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These include policy documents, colleagues, etc. No 1. Decide how much time the learning programme should take to complete. 2. Divide the whole programme into modules, learning experiences or lessons that fit into the available time. 3. Allocate periods to each section, allowing for assessment activities. Yes No 1. Plan each learning experience so that it is clear what you and the learners will do at each stage of the lesson and how it will be done. 2. Plan how long each stage should take. 3. Plan what resources will be needed.
2 Write down an explanation of which approach you believe to be the most successful for classroom management. Which approach do you in fact mostly follow in your classroom? These approaches provide a starting point for an educator’s thoughts about his or her own approach to classroom management, keeping in mind that each class is different and needs an individual approach to ensure successful teaching and learning. In Chapter 9 you will be guided to develop or determine your own approach to classroom management.
The two approaches differ considerably, but can be seen as being at PLANNING EFFECTIVE CLASSROOM MANAGEMENT 3 the opposite ends of a continuum. These two approaches are the process approach and the product approach. 1 The process approach Planning done in this way is usually more ‘general’. The educator can see the advantages of providing certain learning experiences, but can only plan them in a general way, allowing for things that could happen to change what, when and how the learning experience will be conducted.