This document provides guidance for handling challenging classroom situations that may arise. It suggests clearly outlining expectations and policies to prevent issues. When problems occur, the document recommends speaking privately with students, understanding multiple perspectives, documenting interactions, and maintaining a supportive approach while upholding standards. Deans or services can assist if issues persist after reasonable efforts to address them respectfully. The overall message is to fairly but gently manage behaviors to facilitate a positive learning environment.
We always expect medicinal and magical effect to solve behavioral and attitudinal problems of students. Students are human being. Human beings possess millions of observable and non-observable traits. Generally, educator becomes judgmental rather than an alert and minute observer. Every single act of student will not come under misbehaviour. A wise educator perceives different human traits on different layers and find out the logical solutions of students’ misbehaviour. We need not worry to create Utopian Society. We deal with smart kids (technological smart if not academicals smart). We always need to handle these smart kids with care, love and affection. Never ever leave a space for a student to form a negative outlook for you. Always keep open interaction with students to form a positive attitude towards learning, academic, peers and school. We should always try to repeat and remind the essence of good behaviour. The desired changes in the students’ behaviour will be observed -------time----time -----time ---------will be there ----keep patience –remind----repeat--------keep doing proper effort------ --- Rajeev Ranjan
www.rajeevranjan.net
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
We always expect medicinal and magical effect to solve behavioral and attitudinal problems of students. Students are human being. Human beings possess millions of observable and non-observable traits. Generally, educator becomes judgmental rather than an alert and minute observer. Every single act of student will not come under misbehaviour. A wise educator perceives different human traits on different layers and find out the logical solutions of students’ misbehaviour. We need not worry to create Utopian Society. We deal with smart kids (technological smart if not academicals smart). We always need to handle these smart kids with care, love and affection. Never ever leave a space for a student to form a negative outlook for you. Always keep open interaction with students to form a positive attitude towards learning, academic, peers and school. We should always try to repeat and remind the essence of good behaviour. The desired changes in the students’ behaviour will be observed -------time----time -----time ---------will be there ----keep patience –remind----repeat--------keep doing proper effort------ --- Rajeev Ranjan
www.rajeevranjan.net
behavior management,in the current era, is not confined to students only but has become a necessity for every individual. teachers should also evaluate themselves whether they are able to manage their own behavior.
With so many changes in the classroom, you need to adjust your classroom management strategies to keep up. Learn how you can teach better in 2018 with these 8 strategies.
Teaching is a noble profession. However, it is not an easy one. Individuals may have numerous degrees to their name, but to impart this knowledge to others is not as simple and itself is an art. https://www.queryfloor.com/blog/effective-classroom-management-strategies
Introduction To Dealing With Difficult, Defiant And Unmotivated Students Adamsbarbarafadams
As it turns out,, about 85% of the classroom disciplinary issues appear to be caused by >15% of the students. How we deal with this 15% while not disheartening and discouraging the majority of students is the key to creating a working environment for students and teachers, alike.
With so many changes in the classroom, you need to adjust your classroom management strategies to keep up. Learn how you can teach better in 2018 with these 8 strategies.
Teaching is a noble profession. However, it is not an easy one. Individuals may have numerous degrees to their name, but to impart this knowledge to others is not as simple and itself is an art. https://www.queryfloor.com/blog/effective-classroom-management-strategies
Introduction To Dealing With Difficult, Defiant And Unmotivated Students Adamsbarbarafadams
As it turns out,, about 85% of the classroom disciplinary issues appear to be caused by >15% of the students. How we deal with this 15% while not disheartening and discouraging the majority of students is the key to creating a working environment for students and teachers, alike.
A Look at Theories on Prenatal Causes of HomosexualityPearce P
This presentation was made for a writing class with a focus on gender and sexuality. It is based off an article by Richard C. Friedman and Jennifer I. Downey. It looks at homosexuality theories from a biological basis.
Teaching is an art. Rajeev Ranjan
If an educator is determined to bring desirable change in ACL , result can be seen over a period of time. Wise educator works on method, materials and managing pace with ACL learning styles. ACL learning depends on developing a right attitude to taste a sense of success over a period of time. Sense of achieving something boosts up the confidence of ACL and building of confidence leads to developing self interest for learning lesson. ACL learning ratio is basically proportionate to developing his own self interest to achieve. The day, “ S/He feels” that s/he is equal to one and all in the class, also at house and can do equally well like Rohan/Ranjan in a subject, educator hard work is started taking a shape and can give desirable learning interest in coming days.....................
"Our integrated effort should be based on helping a child to be inquisitive, self reliant and self motivated for learning. Indeed, it is a difficult task but If a child becomes self conscious of learning new topics/subjects, s/he will cross the boundary of complexity of learning. Inquisitive learner works hard to overcome complexity of learning."
"Our goal is to help ACL, to optimize his/her abilities to learn , and to meet highest, realistic expectations so that learning can be initiated by learner himself/herself".
Dealing with Disruptive Student Behaviour - Practical Tips for University Tea...Emma Kennedy
This presentation is designed to help university teachers deal with disruptive student behaviour in practical, effective ways, improving classroom management in higher education.
This is a basic introduction and how-to lesson on integrating the interactive whiteboard with your lessons. Learn how to get the students engaged while also keeping your class under control with these simple tips.
At the end of the session the participants should be able to;
Explain the extent to which good rapport with the students affect learning;
State the things teachers do to develop rapport with them;
List various ways rapport affects their academic behavior
Some examples of disruptive behavior
Threats to harm or threatens verbally or physically
Distracting and loud noises
Answering mobile phones or making electronic devices beep
Exhibiting erratic, irrational behavior
Speaking on the phone without recognition
Room entrance and exit is out of permission
Engaging in a way that disrupts a class or administration procedure
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. Sense of failure, rejection,
threat
To avoid these feelings
◦ Clarify types of behaviour
◦ Understand some causes
◦ Generate solutions
◦ Separate behaviour from person
◦ Take ourselves out
3. Certain behaviours are
expected
Punctuality
Regular attendance
Performance of required tasks
Paying attention
Coming prepared
Dressing appropriately
Being polite
Being respectful
4. If students break these rules .
..
Poses a problem to instructor trying to
manage a group so that it is functional
First thing to do—rank those
behaviours in order of importance.
5. Now categorize each type of
behaviour by what
◦ Makes you angry
◦ Seems senseless
◦ Embarrasses you
◦ Amuses you
◦ Can you deal with easily
◦ Can you understand
6. Now select the types of behaviour that
make you angry and think about the
last time you had to deal with it
Analyze what happened
◦ What led up to it?
◦ How did other students react?
◦ How did you intervene?
◦ What were the activities in the
classroom at the time?
◦ What was the outcome?
7. What are the factors that make
learning successful?
Having fun
Being involved
Discovering
Achieving goals
Understanding the purpose of tasks
8. What interferes with learning?
Fear of failure
Boredom
Unrealistic goals
Not understanding the purpose of
tasks
Feeling tired
9. Prevention is better than
Prescription……………….
Impossible to avoid all
difficulties
Clear outline of expectations
and evaluative criteria are
critical.
Leave you less vulnerable.
10. PREVENTION!
Clearly state expectations concerning
class attendance, participation, and
the timely completion of assignments
UP FRONT.
Hand out a document that outlines
these criteria.
11. Tell them Where You are Coming
From
Communicate your biases so they
know what type of work you
expect.
Explain
your own critical
methodology and interests to give
them an idea as to what
approaches you prefer.
12. Be an ally, not an adversary.
Be accessible.
Be warm and supportive in
encouraging your students'
participation in class.
13. Be careful when correcting students in
class—don’t embarrass them or put them
on the defensive.
Point out mistakes in a positive and
constructive manner that is not
discouraging.
Help students recognize for themselves
flaws in their argument or response.
14. Befair and ethical.
Students talk to each other
and compare notes.
Interveneearly when a
problem arises,
documenting and saving
copies of all your efforts to
reach out to a given student.
15. Make sure that your
attitude in class
serves as a model
of how you expect your
students to behave and
participate in your class.
16. Grading
Making your grading
policies and expectations as
transparent as possible.
This will help but will not
totally preclude difficulties.
17. Assignments are late or not
turned in
Unambiguously state your
policy on how late or
missing assignments will be
handled in the syllabus that
you distribute on the first
day of class.
18. Speak to student in private to
determine the cause of their failure
to complete the assignments in an
appropriate manner.
Make the student aware of negative
impact on grade. Remind the
student that ultimately they are in
control of their coursework.
20. Communicate by email or
follow up an in-person
discussion with an email
reiterating the pertinent
aspects of the
conversation.
21. Missed Exam
Discuss how you'll handle missed
exams and quizzes at the beginning of
the semester.
What will be your policy on making up
missed exams?
Stick to your policy so as to maintain
total fairness with all students.
22. Student Argues Grade
Make grading criteria clear
from the outset of the course.
Use a grading/point system
that is clear and
straightforward so that it is
easily defendable and easy for
your students to understand.
23. Furnish students with the criteria
necessary for success so that they know
how to meet your expectations.
If possible, hand out guidelines for a good
essay or examples of a superior exam
answer.
24. When you grade, give
detailed explanations of why
you found a given point
weak or strong and offer
suggestions as to how the
work might be improved.
Give the students ideas
about how to study or
organize their ideas more
effectively.
25. Offer the option of handing in an
initial draft of their work that you
will comment on but not grade.
Ask the student to explain to you in
specific terms why his or her work
deserved a better grade.
26. Consider a re-grade policy
whose details you spell out
in your syllabus. Or
formulate a policy for
yourself in advance of
having to implement it.
27. If you agree to re-evaluate student work,
make it clear that you retain the right to
adjust the grade either up or down.
Warn the student that you may find
mistakes or problems that you hadn't
noticed the first time around, which
could adversely affect their grade.
28. Always keep an open
mind to the possibility
that you may have made
a mistake in evaluating
student work and that re-
evaluation might indeed
be in order.
29. Student offers to do extra credit
to compensate
List all of the assignments that will
accrue towards the final grade on your
first-day syllabus, making it clear that
supplemental work will not be factored
into the grade.
30. Remind the student that the concept
of "extra credit" has currency in the
arena of secondary education but is
no longer operative at the university
level.
31. Classroom Behaviours
The late student
◦ Speak to the student in private
◦ Ask that they enter unobtrusively if
necessary
◦ Always start class on time.
32. ◦ Give quizzes at beginning of class
◦ Address the class as a whole, insist on
the importance of punctuality as a mark of
respect not only towards the instructor
and course material but also towards the
other students in the class.
◦ Emphasize that you respect your students
and that such respect should be
reciprocal.
33. Excessive absence
◦ Make sure that you state your
policy on attendance in your
syllabus, indicating whether a
certain number of absences will
result in the lowering of a grade.
◦ Contact the student individually to
find out what the circumstances
of their absence are.
34. ◦ Warn the student that their grade
will probably suffer as a result of
their chronic absences.
◦ If attendance is not required and
the student is doing well, you may
be better off not addressing the
issue with that student.
35. Chronically hostile or disruptive
◦ Contact the student. Document
and keep records.
◦ Ask for, listen to, and try to
understand the student's
perspective.
◦ Sometimes disruptive behavior
reflects a desperate need for
attention. Listening may help.
36. ◦You may often discover
that the attitude has
nothing to do with you
◦ or your class and that
the student is not even
aware that they seem
hostile
37. ◦If the student has a
specific problem, ask
them to suggest
possible solutions.
◦ Try to think of ways that
you could help, within
the limits of your role as
an instructor.
38. ◦ Frame your comments on the
student's behavior in terms of
"stress" so as to keep them
from feeling judged or
attacked.
◦ Stress provides a neutral and
safe context within which to
discuss disruptive behavior
and attitudes.
39. If
the problem persists, talk
to other faculty members
who have had the student in
their classes.
◦ Talk to a dean or to
someone at Student
Services to get further
input and support.
40. Chronically argumentative
student
Support your position by relying on the
course materials, to which you both have
access.
Suggest that he/she continue the discussion
during your office hours.
Remain calm and nonjudgmental. Do not take
it personally.
.
41. Listen to and try to understand the
student's perspective.
Don't assert your authority as the
professor. Avoid introducing your
statements with "I."
If a student is stubborn and refuses to
postpone a disagreement until after
class or office hours and completely
disrupts a class, remain calm
42. ◦If the student is agitated to
the point of being
unreasonable,
◦ ask them to carry the
grievance to a higher
authority (e.g., the
department head or dean).
43. ◦ Make apparent your willingness to
discuss the issue calmly,
◦ but do not continue trying to reason
with a student who is highly
agitated.
◦ If you remain calm in the presence
of the group, the student may soon
become cooperative again.
44. In an extreme case, you may have to
ask the student to leave the
classroom, or even dismiss the class.
Try to respond as calmly as possible.
Avoid making an issue out of a small
incident.
The hardest part of such a situation is
to maintain your professionalism, and
not to respond as if you feel
personally attacked.