Chapter 5
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The document discusses student development and diversity, covering theories of cognitive, moral, and social development from Piaget, Erikson, and Kohlberg. It also addresses the benefits and disadvantages of ability grouping students and the implications of development for effective teaching at different grade levels. Parenting styles and their impact on development are also examined.
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This document summarizes a report on the role of teachers in society presented by students in the Bachelor of Secondary Education English 4A program at Cotabato City State Polytechnic College. It discusses several key points about teachers:
1) Teachers have many roles both as individuals and professionals, including educating students, serving as community leaders, and acting as models of good character.
2) As individuals, teachers have various needs both personally and professionally that must be addressed for them to perform their roles effectively.
3) Teachers are recognized as experts in their fields and have responsibilities to continue developing their knowledge, skills, and abilities in areas like content knowledge, teaching methods, and understanding learners.
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Similar to Chapter 5
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This document summarizes key points from the book "Transforming School Culture" by Anthony Muhammad. It identifies four types of educators that can be found in every school: Believers, Tweeners, Fundamentalists, and Survivors. Fundamentalists in particular resist change and reform efforts through defamation, distraction, and disruption. To transform school culture, leaders must get all staff on board with identifying the right changes to embrace and actively applying new methods. Schools must also eliminate distractions, have a systematic focus on learning, use common language, and be data-driven.
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Edit Submission u05a1 Partial Reflective JournalUnit One Reflec.docx
Edit Submission: u05a1 Partial Reflective Journal
Unit One Reflection
For this week’s journal entry reflect on your teaching experience. In both the Marzano and Jones textbooks, the authors stress the importance of focusing on classroom policies and procedures at the beginning of the school year in order to achieve a good start. How closely do you attend to the types of procedures discussed by these authors and what might you do differently in terms of planning and instructing in the future as a result of the readings? I work with students who are only assigned to my caseload; therefore I’m not closely involved in school wide/teacher planning. However, at times I participate in Intervention meetings with the Principal, Assistant Principal, teacher(s), School psychologist, School social worker and sometimes the parent. During the meetings, I offer strategies for classroom management behaviors. If a student is a candidate for ADHD or any disability, I arrange for psychological testing to assess whether possible ADHD or emotional factors are interfering with the student’s academic performance, provide feedback to the parents, and school officials regarding the psychological evaluation. I also consult with parents and school officials about designing effective learning programs for intervention strategies that build on his strengths and compensate weaknesses.
Unit Two Reflection
The "Dealing with the Dilemma of Gum Chewing" case study provides an example of how we can teach productive behaviors. After completing this week's reading, reflect on where this type of strategy might apply in your setting.
•Have you encountered situations in your setting where this approach may be more productive than what you have been doing? In the Kindergarten class, the students continue to struggle with picking up cut paper. Instead of having the students cut paper, the teacher showed the class how to fold the paper and use the edge of their desk to cut. After several times of redirecting, the students were able to begin using the scissors again. The students developed a system in the class where 1 person from each table (red, blue, purple, yellow) collects the paper straps.
•What are the ethical issues involved in establishing expectations without teaching the appropriate expected behaviors? Ethical issues continue to be an ongoing issue today in schools and without providing detailed expectations teachers leaves room for issues and concerns. Misinforming, consents, students getting hurt, etc. could happen. Students could always say they were not informed and the responsibility falls back on the teacher. I think in this situation communication is vital.
Unit Three Reflection
During Unit 2, you designed Mini-Intervention 1. For this unit's journal reflection, take time to reflect on how well or how poorly the intervention is working. Reflect on your learning’s so far in the course in the area of managing unproductive behaviors.
Long Term goals were identified t ...
Cross disabilitypresentation-edex792-2-20-12
This document defines intellectual disabilities and discusses characteristics and strategies. It provides two definitions, one from IDEA and one from AAIDD. Characteristics discussed include poor motivation, attention issues, difficulties with social skills and academics. Strategies are presented to address motivation, attention, social behaviors, academics, memory, and generalization. The strategies should be practiced before, during and after instruction to support students with intellectual disabilities.
For annotation obj. 2 and 16.doc
The document provides an overview of key principles of effective teaching. It discusses 7 principles: 1) creating an active learning environment, 2) establishing rapport between students and teachers, 3) providing feedback and communication, 4) ensuring inclusivity, 5) helping students manage time, 6) providing motivation and inspiration, and 7) adapting to changes and improving. The principles emphasize making the classroom engaging for students, building relationships, communicating feedback, catering to all learners, teaching time management, and motivating students through changes.
Classroom Management (Management of Discipline)
This document summarizes classroom management techniques and principles of teaching. It discusses the importance of effective classroom management for student learning. It outlines characteristics of classrooms and stages of classroom management based on student age. The needs of young adolescents are identified in different domains. Classroom management is established as an integral part of teaching. The document concludes with Allan Ornstein's suggestions on establishing good classroom management through positive approaches.
educ 100 in reflection of masteral thesis
The document discusses several educational theories and philosophies:
- Pragmatism theory focuses on the child rather than facts and believes teaching philosophies will develop with experience.
- Behaviorism views learning as conditioned by environmental interactions and rewards can change behavior.
- Observational learning occurs by observing role models but poor models can demonstrate poor behaviors.
- Socio-cultural learning emphasizes social and environmental impacts on learning through peer interactions.
- Humanism promotes personal responsibility, self-fulfillment, and teaching according to individual learning styles.
- Constructivism encourages social skills through group work, active learning, and knowledge developed socially.
educ 100 REFLECTION OF MASTERAL thesis of
The document discusses several educational theories and philosophies:
- Pragmatism theory focuses on the child rather than facts and believes teaching philosophies will develop with experience.
- Behaviorism views learning as conditioned by environmental interactions and rewards can change behavior.
- Observational learning occurs by observing role models but poor models can demonstrate poor behaviors.
- Socio-cultural learning emphasizes social and environmental impacts on learning through peer interactions.
- Humanism promotes personal responsibility, self-fulfillment, and teaching according to individual learning styles.
- Constructivism encourages social skills through group work, active learning, and assessment of personal development.
Order in the Classroom- Leadership Magazine TTT Article
Order in the Classroom- Leadership Magazine TTT ArticleNorth Carolina Association for Middle Level Education
Students are not coming to school ready to learn or knowing how to behave. A consistent classroom management system can save instructional time and improve the school climate. Teachers need classroom management skills to create a well-run classroom where students know the behavioral expectations. When rules and procedures are consistently taught and enforced, there is less disruption and more time for learning.Post-16 briefing - Introducing ELLI
An overview of the Effective Lifelong Learning Inventory (ELLI), developed from research at the University of Bristol, in the context of post-16 education, including apprenticeships. Focus on ensuring high quality learner journey post-16 through use of ELLI. Includes five factor framework for creation of positive learning environments. How ELLI improves retention and attainment. Presentation given at Post-16 Briefing, November 2016, organised by the University of Salford, UK.
20th & 21st Century Classroom Pioneers
The document introduces several pioneers in classroom management from the 20th and 21st centuries, including B.F. Skinner, Haim Ginott, Rudolph Dreikurs, Lee and Marlene Canter, Barbara Coloroso, and Alfie Kohn. It provides an overview of the key theories and concepts from each pioneer, such as Skinner's theory of behavior modification using positive reinforcement, Ginott's emphasis on congruent communication between teachers and students, and Dreikurs' view that students' basic motivation is to belong and contribute to the classroom community.
Exploring the Middle School Philosophy: A layered approach to meeting the dev...
This presentation was created for KSP 607 (Middle School Philosophies and Practices). Instructions read: “Prepare a persuasive presentation for your future middle school employer outlining in writing improvements that could be made to address the needs of middle school students. If you were given 15 minutes at a leadership committee meeting, what key points would you share to convince them of the merit of your recommendations?”
This product thoroughly shows deep and meaningful knowledge of the development and needs of middle school students. It is artifact 1bB. in my Competency Log (Domain 1: Planning and Preparation / Demonstrating Knowledge of Students). In addition to viewing the slides, please read the presenter notes (when viewing with SlideShare, click on the "NOTES ON SLIDE _" tab under the presentation window) to understand what I would say during this persuasive presentation. The course instructor requested permission to use my presentation as an example of exemplary student work.
Similar to Chapter 5 (20)
Edit Submission u05a1 Partial Reflective JournalUnit One Reflec.docx
Edit Submission u05a1 Partial Reflective JournalUnit One Reflec.docx
Order in the Classroom- Leadership Magazine TTT Article
Order in the Classroom- Leadership Magazine TTT Article
Exploring the Middle School Philosophy: A layered approach to meeting the dev...
Exploring the Middle School Philosophy: A layered approach to meeting the dev...
Chapter 5
- 1. CHAPTER 5: STUDENT DIVERSITY DEVELOPMENT, ABILITY, AND EXCEPTIONALITIES Introduction to Teaching: Becoming a Professional
- 2. Developmental Differences in the Classroom Development: The physical, intellectual, moral, emotional, and social changes that occur in students as a result of their maturation and experience. Cognitive development: Changes in students’ thinking as they mature and acquire experiences.
- 3. Piaget, Erikson, and Kohlberg Old, dead guys you need to know about Piaget’s Cognitive Developmental Theory describes how students’ thinking about the world changes over time and how experiences contribute to development. http://www.youtube.com/watch?v=ue8y-JVhjS0&NR=1 http://www.youtube.com/watch?v=gA04ew6Oi9M&feature=related Moral development – conceptions of right and wrong. External morality – children view rules as fixed, permanent and enforced by authority figures (till age 10) Autonomous morality – children develop rational ideas of fairness and see justice as a reciprocal process of treating others as they would want to be treated. Erikson: http://www.youtube.com/watch?v=vapEpQmz86o&feature=related Kohlberg: http://www.youtube.com/watch?v=O7pQJ0ptjk0
- 4. Cheating and Technology Why is cheating an epidemic? Who cheats? What age groups? Why? How? http://www.youtube.com/watch?v=91lQK5 SCzlQ When? Where? How do we stop cheating? Old Fashioned methods Technology methods http://plagiarisma.net/ http://www.dustball.com/cs/plagiar ism.checker/
- 5. Authoritative: Firm but caring. Consistent. Explains reasons for rules. Higher expectations. OUTCOME: High self-esteem. Confident and secure. Willing to take risks. Successful in school. Authoritarian: Stress conformity. Detached. Don’t explain rules. Don’t encourage verbal give-and-take. OUTCOME: Withdrawn. Worry more about pleasing parents than solving problems. Defiant. Lack social skills. Permissive: Give children total freedom. Hold few expectations. Make few demands on children. OUTCOME: Immature. Lack self-control. Impulsive. Lack motivation. Uninvolved: Have little interest in children’s lives. Hold few expectations. OUTCOME: Lack self-control. Lack long-term goals. Easily frustrated. Disobedient. Parenting Styles and Healthy Development (also true for teachers)
- 6. Learner Development: Implications for Teachers Elementary Effective elementary teachers use concrete experiences in all content areas. (Addition/Subtraction) Effective elementary teachers use classroom management to promote student moral development. Rules and procedures help students understand how they should act and interact in classrooms. Guidance for student development. Teachers describe rules clearly, explain why they are important, and teach how they should be followed.
- 7. Learner Development: Implications for Teachers Middle School Effective middle school teachers move from concrete to abstract using scaffolding. (Pre-algebra/geometry) Effective middle school teachers are firm, caring teachers who empathize with their students. Effective middle school teachers adapt rules to create classrooms that address the developmental needs of adolescents. Effective middle school teachers help students understand that they are also responsible for helping to create a productive learning environment – (jobs in group work)
- 8. Learner Development: Implications for Teachers High School Effective high school teachers link content to student’s lives. Effective high school teachers move from concrete to abstract. (Calculus, Chemistry) Effective high school teachers incorporate discussions and interaction opportunities instead of straight-up lecture.
- 9. Ability Grouping Higher students are able to excel without being held back or bored. Lower student are taught at a slower pace to meet their needs and may have extra help available if needed. Instruction is often inferior in lower classes. With-in grouping is logistically more work for teacher. Improper placement can occur and often become permanent. Low groups experience low self- esteem and motivation. Students are labeled and treated differently. Benefits of ability grouping Disadvantages of ability grouping Students of similar abilities are placed into groups and matching instruction to the needs of each group. Between-class ability grouping, within-class ability grouping, tracking
- 10. Test Review Chapter 5 Ability grouping Between-class ability grouping Cognitive development Enrichment Gifted and talented Giftedness Grade retention Inclusion Individualized education program (IEP) Intelligence Learning style Mainstreaming Special Education Within-class ability grouping Explain the difference between mainstreaming and inclusion. What is ability grouping and explain the difference of between-class ability grouping and within-class ability grouping. What is the purpose of an IEP and who is involved in creating one?