Educational Organization and Classroom Management
Elements of an Educational Organization
The organization of central planning is defined by its objectives, focusing on accommodating the school context. This involves considering the physical and social learning environment, as well as the socio-family members involved in the educational process. Key operational principles include:
- Institutional Autonomy: Empowering teachers and the management team to enhance educational activity.
- Horizontal Structure: Fostering collaboration and integration among staff, moving away from hierarchical relationships.
- Continuous Improvement and Innovation: Promoting ongoing development and adaptation.
- Positive Relational Climate: Encouraging mutual respect, courtesy, and teamwork.
- Enhanced Participation: Creating opportunities for involvement from all stakeholders.
Organizational Structure
A well-defined organizational framework is crucial, outlining roles and responsibilities within both individual and collective bodies, all working towards common goals established in the Educational Project.
Key Roles:
- Director: The highest representative of the center.
- Secretary-Manager: Shares management responsibilities with the director.
- Head of Education: Oversees pedagogical design, educational planning, coexistence issues, and academic management.
Collegial Bodies:
- School Board: The supreme governing body responsible for the center’s operation.
- Management Team: The executive authority, comprising the director, head teacher, and secretary.
- Teaching Staff: Responsible for planning and pedagogical-didactic activities.
- Other Bodies: Teaching teams, departments, commissions, etc.
- External Collaborators: Alumni associations, municipalities, etc.
Administrative and Political Context
School administration interacts with the political context in a reciprocal relationship. Educational legislation sets the rules, and the administration ensures compliance. Schools vary based on ownership (public or private) and their individual philosophies. Private schools can be publicly funded (subsidized) or operate independently in a market setting. The administration oversees teacher certification, curriculum implementation, and student accreditation in private schools. Public schools are directly part of the educational administration, which provides services such as educational inspection, advisory support, and teacher training.
Governing Bodies
- Director
- Secretary and Head of Research
- Cycle Coordinators
- Cycle Teams
- Tutors
Educational Coordination Bodies
- Director
- Coordinating Committee and Head of Educational Studies
- Cycle Coordinators
- Cycle Teams
- Tutors
Classroom Work
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The classroom teaching as an area of operations. The classroom space is considered where it develops in time all teaching-learning process. It develops A place where most of the educational operations that occur in the center and set the stage for a series of relationships, attitudes, behavior, etc.., Involving a range of factors that influence the educational process and the quality of teaching. Every human element plays a different role. The teacher ordered and planned components. Elements that influence the planning activity: • Decision making: depending on the temporal organization of teaching practice (programming yearly, quarterly, monthly, daily, etc..) Based on: – The psychological management: characteristics of student a. – The logic of science management. – The psychological organization-dynamics: methodology. • The teacher thinking: the teacher in making decisions affecting posture educational planning and the very intent of the educational action: aims, targets, goals, feelings, ideas, etc.. The success of teaching practice is determined by the following process: – Phase proactive: reflections on the strategy to use. – Processing the information contained in the school environment to choose the precise criteria for assigning to learning as much function as possible. – Content selection. – Adaptation of content to the singularities of the students. – Schedule of decisions. – Creating favorable learning climate. – Implementation of the teaching program. – Reflection on practice performance. • Relationships in the classroom: the relationships that exist in the classroom are part of the teaching-learning process, but are not programmable because they are fluid and changing and occur at the levels: – The social dimension: students, teachers, parents . Direct relationship. – The affective dimension: it involves the entire process. It builds on interpersonal relationships in the classroom and from the environment: teacher-family, student-parent-teacher etc.. – The size communicative core of the process. – The constructive dimension: developer of learning so that pupils acquire the building blocks of knowledge.
13. Setting up the classroom and classroom environment.
“We must create enabling environments for the development of learning that takes place in an appropriate manner. Decoration, space, proper distribution of elements, care of things, and so on. -Points to bear in mind: to prepare in the classroom in a group meeting area, near the teacher to students, hygienic and safe spaces. Adequate provision of furniture and equipment in light of the psychomotor and affective needs of students: or health and safety measures or activities that take place. o The enhancement of the interactive processes, and so on. -Set specific areas of work in the classroom. Cooperation. -Designate specific areas for materials and audiovisual equipment, cupboards, shelves etc. -Establish spaces for exhibition of student work. -Empowerment of aspects relating to the aesthetic and environmental harmony, decorative elements fixed and changing appropriate and tasteful. “Flexibility and fluidity in the time allocated to activities in areas far from routine. Make fixed time activities become dull and routine, losing interest the pupils to them. -Involvement of teachers in all classroom tasks. Contagious enthusiasm. “In short: the physical environment of learning has two main components: a facility prepared architectural design and ambience. Interact and strengthen the learning process.
14. The climate and classroom organization.
The climate. For a good teaching-learning process requires a good working climate in the classroom. He built strong relationships with students. The way to do it: or to involve them in conversations. or demonstrations really care what they have to say. or carefully prepared questions to be done. or know when to listen and when to intervene or being sensitive to their needs and interests. or know the students, getting information about their social, emotional, physical and cognitive. Using: daily observation, recording anecdotes and samples of work, etc.. o Promote appropriate behavior in class unstinting praise, encouragement and positive reinforcement. or order opinion and ideas to pupils and prepare them the rules and routines of class: class entry, recreation, homework to do after entry, distribution and collection of materials, cleaning procedure, individual and group responsibilities etc.. Some tips for cooperative learning: “Respect the rights of others, both of the class as the group. “Never laugh at the mistakes of others. “Having freedom to make mistakes and learn from them and through them. -Share resources, materials and ideas, help the group when requested. “Praising the efforts of others. -Encourage teamwork between family and school to promote positive attitudes of parents and students about teaching and learning. -Get more information by going to the support staff, specialists and psychologists. -Grouping pupils unevenly, so that each group has students of different abilities that can help and complement each other. -Ask students to state their expectations for cooperative activities. ? Organization of space. The space should be an educational tool where students can take responsibility and adopt attitudes of respect, cleanliness, cooperation, and so on. Keep in mind: “To be understood as their own (be clean, tidy, well decorated, reflecting the daily work)-that students can participate in their organization and take responsibility in everything: decoration, cleaning, space allocation, the furniture, maintenance, etc.. “That allows a flexible organization for work in the classroom, depending on the pace of learning and types of activities. “That is functional and pleasant. “That the common areas are also considered as learning spaces.