At4 academic literacy
•Download as PPTX, PDF•
0 likes•35 views
This document discusses the benefits of implementing a whole school approach to behavior management. It argues that a whole school approach provides an opportunity for the entire school community, including senior staff, teachers, students, and parents, to discuss how behavior policies should be implemented. It states that with a structured, whole school plan in place, teachers have less planning difficulties, students are less distracted and take more responsibility, and parents are aware and comfortable with how their children are disciplined. The document maintains that clear communication and involvement from all stakeholders is necessary for a whole school behavior management approach to be effective.
Report
Share
Report
Share
Recommended
Benefits of pbis
PBIS (Positive Behavioral Interventions and Supports) has been shown through research to be an effective strategy for promoting positive behavior in students and schools. Schools implementing PBIS report increased academic engagement and performance, as well as reductions in office discipline referrals of 20-60%. PBIS can also lead to dramatic improvements in problem behavior and functional skills for students with disabilities. Benefits of PBIS for schools include positive social and academic outcomes for students, decreased placements outside of the district, improved school climate, and increased safety.
Pbis presentation 5 12-14
The document discusses Positive Behavior Interventions and Support (PBIS), which is a framework for behavioral interventions in schools based on applied behavior analysis. PBIS uses a multi-tiered approach including school-wide, classroom, and individual systems to define, teach, and reward appropriate behaviors. The goals are to enhance academic achievement and social behaviors for all students through team-based leadership, data-driven decisions, professional development, and a positive school culture.
Sean dickinson 1
The document provides an overview of Beaumont Unified School District's Positive Behavioral Interventions and Supports (PBIS) program. It introduces PBIS team members and describes why the district embraced PBIS, including high suspension rates. It outlines the multi-tiered PBIS framework including Tier I daily classroom supports, Tier II targeted social skills groups, and Tier III intensive services. It also summarizes the process for referring students between tiers and integrating PBIS with IEPs for students with special needs.
PBIS powerpoint
The document discusses the implementation and assessment of Positive Behavior Intervention Supports (PBIS) at Portage Park Elementary School. PBIS is designed to promote positive behavior and eliminate challenging behaviors. The school implements PBIS through a goals matrix, rewarding good behavior with tickets, using the Second Step curriculum, and providing point sheets for students who need extra support. To assess PBIS effectiveness, the author surveyed 80 students in grades 2-5 about how safe and welcoming they feel at school and if PBIS is improving the environment. Preliminary results found students feel safe and have good relationships with teachers, but more specific PBIS-focused questions should be asked. The author concludes there has been positive change since PBIS but room for improvement
PBIS Presentation
This document provides an overview of the basic components of Positive Behavior Intervention and Supports (PBIS) presented to the staff at Grayslake Central High School. It summarizes PBIS as a proactive systems approach to establish behavioral supports and social culture to help all students succeed academically and socially. It describes the three tiers of PBIS intervention: Tier 1 focuses on universal expectations and supports for all students, Tier 2 provides additional support for groups of students with more needs, and Tier 3 involves individualized supports and plans for students with chronic issues. It outlines examples of interventions at each tier and discusses implementing PBIS through defining, teaching, modeling, and reinforcing the school's RAM values of being
PBIS and You
Information and Resources for the Classroom Teacher on
Positive Behavioral Interventions and Supports
What is “The Big Picture?”
The document outlines Dr. Marion H. Martinez's vision for the school district as superintendent from 2004-2005, which includes strong leadership, aligning resources and actions to standards-based curriculum, accountability, and continuous learning. It discusses using strategic planning to create a shared vision for the future through stakeholder engagement. Key focus areas are academic achievement, instruction, healthy lifestyles, citizenship, and school climate. Stakeholders like administrators, teachers, students, parents, and community have defined roles to support this vision. Several initiatives are mentioned like data-driven decision making, early intervention, positive behavior support, and differentiated instruction to improve teaching and learning for all students.
PBIS Positive Behavior Plan
The document discusses implementing School-wide Positive Behavior Intervention and Support (SWPBIS) at a school. It outlines the basic elements and logic of SWPBIS, which takes a proactive, preventative, and positive approach using data to implement achievable and sustainable practices and systems. It also discusses establishing a team, securing staff buy-in, employing a data system, and an 8 step implementation process including establishing and teaching clear behavioral expectations. The document evaluates whether the school is ready for SWPBIS based on assembling a team and preparation criteria.
Recommended
Benefits of pbis
PBIS (Positive Behavioral Interventions and Supports) has been shown through research to be an effective strategy for promoting positive behavior in students and schools. Schools implementing PBIS report increased academic engagement and performance, as well as reductions in office discipline referrals of 20-60%. PBIS can also lead to dramatic improvements in problem behavior and functional skills for students with disabilities. Benefits of PBIS for schools include positive social and academic outcomes for students, decreased placements outside of the district, improved school climate, and increased safety.
Pbis presentation 5 12-14
The document discusses Positive Behavior Interventions and Support (PBIS), which is a framework for behavioral interventions in schools based on applied behavior analysis. PBIS uses a multi-tiered approach including school-wide, classroom, and individual systems to define, teach, and reward appropriate behaviors. The goals are to enhance academic achievement and social behaviors for all students through team-based leadership, data-driven decisions, professional development, and a positive school culture.
Sean dickinson 1
The document provides an overview of Beaumont Unified School District's Positive Behavioral Interventions and Supports (PBIS) program. It introduces PBIS team members and describes why the district embraced PBIS, including high suspension rates. It outlines the multi-tiered PBIS framework including Tier I daily classroom supports, Tier II targeted social skills groups, and Tier III intensive services. It also summarizes the process for referring students between tiers and integrating PBIS with IEPs for students with special needs.
PBIS powerpoint
The document discusses the implementation and assessment of Positive Behavior Intervention Supports (PBIS) at Portage Park Elementary School. PBIS is designed to promote positive behavior and eliminate challenging behaviors. The school implements PBIS through a goals matrix, rewarding good behavior with tickets, using the Second Step curriculum, and providing point sheets for students who need extra support. To assess PBIS effectiveness, the author surveyed 80 students in grades 2-5 about how safe and welcoming they feel at school and if PBIS is improving the environment. Preliminary results found students feel safe and have good relationships with teachers, but more specific PBIS-focused questions should be asked. The author concludes there has been positive change since PBIS but room for improvement
PBIS Presentation
This document provides an overview of the basic components of Positive Behavior Intervention and Supports (PBIS) presented to the staff at Grayslake Central High School. It summarizes PBIS as a proactive systems approach to establish behavioral supports and social culture to help all students succeed academically and socially. It describes the three tiers of PBIS intervention: Tier 1 focuses on universal expectations and supports for all students, Tier 2 provides additional support for groups of students with more needs, and Tier 3 involves individualized supports and plans for students with chronic issues. It outlines examples of interventions at each tier and discusses implementing PBIS through defining, teaching, modeling, and reinforcing the school's RAM values of being
PBIS and You
Information and Resources for the Classroom Teacher on
Positive Behavioral Interventions and Supports
What is “The Big Picture?”
The document outlines Dr. Marion H. Martinez's vision for the school district as superintendent from 2004-2005, which includes strong leadership, aligning resources and actions to standards-based curriculum, accountability, and continuous learning. It discusses using strategic planning to create a shared vision for the future through stakeholder engagement. Key focus areas are academic achievement, instruction, healthy lifestyles, citizenship, and school climate. Stakeholders like administrators, teachers, students, parents, and community have defined roles to support this vision. Several initiatives are mentioned like data-driven decision making, early intervention, positive behavior support, and differentiated instruction to improve teaching and learning for all students.
PBIS Positive Behavior Plan
The document discusses implementing School-wide Positive Behavior Intervention and Support (SWPBIS) at a school. It outlines the basic elements and logic of SWPBIS, which takes a proactive, preventative, and positive approach using data to implement achievable and sustainable practices and systems. It also discusses establishing a team, securing staff buy-in, employing a data system, and an 8 step implementation process including establishing and teaching clear behavioral expectations. The document evaluates whether the school is ready for SWPBIS based on assembling a team and preparation criteria.
Marzano 12&13
This document discusses three student-level factors that influence student achievement: home environment, learned intelligence/background knowledge, and motivation. It focuses on home environment, noting that socioeconomic status (SES) correlates with achievement. The strongest SES element influencing achievement is home atmosphere. Research identifies three aspects of home atmosphere: communication about school, supervision, and parental expectations/parenting styles. Parental expectations have the largest correlation with achievement. The document suggests schools provide parents with information and training to establish home environments conducive to academic success.
behavioral problems
The document discusses common behavioral problems in Tayabas Western Academy and proposes recommendations. It identifies several causes of problematic behaviors like family issues, notoriety, and verbal aggression. These behaviors affect teaching and learning by interfering with student performance and engagement. To address this, the document recommends that teachers 1) identify specific problem behaviors and their triggers, 2) modify the classroom environment to reduce issues, and 3) teach and reinforce new appropriate skills to promote a positive classroom.
Promoting Student Learning
This presentation will discuss strategies for promoting collaboration between stakeholders, topics that relate to effective collaboration, and resources and/or references that address these topics and can help instructors grow professionally.
Promoting Student Learning
Classroom management, teacher collaboration, and relationships between students, schools, families, and communities are all important for student success. When expectations are clear and all parties work together to support learning, students achieve more and enjoy school. Effective classroom management creates an environment where students feel safe to learn. Teacher collaboration promotes consistency, while involvement from families, schools and communities provides resources and real-world connections to enhance learning.
BSST
The document discusses the Behavior Support Specialist Team (BSST) and its goals of supporting student success and behavior. The BSST aims to implement research-based practices to help all students develop social skills and engagement. It also supports staff working with students experiencing challenges. The BSST uses data-driven interventions and a team approach, including consultation, individual support, and school-wide positive behavior systems, to address behaviors impacting learning.
BSST
The document discusses strategies for supporting students with behavioral challenges. It introduces the Behavior Support Specialist Team (BSST) which aims to help all students develop social and engagement skills and support staff working with students with challenging behaviors. The BSST uses research-based practices like Positive Behavior Support which takes an ecological approach to behavior and focuses on replacing problem behaviors with prosocial skills. The BSST provides consultation, training, and direct support to students, staff, and school teams.
Session 2
This document discusses research on factors that impact student achievement and characteristics of effective instruction. It summarizes research finding that family engagement is most effective when linked to student learning and focused on improving achievement. It also lists many researched factors that influence student achievement, more so than a student's background or socioeconomic status, asserting that schools can make a difference through instructional quality. The document then outlines characteristics of effective instruction like student-centered learning, teaching for understanding, formative assessment, rigorous and relevant curriculum, and differentiated instruction. It tasks participants with discussing how these characteristics support and strengthen family engagement.
Blog classroom management and behaviour.
Effective classroom management requires structuring the environment, actively supervising students, implementing clear rules and routines, and encouraging appropriate behavior. The classroom should have an organized physical layout, make efficient use of time, and foster positive student interactions. The teacher should scan the room, have mostly positive interactions, provide opportunities for students to respond, and engage students through various methods. Rules should be minimal, simple, positively stated, and consistent, while routines allow the class to run smoothly. Clearly communicating behavioral expectations, examples to replace inappropriate actions, teaching and practicing them helps encourage pro-social behavior. Collecting data on student performance and attitudes allows the teacher to monitor behavior and modify procedures as needed.
Plc planning staff meeting
This document outlines the key principles and benefits of a professional learning community (PLC). It discusses how a PLC is an ongoing process where educators work collaboratively in cycles of inquiry and action research to improve student results. It emphasizes that improved learning for students comes from continuous, job-embedded learning for teachers. Some key benefits of a PLC listed are helping students learn at higher levels, taking collective responsibility for learning, and benefiting from powerful professional development. The document provides steps for teams to determine essential standards, create common assessments, and use assessment data to guide instruction and support for students.
"Mosston's Spectrum of teaching styles"
Mosston's Spectrum of teaching styles established a framework for the relationship between teacher and learner based on decision-making. The spectrum includes ten styles ranging from teacher-centered "reproductive" styles to student-centered "productive" styles where the teacher facilitates. Teaching styles contribute to children's learning in physical education and different styles affect aspects like lesson climate and meeting individual needs. The spectrum provides options for the teacher-learner relationship along a continuum based on who makes decisions, with direct teacher-led styles on one end and indirect pupil-centered styles on the other.
Promoting student learning
Promoting Student Learning discusses key components of establishing a positive learning environment including effective classroom management, teacher collaboration, student relationships, and family relationships. Effective classroom management involves establishing proper rapport with students, rules and expectations, and consistency. Teacher collaboration is based on shared goals and accountability and is improved with common planning time and communication. Student relationships foster positive interdependence and learning through group work and projects. Strong family relationships that engage families as partners can transform schools and increase student achievement.
Rs equity involving_parents_in_pbis_topic_3_dec_lbs_pja2_final1
PBIS (Positive Behavioral Interventions and Supports) is a framework used in schools to improve student behavior and academic outcomes through a team-based approach involving teachers, parents, and the community. It focuses on preventing misbehavior by explicitly teaching and modeling positive social skills. Involving parents and the community is important for PBIS because it provides students with optimal support outside of school, allows relationships to be leveraged in times of crisis, and surrounds students with community services to support their success. Effective communication methods include classroom newsletters, direct invitations, phone conferences, and creating parent volunteer groups.
Strategies for Transitions in an Inclusive Classroom
The document discusses strategies for helping students transition successfully into an inclusive classroom. It outlines a four-step process called "Transenvironmental Programming" which involves assessing the old and new environments, preparing students for the new setting, having students generalize skills to the new classroom, and then evaluating how students are adjusting. Several specific strategies are highlighted that could benefit all students, such as teaching classroom procedures, developing organization skills, establishing schedules, and teaching social and communication skills.
Pet735 wk16 pres
This document summarizes a longitudinal study that examined children's progress toward achieving the National Association for Sport and Physical Education (NASPE) standards. The study found that while physical education is important for physical activity, most children did not meet fitness standards. It concludes that achieving the NASPE standards requires coordinated school and community programs to encourage physical activity throughout the year.
Sped9 report
The document outlines the essential elements of inclusive schools, including an inclusive climate, shared effort and commitment, supportive classrooms, student engagement, and inclusive instructional programs. Key elements are collaboration among teachers and parents, appreciation for diversity, administrative support, professional development, involvement of parents and community, recognition of student strengths and needs, differentiated instruction, ongoing assessment, and accommodations to meet all student needs. The goal is to provide a comprehensive, balanced, and accessible education for all students through inclusion.
Writing the review research(My Research Review ) Dabney Luang
This article surveys three approaches to improving school discipline: ecological approaches to classroom management, schoolwide positive behavioral supports, and social and emotional learning. It describes how classroom management focuses on improving student engagement and participation, while ecological approaches aim to strengthen classroom activities and foster student development. The article also discusses how schoolwide positive behavioral support and social emotional learning programs have been shown to reduce problematic behaviors. The implications are that the approaches studied, such as schoolwide positive behavioral supports and social emotional learning, could help improve school discipline by developing student self-discipline and establishing clear behavioral expectations.
How To Deal With Students
The document discusses how teachers can deal with disruptive student behavior in the classroom. It notes that disruptive behavior has always been a concern for teachers and can hinder the learning process. The document recommends that teachers examine ways to modify the classroom environment to reduce disruptive behaviors, determine effective intervention strategies, and choose classroom management techniques that address issues like students talking without permission, refusing to engage in class, or disregarding the teacher's instructions. Teachers are encouraged to establish clear behavioral expectations, monitor attendance and participation, and implement prevention and intervention strategies to promote positive discipline and reduce problems within the classroom.
Teacher-Student Relationships - a word about classroom management
The document discusses teacher-student relationships and classroom management strategies. It notes that positive teacher-student relationships are the third aspect of effective classroom management. Different management strategies work better for different student types, and maintaining cooperation and positive relationships is important over a teacher's career.
Rs equity topic_4_readings_dec_lbs_pja
The document discusses integrating positive behavior supports (PBS) and restorative practices in schools. It outlines key issues like the school-to-prison pipeline and reactive disciplinary policies that increase exclusion. It defines PBS and restorative justice approaches and practices. The document recommends implementing PBS school-wide and using restorative practices like class meetings and mediation to reduce suspensions and expulsions. Fully integrating the approaches would involve applying restorative principles to all classroom teaching and learning.
Handout 1 Defining Roles and the Necessary Skills for the 21st Century Paraed...
Handout 1 Defining Roles and the Necessary Skills for the 21st Century Paraed...National Resource Center for Paraprofessionals
Teacher X X X
Teacher X
Teacher X X
Teacher X X
Shared X X
Teacher X X
Teacher X X
Teacher X X
Shared X X
Teacher X X
Teacher X X
Teacher X X
Teacher X
Teacher X X
Teacher X X
Teacher X
Teacher X X
Teacher X
Teacher X X
Teacher X X
Teacher X X
Teacher X X
Teacher X
Shared X X
This handout provides a role perception activity that asks the participant to identify whether certain classroom tasks are the responsibility of the teacher, teacher assistant, or are shared responsibilities. The participant is asked to place an X in Arrangement and Effective Discipline in School
This document discusses effective school management and discipline. It outlines various team structures and roles within a school's management arrangement. It emphasizes the importance of collective responsibility among staff for student learning and well-being. The document also discusses causes of disciplinary problems, types of issues that arise, and acceptable versus unacceptable ways for teachers to deal with misbehavior. It provides examples of easy ways to foster effective school discipline such as increasing parental involvement and establishing clear disciplinary policies.
Part2thesis
The document discusses three key aspects of motivating students in the classroom:
1. Motivation develops from understanding the complete learning experience, including learner preferences, expectations, tasks, teaching strategies, resources, and environment.
2. Intrinsic motivation is important and can be developed through teaching routines, setting achievable goals, encouraging self-evaluation, helping students believe in their abilities, and teaching behavior components.
3. Coercion should be minimized and failure accepted as part of learning, as it breeds future success. An overall goal is to create a productive learning environment.
More Related Content
What's hot
Marzano 12&13
This document discusses three student-level factors that influence student achievement: home environment, learned intelligence/background knowledge, and motivation. It focuses on home environment, noting that socioeconomic status (SES) correlates with achievement. The strongest SES element influencing achievement is home atmosphere. Research identifies three aspects of home atmosphere: communication about school, supervision, and parental expectations/parenting styles. Parental expectations have the largest correlation with achievement. The document suggests schools provide parents with information and training to establish home environments conducive to academic success.
behavioral problems
The document discusses common behavioral problems in Tayabas Western Academy and proposes recommendations. It identifies several causes of problematic behaviors like family issues, notoriety, and verbal aggression. These behaviors affect teaching and learning by interfering with student performance and engagement. To address this, the document recommends that teachers 1) identify specific problem behaviors and their triggers, 2) modify the classroom environment to reduce issues, and 3) teach and reinforce new appropriate skills to promote a positive classroom.
Promoting Student Learning
This presentation will discuss strategies for promoting collaboration between stakeholders, topics that relate to effective collaboration, and resources and/or references that address these topics and can help instructors grow professionally.
Promoting Student Learning
Classroom management, teacher collaboration, and relationships between students, schools, families, and communities are all important for student success. When expectations are clear and all parties work together to support learning, students achieve more and enjoy school. Effective classroom management creates an environment where students feel safe to learn. Teacher collaboration promotes consistency, while involvement from families, schools and communities provides resources and real-world connections to enhance learning.
BSST
The document discusses the Behavior Support Specialist Team (BSST) and its goals of supporting student success and behavior. The BSST aims to implement research-based practices to help all students develop social skills and engagement. It also supports staff working with students experiencing challenges. The BSST uses data-driven interventions and a team approach, including consultation, individual support, and school-wide positive behavior systems, to address behaviors impacting learning.
BSST
The document discusses strategies for supporting students with behavioral challenges. It introduces the Behavior Support Specialist Team (BSST) which aims to help all students develop social and engagement skills and support staff working with students with challenging behaviors. The BSST uses research-based practices like Positive Behavior Support which takes an ecological approach to behavior and focuses on replacing problem behaviors with prosocial skills. The BSST provides consultation, training, and direct support to students, staff, and school teams.
Session 2
This document discusses research on factors that impact student achievement and characteristics of effective instruction. It summarizes research finding that family engagement is most effective when linked to student learning and focused on improving achievement. It also lists many researched factors that influence student achievement, more so than a student's background or socioeconomic status, asserting that schools can make a difference through instructional quality. The document then outlines characteristics of effective instruction like student-centered learning, teaching for understanding, formative assessment, rigorous and relevant curriculum, and differentiated instruction. It tasks participants with discussing how these characteristics support and strengthen family engagement.
Blog classroom management and behaviour.
Effective classroom management requires structuring the environment, actively supervising students, implementing clear rules and routines, and encouraging appropriate behavior. The classroom should have an organized physical layout, make efficient use of time, and foster positive student interactions. The teacher should scan the room, have mostly positive interactions, provide opportunities for students to respond, and engage students through various methods. Rules should be minimal, simple, positively stated, and consistent, while routines allow the class to run smoothly. Clearly communicating behavioral expectations, examples to replace inappropriate actions, teaching and practicing them helps encourage pro-social behavior. Collecting data on student performance and attitudes allows the teacher to monitor behavior and modify procedures as needed.
Plc planning staff meeting
This document outlines the key principles and benefits of a professional learning community (PLC). It discusses how a PLC is an ongoing process where educators work collaboratively in cycles of inquiry and action research to improve student results. It emphasizes that improved learning for students comes from continuous, job-embedded learning for teachers. Some key benefits of a PLC listed are helping students learn at higher levels, taking collective responsibility for learning, and benefiting from powerful professional development. The document provides steps for teams to determine essential standards, create common assessments, and use assessment data to guide instruction and support for students.
"Mosston's Spectrum of teaching styles"
Mosston's Spectrum of teaching styles established a framework for the relationship between teacher and learner based on decision-making. The spectrum includes ten styles ranging from teacher-centered "reproductive" styles to student-centered "productive" styles where the teacher facilitates. Teaching styles contribute to children's learning in physical education and different styles affect aspects like lesson climate and meeting individual needs. The spectrum provides options for the teacher-learner relationship along a continuum based on who makes decisions, with direct teacher-led styles on one end and indirect pupil-centered styles on the other.
Promoting student learning
Promoting Student Learning discusses key components of establishing a positive learning environment including effective classroom management, teacher collaboration, student relationships, and family relationships. Effective classroom management involves establishing proper rapport with students, rules and expectations, and consistency. Teacher collaboration is based on shared goals and accountability and is improved with common planning time and communication. Student relationships foster positive interdependence and learning through group work and projects. Strong family relationships that engage families as partners can transform schools and increase student achievement.
Rs equity involving_parents_in_pbis_topic_3_dec_lbs_pja2_final1
PBIS (Positive Behavioral Interventions and Supports) is a framework used in schools to improve student behavior and academic outcomes through a team-based approach involving teachers, parents, and the community. It focuses on preventing misbehavior by explicitly teaching and modeling positive social skills. Involving parents and the community is important for PBIS because it provides students with optimal support outside of school, allows relationships to be leveraged in times of crisis, and surrounds students with community services to support their success. Effective communication methods include classroom newsletters, direct invitations, phone conferences, and creating parent volunteer groups.
Strategies for Transitions in an Inclusive Classroom
The document discusses strategies for helping students transition successfully into an inclusive classroom. It outlines a four-step process called "Transenvironmental Programming" which involves assessing the old and new environments, preparing students for the new setting, having students generalize skills to the new classroom, and then evaluating how students are adjusting. Several specific strategies are highlighted that could benefit all students, such as teaching classroom procedures, developing organization skills, establishing schedules, and teaching social and communication skills.
Pet735 wk16 pres
This document summarizes a longitudinal study that examined children's progress toward achieving the National Association for Sport and Physical Education (NASPE) standards. The study found that while physical education is important for physical activity, most children did not meet fitness standards. It concludes that achieving the NASPE standards requires coordinated school and community programs to encourage physical activity throughout the year.
Sped9 report
The document outlines the essential elements of inclusive schools, including an inclusive climate, shared effort and commitment, supportive classrooms, student engagement, and inclusive instructional programs. Key elements are collaboration among teachers and parents, appreciation for diversity, administrative support, professional development, involvement of parents and community, recognition of student strengths and needs, differentiated instruction, ongoing assessment, and accommodations to meet all student needs. The goal is to provide a comprehensive, balanced, and accessible education for all students through inclusion.
Writing the review research(My Research Review ) Dabney Luang
This article surveys three approaches to improving school discipline: ecological approaches to classroom management, schoolwide positive behavioral supports, and social and emotional learning. It describes how classroom management focuses on improving student engagement and participation, while ecological approaches aim to strengthen classroom activities and foster student development. The article also discusses how schoolwide positive behavioral support and social emotional learning programs have been shown to reduce problematic behaviors. The implications are that the approaches studied, such as schoolwide positive behavioral supports and social emotional learning, could help improve school discipline by developing student self-discipline and establishing clear behavioral expectations.
How To Deal With Students
The document discusses how teachers can deal with disruptive student behavior in the classroom. It notes that disruptive behavior has always been a concern for teachers and can hinder the learning process. The document recommends that teachers examine ways to modify the classroom environment to reduce disruptive behaviors, determine effective intervention strategies, and choose classroom management techniques that address issues like students talking without permission, refusing to engage in class, or disregarding the teacher's instructions. Teachers are encouraged to establish clear behavioral expectations, monitor attendance and participation, and implement prevention and intervention strategies to promote positive discipline and reduce problems within the classroom.
Teacher-Student Relationships - a word about classroom management
The document discusses teacher-student relationships and classroom management strategies. It notes that positive teacher-student relationships are the third aspect of effective classroom management. Different management strategies work better for different student types, and maintaining cooperation and positive relationships is important over a teacher's career.
Rs equity topic_4_readings_dec_lbs_pja
The document discusses integrating positive behavior supports (PBS) and restorative practices in schools. It outlines key issues like the school-to-prison pipeline and reactive disciplinary policies that increase exclusion. It defines PBS and restorative justice approaches and practices. The document recommends implementing PBS school-wide and using restorative practices like class meetings and mediation to reduce suspensions and expulsions. Fully integrating the approaches would involve applying restorative principles to all classroom teaching and learning.
Handout 1 Defining Roles and the Necessary Skills for the 21st Century Paraed...
Handout 1 Defining Roles and the Necessary Skills for the 21st Century Paraed...National Resource Center for Paraprofessionals
Teacher X X X
Teacher X
Teacher X X
Teacher X X
Shared X X
Teacher X X
Teacher X X
Teacher X X
Shared X X
Teacher X X
Teacher X X
Teacher X X
Teacher X
Teacher X X
Teacher X X
Teacher X
Teacher X X
Teacher X
Teacher X X
Teacher X X
Teacher X X
Teacher X X
Teacher X
Shared X X
This handout provides a role perception activity that asks the participant to identify whether certain classroom tasks are the responsibility of the teacher, teacher assistant, or are shared responsibilities. The participant is asked to place an X inWhat's hot (20)
Rs equity involving_parents_in_pbis_topic_3_dec_lbs_pja2_final1
Rs equity involving_parents_in_pbis_topic_3_dec_lbs_pja2_final1
Strategies for Transitions in an Inclusive Classroom
Strategies for Transitions in an Inclusive Classroom
Writing the review research(My Research Review ) Dabney Luang
Writing the review research(My Research Review ) Dabney Luang
Teacher-Student Relationships - a word about classroom management
Teacher-Student Relationships - a word about classroom management
Handout 1 Defining Roles and the Necessary Skills for the 21st Century Paraed...
Handout 1 Defining Roles and the Necessary Skills for the 21st Century Paraed...
Similar to At4 academic literacy
Arrangement and Effective Discipline in School
This document discusses effective school management and discipline. It outlines various team structures and roles within a school's management arrangement. It emphasizes the importance of collective responsibility among staff for student learning and well-being. The document also discusses causes of disciplinary problems, types of issues that arise, and acceptable versus unacceptable ways for teachers to deal with misbehavior. It provides examples of easy ways to foster effective school discipline such as increasing parental involvement and establishing clear disciplinary policies.
Part2thesis
The document discusses three key aspects of motivating students in the classroom:
1. Motivation develops from understanding the complete learning experience, including learner preferences, expectations, tasks, teaching strategies, resources, and environment.
2. Intrinsic motivation is important and can be developed through teaching routines, setting achievable goals, encouraging self-evaluation, helping students believe in their abilities, and teaching behavior components.
3. Coercion should be minimized and failure accepted as part of learning, as it breeds future success. An overall goal is to create a productive learning environment.
Students with behavioral problems and benefits of their virtual classrooms
Students who feel disconnected from others may be prone to engage in deceptive behaviors such as academic dishonesty. George and Carlson (1999) contend that as the distance between a student and a physical classroom setting increases, so too would the frequency of online cheating. The distance that exists between faculty and students through the virtual classroom may contribute to the belief that students enrolled in online classes are more likely to cheat than students enrolled in traditional classroom settings
Learning environment
Teachers play an important role in creating an effective learning environment for primary school students. An effective learning environment has teachers who have strong subject matter knowledge, are passionate about their subjects, and ensure all students succeed. It also requires teachers to maintain classroom control, treat all students equally and assess learning effectively. Creating such an environment leads to students achieving more, having positive attitudes towards education, and developing solid basic skills.
The Uniqueness Of The Middle Level Student Teaching Practicum
Most beginning teachers will agree that the student teaching experience is the most practical and worthwhile experience in their teacher preparation program. It is the one culminating experience that brings together the earlier studies in subject matter specializations, adolescent development, pedagogy, and curriculum.
Middle level student teachers also share a respect for this final field experience, yet these students are often placed in a setting that is basically different from the junior highs of yesteryear. In addition to the former areas integrated into the student teaching process, there is an added dimension to this teacher induction process in which the student teacher must learn to absorb the culture of the middle level schools.
The fact that many beginning teachers in middle level schools are encountering elements such as interdisciplinary teaming, flexible block scheduling, advisory programs, and integrated curricula adds to the uniqueness of the middle level student teaching practicum.
Because the experience may be unique, there are a number of ideas that can facilitate the transition from college student to effective middle level teacher. A few of those ideas are: getting off to a good start, developing effective interpersonal relationships with the cooperating teacher and the university supervisor, and acclimating the student teacher to the responsibilities of an effective middle school teacher.
Getting off to a Good Start
The beginning days of the student teaching experience are crucial to the growth of the novice teacher. This is the time when learning about the new surroundings, introduction to the role of the middle school teacher, and laying the foundation for a classroom management system are initiated.
An excellent way for the student teacher to learn about the environment of the middle school is through participation in a shadow study. The student teacher, with help from the cooperating teacher, selects a middle school student to shadow for a day. The student teacher records impressions about the student he/she is following, considers the events of the day, and draws conclusions about the daily life of a young adolescent in this particular middle school. Much opportunity for observation and reflection is provided by a well-done shadow study.
Since the focus of an effective middle school is meeting the needs of the young adolescent learner, situations that permit the student teacher to view the school environment from the eyes of a variety of individuals working to meet learner needs is important. Interviews with support staff, other faculty at the same and different grade levels, administrators, and the secretarial staff help the student teacher appreciate the educational atmosphere of the school.
Source: https://ebookscheaper.com/2023/09/28/the-uniqueness-of-the-middle-level-student-teaching-practicum/
Classroom management in schools
This document discusses effective classroom management strategies. It suggests that classroom management should shift from controlling student behavior to creating learning-centered classrooms that foster student engagement, autonomy, and a sense of community. Key recommendations include establishing clear classroom procedures and rules developed collaboratively with students, providing students autonomy over their learning, promoting mastery of skills, and ensuring classroom tasks have real-world purpose and meaning. Effective classroom management is presented as central to improving student learning outcomes.
Ocdq re
This study examined the relationship between teachers' assessments of school climate and the number of years they had worked with an elementary school administrator. The researcher distributed a survey to teachers measuring dimensions of school climate like supportive, directive, and restrictive principal behavior. The survey results were analyzed based on years of experience with an administrator (1-4 years, 5-10 years, 11+ years) and total teaching experience. The analysis found no significant relationships between school climate and years with an administrator or total experience. However, supportive principal behavior and principal openness were found to be negatively correlated with years worked with the same administrator.
Towards a framework of teaching effectiveness in public
This document proposes a mixed methods research study to develop a framework of teaching effectiveness in public schools. The study aims to: (1) analyze factors that influence effective classroom practices; (2) explore classroom practices of teachers across school contexts and career phases; (3) analyze relationships between classroom practices and student needs, school contexts, and teacher professional lives; and (4) identify implications for stakeholders involved in improving school standards. Both quantitative and qualitative data from observations, assessments, field notes, and teacher/student perceptions will be collected and analyzed. The results will provide a framework of effective teaching practices to inform educational leaders' evidence-based decisions and recommendations for improving teaching quality across different school/teacher characteristics.
Classroom Management
The document discusses effective classroom management strategies. It identifies the "Big Five" strategies as rules, routines, praise, consequences for misbehavior, and engagement. Rules should be clearly established and taught to students. Routines help structure classroom activities and situations. Praise should be specific and used to reinforce positive behavior. Consequences for misbehavior must be consistently enforced. Engagement is important for preventing misbehavior and fostering learning. A tiered system of intervention is recommended to support the varying needs of students.
Classroom Management.docx
Classroom management refers to the wide variety of skills and techniques teachers use to maintain an orderly learning environment where students are focused, on task, and productive. Effective classroom management involves preventing disruptions, responding appropriately to issues, and establishing a positive classroom culture with clear expectations and rules. It is important for teachers to build rapport with students, create an engaging learning environment, and implement behavior policies and discipline strategies to promote learning.
Teacher and-policy-maker
This aims to help MA students with their report in Psychosocial Foundation of Education. This ppt is owned by my classmates in MA.
How can School/Home Connections Be Improved To Ensure Student Success In Asse...
This document presents Rebecca Savage's investigation into how school/home connections can be improved to ensure student success in assessment. It explores the importance of school/home connections for student achievement and the community. Surveys found that most educators, students, and parents feel connections need improving, and communicating via text was the preferred method. Theoretical frameworks on parent-teacher relationships and Bronfenbrenner's ecological systems are discussed. A 2002 research project using technology to enhance home-school connections is also referenced.
Decagonal approach, a vehicle for school improvement
The decagonal approach is a school improvement model used in Pakistan that takes a whole school approach rather than just focusing on teachers. It involves 10 components: capacity building of teachers, leadership and management, community participation, children's participation, developing the physical environment, curriculum enrichment, research and documentation, school governance, school-based interventions, and local resource generation. The approach was implemented in 30 schools over 2 years. Key lessons learned include that school improvement is a process, not an event, it requires team effort and changing individual attitudes, and creating a conducive learning environment contributes to student learning.
PatChapter1-5Thesis.docx
This document provides background information and context for a research study about the relationship between learning styles and mathematics academic performance among 10th grade students. It introduces the motivation and purpose of the study, which is to determine how students' learning style preferences may affect their performance in mathematics. The document outlines the specific research questions, assumptions, significance of the study, scope and limitations. Key terms are also defined. The study aims to provide insights that can help teachers, students, administrators and others improve the teaching and learning of mathematics.
TUTORIAL ACTION
The document discusses the role and functions of a tutor for an elementary school class. It provides information on the following key points:
1) The tutor is responsible for coordinating teachers, adapting offerings to student needs, addressing students, and being the mediator between the school, parents, and community.
2) Tutoring functions include facilitating student integration, personalizing learning processes, monitoring learning, coordinating student information and evaluations, and establishing relationships with parents.
3) Effective tutoring requires collecting student information, knowing group dynamics, and intervening when needed to support school and social integration.
theme1
The document discusses the role and functions of a tutor for an elementary school class. It provides information on:
1) The tutor is responsible for coordinating teachers, adapting offerings to student needs, addressing students, and being the mediator between the school, parents, and community.
2) The tutor facilitates student integration, contributes to personalized learning processes, monitors learning, coordinates student information and evaluations with other teachers.
3) Effective tutoring requires collecting student information, knowing group dynamics, and knowing each student's situation to support their school and social integration.
The Demands Of The Society From The Teacher As A Professional
The document discusses the demands and expectations placed on teachers by society. It outlines that teachers are expected to teach effectively, create conducive learning environments, and positively impact student achievement and outcomes. Several models for evaluating teacher effectiveness are described, including frameworks by Danielson, Stronge, McRel, and Marzano. These frameworks emphasize domains like classroom instruction, planning, assessment, professional responsibilities, and maintaining high standards of professional conduct. The document also discusses characteristics of quality teachers according to the Philippine Professional Standards for Teachers, which identifies competencies in areas such as content knowledge, learning environments, curriculum implementation, assessment, community partnerships, and professional growth.
Classroom Behavior Analysis
This document discusses classroom behavior analysis and managing behaviors in the learning environment. It notes that behaviors can disrupt learning and teachers may lack tools to deal with difficulties. Effective classroom management includes clear expectations, consequences, and rewards to encourage positive behavior. It is important for teachers to address disruptions consistently and make lessons engaging. Building relationships with students can also help minimize issues, while maintaining an assertive tone. Understanding factors influencing student behaviors can help teachers support students' needs.
Online assignment
This document discusses classroom management strategies for effective pedagogic instruction. It begins with an introduction on the importance of classroom management for ensuring smooth lessons. The document then outlines three key aspects of classroom management: 1) conceptual analysis, emphasizing arrangement of the physical classroom, student behavior and activities; 2) different methods for physically arranging students, including cooperative learning groups, differentiated instruction groups, and teacher-directed groups; 3) strategies for effective time management in the classroom to maximize learning opportunities. The document concludes by stressing the importance of a well-thought out classroom management plan for establishing a positive learning environment.
Creating a Unit PlanCreating a Unit PlanChastity.docx
Creating a Unit Plan
Creating a Unit Plan
Chastity Jones
Laura Wilde
07/07/2014
EDU673: Instruct. Strat. for Differentiated Teach & Learn
Introduction
Classroom unit plans are documents used by teachers to map long-term plan throughout the school term or a year. Teachers should have a long-term unit plan that sets their goals and objectives throughout the term in a bid to enhance student performance. Teachers should be able to understand their students as different students come from different backgrounds and environment; exhibiting different personalities, traits, and intellectual capabilities. Students behave differently whenever they are in school and at home and this defines their ultimate achievement.
Some students come from very poor background while others come from rich families and this could contribute to the variations in academic performances; which is the ultimate goal behind learning institutions. Lack of enough learning materials such as stationeries and classrooms could reduce leaning efficiency. Some of the students are drug addicts and lack proper parental guidelines leading them to mischievous behaviors’ thus creating an environment not conducive for studying. A well designed unit plan will enable teachers to plan their work well and this l also favors the weak students who cannot perform very well in class.
First Step: Identification of the objective
The first thing that a teacher should do is to identify the content, unit title and the unit subject. The teacher should identify the area of study and the specific topics to be studied over that specific period. A mathematics teacher for example may decide on the topics to study such as algebra, subtraction, multiplication and division. However, teachers should be able to understand their learning objectives in creating a big goal and a long-term plan. The teacher should also be able to create two measurable unit objectives that will enable students to think critically as like align with the CCSS. A Physics teacher for example should make students to think critically in their practical work.
Teachers should be able to create a description of what they want their students to master and understand. Taking students out in the field will really make them understand what they are studying. An Environmental teacher for example should take students out for field studies to make them think critically through exposure.
Second step: Evidence of learning, pre-assessments, formative assessments and summative assessments.
· Pre-assessment: In this step, teacher should be able to detect the preparedness of the students. They should test the thinking of the students if indeed their thoughts are in the content of the subject that is about to be studied. In this case, teachers should be able to understand the interest and capability of the students before the learning process begin. Besides that, teachers should be to identify the learning materials.
· Formative assessme.
Similar to At4 academic literacy (20)
Students with behavioral problems and benefits of their virtual classrooms
Students with behavioral problems and benefits of their virtual classrooms
The Uniqueness Of The Middle Level Student Teaching Practicum
The Uniqueness Of The Middle Level Student Teaching Practicum
Towards a framework of teaching effectiveness in public
Towards a framework of teaching effectiveness in public
How can School/Home Connections Be Improved To Ensure Student Success In Asse...
How can School/Home Connections Be Improved To Ensure Student Success In Asse...
Decagonal approach, a vehicle for school improvement
Decagonal approach, a vehicle for school improvement
The Demands Of The Society From The Teacher As A Professional
The Demands Of The Society From The Teacher As A Professional
Creating a Unit PlanCreating a Unit PlanChastity.docx
Creating a Unit PlanCreating a Unit PlanChastity.docx
Recently uploaded
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Walmart Business+ and Spark Good for Nonprofits.pdf
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Physical pharmaceutics notes for B.pharm students
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
The chapter Lifelines of National Economy in Class 10 Geography focuses on the various modes of transportation and communication that play a vital role in the economic development of a country. These lifelines are crucial for the movement of goods, services, and people, thereby connecting different regions and promoting economic activities.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdTemple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Recently uploaded (20)
B. Ed Syllabus for babasaheb ambedkar education university.pdf
B. Ed Syllabus for babasaheb ambedkar education university.pdf
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
Walmart Business+ and Spark Good for Nonprofits.pdf
Walmart Business+ and Spark Good for Nonprofits.pdf
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
RHEOLOGY Physical pharmaceutics-II notes for B.pharm 4th sem students
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
Lifelines of National Economy chapter for Class 10 STUDY MATERIAL PDF
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
NEWSPAPERS - QUESTION 1 - REVISION POWERPOINT.pptx
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
At4 academic literacy
- 1. A whole school approach – Behaviour management FRASER EATON – ACADEMIC LITERACY ESH106
- 2. WHY SHOULD SCHOOLS IMPLEMENT A WHOLE SCHOOL APPROACH?
- 3. Because it provides an opportunity for the schooling community to discuss how Behaviour should be put into practice
- 4. The schooling community consists of, senior staff, teaching staff, students and parents.
- 5. behaviour management is one of the most challenging areas to control within schools
- 6. For the whole school approach to work effectively the senior staff must:
- 7. Provide a high quality of leadership Have a positive impact on students Involve parents and form relationships Provide great communication skills put the students, parents and teachers needs before their own
- 8. Having a structured procedure in place for behaviour management benefits the teaching staff as it…
- 9. Gives them less planning difficulties Helps teachers focus on student learning Makes behavioural issues more manageable Allows more time for classroom activities
- 10. Parents deserve to know how their child is being disciplined within the classroom walls. With a whole school behaviour management plan parents will…
- 11. Be made aware of the structure put in place They will have input on the topic and will negotiate on terms if required Parents will then have a sense of comfort and trust within the classroom teacher They will know that their child’s behaviour is being managed correctly
- 12. There are many benefits for students when a whole school approach is implemented. These being..
- 13. Less distractions in lessons, allowing more learning time Having knowledge of the structure helps guide their behaviour Disciplines the students Students begin to take responsibility for their actions which benefits them later on in life
- 14. This PowerPoint demonstrates how a whole school approach for behaviour management is beneficial for all people involved. If there is a clear understanding of the whole school approach to behaviour management then all key stakeholders like teachers, students, principals, senior staff and parents can work collaboratively to ensure more positive outcomes.
- 15. Reference List Bennett, T. (2017). Retrieved from: https://files-eric-ed- gov.ezproxy.utas.edu.au/fulltext/ED574131.pdf Lund, R. (2013). A Whole-School Behaviour Policy. New York, NY: Routledge Managing Student Behaviour (2019). Retrieved from: https://cpl.asn.au/journal/semester-1-2015/managing- student-behaviour Rogers, B. (2006). Behaviour Management - A Whole School Approach. London, England: Paul Chapman Publishing Ltd. Varma, V. (2014). Management of Behaviour in Schools. New York, NY: Routledge All images from: https://pixabay.com Creative Commons: no attribution required.