International Journal of Informative & Futuristic Research ISSN: 2347-1697

www.ijifr.com Volume 4 Issue 4 December 2016 International Journal of Informative & Futuristic Research ISSN: 2347-1697 RESILIENCE OF TEACHER: A TOOL FOR INNOVATIVE CLASSROOM MANAGEMENT Paper ID IJIFR/V4/ E4/ 041 Page No. 5914-5919 Subject Area Education Key Words Resilience, Innovation, Classroom Management Associate Professor, 1st Dr. M. Vasimalairaja Directorate of Distance Education, Alagappa University, Karaikudi. Research Scholar, 2nd J. Gowri Department of Education Alagappa University College of Education, Karaikudi Abstract Stressful way of life is generally considered as one of the main reasons of physical illness as well as mental disorders. In fact, even if people are exposed to stress in the same way, it is very difficult for some people to adapt stressful life events. Resilience is regarded as a personality trait minimizing the negative effects of stress and preventing disease-causing tension. The protective factors that contribute to better outcomes, processes and mechanisms can be seen as resilience. It is seen understanding technology is becoming more and more important in the workplace and other areas; competing with peers in the 21st century simply necessitates the need for technological finesse. But digital innovations can be a source of problems for schools as well. The main argument for technology in the classroom is that emerging students should be able to apply classroom concepts to daily life, and a large part of daily life revolves around technology. The purpose of this study was research on teacher resilience for classroom innovative practices. In this paper, we will learn the definitions of resilience and importance of resilience, how teachers can develop resilience, teachers facing challenges for innovative classroom management. I. INTRODUCTION Students usually do not attribute their success to their teacher until the students are long out of school. Most of the time teachers do not know which students they had a profound effect on. We tend to forget in our day-to-day dealings with students the powerful impact we can This work is published under Attribution-NonCommercial-ShareAlike 4.0 International License 5914 Copyright©IJIFR 2016 . ISSN: 2347-1697 International Journal of Informative & Futuristic Research (IJIFR) Volume - 4, Issue -4, December 2016 Continuous 40th Edition, Page No: 5914-5919 have on their lives. They then studied the children who were able to succeed despite living with much stress and adversity and identified factors that were present in these successful children; these factors form the basis of resilience. Most teachers want to connect with students. Time constraints, curricular demands, accountability, and testing pressures can interfere with the teacher’s desire to have positive and personal relationships with students. These solutions are shortsighted and ignore critical factors such as the importance of positive teacher-student relationships and the development of social-emotional competencies and resilience (Benard, B. 1995). The amount of control that teachers have in the classroom is often perceived by the administration as a measure of the quality of an effective teacher. They interpret this classroom management style as evidence that the teacher is in control and must be doing a good job (Edward, 1997). As a teacher who should have effective innovative classroom managing skill with knowledge of resilience. Resilience: Etymologically, the word Resilience comes from the Latin ‘salire’ (to spring, spring up) and ‘resilre’ (spring back) which refers to the power to recover or spring back from adverse conditions (Davidson et al., 2005). Resilience is also seen as the basic human adaptation system that influences the individual’s attitudes towards developments, orders or changes in their life (Masten, 2001). With another perspective, resilience is a dynamic process because of the ongoing interaction between the individual, the event and the environment (Schaap, Galen, Ruijter, & Smeeths, 2008). While resiliency is considered both state-like and trait-like, the developmental nature of it makes it as state-like rather than trait- like (Larson, 2003); because several authors (Egeland, Carlson, & Stroufe, 1993; Larson, 2003; Stroufe & Rutter, 1984) imply that resilience can be improved with some supportive programs to make an individual adaptable for upcoming situation. Firstly, resilience is a psychological construct that involves the study of personal factors like self-esteem, self- efficacy, motivation, resourcefulness and health, which are believed to strengthen the resiliency of individuals in the face of adversity. In this relationship, protective factors which hinder the impact of adverse situation (Kumfer, 1999), personal factors, external support systems such as friends and community resources are incorporated. Originally, the concept of resilience has taken attention from many disciplines such as psychiatry, developmental and clinical psychology (Masten & Powell, 2003). On the other hand, most of the studies associated with resilience are done with children’s vulnerability towards bad environments (Larson, 2003). In the study, how children who come from bad environments can rebound and become productive adults is discussed. They compared successful adults with unsuccessful ones and looked for the differences between children from the same group. Innovation: Innovation is defined simply as a "new idea, device, or method". The process of translating an idea or invention into a good or service that creates value or for which customers will pay. To be called an innovation, an idea must be replicable at an economical cost and must satisfy a specific need. Innovation involves deliberate Dr.M.Vasimalairaja, J. Gowri:: Resilience Of Teacher - A Tool For 5915 Innovative Classroom Management ISSN: 2347-1697 International Journal of Informative & Futuristic Research (IJIFR) Volume - 4, Issue -4, December 2016 Continuous 40th Edition, Page No: 5914-5919 application of information, imagination and initiative in deriving greater or different values from resources, and includes all processes by which new ideas are generated and converted into useful products. Classroom Management: Classroom management refers to the wide variety of skills and techniques that teachers use to keep students organized, orderly, focused, attentive, on task, and academically productive during a class. When classroom-management strategies are executed effectively, teachers minimize the behaviors that impede learning for both individual students and groups of students, while maximizing the behaviors that facilitate or enhance learning. II. WHY SHOULD TEACHERS HAVING RESILIENCE? Can teachers make an impact on these critical risk factors? Ideally, both home and school work to develop protective factors for children. However, the school alone can make a significant impact on these protective factors. In fact, a recent under reported study of 12,118 adolescents by Resnick et al. (1997), titled “Protecting Adolescents from Harm,” found that positive emotional connections to parents and teachers were the strongest protective factor. School connectedness was protective of every health-risk behavior. (e.g., emotional health, suicidal thoughts and behaviors, violence, use of cigarettes and alcohol) The study also found that having positive relationships with teachers was more important than class size, amount of teacher training, classroom rules, and school policy in protecting adolescents from destructive behaviors. Resnick et al. (1997) state, “Of the constellation of forces that influence adolescent health-risk behavior, the most fundamental are the social contexts in which adolescents are embedded; the family and school contexts are among the most critical” (p. 832). When students feel connected at school, they are less likely to engage in violence, drugs, alcohol, sex, or other harmful behaviors. Positive teacher-student relationships are also cited as a significant contributor to academic achievement and motivation (Elias, 1997) and the prevention of dropout (Thurlow, Christenson, Sinclair, Evelo, & Thornton, 1995), bullying (Olweus, 1999), substance abuse (Resnick et al., 1997), and violence (Dwyer, Osher, & Warger, 1998). In summary, teachers can have a tremendous impact on resilience development in their students. This research is important and should lead us to seriously examine resilience of teacher helps in classroom management. III. IMPORTANCE OF CLASSROOM MANAGEMENT: To optimize the student learning and achievement To successfully engage students To manage classroom time effectively To develop and maintain a positive classroom atmosphere For sound behaviour management to avoid classroom indiscipline To manage classroom resources effectively Student movement and flexibility Dr.M.Vasimalairaja, J. Gowri:: Resilience Of Teacher - A Tool For 5916 Innovative Classroom Management ISSN: 2347-1697 International Journal of Informative & Futuristic Research (IJIFR) Volume - 4, Issue -4, December 2016 Continuous 40th Edition, Page No: 5914-5919 The space in the classroom To accommodate every student in the classroom, a trainer uses a wide range of audio visual support devices. IV. SOME ESSENTIAL ASPECTS OF RESILIENCE OF TEACHER Emotional aspects: Able to bounce back-A resilience teacher is one who is able to bounce back from the stress and hard expericences and continue teaching effectively. A resilient teacher can keep their sense of houmour and enjoy the job and laugh about the bad stressful

Load more