To effectively achieve educational goals, key concepts agreed universally must be applied in class. Particularly, they are meant to influence constructive relationships between learners and tutors in a class setting. Thus, they can be applied in order to foster academic performance. Detailed below are some of the critical ideas, how they can be incorporated in a class program guideline, and information on how and why class norms are vital.
Teamwork
Teamwork entails combining efforts in class while reviewing concepts being taught and solving challenges to enhance more understanding. It can be done in smaller groups or as a whole class. Typically, group leaders lead other students by giving each one of them a chance to contribute to a particular aspect.
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In classroom settings, the policy on teamwork can be incorporated by encouraging learners to engage with each other, ask questions, resolve any arising disputes, compliment each other, team build, and party by celebrating birthdays at school. Thus, the teacher can give class or group assignments that require learners to combine efforts while solving them. Hence, learners would be required to solve group assignments at the end of every unit.
Communications
It is the exchange of ideas in class through speaking, writing, and listening. It enhances more understanding of the concepts studied. It can occur between learners or between the teacher and learners (Le et al., 2017). Communication is essential while explaining ideas and seeking clarification on various issues in class. Thus, it is worth implementing in class.
Communication can be embedded in a class program guideline by reinforcing active listening, offering group presentations and assignments, using open-ended questions, and making use of audiobooks and applications. Additionally, the teacher can formulate a class program where specific lessons of the week may be dedicated to debating. This will enable learners to express their ideas freely and gain more understanding and confidence.
Problem Solving
Achieving success in class is all about solving academic challenges. It entails establishing proper explanations or answers to questions concerning various concepts taught. Solutions can be determined at an individual or group level (Cheng et al., 2017). In this case, each problem-solving venture must have a question and a source where answers can be verified. Learners gain more understanding of the concept through the process.
The policy on problem-solving can be implemented by actively involving all learners in establishing solutions to questions in class. In the program guideline, students will have to engage in brainstorming bonanzas, solve problems as a group, and create probable moral dilemmas they (students) might face in life.
Teaching Classroom Safety
It involves informing learners how they can ensure their safety in the class. This entails how they associate with others and the general environment. The information, in this case, will involve how they identify hazardous situations and associations. Besides, it will detail how they evade such to ensure safety.
In a classroom setting, safety policy can be incorporated in class program guideline to ensure safety. This can be done by encouraging the safe use of ladders, keeping exits clear, ensuring students are mindful of electrical cords, positioning an evacuation plan near the door, and eliminating any tripping hazards in class.
Time Management
This involves having an apparent plan on how to spend time executing particular activities. Learners in a group are bound to waste much of their time playing or just flirting. On the other hand, learners have a lot of classroom activities that are all essential to educational goals. Thus, planning on how to do them becomes a mandatory duty.
Time management policy can be incorporated in a program guideline by providing that all activities should have a time element. This will provide detail on when the activity will be undertaken and how long it will take. Besides, all assignments will be planned strategically and any crisis will also have to be accommodated in a day’s plan.
Working Well with Others
Working in groups and as a class toward achieving collective goals of a class requires ideal collaboration in class. Every member should be tolerant of ideas that seem uncomfortable and actively forward what they think will benefit others (Premo et al., 2018). Working well with others enhances the flow of ideas, which fosters learning with desirable education outcomes.
For instance, the guideline should define an ideal relation between learners and their teacher. Besides, it should give guidelines and rules that can govern how learners can get along with their classmates and their teacher in class. Hence, the guideline will give students some extra minutes to finish up because working as a group can be hectic. Moreover, it will ensure that there is always a group leader to guarantee effectiveness, get a suitable space, or make use of technology like Skype.
Monitor Equipment and Students Use
Class equipment is meant to reinforce learning for all students. Consequently, the teacher and learners have to monitor and effectively use these equipment. This will ensure that they continue benefiting from them and eventually achieve their educational goals. Thus, monitoring equipment and effectively using them is critical in class.
The class program guideline can have details on how learners can handle classroom equipment. In this case, rule and regulation can be listed and hanged in class to ensure proper handling and use of equipment. Consequently, this will ensure that they benefit more from them. In the long-run, they will achieve their learning goals. Similarly, technology can be effective in monitoring equipment use by using surveillance cameras, especially in computer rooms.
Expectations of Future Employers is to Become Computer Literate
Computer literacy entails the ability to operate a computer and all related technologies effectively. The contemporary world is technologically advanced, and, therefore, computer literacy has become a necessity (Gerick et al., 2017). Employers are now giving priority to graduates who are conversant to computerized systems. Thus, learners should strive to possess the skill.
In the class program, there should be lessons dedicated to computer learning. There should be a policy, which provides that all learners must attend computer lessons and practically handle the machines. A teacher can be there to guide them, but they can also discuss amongst themselves as they learn. This will ensure that they are computer literate and their ideal candidates for employers.
Conclusion
Class norms are essential in enhancing academic progress, which is quite critical in the achievement of teaching and learning goals. The norms gauge learners to ensure that they are always on the right track towards success. Then also, class norm provides a situation where learners can effectively handle the difficult periods during learning. They come to learn that facing challenges is part and parcel of the learning process. Class norms do this by controlling behavior, gauging learners, and pointing out mistakes. As such, learners can adjust accordingly by improving on aspects that are deemed undesirable in class. In the process, they become better and achieve success.
References
Cheng, S.-C., She, H.-C., & Huang, L.-Y. (2017). The Impact of Problem-Solving Instruction on Middle School Students’ Physical Science Learning: Interplays of Knowledge, Reasoning, and Problem Solving . Eurasia Journal of Mathematics, Science and Technology Education. Retrieved from https://sci-hub.tw/10.12973/ejmste/80902
Gerick, J., Eickelmann, B., & Bos, W. (2017). The international computer and information literacy study from a European perspective: Introduction to the Special Issue . European Educational Research Journal, 16(6), 707–715. Retrieved from https://sci-hub.tw/10.1177/1474904117735417
Le, H., Janssen, J., & Wubbels, T. (2017). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration . Cambridge Journal of Education, 48(1), 103–122. Retrieved from https://sci-hub.tw/10.1080/0305764X.2016.1259389
Premo, J., Cavagnetto, A., Davis, W. B., & Brickman, P. (2018). Promoting Collaborative Classrooms: The Impacts of Interdependent Cooperative Learning on Undergraduate Interactions and Achievement. CBE life sciences education , 17 (2), ar32. Retrieved from https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5998320/
