I created this PowerPoint with a classmate for class last semester which was in Classroom Management. The end of the slideshow is a Jeopardy game we created for people to participate in our presentation.
Rudolf Dreikurs was a founder of child guidance centers who developed a theory of misbehavior based on Alfred Adler's ideas. He believed all behavior stems from a need to belong and gain social acceptance. When students are unsuccessful, misbehavior arises from one of four goals: attention-getting, power/control, revenge, or helplessness. Dreikurs advocated addressing the underlying goal, using encouragement over punishment, and adopting a democratic teaching style.
How to invite students to learn. Teachers can be inviting or disinviting students to learn with their words, body language. Invitiing students to learn is helpful, so they feel they are able to do improve.
This document provides faculty and staff guidance on responding to distressed or disruptive student behavior. It defines distressed students as experiencing emotional or psychological problems interfering with learning, and disruptive students as those whose behavior makes teaching and learning difficult. The document advises addressing problems promptly, making referrals to campus resources as needed, and maintaining a learning environment. Signs of minor or severe distressed behavior are outlined. Questions for departments to discuss around students' rights and due process are also provided.
I created this PowerPoint with a classmate for class last semester which was in Classroom Management. The end of the slideshow is a Jeopardy game we created for people to participate in our presentation.
Rudolf Dreikurs was a founder of child guidance centers who developed a theory of misbehavior based on Alfred Adler's ideas. He believed all behavior stems from a need to belong and gain social acceptance. When students are unsuccessful, misbehavior arises from one of four goals: attention-getting, power/control, revenge, or helplessness. Dreikurs advocated addressing the underlying goal, using encouragement over punishment, and adopting a democratic teaching style.
How to invite students to learn. Teachers can be inviting or disinviting students to learn with their words, body language. Invitiing students to learn is helpful, so they feel they are able to do improve.
This document provides faculty and staff guidance on responding to distressed or disruptive student behavior. It defines distressed students as experiencing emotional or psychological problems interfering with learning, and disruptive students as those whose behavior makes teaching and learning difficult. The document advises addressing problems promptly, making referrals to campus resources as needed, and maintaining a learning environment. Signs of minor or severe distressed behavior are outlined. Questions for departments to discuss around students' rights and due process are also provided.
There are four levels of invitational education: intentionally disinviting teachers who deliberately discourage students and never smile; unintentionally disinviting teachers who are oblivious to their negative behaviors; unintentionally inviting "natural teachers" who are liked but may not maximize learning; and intentionally inviting teachers who have an invitational philosophy and work to invite students through verbal comments, behaviors, environment and self-talk. The basis of being inviting is building relationships, and effective teachers are deliberately inviting across four areas.
Here are two examples of activities to help preschoolers remember what they learn:
1. Role playing and dramatization - Allow children to act out stories, concepts, or skills they have learned. Embodying information through role playing helps cement it in long-term memory.
2. Creating arts and crafts projects - Engage children in arts, crafts, or building projects that represent or reinforce the concepts being taught. For example, making puppets of story characters or building with blocks what was learned in a math lesson. Hands-on creation solidifies abstract ideas.
This document provides an overview of an educational psychology course taught by Dr. Evrim Baran. The course objectives are to gain understanding of educational psychology, learn theories of human development and learning, examine conceptual frameworks, and understand how individual experiences influence student learning. The required textbook is listed. Course requirements include in-class activities, student presentations, a midterm exam, and final exam. Course policies on attendance, notes, academic dishonesty, and makeups are also outlined. The next class will involve reading the first chapter and reflecting on good teachers and effective learning environments.
ALBERT BANDURA’S SOCIAL COGNITIVE THEORY DrGMSunagar1
Bandura's social cognitive theory posits that learning occurs through observation within a social context, and is influenced by personal factors, environmental factors, and one's behavior. Key aspects of the theory include observational learning, where children observe and imitate behaviors of models like parents and peers. Reinforcement, whether external or internal, positive or negative, influences which observed behaviors are repeated. Identification is adopting behaviors and qualities of someone one admires.
Bullying interferes with learning and takes many forms such as teasing, assault, and harassment. It negatively impacts victims, bystanders, and bullies. Victims experience fear, loss of self-esteem, depression, and lower academic performance. Bystanders also feel fear and guilt. Bullies are more likely to drop out of school and engage in criminal behavior. Teachers should establish zero tolerance for bullying, closely supervise areas where it often occurs, and act immediately to address reported incidents.
This document discusses social learning theory and self-regulated learning, noting that people learn behaviors by observing others and gradually take control over their own actions, and that self-regulation involves goal-setting, self-monitoring, and self-reinforcement to achieve academic goals. An assignment asks students to interview a friend about their study habits and self-regulatory strategies.
The document discusses aggressive behavior in students. It defines terms like behavior, good manners, and aggressiveness. It describes how aggressiveness can negatively impact a person's health and be a problem for schools. The causes of aggression in children include harsh parenting, lack of anger management skills, and inappropriate behavior modeling. Suggestions to cure aggression include avoiding physical punishment, teaching children anger management and appropriate behaviors, rewarding non-aggressive acts, and not reinforcing aggressive behaviors. A blog excerpt emphasizes that aggressiveness spreads in society like a virus and changing individual behaviors is needed to address this issue.
Bullying interferes with learning and takes many forms such as teasing, assault, and harassment. It negatively impacts victims, bystanders, and bullies. Victims experience fear, loss of self-esteem, depression, and lower academic performance. Bystanders also feel fear and guilt. Bullies are more likely to drop out of school and engage in criminal behavior. Teachers should establish zero tolerance for bullying, closely supervise areas where it often occurs, and act immediately to address reported incidents.
The document provides information about the final week of an EDS 220 course, including a review, listening technique exercise, congratulations, song recommendations, identity guessing activity, consumer psychology activity, alphabet brainstorming, preposterous questions, teacher job interview activity, possible exam questions, class memento activity, and thanking exercise.
The document provides information on recognizing signs of bullying in students, responding to bullying incidents, addressing the different parties involved including the bullied student, bully, bystanders, and parents, as well as ineffective and effective strategies for preventing bullying. It discusses signs that a student is being bullied such as damaged belongings, injuries, changes in mood or behavior. It also outlines steps for intervening in incidents and having follow up conversations with those involved. Recommendations are provided for supporting the bullied student and holding the bully accountable while changing their behavior. The importance of involving bystanders and parents is also addressed. Ineffective approaches like zero tolerance policies are critiqued, while recommended prevention strategies include supervision in problem
Bandura's social cognitive theory posits that learning occurs through observation of others within social contexts. His triadic causation model shows how personal factors, environmental influences, and one's behavior interact bidirectionally. Bandura identified four core elements of observational learning: attention, retention, reproduction, and motivation. Self-efficacy refers to one's beliefs about their capabilities and is shaped by mastery experiences, social persuasion, vicarious experiences, and physiological states. High self-efficacy relates to greater effort, persistence, and achievement.
Peer assessment 2: An environment for learninganabelpuertolas
This document contains a summary by Ana Isabel Puértolas Girón of the key factors in creating a positive learning environment. Some important characteristics of a positive environment include adequate space, temperature, light and noise levels, as well as opportunities for student interaction, risk-taking, and feedback. However, the teacher's ability to control the environment is limited by school policies, a lack of resources, and social factors impacting students. While the teacher can arrange furniture and use different resources, true constraints include rigid policies, economic shortages, and unsafe neighborhoods impacting student safety and support. The teacher reflects on strengths like negotiating with students and conveying enthusiasm, as well as weaknesses in discipline, unrealistic goals, and feeling pressure from
- Bullying is a major problem that can affect anyone and occurs in most schools, taking various forms such as teasing, taunting, threatening, hitting or stealing.
- Bullying is most common in elementary school and decreases in high school. Bullies seek to feel powerful and in control while victims have low self-esteem.
- Bullying has negative consequences for both victims and bullies, including poor academic and social outcomes as well as potential self-harm. National programs and encouraging support from parents and schools aim to address the problem.
A school counselor provides academic, career, and personal/social support to K-12 students through developmental lessons, annual planning, and individual and group counseling. They address a wide range of issues including academic problems, career decisions, mental health concerns, and disputes. While they maintain student confidentiality, counselors may break this bond if a student poses clear and imminent danger. The role of the counselor is to work with students to create solutions, address issues proactively, and potentially save lives, not to solely solve problems or only deal with emotional concerns. Their job involves helping students in many facets of life.
Bullying interferes with learning and takes many forms such as teasing, assault, and harassment. It negatively impacts victims, bystanders, and bullies. Victims experience fear, loss of self-esteem, depression, and lower academic performance. Bystanders also feel fear and guilt. Bullies are more likely to drop out of school and engage in criminal behavior. Teachers should establish zero tolerance for bullying, closely supervise areas where it often occurs, and act immediately to address reported incidents.
"Bully Proof" powerpoint from the author of "The Hero in Me"annieglass
This powerpoint presentation provides information on bullying and how to feel bully-proof. It defines bullying as repeated abusive behavior that creates an imbalance of power between the bully and target. The presentation distinguishes bullying from normal conflicts and describes the characteristics of bullies and targets. It discusses the role of bystanders and provides strategies for targets to build self-esteem, develop social skills, utilize adults for help, and feel empowered against bullying. The final slides address cyberbullying prevention.
Bullying is harmful repeated negative actions meant to hurt others that can occur physically, verbally, or online. It often happens in unstructured school settings and can damage students' emotional development. Students with autism or social disabilities are frequently targeted due to their differences and naivety, needing extra support. Teachers can help by looking for signs of bullying, starting anti-bullying programs, discussing it in class, and encouraging students to report incidents.
This document summarizes a parent workshop held on October 7, 2014 at PS-12. The workshop covered spheres of control that parents and children have over various topics like food, curfew and academics. It included role playing family scenarios to practice communication skills like active listening and clarifying. Parents then discussed which topics they felt were in their own or their children's control to reflect on setting appropriate boundaries. The goal was to help parents have productive discussions with their children.
This document provides an outline for faculty and staff on managing student behavior in college. It discusses the importance of building positive teacher-student relationships and defines different types of difficult students such as disruptive, distressed, and difficult. It provides tips for responding to disruptive behavior, understanding potential causes, and counseling distressed students. The document emphasizes using discipline rather than punishment and outlines professional ethics for faculty. It also discusses qualities of ideal teachers and questions for departments to discuss around student issues.
This document discusses the management of behavior crises in pediatric patients. It outlines that challenging behaviors can develop due to a lack of adaptive functioning skills, family dynamics, sensory issues, abuse or bullying. Behaviors serve to get attention, access preferred items, avoid non-preferred stimuli or sensory experiences. Proper management requires understanding the behavior's function and underlying reasons through tools like ABC charts and motivation assessment scales. Interventions include teaching new skills, sensory integration, parenting skills training and individual therapy alongside continued monitoring.
1) The document discusses strategies for effective classroom leadership and behavior management, noting that preventative action is most effective but clear consequences are needed for unacceptable behavior.
2) It emphasizes consistency, having reasonable expectations for student compliance, and praising positive behavior as core strategies.
3) The document also warns against the mistaken belief that teachers can control all student behavior all the time and stresses that effective behavior management is about keeping systems between the teacher and individual students rather than targeting students.
The document discusses effective classroom leadership and strategies for managing poor student behavior. It notes that preventing poor behavior is most effective, but clear, firm policies must be in place to help students improve their behavior when issues do arise. It also shares lessons from puppy training, emphasizing keeping behavioral expectations consistent between teacher and student, and establishing expectations for student compliance.
There are four levels of invitational education: intentionally disinviting teachers who deliberately discourage students and never smile; unintentionally disinviting teachers who are oblivious to their negative behaviors; unintentionally inviting "natural teachers" who are liked but may not maximize learning; and intentionally inviting teachers who have an invitational philosophy and work to invite students through verbal comments, behaviors, environment and self-talk. The basis of being inviting is building relationships, and effective teachers are deliberately inviting across four areas.
Here are two examples of activities to help preschoolers remember what they learn:
1. Role playing and dramatization - Allow children to act out stories, concepts, or skills they have learned. Embodying information through role playing helps cement it in long-term memory.
2. Creating arts and crafts projects - Engage children in arts, crafts, or building projects that represent or reinforce the concepts being taught. For example, making puppets of story characters or building with blocks what was learned in a math lesson. Hands-on creation solidifies abstract ideas.
This document provides an overview of an educational psychology course taught by Dr. Evrim Baran. The course objectives are to gain understanding of educational psychology, learn theories of human development and learning, examine conceptual frameworks, and understand how individual experiences influence student learning. The required textbook is listed. Course requirements include in-class activities, student presentations, a midterm exam, and final exam. Course policies on attendance, notes, academic dishonesty, and makeups are also outlined. The next class will involve reading the first chapter and reflecting on good teachers and effective learning environments.
ALBERT BANDURA’S SOCIAL COGNITIVE THEORY DrGMSunagar1
Bandura's social cognitive theory posits that learning occurs through observation within a social context, and is influenced by personal factors, environmental factors, and one's behavior. Key aspects of the theory include observational learning, where children observe and imitate behaviors of models like parents and peers. Reinforcement, whether external or internal, positive or negative, influences which observed behaviors are repeated. Identification is adopting behaviors and qualities of someone one admires.
Bullying interferes with learning and takes many forms such as teasing, assault, and harassment. It negatively impacts victims, bystanders, and bullies. Victims experience fear, loss of self-esteem, depression, and lower academic performance. Bystanders also feel fear and guilt. Bullies are more likely to drop out of school and engage in criminal behavior. Teachers should establish zero tolerance for bullying, closely supervise areas where it often occurs, and act immediately to address reported incidents.
This document discusses social learning theory and self-regulated learning, noting that people learn behaviors by observing others and gradually take control over their own actions, and that self-regulation involves goal-setting, self-monitoring, and self-reinforcement to achieve academic goals. An assignment asks students to interview a friend about their study habits and self-regulatory strategies.
The document discusses aggressive behavior in students. It defines terms like behavior, good manners, and aggressiveness. It describes how aggressiveness can negatively impact a person's health and be a problem for schools. The causes of aggression in children include harsh parenting, lack of anger management skills, and inappropriate behavior modeling. Suggestions to cure aggression include avoiding physical punishment, teaching children anger management and appropriate behaviors, rewarding non-aggressive acts, and not reinforcing aggressive behaviors. A blog excerpt emphasizes that aggressiveness spreads in society like a virus and changing individual behaviors is needed to address this issue.
Bullying interferes with learning and takes many forms such as teasing, assault, and harassment. It negatively impacts victims, bystanders, and bullies. Victims experience fear, loss of self-esteem, depression, and lower academic performance. Bystanders also feel fear and guilt. Bullies are more likely to drop out of school and engage in criminal behavior. Teachers should establish zero tolerance for bullying, closely supervise areas where it often occurs, and act immediately to address reported incidents.
The document provides information about the final week of an EDS 220 course, including a review, listening technique exercise, congratulations, song recommendations, identity guessing activity, consumer psychology activity, alphabet brainstorming, preposterous questions, teacher job interview activity, possible exam questions, class memento activity, and thanking exercise.
The document provides information on recognizing signs of bullying in students, responding to bullying incidents, addressing the different parties involved including the bullied student, bully, bystanders, and parents, as well as ineffective and effective strategies for preventing bullying. It discusses signs that a student is being bullied such as damaged belongings, injuries, changes in mood or behavior. It also outlines steps for intervening in incidents and having follow up conversations with those involved. Recommendations are provided for supporting the bullied student and holding the bully accountable while changing their behavior. The importance of involving bystanders and parents is also addressed. Ineffective approaches like zero tolerance policies are critiqued, while recommended prevention strategies include supervision in problem
Bandura's social cognitive theory posits that learning occurs through observation of others within social contexts. His triadic causation model shows how personal factors, environmental influences, and one's behavior interact bidirectionally. Bandura identified four core elements of observational learning: attention, retention, reproduction, and motivation. Self-efficacy refers to one's beliefs about their capabilities and is shaped by mastery experiences, social persuasion, vicarious experiences, and physiological states. High self-efficacy relates to greater effort, persistence, and achievement.
Peer assessment 2: An environment for learninganabelpuertolas
This document contains a summary by Ana Isabel Puértolas Girón of the key factors in creating a positive learning environment. Some important characteristics of a positive environment include adequate space, temperature, light and noise levels, as well as opportunities for student interaction, risk-taking, and feedback. However, the teacher's ability to control the environment is limited by school policies, a lack of resources, and social factors impacting students. While the teacher can arrange furniture and use different resources, true constraints include rigid policies, economic shortages, and unsafe neighborhoods impacting student safety and support. The teacher reflects on strengths like negotiating with students and conveying enthusiasm, as well as weaknesses in discipline, unrealistic goals, and feeling pressure from
- Bullying is a major problem that can affect anyone and occurs in most schools, taking various forms such as teasing, taunting, threatening, hitting or stealing.
- Bullying is most common in elementary school and decreases in high school. Bullies seek to feel powerful and in control while victims have low self-esteem.
- Bullying has negative consequences for both victims and bullies, including poor academic and social outcomes as well as potential self-harm. National programs and encouraging support from parents and schools aim to address the problem.
A school counselor provides academic, career, and personal/social support to K-12 students through developmental lessons, annual planning, and individual and group counseling. They address a wide range of issues including academic problems, career decisions, mental health concerns, and disputes. While they maintain student confidentiality, counselors may break this bond if a student poses clear and imminent danger. The role of the counselor is to work with students to create solutions, address issues proactively, and potentially save lives, not to solely solve problems or only deal with emotional concerns. Their job involves helping students in many facets of life.
Bullying interferes with learning and takes many forms such as teasing, assault, and harassment. It negatively impacts victims, bystanders, and bullies. Victims experience fear, loss of self-esteem, depression, and lower academic performance. Bystanders also feel fear and guilt. Bullies are more likely to drop out of school and engage in criminal behavior. Teachers should establish zero tolerance for bullying, closely supervise areas where it often occurs, and act immediately to address reported incidents.
"Bully Proof" powerpoint from the author of "The Hero in Me"annieglass
This powerpoint presentation provides information on bullying and how to feel bully-proof. It defines bullying as repeated abusive behavior that creates an imbalance of power between the bully and target. The presentation distinguishes bullying from normal conflicts and describes the characteristics of bullies and targets. It discusses the role of bystanders and provides strategies for targets to build self-esteem, develop social skills, utilize adults for help, and feel empowered against bullying. The final slides address cyberbullying prevention.
Bullying is harmful repeated negative actions meant to hurt others that can occur physically, verbally, or online. It often happens in unstructured school settings and can damage students' emotional development. Students with autism or social disabilities are frequently targeted due to their differences and naivety, needing extra support. Teachers can help by looking for signs of bullying, starting anti-bullying programs, discussing it in class, and encouraging students to report incidents.
This document summarizes a parent workshop held on October 7, 2014 at PS-12. The workshop covered spheres of control that parents and children have over various topics like food, curfew and academics. It included role playing family scenarios to practice communication skills like active listening and clarifying. Parents then discussed which topics they felt were in their own or their children's control to reflect on setting appropriate boundaries. The goal was to help parents have productive discussions with their children.
This document provides an outline for faculty and staff on managing student behavior in college. It discusses the importance of building positive teacher-student relationships and defines different types of difficult students such as disruptive, distressed, and difficult. It provides tips for responding to disruptive behavior, understanding potential causes, and counseling distressed students. The document emphasizes using discipline rather than punishment and outlines professional ethics for faculty. It also discusses qualities of ideal teachers and questions for departments to discuss around student issues.
This document discusses the management of behavior crises in pediatric patients. It outlines that challenging behaviors can develop due to a lack of adaptive functioning skills, family dynamics, sensory issues, abuse or bullying. Behaviors serve to get attention, access preferred items, avoid non-preferred stimuli or sensory experiences. Proper management requires understanding the behavior's function and underlying reasons through tools like ABC charts and motivation assessment scales. Interventions include teaching new skills, sensory integration, parenting skills training and individual therapy alongside continued monitoring.
1) The document discusses strategies for effective classroom leadership and behavior management, noting that preventative action is most effective but clear consequences are needed for unacceptable behavior.
2) It emphasizes consistency, having reasonable expectations for student compliance, and praising positive behavior as core strategies.
3) The document also warns against the mistaken belief that teachers can control all student behavior all the time and stresses that effective behavior management is about keeping systems between the teacher and individual students rather than targeting students.
The document discusses effective classroom leadership and strategies for managing poor student behavior. It notes that preventing poor behavior is most effective, but clear, firm policies must be in place to help students improve their behavior when issues do arise. It also shares lessons from puppy training, emphasizing keeping behavioral expectations consistent between teacher and student, and establishing expectations for student compliance.
The document discusses effective classroom leadership and strategies for managing poor student behavior. It emphasizes that preventative action is most effective to enable learning, but clear consequences must be in place for unacceptable behavior. Key strategies discussed include keeping interactions brief, giving students choices to regain control over their behavior, praising positive behavior, and maintaining consistency in implementing behavior plans.
CATALYST for Character Formation Association
www.mannrentoy.com
Given on the 27th of October 2018 at the LRC Hall of St. Paul College Pasig
For more information, email catalystpds@gmail.com
The document discusses strategies for improving character education and school climate. It outlines three main strategies: 1) Increasing staff involvement through professional development on topics like cooperative learning. 2) Engaging students through activities like class meetings and giving them leadership roles to address issues like bullying. 3) Building partnerships with parents by communicating the character education program and providing ways for parents to participate and support lessons at home. The overall message is that a comprehensive, whole-school approach to character education that involves and coordinates efforts of staff, students, and parents can help address issues like empathy decline, bullying, and improve academic and social outcomes for students.
This document discusses factors that can lead to disruptive behaviors in the classroom and strategies for managing behaviors to maximize learning. It notes that preventing problems through clear expectations, rules created with student input, consistent consequences, and positive reinforcement can be effective behavior management tools. The document emphasizes the importance of addressing disruptive behaviors immediately and making lessons engaging. It also stresses avoiding showing anger and getting to know students individually.
This document provides information on bullying prevention in schools. It discusses how bullying affects victims, bystanders, and bullies. Victims experience fear, loss of self-esteem, depression, and lower academic performance. Bystanders also feel fear and guilt. Bullies are more likely to drop out of school and engage in criminal behavior. The document then outlines strategies for teachers and schools to address bullying, such as establishing anti-bullying rules and policies, supervising areas where bullying often occurs, responding quickly to reports of bullying, and involving parents.
Behaviour management techniques are used to control or modify student responses in the classroom. Some common behavioural issues observed include answering back, bullying, incessant talking, diverse learner needs, swearing, and not listening. The document provides suggestions for managing these behaviours such as using non-verbal cues, praising positive behaviour, ignoring low-level misbehaviour, and giving clear expectations and consequences. Building rapport with students and tailoring instruction to individual needs can help address the root causes of misbehaviour.
This document discusses the problem of declining empathy and rising narcissism among today's youth. Empathy levels among teens are 40% lower than three decades ago, while narcissism has increased 58%. This "empathy gap" hurts students' academic performance and social-emotional development, and can lead to bullying, cheating, and less resilience. The document advocates for comprehensive character education programs in schools to explicitly teach empathy, kindness, and ethics. It provides strategies for developing caring classrooms and schools, including establishing a shared vision or "touchstone," implementing restorative practices, and increasing student and family involvement.
The document discusses the negative impacts ("wounds") that schooling can have on students. It describes 7 types of wounds like numbing of creativity and feelings of underestimation. It also discusses how school experiences shape students' self-concepts and the lack of discussion around these wounds. The author advocates for rethinking practices that harm students and supporting those that encourage student agency and cooperation among teachers.
This document discusses several aspects of professional conduct for teachers. It addresses how teachers must balance connecting with students while maintaining professional standards. Teachers have greater ethical responsibilities than many other professions. Professional classroom conduct can vary depending on the situation and region but teachers should be sensitive to student demographics and maintain good communication in all situations. A teacher's conduct outside the classroom also reflects on the profession and they should be aware they are always in the spotlight in the community.
This document discusses strategies for designing an environment that prevents bullying and promotes learning. It provides 10 warning signs of potentially violent behavior and 10 things teachers and students can do to address bullying. These include learning about bullying, having zero tolerance for name-calling, knowing warning signs, teaching conflict resolution, and students reporting suspicious behavior. The document also lists 20 instructional strategies to engage learners, such as graphic organizers, cooperative learning, role playing and technology. It emphasizes that relationships are key to learning and ending with quotes about making the classroom interactive and brain-compatible.
This document summarizes the history and structure of the University of Chicago. It discusses notable past presidents like Robert Hutchins who sought to reform education by emphasizing a liberal education over specialization. It describes the current president George Beadle and notes that the university has a strong faculty with considerable autonomy. The summary also provides financial details, noting the university has a $275 million endowment and $75 million annual budget, most of which goes to instruction and research.
Cayman Islands National Education Conference 2017Paul Samuel
1) The document discusses effective classroom management strategies, focusing on developing a positive classroom culture and understanding student behavior from a brain science perspective.
2) It emphasizes the importance of being a role model, using recognition over punishment, restorative practices, and meeting student needs as outlined in Maslow's hierarchy.
3) The author shares tips for managing their own emotions when students test limits, such as keeping solid, positive, in control, and focused, as well as the importance of being a champion for every child.
The document discusses the principles and techniques of constructive or positive discipline in classrooms. It defines constructive discipline as rewarding positive behavior rather than punishing negative behavior. The principles of constructive discipline include taking a holistic, strengths-based, positive, inclusive, proactive, and participatory approach. Specific techniques described include using rewards, giving choices, modeling good behavior, positive communication, and maintaining order through respect rather than fear or punishment. The document questions old assumptions that punishment is necessary for control or that children need to be controlled rather than engaged as active learners. It emphasizes long-term goals of student well-being and development over short-term reactions to misbehavior.
The PTA plays an important role in student learning and addressing factors that discourage learning. Students may struggle due to their home environment, lack of motivation, lack of leadership skills, or issues with classroom environment. To help students, the PTA can work to increase parent involvement in education, provide support and encouragement at home, help develop students' interpersonal skills, and create a positive classroom setting. With cooperation between parents and teachers, many issues affecting student performance can be addressed.
This document discusses various topics related to classroom management, leadership, and discipline. It begins by outlining four rules for effective classroom management: get students in and seated at the start of class, get students out and dismissed at the end of class, get students engaged with the content during class, and develop positive relationships with students. It then discusses leadership theories, decision making processes, management styles, and strategies for dealing with disruptive behavior such as ignoring minor disturbances, using humor to defuse tensions, and appealing to students' values. The document provides guidance for teacher self-evaluation and developing a philosophy of discipline centered around treating students with respect.
This document discusses the negative impact of traditional schooling practices on student learning and self-esteem. It summarizes interviews with 109 people about their school experiences and identifies 7 common "wounds" inflicted by schools, such as feeling one's creativity was stifled. It argues schools often view ability as innate rather than developed through effort. The document calls for reforms to make learning more joyful, give students more choice and control, and match schooling approaches to current skills needs and learning realities.
This document discusses raising resilient children and preventing bullying. It describes different types of children, including "cotton wool kids" who are anxious and perfectionist, and "free range kids" who are confident and resilient. It emphasizes teaching children a growth mindset where they love challenges and learn from mistakes. It also discusses the social dynamics that can enable bullying, the characteristics of bullies and targets, and strategies for parents and schools to build emotional intelligence and prevent bullying.
Similar to Confident Classroom Leadership - Short (20)
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
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PHTC - Confident Classroom Leadership This document has been produced for use on PHTC training courses. We are happy for you to reproduce it providing that you do so in this form. [email_address]
PHTC - Confident Classroom Leadership This document has been produced for use on PHTC training courses. We are happy for you to reproduce it providing that you do so in this form. [email_address] Notes
PHTC - Confident Classroom Leadership This document has been produced for use on PHTC training courses. We are happy for you to reproduce it providing that you do so in this form. [email_address]
PHTC - Confident Classroom Leadership This document has been produced for use on PHTC training courses. We are happy for you to reproduce it providing that you do so in this form. [email_address]