D.

Classsroom Management Description of the system to ensure effective classroom management Classroom management, often called classroom discipline, has been a priority for teachers, for as long as there have been opinion surveys of educational priorities. The teachers wanted assistance with classroom management because of their concerns about student safety and their desire for strategies to deal effectively with students negative and/or disruptive behaviors.

Maintaining Classroom Discipline

First of all, intelligently-planned and strategically-implemented classroom rules will make the teaching job easier. The teacher inside the classroom will implement time planning and organizing the discipline strategies and class rules. For instance, consider the Educational Philosophy and how it can be expressed through rules in a way that it could bring an open mind, a positive attitude, and high expectations to the classroom each day. Believed that the students, as well as the community, to bring consistency, diligence, and warmth to the job in the hope that it can ultimately inspire and encourage such traits in the children as well. One way to build good classroom discipline is to have a particularly delicate classroom environment that needs extra attention. In fact the teacher stick to some very certain rules, which are: Appreciation of Others (i.e. no put-downs) , Listen Attentively, Respect Everyone and Right to Pass (students can pass when it's their turn). Additionally, designate a special gesture to keep things under control. It also gives them a chance to practice their listening, speaking, and interpersonal skills.

Monitoring Student Progress

Effective classroom-management strategies are necessary to monitor the student progress. Consider lesson plan content, behavioral and conduct management and the socialization of students within the classroom when developing a personal philosophy of classroom management. Students should be engaged in tasks that require the successful integration of academic and social skills. Also, teachers should have a consistent leadership strategy and consistent methods for monitoring student progress on a daily basis. Additionally, to manage the students will determine how you will engage your students when setting up a lesson plan. The teacher should develop a content communication strategy with a focus on increasing student comprehension. Set up regular ways of evaluating student progress with pop quizzes, tests and classroom discussion. Consider also the role as a teacher and what boundaries they want to set

between their students. Set clear expectations for how the students behave in inside the classroom. Also, achieve how you will adapt the culture of your student community and strengthen the connection between the larger community outside the school and the students. And lastly, Determine how you will communicate with the students. Consider that communicating is the best expectations at the beginning of the first class and consistently reinforcing the same at regular intervals. Evaluate the student whether you will need to have one-on-one meetings with each student during the course of the semester.

Developing responsibility and initiative among student

First, student responsibility is the key to all development and learning. Institutional policies and practices must be oriented toward developing a climate in which students' responsibility and active participation in their own collegiate experience are promoted. Policies that stress the importance of student achievement and in-class and co-curricular challenge and support are essential for student growth. The institutional culture clearly must convey the institution's purpose in an unambiguous manner, and the ethos of the campus must be one in which students believe they are members of a larger community. Furthermore,the institutional culture and academic practice develop students civic engagement and social responsibility in both a local and global context; personal and academic integrity; ability to examine and understand differing (and often competing) perspectives; and ethical and moral reasoning.

Enhancing the pedagogical skills of the faculty

The faculty were hired after a rigorous selection process. A comprehensive faculty development and training program, as well as a quality control system, ensure that the faculty have the pedagogical and intercultural qualifications to provide high standard instruction. For this reason, a heavy emphasis on the quality of teaching at the institution. And also, a number of measures are taken to constantly develop the pedagogical skills of the faculty. These include supervision and observation in the classroom intended to support faculty through feedback and dialogue about teaching styles, pedagogical ideas, best practices, etc.