This document discusses effective classroom management strategies. It covers classical and operant conditioning theories which can be applied to develop classroom routines and procedures. Classical conditioning involves pairing a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning uses reinforcement to increase desirable behaviors. The document emphasizes establishing clear expectations, routines, consequences, and using positive reinforcement. Effective classroom management allows instruction and learning to occur.
This document provides an overview of B.F. Skinner's theory of operant conditioning. It defines operant conditioning as changing behavior through reinforcement or punishment. There are three types of operants: neutral, reinforcers, and punishers. Reinforcers increase behavior and punishers decrease it. Schedules of reinforcement like continuous, fixed ratio, and variable interval are also discussed. The document contrasts operant conditioning with classical conditioning and explains how shaping is used to successively reinforce closer approximations of a desired behavior through reinforcement.
This document provides a lesson plan for teaching parts of speech focusing on verbs to 2nd-3rd grade students. It defines verbs as action words or words that tell what a subject does, is, or what happens to it. Examples of different types of verbs are given, including past and present tense verbs and helping verbs. The lesson plan outlines procedures for identifying verbs in sample sentences on the board and having students write their own sentences to pick out verbs. It also discusses identifying verbs that change form between present and past tense.
This document provides an overview of behaviorism. It discusses the key concepts such as classical and operant conditioning. The major figures associated with behaviorism, Ivan Pavlov and B.F. Skinner, are described for their pioneering work on conditioning. The document also discusses how behaviorism is applied in classroom settings, with teachers using reinforcement to encourage desired behaviors in students. However, overreliance on rewards can cause students to only perform when expecting incentives.
This lesson talks about the Behaviorism from the perspective of Ivan Pavlov and Edward Thorndike. The theory of behaviorism focuses on the study of observable and measurable behavior. Pavlov and Thorndike's theory on Behaviorism are presented in this presentation.
B.F. Skinner developed the theory of operant conditioning based on his experiments using reward and punishment schedules with animals. He found that behaviors followed by rewarding consequences tended to be repeated, while behaviors followed by punishing consequences tended to decrease. Key aspects of operant conditioning include reinforcement, which increases behaviors; and punishment, which decreases behaviors. Skinner applied these principles to understanding complex learning in humans.
This document discusses various techniques and strategies for effective classroom management. It begins by outlining the four stages of teaching: fantasy, survival, mastery, and impact. It then discusses the top three traits of effective teachers based on research, which are good classroom management, designing lessons for mastery, and having positive expectations for students. The document also outlines Kohlberg's six levels of moral development. It provides a classroom management quiz and discusses different teaching styles. Finally, it shares many specific classroom management techniques and strategies such as establishing clear procedures and routines, using a reward system, and employing techniques like the check system, stop watch system, and trophy technique.
This document provides an overview of B.F. Skinner's theory of operant conditioning. It defines operant conditioning as changing behavior through reinforcement or punishment. There are three types of operants: neutral, reinforcers, and punishers. Reinforcers increase behavior and punishers decrease it. Schedules of reinforcement like continuous, fixed ratio, and variable interval are also discussed. The document contrasts operant conditioning with classical conditioning and explains how shaping is used to successively reinforce closer approximations of a desired behavior through reinforcement.
This document provides a lesson plan for teaching parts of speech focusing on verbs to 2nd-3rd grade students. It defines verbs as action words or words that tell what a subject does, is, or what happens to it. Examples of different types of verbs are given, including past and present tense verbs and helping verbs. The lesson plan outlines procedures for identifying verbs in sample sentences on the board and having students write their own sentences to pick out verbs. It also discusses identifying verbs that change form between present and past tense.
This document provides an overview of behaviorism. It discusses the key concepts such as classical and operant conditioning. The major figures associated with behaviorism, Ivan Pavlov and B.F. Skinner, are described for their pioneering work on conditioning. The document also discusses how behaviorism is applied in classroom settings, with teachers using reinforcement to encourage desired behaviors in students. However, overreliance on rewards can cause students to only perform when expecting incentives.
This lesson talks about the Behaviorism from the perspective of Ivan Pavlov and Edward Thorndike. The theory of behaviorism focuses on the study of observable and measurable behavior. Pavlov and Thorndike's theory on Behaviorism are presented in this presentation.
B.F. Skinner developed the theory of operant conditioning based on his experiments using reward and punishment schedules with animals. He found that behaviors followed by rewarding consequences tended to be repeated, while behaviors followed by punishing consequences tended to decrease. Key aspects of operant conditioning include reinforcement, which increases behaviors; and punishment, which decreases behaviors. Skinner applied these principles to understanding complex learning in humans.
This document discusses various techniques and strategies for effective classroom management. It begins by outlining the four stages of teaching: fantasy, survival, mastery, and impact. It then discusses the top three traits of effective teachers based on research, which are good classroom management, designing lessons for mastery, and having positive expectations for students. The document also outlines Kohlberg's six levels of moral development. It provides a classroom management quiz and discusses different teaching styles. Finally, it shares many specific classroom management techniques and strategies such as establishing clear procedures and routines, using a reward system, and employing techniques like the check system, stop watch system, and trophy technique.
The STOIC acronym outlines evidence-based practices for implementing Positive Behavioral Interventions and Supports (PBIS) in the classroom, including structuring the environment, teaching expectations, observing and supervising student behavior, using data to make decisions, interacting positively, and correcting errors. Research shows the most important components are clearly structuring the classroom and expectations, and maintaining a high ratio of positive to negative interactions between teachers and students.
The document discusses three major learning theories: behaviorism, cognitivism, and constructivism. It provides details on how each views the learning process and instructional goals. Behaviorism focuses on observable behaviors and reinforcement. Cognitivism sees learning as knowledge acquisition through mental processes. Constructivism emphasizes that learners construct knowledge based on their experiences. The document also examines learning theories and frameworks from theorists such as Piaget, Bruner, Reigeluth, and Schank.
Lesson 10 a comparison of operant and classical conditioningcoburgpsych
The psychologist is working with a 9-year-old boy named Max who has learning difficulties and continually interrupts their sessions by getting out of his seat. The psychologist wants to teach Max to stay seated for their half-hour sessions using operant conditioning. This could involve rewarding Max with stickers for remaining seated or scolding him when he gets up, both aimed at changing his behavior. The summary explains how operant conditioning works to encourage the desired behavior through positive reinforcement or discourage the unwanted behavior through punishment.
Classroom Management Success is a turnkey intervention strategy for establishing and sustaining an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth. Classroom management is a multi-faceted activity. It extends beyond some of the more traditional behavior management techniques frequently recommended to deal with students with disruptive behavior. The aim of Classroom Management Success makes sure that teachers are doing the following:
-develop caring, supportive relationships with and among students;
-organize and implement instruction in ways that optimize students’ access to learning;
-use group management methods that encourage student engagement with academic tasks;
-promote the development of student social skills and self-regulation; and
-use appropriate interventions to assist students who have behavior problems.
This program is based on proven and time tested techniques and principles that have been implemented in the book, “The First Days of School: How to Be an Effective Teacher,” by Harry K. Wong and Rosemary Tripi Wong. Classroom Management Success promotes an orderly learning environment for students. It enhances students’ academic skills and competencies, as well as their social and emotional development. Classroom Management Success principles work across a number of subject areas and grade levels.
The information and material needed to implement this system in your classroom has already been done for you. You may access the required materials at http://www.lewisseals.com; go to the Blog and click on “Classroom Management Success.” There you will find printable student infraction cards, pink slips, a classroom management plan, an action plan, and a PowerPoint presentation. The plan is simple but yet powerful and will give positive results.
http://www.lewisseals.com
Being a Teacher: Professional Challenges and Choices.Saide OER Africa
Teachers are not just teachers. They are also people. In straddling issues of both professional and personal identity, this module comes to grips with the professional choices teachers are required to make, and do make, in developing the knowledge, skills and values of learners.
This module is suitable for both inducting novice teachers into the role of the teacher and for in-service programmes in which practising teachers could valuably compare their own experiences with this systematic overview of the role of a teacher and teaching as a profession. The contextual setting in South Africa is readily adaptable to other settings: the core issues are the same.
Despite efforts to help beginning teachers succeed, many still experience problems, ranging from feelings of isolation to lack of support from experienced teachers and supervisors.
Ways to help beginning teachers succeed include providing professional development geared specifically toward the needs of beginning teachers; peer coaching or mentoring; easing up on the assignment of extra class duties during the first year of service; and engaging beginning teachers in a reflective practice approach.
Remember the beginning of the school year is a critical ingredient of a wellness classroom.
Classroom management is one of the most feared parts of teaching for new teachers.
The slides shows some techniques or methods that would help new teachers to maintain control in the classroom.
Overview of some principles for teaching English and teaching in general. Here's the interactive presentation. http://eflclassroom.com/flash/teachingskills.swf
Behaviourism was a psychological theory that viewed learning as the formation of associations between stimuli and responses through conditioning. It focused on objectively observable and measurable behaviors rather than internal mental states. Famous behaviourist psychologists included Ivan Pavlov, who conditioned dogs to salivate to a bell, and B.F. Skinner, who used operant conditioning with rats and pigeons in his "Skinner box". Behaviourism influenced education by emphasizing active engagement, immediate reinforcement or punishment of responses, and programmed instruction manuals. However, it was criticized for being too mechanical and ignoring individual differences and meaning.
This document provides an overview of the theory of behaviorism. It defines behaviorism as the view that psychology should only study observable behaviors and not internal mental states. It describes the three types of behaviorism: methodological, psychological, and analytical/logical behaviorism. Key figures discussed are B.F. Skinner, known for operant conditioning, and Ivan Pavlov, known for classical conditioning. The document also outlines how behaviorism could be applied in a classroom setting through the use of reinforcement, punishment, and extinction to modify student behavior.
1.6 edward l. thorndike connectionism theoryVan Martija
Edward Thorndike proposed the theory of connectionism, which explained learning as the formation of associations or connections between stimuli and responses through processes like trial and error. He identified three primary laws of learning: the Law of Effect states that responses connected to satisfying consequences are strengthened; the Law of Exercise states that frequently repeated connections are strengthened through practice; and the Law of Readiness states that learning is most effective when the learner is mentally and physically prepared. Thorndike's experiments with cats in puzzle boxes supported these ideas and influenced modern active learning approaches in education.
This document discusses classical and operant conditioning theories. It provides biographical information on Ivan Pavlov and B.F. Skinner, who discovered classical and operant conditioning, respectively. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning is learning through rewards and punishments that reinforce or reduce behaviors. The document explains the key components of each theory, including unconditioned/conditioned stimuli and responses, reinforcement, and punishment.
Reflective teaching involves recalling, considering, and evaluating past teaching experiences to answer "what" and "why" questions. This allows teachers to avoid jumping to conclusions, identify problems and areas for improvement, and grow as professionals. Reflective teaching is important for professional development, self-evaluation, and self-learning. Teachers can reflect through writing journals, self-reports, peer observations, and considering misconceptions that reflection is just thinking or that experienced teachers don't need it.
EDUP3033 Learning and The Learner - Learning Theories (Behaviourism) - Connec...Kelvin WC
Bachelor of Teaching Programme (PISMP)
Teaching of English as a Second Language (TESL)
EDUP3033 Learning and The Learner
Learning Theories (Behaviourism) - Connectionism
Thorndike
This slide explore the educational implications of Edward Thorndike's theories. Whether you're an educator, student, or simply interested in education, this material offers valuable perspectives on how Thorndike's work continues to impact modern pedagogy.
This document discusses behaviorism and how learning affects behavior according to behaviorist principles. It begins by defining behaviorism as focusing on learning as a change in external behavior achieved through repetition, rewards, and discouragement of bad habits. It then covers the major behaviorist theorists like Pavlov, Thorndike, Watson, and Skinner and their key contributions to classical and operant conditioning. Classical conditioning involves stimulus-response learning while operant conditioning involves reinforcement and punishment influencing behavior. The document discusses different types of reinforcement schedules and the dangers of overusing punishment in learning.
Behaviorism is the study of observable behavior and contends that internal mental states cannot be directly studied. It influenced 20th century education. Classical conditioning explains how involuntary responses are learned through associations between stimuli and responses. Operant conditioning explains how voluntary behaviors are shaped by consequences like reinforcement and punishment. Behaviorists like Pavlov and Skinner conducted experiments to better understand these learning processes and their implications for teaching.
This document discusses the theory of behaviorism in education. It describes the key proponents of behaviorism including Ivan Pavlov, Edward Thorndike, John Watson, and B.F. Skinner. Pavlov studied classical conditioning through his experiments with dogs. Thorndike proposed the law of effect and connectionism, believing learning occurs through stimulus-response associations that are strengthened by rewards. Watson conducted experiments on conditioning emotional responses. Skinner expanded on operant conditioning, believing that learning is based on changes in behavior from responses to environmental stimuli and reinforcement. The document provides examples of reinforcement and non-reinforcement in behaviorism theory.
This document provides guidance on effective classroom management for language instructors. It discusses that classroom management refers to organizing students, learning spaces, time, materials and activities. It emphasizes the importance of introducing rules and expectations to students, engaging students through various teaching techniques like videos, presentations and activities, and using proximity to monitor the classroom. Effective classroom management through structured teaching creates an environment conducive for learning.
The document discusses behaviorism and its application to education. It defines behaviorism as the idea that behavior is acquired through conditioning using stimuli and responses that are reinforced. The two types of conditioning are classical and operant conditioning. Behaviorism influenced educational theorists like B.F. Skinner and John B. Watson. In classrooms, behaviorism is seen through objective-driven instruction, individual work, and use of reinforcement systems. Both benefits and limitations are noted in strictly applying behaviorist principles to learning.
Here are the key points from the discussion:
1. Classical conditioning is a learning process where a naturally occurring stimulus is paired with a response, and then a previously neutral stimulus is paired with the original stimulus until the neutral stimulus elicits the response on its own.
2. Operant conditioning is a method of learning through rewards and punishments for behaviors. Associations are made between behaviors and consequences.
3. Positive reinforcement increases a behavior by adding a rewarding stimulus, while negative reinforcement increases a behavior by removing an unpleasant stimulus.
4. Behaviorist principles are used in Navy classrooms through techniques like shaping behaviors with reinforcement, using objectives to define expected behaviors, and structuring lessons based on principles like readiness, exercise,
The document outlines an 8-step systematic approach to instructional planning: 1) define objectives, 2) choose appropriate methods, 3) choose appropriate experiences, 4) select materials, equipment and facilities, 5) assign personnel roles, 6) implement instruction, 7) evaluate outcomes, and 8) refine the process if needed. The approach emphasizes defining objectives based on student needs and selecting teaching methods, experiences, and resources accordingly. It also stresses evaluating outcomes to determine if objectives were met and refining the process if needed.
The STOIC acronym outlines evidence-based practices for implementing Positive Behavioral Interventions and Supports (PBIS) in the classroom, including structuring the environment, teaching expectations, observing and supervising student behavior, using data to make decisions, interacting positively, and correcting errors. Research shows the most important components are clearly structuring the classroom and expectations, and maintaining a high ratio of positive to negative interactions between teachers and students.
The document discusses three major learning theories: behaviorism, cognitivism, and constructivism. It provides details on how each views the learning process and instructional goals. Behaviorism focuses on observable behaviors and reinforcement. Cognitivism sees learning as knowledge acquisition through mental processes. Constructivism emphasizes that learners construct knowledge based on their experiences. The document also examines learning theories and frameworks from theorists such as Piaget, Bruner, Reigeluth, and Schank.
Lesson 10 a comparison of operant and classical conditioningcoburgpsych
The psychologist is working with a 9-year-old boy named Max who has learning difficulties and continually interrupts their sessions by getting out of his seat. The psychologist wants to teach Max to stay seated for their half-hour sessions using operant conditioning. This could involve rewarding Max with stickers for remaining seated or scolding him when he gets up, both aimed at changing his behavior. The summary explains how operant conditioning works to encourage the desired behavior through positive reinforcement or discourage the unwanted behavior through punishment.
Classroom Management Success is a turnkey intervention strategy for establishing and sustaining an orderly environment so students can engage in meaningful academic learning, it also aims to enhance student social and moral growth. Classroom management is a multi-faceted activity. It extends beyond some of the more traditional behavior management techniques frequently recommended to deal with students with disruptive behavior. The aim of Classroom Management Success makes sure that teachers are doing the following:
-develop caring, supportive relationships with and among students;
-organize and implement instruction in ways that optimize students’ access to learning;
-use group management methods that encourage student engagement with academic tasks;
-promote the development of student social skills and self-regulation; and
-use appropriate interventions to assist students who have behavior problems.
This program is based on proven and time tested techniques and principles that have been implemented in the book, “The First Days of School: How to Be an Effective Teacher,” by Harry K. Wong and Rosemary Tripi Wong. Classroom Management Success promotes an orderly learning environment for students. It enhances students’ academic skills and competencies, as well as their social and emotional development. Classroom Management Success principles work across a number of subject areas and grade levels.
The information and material needed to implement this system in your classroom has already been done for you. You may access the required materials at http://www.lewisseals.com; go to the Blog and click on “Classroom Management Success.” There you will find printable student infraction cards, pink slips, a classroom management plan, an action plan, and a PowerPoint presentation. The plan is simple but yet powerful and will give positive results.
http://www.lewisseals.com
Being a Teacher: Professional Challenges and Choices.Saide OER Africa
Teachers are not just teachers. They are also people. In straddling issues of both professional and personal identity, this module comes to grips with the professional choices teachers are required to make, and do make, in developing the knowledge, skills and values of learners.
This module is suitable for both inducting novice teachers into the role of the teacher and for in-service programmes in which practising teachers could valuably compare their own experiences with this systematic overview of the role of a teacher and teaching as a profession. The contextual setting in South Africa is readily adaptable to other settings: the core issues are the same.
Despite efforts to help beginning teachers succeed, many still experience problems, ranging from feelings of isolation to lack of support from experienced teachers and supervisors.
Ways to help beginning teachers succeed include providing professional development geared specifically toward the needs of beginning teachers; peer coaching or mentoring; easing up on the assignment of extra class duties during the first year of service; and engaging beginning teachers in a reflective practice approach.
Remember the beginning of the school year is a critical ingredient of a wellness classroom.
Classroom management is one of the most feared parts of teaching for new teachers.
The slides shows some techniques or methods that would help new teachers to maintain control in the classroom.
Overview of some principles for teaching English and teaching in general. Here's the interactive presentation. http://eflclassroom.com/flash/teachingskills.swf
Behaviourism was a psychological theory that viewed learning as the formation of associations between stimuli and responses through conditioning. It focused on objectively observable and measurable behaviors rather than internal mental states. Famous behaviourist psychologists included Ivan Pavlov, who conditioned dogs to salivate to a bell, and B.F. Skinner, who used operant conditioning with rats and pigeons in his "Skinner box". Behaviourism influenced education by emphasizing active engagement, immediate reinforcement or punishment of responses, and programmed instruction manuals. However, it was criticized for being too mechanical and ignoring individual differences and meaning.
This document provides an overview of the theory of behaviorism. It defines behaviorism as the view that psychology should only study observable behaviors and not internal mental states. It describes the three types of behaviorism: methodological, psychological, and analytical/logical behaviorism. Key figures discussed are B.F. Skinner, known for operant conditioning, and Ivan Pavlov, known for classical conditioning. The document also outlines how behaviorism could be applied in a classroom setting through the use of reinforcement, punishment, and extinction to modify student behavior.
1.6 edward l. thorndike connectionism theoryVan Martija
Edward Thorndike proposed the theory of connectionism, which explained learning as the formation of associations or connections between stimuli and responses through processes like trial and error. He identified three primary laws of learning: the Law of Effect states that responses connected to satisfying consequences are strengthened; the Law of Exercise states that frequently repeated connections are strengthened through practice; and the Law of Readiness states that learning is most effective when the learner is mentally and physically prepared. Thorndike's experiments with cats in puzzle boxes supported these ideas and influenced modern active learning approaches in education.
This document discusses classical and operant conditioning theories. It provides biographical information on Ivan Pavlov and B.F. Skinner, who discovered classical and operant conditioning, respectively. Classical conditioning involves associating a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning is learning through rewards and punishments that reinforce or reduce behaviors. The document explains the key components of each theory, including unconditioned/conditioned stimuli and responses, reinforcement, and punishment.
Reflective teaching involves recalling, considering, and evaluating past teaching experiences to answer "what" and "why" questions. This allows teachers to avoid jumping to conclusions, identify problems and areas for improvement, and grow as professionals. Reflective teaching is important for professional development, self-evaluation, and self-learning. Teachers can reflect through writing journals, self-reports, peer observations, and considering misconceptions that reflection is just thinking or that experienced teachers don't need it.
EDUP3033 Learning and The Learner - Learning Theories (Behaviourism) - Connec...Kelvin WC
Bachelor of Teaching Programme (PISMP)
Teaching of English as a Second Language (TESL)
EDUP3033 Learning and The Learner
Learning Theories (Behaviourism) - Connectionism
Thorndike
This slide explore the educational implications of Edward Thorndike's theories. Whether you're an educator, student, or simply interested in education, this material offers valuable perspectives on how Thorndike's work continues to impact modern pedagogy.
This document discusses behaviorism and how learning affects behavior according to behaviorist principles. It begins by defining behaviorism as focusing on learning as a change in external behavior achieved through repetition, rewards, and discouragement of bad habits. It then covers the major behaviorist theorists like Pavlov, Thorndike, Watson, and Skinner and their key contributions to classical and operant conditioning. Classical conditioning involves stimulus-response learning while operant conditioning involves reinforcement and punishment influencing behavior. The document discusses different types of reinforcement schedules and the dangers of overusing punishment in learning.
Behaviorism is the study of observable behavior and contends that internal mental states cannot be directly studied. It influenced 20th century education. Classical conditioning explains how involuntary responses are learned through associations between stimuli and responses. Operant conditioning explains how voluntary behaviors are shaped by consequences like reinforcement and punishment. Behaviorists like Pavlov and Skinner conducted experiments to better understand these learning processes and their implications for teaching.
This document discusses the theory of behaviorism in education. It describes the key proponents of behaviorism including Ivan Pavlov, Edward Thorndike, John Watson, and B.F. Skinner. Pavlov studied classical conditioning through his experiments with dogs. Thorndike proposed the law of effect and connectionism, believing learning occurs through stimulus-response associations that are strengthened by rewards. Watson conducted experiments on conditioning emotional responses. Skinner expanded on operant conditioning, believing that learning is based on changes in behavior from responses to environmental stimuli and reinforcement. The document provides examples of reinforcement and non-reinforcement in behaviorism theory.
This document provides guidance on effective classroom management for language instructors. It discusses that classroom management refers to organizing students, learning spaces, time, materials and activities. It emphasizes the importance of introducing rules and expectations to students, engaging students through various teaching techniques like videos, presentations and activities, and using proximity to monitor the classroom. Effective classroom management through structured teaching creates an environment conducive for learning.
The document discusses behaviorism and its application to education. It defines behaviorism as the idea that behavior is acquired through conditioning using stimuli and responses that are reinforced. The two types of conditioning are classical and operant conditioning. Behaviorism influenced educational theorists like B.F. Skinner and John B. Watson. In classrooms, behaviorism is seen through objective-driven instruction, individual work, and use of reinforcement systems. Both benefits and limitations are noted in strictly applying behaviorist principles to learning.
Here are the key points from the discussion:
1. Classical conditioning is a learning process where a naturally occurring stimulus is paired with a response, and then a previously neutral stimulus is paired with the original stimulus until the neutral stimulus elicits the response on its own.
2. Operant conditioning is a method of learning through rewards and punishments for behaviors. Associations are made between behaviors and consequences.
3. Positive reinforcement increases a behavior by adding a rewarding stimulus, while negative reinforcement increases a behavior by removing an unpleasant stimulus.
4. Behaviorist principles are used in Navy classrooms through techniques like shaping behaviors with reinforcement, using objectives to define expected behaviors, and structuring lessons based on principles like readiness, exercise,
The document outlines an 8-step systematic approach to instructional planning: 1) define objectives, 2) choose appropriate methods, 3) choose appropriate experiences, 4) select materials, equipment and facilities, 5) assign personnel roles, 6) implement instruction, 7) evaluate outcomes, and 8) refine the process if needed. The approach emphasizes defining objectives based on student needs and selecting teaching methods, experiences, and resources accordingly. It also stresses evaluating outcomes to determine if objectives were met and refining the process if needed.
The document provides information on various beauty spots, attractions, and festivals in Cagayan Province. It lists several historical and natural landmarks around the province, including Sierra Cave, Camalaniugan Bell, St. Peter's Cathedral, and Calvary Hills. It also discusses the Cagayan Museum, Magapit Suspension Bridge, Palaui Island, and Callao Cave. Major yearly events highlighted are the Piat Sambali Festival, Fluvial Parade in Aparri, and Pavvurulun Festival.
The document summarizes several theories of motivation: Three Need Theory focuses on needs for achievement, affiliation, and power; Goal-Setting Theory ties goals to task performance; Reinforcement Theory states behavior is shaped by consequences; Equity Theory seeks a balance between employee inputs and outputs; and Expectancy Theory links effort, performance, and motivation based on expectations of outcomes. The theories provide frameworks to understand employee motivation and ways for managers to enhance it.
The document discusses the Responsive Classroom approach, which emphasizes social-emotional learning and community building. It outlines procedures like morning meetings, rule-setting with logical consequences, and guided discovery. Studies found increases in reading/math scores and better social skills/behavior with Responsive Classroom. Teachers reported feeling more effective with collaboration and high-quality instruction.
The first in a four part series on classroom management from elt-training.com. You can find a free voiced over presentation of these slides on the site
Effective classroom management consists of teacher behaviors that maximize student engagement in learning activities and effective use of instructional time. Good classroom management allows learning to occur. Both the art of teaching through a teacher's personality and experience, and the science of child development and curriculum structure are important. The principles of effective teaching include preparing thoroughly, starting lessons well, setting clear objectives, having a positive attitude, balancing activities, and communicating effectively with students. Effective classroom management requires establishing rules and procedures, implementing consequences, and developing positive relationships.
The document discusses reinforcement and its role in operant conditioning and behavior analysis. There are two types of reinforcement - positive reinforcement, which involves adding a reward to increase a desired behavior, and negative reinforcement, which involves removing an undesired stimulus to increase a behavior. Proper application of reinforcement in the classroom involves providing a safe, orderly environment with clear rules to facilitate learning. Both positive and negative reinforcement can be used effectively in the classroom if applied appropriately.
This presentation is personally made to share the information about Classroom Management to the rest of the colleague after I was sent to attend the Positive Classroom Management and Bullying Seminar.
This document appears to be a collection of pages from the Molave Vocational Technical School. It includes photos and descriptions of various activities at the school over time including the construction of new buildings, delivery of supplies, student enrollment data, orientation events, drills, celebrations, competitions, visits from officials, classroom instruction, teachers, and administrative staff. The pages provide an overview of events and operations at the Molave Vocational Technical School.
FS 7 Episode 7: Preparing My IM's
Prepared by: Ms. JAMAICA OLAZO
Want to ask a copy on this, just reach me on my fb account:
https://www.facebook.com/jamFeb25
DON'T FORGET TO HIT LIKE or LEAVE A COMMENT BELOW.
Thanks :)
The document outlines 8 key factors to consider when writing instructional materials: 1) Understanding the learners' abilities and prior knowledge, 2) Structuring and clarifying the material, 3) Sequencing concepts from simple to complex, 4) Balancing vertical and horizontal relationships, 5) Explaining concepts through headings, illustrations and exercises, 6) Pacing lessons appropriately, 7) Allowing students to review and link new and old concepts, and 8) Elaborating lessons in a variety of ways to aid student learning. The document was discussed by Roxie Calamaya and prepared by Patrixia Ann Baldonaza from reference material on Prezi.
The document outlines the components and elements of curriculum in the Philippine educational system. It describes the three levels of education - primary, secondary, and tertiary. The primary level aims to provide knowledge, skills, values for personal development and awareness of societal changes. The secondary level continues these aims and discovers student aptitudes. The tertiary level provides general education and trains professionals needed for national development through research. The document also discusses aims, vision, mission, goals, educational objectives, and the interrelationship between curriculum components like content, methods, and evaluation.
The document discusses the natural resources of the Philippines. It details the country's abundant water resources such as rivers, lakes, and waterfalls that provide water power and are popular tourist destinations. It also describes the fertile land and forests that cover much of the country. Other natural resources discussed include mineral deposits such as nickel, iron, and copper, as well as fisheries and marine resources along its extensive coastline.
The document provides guidelines for selecting and evaluating instructional materials. It lists several factors to consider: whether the materials accurately portray ideas, contribute meaningful content, are appropriate for students, are in good physical condition, include a teacher's guide, develop critical thinking skills, and are worth the time and cost. The document also emphasizes that effective use of materials requires preparation of the teacher, students, and follow up activities to meet learning objectives.
Communicative Language Teaching (CLT) emphasizes communication in the classroom through pair and group activities to increase student involvement. It is believed that reducing the teacher's talking time (TTT) and increasing student talking time (STT) leads to more effective lessons by limiting teacher-centered instruction and increasing student autonomy and speaking skills. Teachers should use elicitation through clear examples and guiding questions rather than just explanations to engage students and reduce TTT.
The document discusses the behaviorist theory of learning. [1] Behaviorism assumes that learning is influenced by environmental stimuli and responses are reinforced through positive and negative consequences. [2] Important behaviorist theorists include Ivan Pavlov, who studied classical conditioning in dogs, and B.F. Skinner, who developed operant conditioning using reinforcement and punishment. [3] Teachers can apply behaviorist principles by breaking tasks into small steps, providing clear instructions, and using positive reinforcement.
How to Make Awesome SlideShares: Tips & TricksSlideShare
Turbocharge your online presence with SlideShare. We provide the best tips and tricks for succeeding on SlideShare. Get ideas for what to upload, tips for designing your deck and more.
The document discusses effective classroom management strategies. It notes that last year at one school there were 210 infractions, with 46 students repeating infractions after receiving punishments. The document concludes that the school's discipline plan is ineffective and improving classroom management will decrease infractions. It then discusses theories of classical and operant conditioning that can be applied to develop effective classroom routines and influence student behavior.
Classical conditioning is discussed through the example of Ivan Pavlov's experiment with dogs. Pavlov showed that a reflex response (salivation) could become conditioned to respond to a new stimulus (bell) through repeated pairing with food (unconditioned stimulus). The key components of classical conditioning - unconditioned stimulus, conditioned stimulus, unconditioned response, and conditioned response - are explained. Examples are given of how classical conditioning principles can be applied to develop classroom procedures and influence student attitudes. Negative conditioning is discussed through an example of a girl being harassed at school and developing negative associations with school.
Learning can occur through classical conditioning, operant conditioning, and cognitive processes. Classical conditioning involves pairing a neutral stimulus with an unconditioned stimulus to elicit a conditioned response. Operant conditioning is learning through rewards and punishments that strengthen or weaken behaviors. Cognitive learning involves mental processes and problem-solving. Different reinforcement schedules like fixed ratio and variable interval can be used to shape behaviors.
AP Chapter 6 Learning.ppt:Classical Conditioning, Operant Condition, Social C...TameneKeneni
Elaborated slides on the different views of learning: Classical Conditioning, Operant Condition, Social Cognitive Learning theory, and cognitive learning theories.
This document provides an overview of classical conditioning theory and operant conditioning theory. It defines key terms for both theories like unconditioned stimulus, conditioned response, reinforcement and punishment. It also explains Ivan Pavlov's classic dog experiment that demonstrated classical conditioning and B.F. Skinner's research on operant conditioning using a Skinner Box. The document notes implications of both theories for education, including how to shape student behavior through reinforcement and feedback. It concludes with references used to develop the content.
The document discusses different types of learning including classical conditioning, operant conditioning, and observational learning. Classical conditioning involves learning associations between stimuli through processes like Pavlov's dog experiments. Operant conditioning involves learning through reinforcement and punishment of behaviors. Observational learning refers to learning through observing and imitating others.
Classical Conditioning and Operant Conditioning.pptMarinelSadia
This document discusses different types of learning, including classical and operant conditioning. It provides details on Ivan Pavlov's classical conditioning experiments with dogs. Pavlov found that a neutral stimulus could become associated with an unconditioned stimulus and elicit the same response through repeated pairing. The document also discusses B.F. Skinner's work on operant conditioning and how reinforcement and punishment can shape behavior. Reinforcers increase behaviors while punishments decrease behaviors. Different reinforcement schedules like continuous and intermittent are also covered.
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Reproductive Physiology Overview
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Reproductive system physiology
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The reproductive system is responsible for the production and development of offspring. It includes various organs and structures that differ between males and females. In this response, I will provide an overview of the reproductive system physiology for both males and females.
Male Reproductive System Physiology:
Testes: The testes are the primary male reproductive organs. They produce sperm cells through a process called spermatogenesis and secrete the hormone testosterone.
Epididymis: The epididymis is a coiled tube located on the surface of each testis. It serves as a site for sperm maturation and storage.
Vas Deferens: The vas deferens is a muscular tube that transports mature sperm from the epididymis to the urethra during ejaculation.
Seminal Vesicles, Prostate Gland, and Bulbourethral Glands: These accessory glands produce seminal fluid, which nourishes and protects the sperm. The seminal fluid is combined with sperm to form semen.
Urethra: The urethra is a tube that carries urine from the bladder and also serves as a passage for semen during ejaculation.
Female Reproductive System Physiology:
Ovaries: The ovaries are the primary female reproductive organs. They produce ova (eggs) through a process called oogenesis and secrete hormones such as estrogen and progesterone.
Fallopian Tubes: The fallopian tubes are ducts that connect the ovaries to the uterus. They serve as the site for fertilization, where the sperm meets and fertilizes the egg.
Uterus: The uterus, also known as the womb, is a hollow, muscular organ where a fertilized egg implants and develops into a fetus. It undergoes cyclic changes during the menstrual cycle in preparation for pregnancy.
Cervix: The cervix is the lower part of the uterus that connects to the vagina. It contains a small opening called the os, which allows the passage of menstrual blood and sperm.
Vagina: The vagina is a muscular canal that connects the cervix to the external genitalia. It serves as the birth canal during childbirth and also receives the penis during sexual intercourse.
Mammary Glands: While not directly part of the reproductive system, the mammary glands in the breasts produce milk for nourishing newborns after childbirth.
Hormonal Regulation:
The reproductive system is regulated by hormones that coordinate and control its functions. In males, the hypothalamus releases gonadotropin-releasing hormone (GnRH), which stimulates the pituitary gland to release luteinizing hormone (LH) and follicle-stimulating hormone (FSH). LH stimulates the production of testosterone in the testes, while FSH promotes sperm production.
In females, the hypothalamus releases GnRH, which triggers the release of LH and FSH from the pituitary gland. FSH stimulates the development of ovarian follicles and the production of estrogen. LH causes ovulation and the formation of the corpus luteum, which produces pro
There are three main types of learning: classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves associating two stimuli through repeated pairing, like Pavlov's dogs learning to salivate to a bell. Operant conditioning is changing behavior through consequences, as Skinner showed with rats learning to press levers for food rewards. Cognitive learning involves acquiring knowledge through observation and instruction rather than direct experience.
This document provides an overview of key concepts and theories related to learning, including:
1. Classical conditioning theories from Pavlov involving associating stimuli.
2. Operant conditioning from Thorndike and Skinner involving voluntary behaviors shaped by consequences like reinforcement and punishment.
3. Social learning theory from Bandura emphasizing observational learning and how the environment, personal factors, and behavior interact.
This document discusses different approaches to learning, including the behaviorist approach. It provides details on Pavlov's classical conditioning experiments with dogs and key elements like the unconditioned stimulus, unconditioned response, neutral stimulus, conditioned stimulus, and conditioned response. It also explains Skinner's operant conditioning theory using a rat experiment in a Skinner box. Reinforcement, both positive and negative, is an important concept in operant conditioning. Educational implications of behaviorism include using rewards/punishments to shape behavior, association to create attitudes, and desensitization to reduce anxiety.
This document provides an overview of classical and operant conditioning. It discusses classical conditioning, including Pavlov's experiment with dogs, the components of classical conditioning (unconditioned stimulus, unconditioned response, conditioned stimulus, conditioned response), and key principles like acquisition, extinction, and stimulus generalization. It then covers operant conditioning, explaining that it involves associating behaviors with consequences through reinforcement or punishment. It discusses B.F. Skinner's pioneering work in this area and concepts like primary and secondary reinforcers as well as different reinforcement schedules used to teach behaviors.
behavioral theory formed the basis of most of the learning theory applied in child rearing and in classrooms. Parents and teachers still find that, in many instances, individuals do learn when provided with the appropriate blend of stimuli, rewards, negative reinforcement, and punishments. Especially with small children and simpler tasks, behavioral principles are often effective.
Eventually, however, educators began to feel that although stimulus-response does explain many human behaviors and has a legitimate place in instruction, behaviorism alone was not sufficient to explain all the phenomena observed in learning situations. The teacher’s are able to use this approach but they have to consider about the weaknesses and try to solve the weaknesses.
This document discusses several theories of learning, including:
- Pavlov's classical conditioning theory involving conditioning stimuli to elicit responses.
- Skinner's operant conditioning theory involving reinforcing or punishing behaviors to shape learning through rewards and punishments.
- Bandura's social learning theory which emphasizes how observation, modeling, and imitation of others influences learning behaviors and reactions. Bandura's experiments showed learning through observing consequences to others.
Functionalistic and associationistic theories presentationChristin Ferebee
This document discusses functionalistic and associationistic theories of learning proposed by Ivan Pavlov and B.F. Skinner. It introduces Pavlov's theory of classical conditioning and concepts like unconditioned stimulus, unconditioned response, conditioned response and conditioned stimulus. It also introduces Skinner's theory of operant conditioning and concepts like reinforcement, punishment, and reinforcement schedules. The document analyzes how Pavlov and Skinner's ideas are still relevant today, such as in explaining addiction and the effects of television advertising.
The theory of behaviorism is summarized as follows:
1) Key contributors to behaviorism include Ivan Pavlov who discovered classical conditioning through his dog experiments, B.F. Skinner who researched operant conditioning through his pigeon experiments, and Albert Bandura who proposed observational learning through imitation.
2) Behaviorism operates on the principle of stimulus-response and explores both classical conditioning and operant conditioning.
3) A behaviorist teacher would provide stimulus material to prompt correct responses, reinforce positive outcomes through rewards, and utilize technology like games for positive reinforcement.
The document provides information on different types of learning, including classical conditioning, operant conditioning, ecological learning, and observational learning. It discusses key concepts in classical conditioning such as unconditioned stimuli, unconditioned responses, conditioned stimuli, and conditioned responses. Pavlov's classic experiments on conditioning in dogs are described. Operant conditioning principles like reinforcement, punishment, and different schedules of reinforcement are also outlined.
The document discusses several key concepts in learning psychology including:
1. Classical conditioning involves learning associations between stimuli through experiences, like Pavlov's dog experiment.
2. Operant conditioning involves learning through reinforcement or punishment of behaviors, as in Skinner's box experiments with rats.
3. Behaviorism views psychology objectively in terms of observable behaviors rather than internal mental states, as proposed by theorists like Watson and Skinner.
The document discusses the behaviorist theory of learning. [1] Behaviorism assumes that learning is influenced by environmental stimuli and responses are reinforced through positive and negative consequences. [2] Important behaviorist theorists include Ivan Pavlov, who studied classical conditioning in dogs, and B.F. Skinner, who developed operant conditioning using reinforcement and punishment. [3] Teachers can apply behaviorist principles in the classroom by breaking tasks into small steps, providing clear instructions, and using positive reinforcement.
The conditioning theory of learning describes a form of learning where learning occurs s a result of associating a condition or stimulus with a particular reaction .
This document outlines personnel policies and standards for appointments and personnel actions in the civil service as established by Executive Order No. 292. It states that all appointments will be based on merit and fitness determined by competitive examination. It defines various personnel actions like appointment, promotion, transfer, reinstatement, and separation. It requires that all personnel actions comply with rules from the Commission and that promotions go through a merit promotion plan and screening process established by each department.
This document discusses whether all solutes dissolve in solvents through a series of group activities using different materials and water. The activities show that flour and sand do not dissolve in water and form suspensions while sugar and salt do dissolve. Substances dissolve if they are soluble, meaning they are crystalline and "like" each other through properties like being polar. Non-crystalline or insoluble substances that do not dissolve spread throughout water as suspensions instead of forming a uniform solution. Proper shaking of medicine suspensions is needed to disperse undissolved drug particles evenly.
This document provides information about finger plays and pantomime activities for preschool children. It discusses how finger plays use simple actions and finger movements to help children develop memory and language skills. Examples of popular finger plays are provided, including "Itsy Bitsy Spider" and "Five Little Monkeys." The document also defines and compares mime and pantomime, noting that pantomime revolves around character and plot while mime focuses more on movement. Key elements of preparing and presenting effective pantomimes are outlined.
This three sentence summary provides the essential information about the document:
The document discusses the 2010 romantic drama film "Letters to Juliet" starring Amanda Seyfried. It summarizes the film's plot about a fact-checker who discovers old love letters in Verona, Italy and embarks on a journey to help find the long lost love from one of the letters. The document also includes quotes from the film praising its charming and romantic story, and expressing how it makes the reader want to believe in true love.
Saturn is the 6th planet from the Sun and 2nd largest planet in our Solar System. It is a gas giant made primarily of hydrogen and helium that spins very quickly, causing it to be flattened at the poles. Saturn is most notable for its intricate system of rings, comprised of ice particles and dust. Galileo first observed Saturn's rings in 1610, though he incorrectly thought they were moons on either side of the planet. Saturn has over 60 moons, many of which have been explored by space probes like Pioneer, Voyager, and Cassini-Huygens.
This document discusses Robert Gagne and his contributions to instructional design and science education. It specifically focuses on Gagne's taxonomy of learning outcomes, which includes five major categories: verbal information, intellectual skills, cognitive strategies, motor skills, and attitudes. The document also discusses Gagne's learning hierarchy, which proposes that learners must master lower-level prerequisites before moving to higher-level learning. Finally, the document compares procedural task analysis to hierarchical task analysis and outlines Gagne's nine events of instruction. The overall purpose is to introduce students to Gagne's influential instructional theories and how they can be applied to science teaching.
The document provides an overview of symbiotic relationships and ecological interactions between species. It defines key terms like symbiosis, mutualism, commensalism, amensalism, and neutralism. It then provides numerous examples of mutualistic relationships between species, including pollination mutualisms between plants and animals, seed dispersal mutualisms, protection mutualisms, and nutrient acquisition mutualisms. The document emphasizes that mutualistic relationships are widespread in nature and important for ecosystem functioning.
This document discusses two ways that technology can be used in learning: traditionally and constructively. Traditionally, technology serves as a teacher delivering instructional lessons to learners. Constructively, technology helps learners build their own understanding by serving as a partner during the learning process, allowing learners to gather, analyze, and make meaning from the information presented. The document provides examples of traditional tech uses like film showings and examples of constructive uses like hands-on computer activities.
The Cone of Experience is a model created by Edgar Dale that graphically represents the relationship between different types of learning experiences and their effectiveness. It ranges from direct, hands-on experiences at the bottom to abstract, symbolic representations at the top. The cone is meant to show that learning is generally most effective when it progresses from concrete to abstract. It influences teachers to incorporate a variety of instructional methods and media into their lessons to engage different types of learners.
The document discusses the impact of technology in the classroom from the perspectives of both teachers and students. It outlines several benefits of educational technology, such as making lessons more interactive, allowing students to learn in different ways, and giving them access to more resources and information. However, it also notes some potential downsides, such as over-reliance on technology hindering basic skills development and distracting some students from learning. Overall, the document seems to argue that when used appropriately to enhance teaching and engage students, technology can have a positive effect, but its impact depends on how it is implemented in the classroom.
This document traces the development of education and educational technology through different eras. It discusses how in ancient times, education was taught informally by priests and parents, and the first forms of writing like hieroglyphics were developed. During medieval times, formal schooling emerged in places like monasteries and universities. The Renaissance period saw further developments like the printing press and early educational tools and theories from thinkers like Comenius, Montessori, and others. The document provides historical context on how education and technology have evolved together over millennia.
The document discusses different aspects of educational technology including educational media, technology in education, technology integration, and instructional technology. It defines educational technology as any type of media that can be used at home or in the classroom to supplement lessons and formal education. It emphasizes that educational media builds bridges between students' knowledge and learning objectives and enhances teaching and learning. Technology integration focuses on using technology to integrate lessons and skills to reinforce learning while keeping the curriculum outcome as the focus rather than the technology itself. Instructional technology aims to improve the efficiency and effectiveness of instruction through designing, applying learning theory, and using technology to support development and delivery of instruction from the learner's perspective.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
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
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This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"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!"
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
3. Exemplary ElementaryExemplary Elementary
Classroom ManagementClassroom Management
Last year, there were 210 total infractions
written.
46 students who repeated behaviors for
which they had already received infractions.
More than half of the infractions resulted
from ineffective classroom routines,
procedures or rules.
Conclusions: 1) The school’s discipline plan is notConclusions: 1) The school’s discipline plan is not
effective and must be addressed. 2) Improvingeffective and must be addressed. 2) Improving
classroom management will decrease infractions.classroom management will decrease infractions.
4. Exemplary ElementaryExemplary Elementary
Classroom ManagementClassroom Management
As we discuss classroom management, one
important point to remember is YOU ARE
NOT ALONE!
Your classroom is yours and you will
ultimately decide how you want to
manage it.
This module is designed only to enhance
your classroom management skills and
encourage teamwork between teachers
to improve classroom management.
5. Exemplary ElementaryExemplary Elementary
Classroom ManagementClassroom Management
Classroom management includes all of the
things a teacher must to do toward these
two ends:
1. To foster student involvement and
cooperation in all classroom activities.
2. To establish a productive working
environment.
7. Exemplary ElementaryExemplary Elementary
Classical ConditioningClassical Conditioning
Pavlov
Classical Conditioning –
Presenting a conditioned stimulus
serves as a signal that the
unconditioned stimulus is coming
Ivan Pavlov
8. Exemplary ElementaryExemplary Elementary
Classical Conditioning
A neutral stimulus is a stimulus to which an personA neutral stimulus is a stimulus to which an person
does not respond (NS).does not respond (NS).
An unconditioned response (UCR) can be learnedAn unconditioned response (UCR) can be learned
using a neutral stimulus just before anusing a neutral stimulus just before an
unconditioned stimulus (UCS).unconditioned stimulus (UCS).
After being paired with an unconditioned stimulus,After being paired with an unconditioned stimulus,
the previous neutral stimulus now elicits a responsethe previous neutral stimulus now elicits a response
and is no longer “neutral.” The NS becomes aand is no longer “neutral.” The NS becomes a
conditioned stimulus (CS) and the person hasconditioned stimulus (CS) and the person has
learned a conditioned response (CR).learned a conditioned response (CR).
Basic principles of Classical Conditioning Theory:
Ivan Pavlov
9. Exemplary ElementaryExemplary Elementary
Classical Conditioning
Classical Conditioning Procedure
Before Conditioning
Unconditioned
Stimulus (UCS) ||
Incapable of
producing
conditioned
response (CR)
During Conditioning
Conditioned
Stimulus (CS)
Unconditioned
Stimulus (UCS)
Unconditioned
Response
(UCR)
After Conditioning
Conditioned
Stimulus (CS)
Conditioned
Response (CR)
Ivan Pavlov
10. Exemplary ElementaryExemplary Elementary
Classical Conditioning
Using Classical Conditioning to Develop Classroom Procedure
Before Conditioning
Morning Bell
(UCS)
Start Class
Incapable of
producing (CR)
During Conditioning
Morning Bell
Conditioned
Stimulus (CS)
Start Class
Unconditioned
Stimulus (UCS)
Students sit
down, look at
teacher and
listen for
directions
(UCR)
After Conditioning
Morning Bell
Conditioned
Stimulus (CS)
Start Class
Conditioned
Response (CR)
Ivan Pavlov
11. Exemplary ElementaryExemplary Elementary
Using classical conditioning, we have
the ability to:
Affect students likes/dislikes
Influence our student’s attitudes
Develop a respect for authority
Classical ConditioningClassical Conditioning Ivan Pavlov
12. Exemplary ElementaryExemplary Elementary
Affecting Students Likes/Dislikes
Classical Conditioning Theory indicates that
people develop a taste for pleasant experiences
and aversions to experiences they find
unpleasant
Classical ConditioningClassical Conditioning
Therefore, we must intentionally provide learningTherefore, we must intentionally provide learning
experiences for which theexperiences for which the studentsstudents find pleasantfind pleasant
if we want students to enjoy learning.if we want students to enjoy learning.
Ivan Pavlov
13. Exemplary ElementaryExemplary Elementary
Influencing students’ attitudes toward learning
Classical Conditioning Theory suggests that
students will develop a positive attitude toward
learning simply by presenting content along with
words and images that evoke positive feelings such
as “excellent”, “awesome,” and “good work.”
Classical ConditioningClassical Conditioning
Therefore, we must intentionally incorporateTherefore, we must intentionally incorporate
words and images in our classrooms that evokewords and images in our classrooms that evoke
positive feelings forpositive feelings for students.students.
Ivan Pavlov
14. Exemplary ElementaryExemplary Elementary
Therefore, we must instill a healthy sense of “respect” ofTherefore, we must instill a healthy sense of “respect” of
authority so that students will avoid behaviors that result inauthority so that students will avoid behaviors that result in
unpleasant consequences.unpleasant consequences.
Develop a respect of authority
Classical Conditioning Theory explains that people develop
respect/fear based on conditioned stimuli that are associated
with unpleasant unconditioned stimuli.
This theory also suggests that people do not have to experience
the unpleasant stimuli first hand but will develop respect/fear of
conditioned stimuli by watching someone experience an
unpleasant unconditioned stimuli.
Classical ConditioningClassical Conditioning Ivan Pavlov
15. Exemplary ElementaryExemplary Elementary
Operant ConditioningOperant Conditioning
B.F. Skinner
Operant Conditioning – “A Response that
is immediately followed by a reinforcer is
strengthened and is therefore more likely
to occur again.” (1)
B.F. Skinner
16. Exemplary ElementaryExemplary Elementary
Operant ConditioningOperant Conditioning
Skinner’s Basic Law of Operant Conditioning Theory:
Reinforcer – a response that increases in
frequency when preceded with a stimulus or
event.
Almost any behavior can be learned through
operant conditioning including academic, social
and psychomotor.
Undesirable behaviors are reinforced just as
easily as desirable behaviors.
B.F. Skinner
17. Exemplary ElementaryExemplary Elementary
Operant ConditioningOperant Conditioning
Important Conditions for Operant Conditioning:
The reinforcer must follow the response.
The reinforcer must follow immediately.
The reinforcer must be contingent on the response.
Positive and Negative Reinforcers
Positive Reinforcement involves the presentation of
a stimulus after a response such as a smile, positive
words, and a good grade.
Negative Reinforcement increases a response
through the removal of a stimulus.
B.F. Skinner
18. Exemplary ElementaryExemplary Elementary
Operant ConditioningOperant Conditioning
Punishment is not negative reinforcement.
Negative reinforcement increases the frequency
of a response by taking away a negative
stimulus. For example, homework is not given
to a student because of his/her positive
behavior.
Punishment decreases the frequency of a
response by giving a negative stimulus or taking
away a positive stimulus. Talk with your table
about some examples of this.
B.F. Skinner
19. Exemplary ElementaryExemplary Elementary
Operant ConditioningOperant Conditioning B.F. Skinner
Give PositiveGive Positive
StimulusStimulus
Take AwayTake Away
Negative StimulusNegative Stimulus
PositivePositive
ReinforcementReinforcement
NegativeNegative
ReinforcementReinforcement
Give Negative Stimulus orGive Negative Stimulus or
Take Away Positive StimulusTake Away Positive Stimulus
Increase?Increase?
PunishmentPunishment
Decrease?Decrease?
What do you want the behavior to do?What do you want the behavior to do?
20. Exemplary ElementaryExemplary Elementary
Operant ConditioningOperant Conditioning
Skinner’s assessment of operant conditioning and
teaching.
Reinforcement in the classroom usually occurs
inconsistently and not soon enough after the
desired response has occurred.
If immediate reinforcement is impossible, then
environmental cues that indicate reinforcement is
coming later can be effective.
B.F. Skinner
Therefore, we must use reinforce positive behaviorTherefore, we must use reinforce positive behavior
immediately after it occurs if possible and use environmentalimmediately after it occurs if possible and use environmental
cues only as a second option.cues only as a second option.
21. Exemplary ElementaryExemplary Elementary
Operant ConditioningOperant Conditioning
Skinner’s assessment of operant conditioning and teaching.
Teachers have the difficult task of teaching behaviors
that will be useful for students in their future. Students
do not see the natural positive reinforcers immediately
that they might in the realize in the future. As a result,
teachers use artificial reinforcers such as stickers which
are ineffective because students do not se how they
connect to their behavior.
B.F. Skinner
Therefore, we must make learning relevant to students’Therefore, we must make learning relevant to students’
present interests and provide effective connections betweenpresent interests and provide effective connections between
learning and the reinforcement method we choose.learning and the reinforcement method we choose.
22. Exemplary ElementaryExemplary Elementary
Operant ConditioningOperant Conditioning
Skinner’s assessment of operant conditioning and
teaching.
Teachers find themselves punishing misbehaviors
rather than reinforcing appropriate responses. For
example, when most of the students are in line
appropriately and one or two students are
misbehaving, the teacher will punish the two students
who are misbehaving rather than praising the rest of
the class for their appropriate behavior.
B.F. Skinner
Therefore, we must focus on reinforcing the desirableTherefore, we must focus on reinforcing the desirable
behaviors of some students in order to solicit appropriatebehaviors of some students in order to solicit appropriate
responses from the rest of the students.responses from the rest of the students.
23. Exemplary ElementaryExemplary Elementary
Classroom Management StrategiesClassroom Management Strategies
Use Mavlov’s Hierarchy of needs to ensure the
classroom environment provides for meeting deficiency
needs of the students
Establish routines and procedures for every task
Communicate discipline plan which includes positive
and negative consequences or reinforcers
Classroom management refers to all of the things that a teacher does toClassroom management refers to all of the things that a teacher does to
organize students space, time, and materials so instruction in contentorganize students space, time, and materials so instruction in content
and student learning can take place. It is important to:and student learning can take place. It is important to:
““Effective teachers MANAGE their classrooms.Effective teachers MANAGE their classrooms.
Ineffective teachers DISCIPLINE their classrooms.”(2)Ineffective teachers DISCIPLINE their classrooms.”(2)
24. Exemplary ElementaryExemplary Elementary
Classroom Management StrategiesClassroom Management Strategies
Meeting Mavlov’s Hierarchy of NeedsMeeting Mavlov’s Hierarchy of Needs
Esteem Needs
Love and Belongingness Needs
Safety Needs
Physiological Needs
Discuss ways you meet Maslow’s Hierarchy of Needs for your
students with the people at your table
Remember to focus on the needs you can meet, not the needs
you can’t meet
DeficiencyNeedsDeficiencyNeeds
Need for Self-Actualization
Growth NeedGrowth Need
25. Exemplary ElementaryExemplary Elementary
Classroom Management StrategiesClassroom Management Strategies
Knowledge of classroom procedures tells the students things like:
What to do when the bell rings
What to do when the pencil breaks
What to do when you hear an emergency alert signal
What to do when you finish your work early
What to do when you have a question
What to do when you need to go to the bathroom
What to do when you want the my attention
Where to turn in assignments
What to do at dismissal of class
Establishing Classroom Routines and ProceduresEstablishing Classroom Routines and Procedures
26. Exemplary ElementaryExemplary Elementary
Classroom Management StrategiesClassroom Management Strategies
Parents also need to follow procedures for the school and your class:
You must be a model and follow the school’s procedures
How can you expect students and parents to follow procedures
if you don’t follow them? Allowing a parent to drop off a
student tardy without a tardy pass because you don’t want to
ask them to walk to the office and back will hurt you in the long
run. That parent will not understand when you call and explain
that their child does not follow procedures because they saw
that you didn’t follow them either.
Establishing Routines and Procedures for ParentsEstablishing Routines and Procedures for Parents
Communicate classroom and school procedures to parents the first
week of school and expect parents to follow them.
27. Exemplary ElementaryExemplary Elementary
Classroom Management StrategiesClassroom Management Strategies
Investing time in teaching discipline and procedures will be repaid
multifold in the effective use of class time.
Here are a few things to keep in mind as you are establishing rules:
Rules are expectations of appropriate behavior. You can state
your expectations as rules
Rules immediately create a work-oriented atmosphere
Rules create a strong expectation about the things that are
important to you.
Include consequences – What the student chooses to accept if
a rule is broken.
Include rewards – What the student receives for appropriate
behavior
Establishing a Discipline PlanEstablishing a Discipline Plan
28. Exemplary ElementaryExemplary Elementary
Classroom Management StrategiesClassroom Management Strategies
Take some time to discuss with your colleagues things that you have
done that worked and things that didn’t work.
What are the areas are the strongest? Weakest?
How can you help another colleague in the area where you are
strongest?
What do you need to improve the areas you thought were weak?
What materials and/or resources are needed in order to improve your
classroom management skills this year?
Teamwork – Implementing Classroom ManagementTeamwork – Implementing Classroom Management
29. Exemplary ElementaryExemplary Elementary
““There is absolutely no researchThere is absolutely no research
correlation between success and familycorrelation between success and family
background, race, national origin,background, race, national origin,
financial status, or even educationalfinancial status, or even educational
accomplishments. There is but oneaccomplishments. There is but one
correlation with success, and that iscorrelation with success, and that is
ATTITUDE.”ATTITUDE.”
Harry K. Wong (2)Harry K. Wong (2)
30. Exemplary ElementaryExemplary Elementary
Works CitedWorks Cited
Ormrod, J. (2004). Chapter 7 Social Cognitive
Theory. Human Learning 4th ed. New
Jersey. Pearson Merrill Prentice Hall.
Wong, Harry K., Rosemary T., (1998). The First
Days of School. Mountain View. Harry K.
Wong Publications.
1.
2.
Editor's Notes
Welcome to Classroom Management: The Effective Teacher Module I. You all are very effective teachers and this training is intended to build on your expertise in classroom management, not negate it.
An effective teacher has many characteristics including high expectations, effective classroom management and mastery teaching. This training focuses on effective classroom management. We will have subsequent training in Module II: High Expectations and Module III: Mastery Teaching.
As I look through the infractions from last year, I found that there were 46 students who repeated behaviors for which they had already received infractions. This year, the plan to improve classroom management is not a coincidence based on these infractions. I noticed that many of the problems were based on issues related to deficiency needs based on Maslow’s Hierarchy of needs. Students cannot learn, much less move to self-actualization unless the deficiency needs have been met. Many of the infractions stemmed from students who are sleepy, hungry, or cold/hot. In some instances, students just needed to use the restroom but had inappropriate actions rather than telling the teacher. I believe we can work together and reduce the number of infractions this year. By reducing the number of infractions, I am not saying that you should not write infractions as long as you follow the appropriate procedure. Reducing the number of infractions means that we reduce the number of occurrences of inappropriate behavior in the first place through improving classroom management. The truth is we all have some area of classroom management that could be improved.
I am asking that you refuse to work alone this year even if you prefer it. Your colleagues need your expertise, advice and encouragement even if you don’t believe you need theirs. Everyone has something they can pass to someone else. For veteran teachers, it might be experience and understanding because you have been here for many years. For new teachers, it might be that you inspire others with your desire to influence the lives of students. We can reignite the fire that brought us to the education field in the first place.
Classroom management starts the very first day teachers come back to school after summer break, not the first day students are present. Teachers must prepare classrooms and everything in the classroom before students arrive in order to set the stage for effective classroom management during the rest of the year. Preparation always starts with planning. Because student achievement at the end of the year is directly related to the degree the teacher establishes good control of the classroom procedures in the very first week of school, it is critical to know what your are doing, why you are doing it and how you will train students to do the same. For example, you will want to maintain a clean, well-organized room. You may have your own reasons but for students a clean, well-organized room fosters student involvement and cooperation in all classroom activities. It also models organization to students. However, if you don’t train the students to maintain the clean, well-organized room you have created, it will be a matter of days before it turns into chaos.
Many behaviorists have contributed to theories that involve soliciting a particular behavior using different techniques. This module will explore the work of Ivan Pavlov and B.F. Skinner in regard to conditioning student responses based on various stimuli. As experienced educators, you already have classroom strategies that work for you. This module provides useful classroom management strategies without taking the control of the teacher away. You are in control of your classroom. The classroom management strategies presented are not designed to be “ABC/123 steps to successful classroom management.” Using the ideas provided, you will decide how you will run your classroom. There are no cut out, scripted, cookie cutter strategies here. Classroom management is the responsibility of every teacher and no one desires to take that away from you. This module also provides time for you to decide how to implement classroom management strategies. I want you to be encouraged and inspired to think of things you have done that you want to continue doing and things that didn’t work. I will allow you time to discuss these things with your colleagues so that you may team up with other teachers and discover their secrets.
We must model positive attitudes and thinking so our students will follow. We can find a positive side for every learning experience regardless of whether or not the student failed. For example, if a student passes the reading TAKS test but not the math, we can respond by saying, “This is good. Now, we know that we need to focus on math for the next few weeks. Let’s me think of another way we can talk about fractions. What is your favorite food…” From here, we would explain fractions based on food that is pleasant for this specific student. The most important thing in affecting a student’s likes and dislikes is discovering what that student finds enjoyable and start there.
Again, modeling is important as we influence a student’s attitude toward learning. If the student says, “Fractions are really hard for me.” We often may respond by disputing the students thought and saying, “No, they aren’t. You can do this.” However, we must affirm the student’s thoughts as we redirect them. Instead we might say, “I know this is hard but I remember when addition was hard for you and you are really excellent at it now. Let’s get out my new puzzle and talk about fractions again.”
Developing a respect “FEAR” of authority does not mean that we want students to respect teachers. The respect discussed on this slide is the same as the respect we have of the police, government if we do not pay our taxes, and of the district if we break the rules. It is healthy for people to respect authority and that respect usually keeps them from having inappropriate behavior that might result in a negative consequence. A student without respect of authority is unruly, disrespectful and possibly dangerous. There are a few ways to instill respect without physical pain. The best way is to be consistent and coherent when students behave inappropriately. The students need to know that you are not going to miss anything. During the first week of school, it is imperative that teachers establish that themselves as an authority figure in the eyes of the students. This is done by making sure that all expectations and rules are followed and consequences occur in every instance that they are not. For example, if you have trained the students on Monday and Tuesday to put their hands behind their back. On Wednesday, if one student does not have his hands behind their back, then you might wait and tell the class that everyone is waiting on one student to remember how we line up. This shows the students that you are watching every detail of their actions. If they do not feel that they can get away with not putting their hands behind their back, then they are less likely to try running in the hall, touching another student or getting out of the line. This also establishes security because the students sense that because you are watching them closely, no one will be able to harm them without your knowledge.
Skinner’s Theory of Operant Conditioning is much like Pavlov’s theory but indicates that the reinforcer must be given after the desired response instead of at the same time.
These ideas contribute to the notion that behavior is reinforced one way or another. An undesirable behavior that goes without notice can be viewed as positive reinforcement by the student and therefore continue. Note that reinforcers are not necessarily rewards because they may or may not be pleasant and desirable.
This model is useful when we need help deciding what to do about a behavior. It shows us how to increase the frequency of behaviors or how to extinguish them. I am handing out a copy of this slide for you to keep handy as you deal with student behavior. Be sure to remember that you focusing on a behavior that is already happening and deciding how to make it continue or stop.
Skinner has identified two major problems for us. We can combat these issues by planning ahead and providing reinforcements that can not only be given immediately but also relate to the concepts we are teaching in the present life of our students. We will use fractions again for an example. If the students successfully cut a cookie into halves then they can eat one half, then that half into fourths, eat one and so on. This reinforcer is immediate and directly relates to the objective we are teaching.
Many times we can correct inappropriate behavior simply by praising those with appropriate behavior. When we hear that Ms. Wonderful is always on time for work it makes us want to be on time for work. These strategies will work on our husbands, parents, siblings and our own children. My mother-in-law used to get gifts simply by singing the praises of one of the people in the group for buying her a new bracelet. The next time the group was together several people brought her gifts.
Maslow’s Hierarchy of Needs is essential for teachers because we must ensure that deficiency needs are met before we expect learning to occur. For example, if a student is sleepy at 8:00 in the morning when he comes in your classroom and falls asleep by 8:30 in the morning, then it might be more productive to let him sleep until 9:00 before you expect him to learn. If you do this, you must communicate with the parent so they can take responsibility for this need in the future. It is important to address it as a problem so that the behavior of not sleeping at home isn’t reinforced by getting to sleep in class. Parents may be unaware and will take responsibility for these needs if you communicate them. The student may be ineffective in communicating these needs or simply may not want them to be met because of what they might have to give up. It is unproductive to focus on needs that we cannot meet such as providing breakfast for our class everyday because parent’s do not feed them. However, we can have an influence by expressing to parents the breakfast hours and menu available in the mornings. We may also explain to parents that students need a good breakfast everyday, not just the day of the TAKS test. If they are hungry every morning as we teach concepts on the TAKS test and they did not learn them because they were hungry and could not focus, then having a good breakfast on the day of the TAKS test will not benefit them at all. The bottom line is that deficiency needs must be met before we can expect students to learn.
After you have done everything you can think of to prepare for your class, you should not be able to think of one thing that might occur for which you have no procedure, rule, consequence, or remedy.
No one can be expected to follow procedures that they do not know about. Parents are no exception. It is imperative that you send information about your classroom procedures home in the student’s home language. The home language can be found on each student’s home environment survey. Parents will rise to your expectations of them. If you expect them to communicate with you, sign homework folders, send notes regarding absences, etc, then they will do it. We do not want to punish a child for their parent’s neglect such withholding a treat because their parents didn’t sign a note. However, that does not mean that parents are off the hook. We must not be afraid to communicate with them.
I want you to have the opportunity to talk to each other about school related topics since you had the opportunity to catch up on personal topics during lunch. In most in-services, you have a set agenda to discuss and are not given time to discuss your own school related agendas during the in-service. That time is needed to develop relationships necessary to foster teamwork and the ability to ask for help when it is needed. These questions are just a starting place for your discussions. If you find yourself wandering from these questions but you are getting valuable information that will help you improve in some area, please do not stop your discussion. However, please keep your discussion focused on school. After this time, I want us to evaluate this training and present thoughts, ideas and conclusions about classroom management.
This year, let’s concentrate on keeping our thoughts centered on those things that we can influence, change and affect. Our goal is to model a positive attitude.