Effect of Recess on Student Attention and Disruption
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This document summarizes a study on the effects of recess on student behavior. The study observed 12 first grade students, including their attention, disruptions, and work production with and without additional recess time. The results showed that with more recess, 5 students increased their work production, 7 students decreased fidgeting, 6 students increased attentiveness, and 7 students increased participation. The conclusions were that unstructured recess benefits student behaviors and increasing positive recess time could lead to more positive behaviors and improved academic achievement.
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This document summarizes a presentation on preventing challenging behavior given at the NRCP 34th Annual Conference in Seattle, Washington in April 2018. It discusses why addressing challenging behavior is important, foundational considerations like determining the function of behavior, and 10 evidence-based practices for preventing challenging behavior, including using reinforcement, behavior specific praise, high probability request sequences, choice, predictability, scheduled attention, pre-correction, and opportunities to respond. The document provides an overview and brief descriptions of each strategy to help practitioners prevent challenging behavior in students.Formative assessments team slides
The document discusses formative assessment and how it helps teachers and students. It helps teachers see if students are understanding lessons or need different teaching strategies. It helps students see their progress, which can motivate them. Formative assessment data can also show student improvement over time and be used to inform future lesson planning. The assessment process provides information on individual student and class strengths and weaknesses.
Co teaching ppt
This document discusses co-teaching as a strategy for educating special education students alongside general education students. It provides evidence that co-teaching leads to increased achievement in English and math as well as fewer absences and discipline referrals for special education students. Successful co-teaching requires establishing rapport, sharing teaching styles and strengths/weaknesses, and acting as a unified team. Co-teaching promotes growth through lower student-teacher ratios and more small group instruction and engagement. It provides access to the general curriculum for students with disabilities and positive social outcomes for all students.
First Hand Learning: Group 1
The document discusses a problem that First Hand Learning, a nonprofit that promotes science education, is facing with declining student engagement in their after-school programs. It proposes surveying students to understand why engagement is dropping and how to make the programs more interesting. A sample survey is designed with questions about students' enjoyment of science activities and the after-school program. Implementing the surveys revealed challenges getting accurate feedback due to variables like students' ages and pressures, and limitations in surveying all target students. In the end, the results were incomplete due to issues in execution and may not fully explain the engagement problem.
Module 4. use a continuum of strategies to acknowledge appropriate behavior
All students complete assignments 1 to 3 with 75% accuracy by lunch time
Whole class gets an extra 15 minutes of recess
3 times per week during morning work session
Complete assignments 4 and 5 after lunch if criteria not met
This is an interdependent group contingency where the behavior of all determines the consequences for all.
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Successful teachers build a positive school culture by doing lots of little things consistently. They have clear common procedures and possess high expectations. These tips empower teachers with tools (including Positive Behavior Support strategies) that invite everyone to celebrate success.
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This document discusses classroom action research as a method for teachers to improve their practice. It begins by explaining that classroom action research involves teachers identifying an area for improvement, collecting data on the issue, analyzing the results, and making changes to address the issue. The document then provides details on how to conduct classroom action research, including choosing a topic, developing research questions, collecting and analyzing data, and sharing results. It also shares an example of one teacher's action research on improving classroom discipline. The teacher observed issues with discipline across classrooms, developed strategies to address it, provided counseling to disruptive students, and found that student participation and behavior improved as a result of these actions.
#LFE15 Learning is invisible
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The document discusses strategies for active engagement during whole group instruction. It defines active engagement as involving motivation, conceptual knowledge, cognitive strategies, and social interactions during literacy activities. Some key active engagement strategies discussed include: using cognitive strategies like activating prior knowledge and self-questioning; promoting social interaction and sharing of ideas; and ensuring multiple student-teacher interactions through feedback and support. Effective instruction requires classroom management routines, knowledge of student assessment, consistent routines, a focus on objectives, and anticipating difficulties.
Learning Principles
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4) Learning content should have immediate real-world application to engage adults and address their needs. Problems and examples are better than abstract concepts.
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Similar to Effect of Recess on Student Attention and Disruption (20)
Session #44; Strategies for Preventing Problem Behavior
Session #44; Strategies for Preventing Problem Behavior
Module 4. use a continuum of strategies to acknowledge appropriate behavior
Module 4. use a continuum of strategies to acknowledge appropriate behavior
Before They Enter the Classroom: Creating a Positive School Culture
Before They Enter the Classroom: Creating a Positive School Culture
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Action%20 research%20presentation%20
Many students in the incoming seventh grade class demonstrated symptoms of math anxiety such as impacted math performance and avoidance behaviors. To determine the extent of math anxiety, the author administered a math anxiety survey to the 7th grade math classes. The results showed that math anxiety exists in varying degrees among the students, with over half exhibiting moderate to extremely high levels of anxiety. The author concluded that teachers, parents, and students need strategies to help reduce math anxiety and proposed continuing this research to determine if recommended strategies are effective.
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This document summarizes a study on the effects of recess on student behavior. The study observed 12 first grade students, including their attention, disruptions, and work production with and without additional recess time. The results showed that with more recess, 5 students increased their work production, 7 students decreased fidgeting, 6 students increased attentiveness, and 7 students increased participation. The conclusions were that unstructured recess benefits student behaviors and increasing positive recess time could lead to more positive behaviors and improved academic achievement.
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The document summarizes research on the relationship between homework and student achievement. It divided students into groups that received no homework, online homework, or traditional pen and paper homework. Test scores and survey responses were collected and analyzed. The results showed that homework had the greatest impact on achievement for lower-level students. There was little difference in scores based on the format of homework. Overall, the research suggests homework can improve achievement but the effect depends on the student's ability level.
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This document describes an action research project investigating the effect of background music on student focus and achievement. The study involved 18 students in one classroom where music was played at a low volume during learning activities. A survey found that most students felt positively about music and listened to it regularly. When music was played, off-task behavior decreased by 45%. Previous research on the "Mozart Effect" also found that playing Mozart during math assessments had a positive impact on student scores.
Parent Involvement
The author conducted an action research study over three weeks to test their belief that student success is not contingent on parental involvement if high expectations and a rigorous curriculum are in place. The initial findings from student and parent questionnaires and reading assessment scores were inconclusive. As only three weeks of data was collected, no clear patterns emerged to confirm or disprove the hypothesis. The author plans to continue tracking student performance over five months to draw more definitive conclusions.
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Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Effect of Recess on Student Attention and Disruption
- 1. Effects of Recess on Student Attention and Disruptions Erica Aldam ED601 https://soundcloud.com/user717131154/audio-recording-on-tuesday
- 2. Introduction Recess time has been greatly reduced in many schools Instructional time is deemed most important Recess has benefits on many student behaviors The students who need recess most, tend to lose it as a consequence
- 3. Focus The focus of this research was to see how recess impacted student behaviors. Could more frequent or longer recess reduce off-task behaviors? Could recess enhance learning for all students?
- 4. Participants 12 first graders 1 ELL student 4 females, 8 males 5 students on IEP or 504 for speech and language
- 5. Methods Qualitative study Field notes Observations Analyzing notes to find common themes among students Implement an intervention: additional recess
- 6. Data: Themes Theme Behaviors Work production Consists of the amount of prompting to complete work and the amount completed Attentiveness Able to recall learned information and directions, body is in a listening and learning position (body still, eyes on speaker, ears listening, voices off) Disruptions Unnecessary noises or talking out, not raising hand. Fidgeting Unstill body in circle or at desk, out of seat, sitting inappropriately at desk Other Participation, distractibility
- 7. Data: Results 7 6 5 4 3 2 1 0 Consiste nt Behavior Increase d Work Producti Decreas ed Fidgetine Increase d Attentive Increase d Participa Number of Students 5 7 6 7 5
- 8. Conclusions Unstructured recess benefits student behaviors Increased off-task behaviors directly before recess Increased positive behaviors directly after recess
- 9. Implications This study was a small snapshot of student behaviors. If positive behaviors increase, recess should be more thoughtfully implemented and scheduled. An increase in positive behaviors may suggest academic achievement.
- 10. Implications This study was a small snapshot of student behaviors. If positive behaviors increase, recess should be more thoughtfully implemented and scheduled. An increase in positive behaviors may suggest academic achievement.