, of moral, school and group rules and regulations.
In order to acquire efficiency in the educational activity of all these types of learning, teachers have in mind (as determined by Iucu R., 2000): the stage of the bio-psycho-social development of students (Piaget, Kohlberg, Erikson), cognitive experience of students (Gagne), motivational component for students (Ausubel). Referring to these initial levels of the management process, teachers need to elaborate educational strategies of cognitive, affective-motivational, volitional-behavioural development in students.
In this context we aim to identify effective learning strategies for students, used in the classroom, by tracking indicators such as: creating a stimulating learning environment, together with: a good relationship with students, a pleasant and supportive classroom atmosphere, which are aspects of the relationship which facilitates motivation for learning; developing a positive attitude towards the subjects, orienting learning towards a set goal, formulating performance expectations in learning, forming realistic beliefs about learning; maintaining motivation, setting immediate goals, presenting and administering tasks in a motivating way, enhancing the quality of learning experiences, increasing self-confidence, developing a positive image of self, developing autonomy and promoting self-motivation strategies; completing learning experiences in a positive manner and encouraging positive self-evaluation – providing motivational feedback, improving learning satisfaction, rewards and logical consequences’ management in learning.
@InProceedings{TRIF2011EFF,
author = {Trif, L.},
title = {EFFECTIVE LEARNING, COMPONENT OF CLASSROOM MANAGEMENT},
series = {3rd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN11 Proceedings},
isbn = {978-84-615-0441-1},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2011},
year = {2011},
pages = {5024-5029}}
TY - CONF
AU - L. Trif
TI - EFFECTIVE LEARNING, COMPONENT OF CLASSROOM MANAGEMENT
SN - 978-84-615-0441-1/2340-1117
PY - 2011
Y1 - 4-6 July, 2011
CI - Barcelona, Spain
JO - 3rd International Conference on Education and New Learning Technologies
JA - EDULEARN11 Proceedings
SP - 5024
EP - 5029
ER -
L. Trif (2011) EFFECTIVE LEARNING, COMPONENT OF CLASSROOM MANAGEMENT, EDULEARN11 Proceedings, pp. 5024-5029.
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