This internship report is placed under the following observation task: Classroom disruptions and their prevention. Both the theory and the observation carried out and its evaluation are presented.
Table of Contents
1. Introduction
1.1 Tabular timetable
1.2 Presentation of the school
2. Observation task
2.1 The observation task
2.2 The theoretical background for the observation task
3. Evaluation
3.1 Observation
3.2 Evaluation of the observation task
4. Personal comment
5. Bibliography
6. Appendix
6.1 Selected partially formatted protocol
6.2 Selected narrative protocol
6.3 Observation task on the topic
Objectives and Key Themes
The internship report documents and analyzes the management of classroom disruptions and the efficacy of prevention strategies in a high school setting. It aims to investigate how different pedagogical approaches and teacher presence influence student behavior and learning environments across various subjects and grade levels.
- Analysis of classroom management and teacher-student interaction.
- Evaluation of preventive strategies for classroom disruptions.
- Comparison of teacher-centered versus cooperative conflict resolution methods.
- Practical observation of teaching transitions and lesson structure.
- Reflective practice on the development of professional teaching skills.
Excerpt from the Book
2.2 The theoretical background for the observation task
Today, teaching interruptions are a major issue and should therefore be taken seriously. In general, students can be divided into two groups: those who are constantly disturbing and those who are rather quiet and reserved.
However, assuming that the disturbances are only due to the behaviour of the pupils, is a very one-sided approach. The teaching problems are also related to teacher behaviour.
A survey conducted in 2002 by Nolting found that most teachers are unaware of how best and most effectively to prevent disruption. Most teachers act intuitively correctly in different situations and are unaware of it. Moreover, it is not important to ask yourself what to do when a disturbance has already occurred, but what to do and can do to prevent the disruption from happening in the first place. Only effective class leadership and good learning management lead to keeping the rate of disruption low and improving cooperation.
This was also found out by Jacob Kounin (1976), thanks to his research. He was the first to empirically examine the issue of discipline and made it known that the type of response to disturbances, for cooperation and a low rate of disturbance is relatively unimportant.
Summary of Chapters
1. Introduction: This chapter provides a structural overview of the internship period, including a detailed timetable and a general introduction to the school environment.
2. Observation task: This section defines the core focus on classroom disruptions and provides the theoretical foundation for understanding how preventive measures function.
3. Evaluation: This chapter analyzes specific lesson observations across different subjects and teachers, applying the discussed theories to real-world classroom scenarios.
4. Personal comment: The author reflects on their personal growth during the internship and evaluates the professional insights gained regarding the teaching career.
5. Bibliography: This section lists the academic and professional references used to support the report's observations on disruption prevention.
6. Appendix: This chapter contains the practical documentation, including formatted and narrative protocols recorded during the observations.
Keywords
Classroom management, Teaching internship, Student behavior, Disruption prevention, Teacher presence, Pedagogical reflection, School environment, Conflict resolution, Lesson planning, Education science, Classroom discipline, Teacher-student relationship, Educational observation.
Frequently Asked Questions
What is the primary focus of this report?
The report focuses on identifying, analyzing, and preventing classroom disruptions during a teaching internship at the Abc-Gymnasium.
What are the central themes explored?
Key themes include effective classroom leadership, teacher behavior, the impact of lesson structure on behavior, and the use of preventive strategies like broad activation.
What is the main objective of the observation?
The objective is to understand how teachers manage disruptions and to determine which techniques—such as non-verbal signals or smooth transitions—effectively maintain a stable learning environment.
Which scientific method is applied?
The work utilizes observational methodology, specifically through the creation of structured and narrative protocols to document classroom events.
What is covered in the main body of the work?
The main body evaluates actual classroom sessions across subjects like Religious Education and Music, comparing different teaching styles and their results on student conduct.
Which keywords define this document?
Key terms include classroom management, disruption prevention, pedagogical reflection, and teacher presence.
How does the author distinguish between disruption types?
The author distinguishes between disruptions initiated by students and those inadvertently caused by teachers through poor preparation or inefficient lesson flow.
What significance is given to the 'teacher-centered' versus 'cooperative' methods?
These are presented as two fundamental approaches to conflict resolution, where the author emphasizes that the choice of method is highly dependent on the specific classroom situation.
What did the author conclude about the teaching profession?
The internship served as a validation for the author, strengthening their desire to pursue teaching as a career after gaining first-hand experience in managing student interaction.
- Quote paper
- Johanna Wessely (Author), 2010, Internship Report. Classroom disruptions and their prevention, Munich, GRIN Verlag, https://www.grin.com/document/1158772
