Being focused during classroom learning
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This document discusses strategies for keeping children focused during classroom learning. It notes that some children have difficulties maintaining focus due to underdeveloped executive function skills. One strategy discussed is using cues like hand clapping or bells to get children's attention before giving instructions. Other strategies mentioned include minimizing noise and distractions by having students sit toward the front of the classroom. The document also discusses research showing that instructions to "stay on task" can improve preschoolers' attention and performance, especially when distractions are present. Overall, the strategies aim to strengthen children's developmental and cognitive skills to improve their focus, attention, comprehension and engagement during learning activities.
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This document defines child guidance as interactional skills that help teachers relate to and support students. It outlines several key elements and steps of the child guidance process, including developing rapport, empathy, a working alliance, pacing, processing feelings, focusing on the "Big Four" feelings, and individualizing the approach for each student. The goal is to help students better understand themselves, their behaviors, and their emotional issues in a non-judgmental way and to support positive changes.
Emotional awareness--What it is and how it can help people take charge of the...
Module 3 (of 6) of the Learning to Get Along course for teachers and school staff. This module focuses on the 'E' of SEL, and on the role of teachers in building students' ability to understand and regulate their emotions.
My personal model of discipline
This document outlines the author's personal model of classroom discipline, which focuses on creating a safe, structured learning environment where students feel respected and able to take risks. The model draws from several theories, including Maslow's hierarchy of needs, constructivism, and multiple intelligences. It emphasizes preventing problems, clear expectations, consistency, and teaching self-discipline. For corrective discipline, it follows the Love and Logic approach of logical consequences, shared control, and helping students learn from their mistakes.
Theories of Learning.pptx
This document discusses two theories of learning: problem-based learning (PBL) and self-determination theory (SDT). It provides details on each:
PBL involves students working in small groups to solve open-ended problems and gain knowledge in the process. Key aspects are presenting problems before material is learned and using real-world contextual problems. SDT focuses on fulfilling three innate needs - autonomy, competence and relatedness - for optimal human functioning and intrinsic motivation. When these needs are supported, individuals are autonomously motivated to undertake tasks. The document outlines several mini-theories within SDT and educational implications of both theories.
46 Reprinted from Young Children • July 2011Behaviors That.docx
46 Reprinted from Young Children • July 2011
Behaviors That Still Challenge Children and Adults
Developing Young Children’s
Self-Regulation through
Everyday Experiences
®
1, 2, 3
As university faculty, I
often collaborate with teachers
when young children experi-
ence learning or behavior chal-
lenges. Every child is different.
Some have difficulty express-
ing their ideas verbally. Some
struggle to get along with peers
or follow classroom routines. In
each case, however, one thing
is the same: improved learning
and behavior requires strong
self-regulation skills.
According to Ellen Galinsky,
president and co-founder of the
Families and Work Institute and
author of Mind in the Making,
regulating one’s thinking, emo-
tions, and behavior is critical
for success in school, work, and life (2010). A child who
stops playing and begins cleaning up when asked or spon-
taneously shares a toy with a classmate, has regulated
thoughts, emotions, and behavior (Bronson 2000).
From infancy, humans automatically look in the direction
of a new or loud sound. Many other regulatory functions
become automatic, but only after a period of intentional
use. On the other hand, intentional practice is required
to learn how to regulate and coordinate the balance and
motor movements needed to ride a bike. Typically, once
one learns, the skill becomes automatic.
The process of moving from
intentional to automatic regula-
tion is called internalization. Some
regulated functions, such as
greeting others appropriately
or following a sequence
to solve a math problem,
always require intentional
effort. It is not surprising
then that research has found
that young children who engage
in intentional self-regulation learn
more and go further in their educa-
tion (Blair & Diamond 2008).
Children develop foundational
skills for self-regulation in the
first five years of life (Blair 2002;
Galinsky 2010), which means
early childhood teachers play an
important role in helping young children regulate thinking
and behavior. Fortunately, teaching self-regulation does
not require a separate curriculum. The most powerful way
teachers can help children learn self-regulation is by mod-
eling and scaffolding it during ordinary activities. In this
article I define self-regulation and discuss how it develops.
I then describe an interaction I observed in a kindergarten
classroom and explain how the teacher used an everyday
experience to strengthen children’s self-regulation.
What is self-regulation?
Self-regulation refers to several complicated processes that
allow children to appropriately respond to their environment
(Bronson 2000). In many ways, human self-regulation is
like a thermostat. A thermostat senses and measures tem-
perature, and compares its reading to a preset threshold
(Derryberry & Reed 1996). When the reading passes the
threshold, the thermostat turns either a heating or cooling
system on or off. Similarly, c.
The Child Guidance Approach
You seem sad today.
Student: No, I'm not.
Assistant: Okay, you seem worried then. What's on your mind?
This labeling technique invites the child to correct us if we
are wrong, and it encourages the student to open up and
talk about what is really bothering him.
BENIGN CONFRONTATION
With benign confrontation, we gently challenge the
student’s perception of the problem in a caring,
non-threatening manner. We do not accuse or
blame, but rather, we point out discrepancies in a
friendly, non-judgmental way. For example:
“I notice you say you want to do well in school, but
Emotional Behavioral Disorder
Children with internalizing disorders like anxiety and withdrawal tend to not be disruptive in the classroom. They have problems with excessive internal control and may be rigid. Learned helplessness, where children believe nothing they do can change bad outcomes, can result in poor performance after failure due to low self-esteem. Emotional and behavioral disorders impact all aspects of information processing for children from memory to decision making. Effective interventions include positive behavior support, social skills training, self-monitoring strategies, and behavior contracts directed by students. Schools should provide universal, targeted, and intensive supports through the RTI model.
Cariño Early Childhood Classes 2014 3rd Quarter Newsletter
The document provides information about quality improvement initiatives for early childhood programs in New Mexico. It announces that the current quality rating and improvement system, called AIM HIGH, is being phased out and replaced by a new system called FOCUS by January 1, 2018. Programs have until this deadline to transition to the new criteria under FOCUS. It also notes that 5-star accredited programs' accrediting agencies may no longer be recognized after this date, so they must transition to a new accrediting body or apply to participate in FOCUS. The document provides contact information for programs to learn more about FOCUS and apply. It also lists upcoming trainings on FOCUS and other topics to support programs in strengthening quality.
Statement of Informed Beliefs
The document is a statement of informed beliefs written by Mark Boatman for a class on families, communities, and culture. It outlines Boatman's teaching philosophy in 5 sections: all students can learn, teacher expectations, student social ecology theory, cultural diversity instruction, and curriculum for all learners. Boatman believes that effective teachers can teach to all ability levels, hold high expectations for students, understand influences on student development, promote cultural pluralism, and use various teaching methods to engage students. The goal is to encourage active learning and critical thinking to benefit all students.
Adult Teaching Strategies
This document discusses teaching strategies for adult learners. It emphasizes considering learning styles, critical thinking skills, and cultural perspectives when teaching adults. Effective teaching strategies engage students, make the material fun and easy to understand, and incorporate motivation and reflection. The document also discusses evaluating new teaching methods over multiple terms to assess their impact on student learning and feedback.
How to Boost Social-Emotional Learning? 3 Best Tips | Future Education Magazine
How to Boost Social-Emotional Learning? 3 Best Tips | Future Education MagazineFuture Education Magazine
How to improve your school's social-emotional learning program: 1. Establish a solid foundation for your SEL 2. Provide your pupils with specific teaching 3. Involve members of the familyTeaching Strategies For Menopausal Women
Here are some key teaching strategies for adult learners:
- Apply a student-centered approach. Focus on their needs, interests, experiences and goals. Tap into their existing knowledge and skills.
- Make the learning relevant. Draw connections to real-world examples and applications. Explain how the content can be useful to them.
- Encourage active participation. Incorporate activities, discussions, problem-solving and other engaging techniques. Lecturing alone is not optimal.
- Promote self-directed learning. Give students autonomy over their learning process when possible. Provide options and support their interests.
- Address multiple learning styles. Use a variety of methods like visuals, hands-on activities, group work
Comps study guide
1. The document provides an overview and guidance for completing comprehensive exams (comps) for a graduate program in exceptional education.
2. It discusses the grading criteria for comps and possible outcomes, including passing, conditional pass, or unsatisfactory grades.
3. Sample exam questions are provided that ask students to synthesize knowledge from coursework on topics like behavior management, instructional strategies, and critical issues in special education.
Educational psychology.docx assignment
1. Educational psychology is the study of learners, the learning process, and teaching methods. It examines topics like human development, individual differences, learning, motivation, and instruction.
2. Research in educational psychology carefully examines factors that may contribute to learning, such as different teaching methods and theories. It aims to identify the most effective approaches.
3. Educational psychology helps teachers understand individual learner differences, create positive learning environments, select appropriate teaching strategies, provide student guidance, and evaluate learning outcomes. It also assists with establishing learning objectives, using educational tools, and lesson planning.
Educational psychology.docx assignment
1. Educational psychology is the study of learners, the learning process, and teaching. It examines topics like human development, individual differences, learning, motivation, instruction, and assessment.
2. Research in educational psychology carefully examines factors that may contribute to learning, such as different teaching methods and decisions teachers make. It studies learning processes from cognitive and behavioral perspectives.
3. Research is important for teachers because it provides valid information on best teaching practices, whereas personal experiences and expert opinions do not always agree and may be biased. Educational psychology helps teachers understand learning, create effective learning environments, and improve instruction.
Untitled presentation
1. Emotions have a significant impact on learning as they act as an "on/off switch" for learning. Negative emotions like anxiety can impair memory and learning while positive emotions support learning.
2. Parents play a key role in shaping their children's emotional habits, which then impact academic performance and social connections. Principles like reinforcing effort, sparking curiosity, and monitoring growth can help parents foster optimism and positive emotions.
3. Teachers' social-emotional competencies are important for reducing burnout and improving student outcomes. Skills like managing emotions, building relationships, and handling challenges compassionately support teacher well-being and create optimal learning environments.
Psychological principles and dealing with challenging students
The principles are organized into these areas of psychological functioning:. Cognition and learning; Motivation; Social and emotional dimensions;. Context and learning; .& Assessment.
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Being focused during classroom learning
- 1. Being Focused During Classroom Learning Michelle Buchanan SOE Psychology of Teaching and Learning Kendall College
- 2. Overview Of The Strategy Some children (and adults) do not have the skills to maintain focus. This is part of what Psychologist call “Executive Function” and it involves the pre-frontal cortex of the brain. When this skill is underdeveloped, it makes it hard for a child to control her impulses, maintain focus, and hold information in her working memory. It’s not really the case that the child can’t pay Attention- it’s that she can’t pay attention to what you want her to pay attention to. In order for you to help a child learn to focus, you need to treat this as a skill that must be learned and practiced- just like learning the alphabet or how to multiply. (thepositiveclassroom. org) Copy Right 2017 The Positive Classroom All Rights Reserved. I want to learn more about this strategy because I have children in my classroom, who are having a hard time focusing and paying attention during learning and other activities in the classroom. I am in need of new strategies or methods to keep them focused and on the right track.
- 3. Credible Source #1 One of the strategies that 2017, The Positive Classroom shared were cues: Be sure to give appropriate cues to let children know it’s important to pay attention. Not everything we say and do is of equal importance, so engage in a hand-clapping routine, or ring a bell, or do a call and response chant to be sure that you have all the children focused before giving directions, explaining a new activity, starting a story, etc. There are a number of Brain Based Teaching Strategies that can help with this. (theposititiveclassroom.org)
- 4. Credible Source #2. Minimize Noise & Other Distractions According to Thorne, G., Thomas, A., and Lawson, C. (2005), students who are easily distracted should benefit from structured auditory environment, they may need preferential seating near the front of the classroom so that noise and distractions from other students are minimized.
- 5. Credible Source #3. According to John; WISS, Nancy, “Now Pay Attention!” The Effects of Instruction on Children’s Attention”, investigated the effects of instructions to “stay on task” on preschoolers attention and cognitive performance in the face of either incomprehensible or comprehensible distraction. Three and 4- year- olds completed problem-solving tasks while a distracting event Played continuously in the background under conditions of (a) no instruction (b) moderate Instruction, (c) frequent instruction to “stay on task”.
- 6. Analysis of Information Jan, Hyung, Shim; Reeve, John marshal; Deci, Edward investigated two engagments: Fostering aspects of teacher instructional styles- autonomy support and structure- and hypothesized that students engagement would be highest when teachers provided high levels of both. I think that these strategies are good for teaching children the importance of paying attention and focusing when it comes to learning. All of these strategies are created to help strengthen the developmental skills as the cognitive, language, social-emotion, directional, self-confidence, comprehension skills and cause students to know their self worth.
- 7. Connections Number 8. from the Thorne, G., Thomas, A.; and Lawson C. (2005). 15 Strategies for Managing Attention Problems. Metarie, LA; Center for Development and Learning, minimizing Noise and other distractions is a good strategy toward keeping children focused. Some students need to sit closer toward the front near the teacher. This is one strategy I know that works, because I use this strategy in my classroom. As a result, those children began to listen and more attentive. This strategy actually caused them to learner a lot easier where they were able remember and contain what they have learned. They also began to participate and more engaged in activities as well.