Large group application,Technology in education,Educational technology,trendsin education

1. Large-group application
• Mrs. Fulton has
several effective
strategies that will provide structure and
support for the more impulsive students for
learning from mistakes and internalizing
routines and procedures using positive
thinking and problem solving

2. 1.GEEK SQUAD BOARD
• She goes the extra mile by providing a bulletin
board she calls the GEEK SQUAD
BOARD(inspired by the tech support company)
• That is a dedicated space for students to post
their imperfect work, accompanied by notes
describing how they fixed their own problems.

3. • This gives kids bragging rights for
learning from their mistakes and
helps other students see new
option when they experience the
same type of difficulty.

4. 2.AUTHOR’S CHAIR
Mrs. Fulton teaches her students to
use the author’s chair to support and
improve work rather than simply judge
it.

5. • Students learn that grades, scores, and
statements like “that was good” or ”I didn't
like that” do not qualify as helpful.
• This process demonstrates how to give precise
feedback on what to keep and what to change
to make a piece of writing more interesting to
a reader.

6. 3. CLASS MEATINGS
• Mrs. Fulton sees that class meetings focus on
solving problems without blaming anyone.
• This positive approach to problem solving is
shifting the classroom climate from cliquish to
caring and co-operative.

7. SUMMARY

8. SUMMARY
• How well students learn to self-
monitor and manage their emotions
has a lot to do with the emotional
tone the teacher sets

9. SUMMARY
• A safe, accepting, and welcoming
classroom environment makes it
easier for students to control their
behavior

10. SUMMARY
• In classrooms where the teacher believes in
the students, differentiates the work, and sets
up consistent supportive routines and
procedures, students have a better chance of
maturing both emotionally and academically

11. What works
• Using check-lists, rubrics, and self-questioning
to reflect on actions
• Replaying experiences and analyzing

12. • Listening to students’ versions of events and
letting them compare theirs with yours
• Teaching self-talk to help students develop an
internal coach

13. What doesn’t work
• Assigning work that is too difficult or work
that is not challenging
• Waiting long to provide corrective feedback
• Not providing modeling followed by
opportunities to recover