1) The document discusses how teacher-student relationships develop from daily classroom interactions and how studying these dynamics using a systems theory approach can provide insight into how interactions influence relationships over time.
2) Effective teacher-student relationships are characterized by teachers exhibiting appropriate levels of dominance through clear expectations and goals, assertiveness, and cooperation through flexible goals and showing personal interest in students.
3) Classroom management, emotional support, and instructional support are important dimensions of teaching linked to student achievement according to the CLASS framework.
In order to establish human connection in schools, teachers must have a sophisticated understanding of how to interact with and foster learning experiences for all students. Students need connections with their teachers and peers to collaborate, socialize, and develop academically. Providing opportunities for participation and ensuring students feel included, regardless of abilities, allows all students to reach their potential.
This document discusses the importance of social-emotional learning for students' success. It summarizes research showing that teaching social-emotional skills can improve academic achievement and reduce risky behaviors. The document also explains that students must first develop self-awareness and relationship skills to manage their emotions and behaviors, and teachers need to create a safe environment and support the development of these skills. It concludes that social-emotional learning is beneficial for students and enables them to better focus on academic learning.
This document discusses the importance of social-emotional learning for students' success. It summarizes research showing that teaching social-emotional skills can improve academic achievement and reduce risky behaviors. The document also explains that students must first develop self-awareness and relationship skills to manage their emotions and behaviors, which enables them to focus on learning. Teachers can support social-emotional learning by creating a safe environment, building relationships with students, and explicitly teaching skills like self-management.
This document discusses the importance of social-emotional learning for students' success. It summarizes research showing that teaching social-emotional skills can improve academic achievement and reduce risky behaviors. The document also explains that students must first develop self-awareness and relationship skills to manage their emotions and behaviors, and teachers need to support this by creating a safe environment and building relationships. Overall, the research presented indicates that social-emotional learning is essential for helping students focus on learning.
The document discusses the role and functions of a tutor for an elementary school class. It provides information on the following key points:
1) The tutor is responsible for coordinating teachers, adapting offerings to student needs, addressing students, and being the mediator between the school, parents, and community.
2) Tutoring functions include facilitating student integration, personalizing learning processes, monitoring learning, coordinating student information and evaluations, and establishing relationships with parents.
3) Effective tutoring requires collecting student information, knowing group dynamics, and intervening when needed to support school and social integration.
The document discusses the role and functions of a tutor for an elementary school class. It provides information on:
1) The tutor is responsible for coordinating teachers, adapting offerings to student needs, addressing students, and being the mediator between the school, parents, and community.
2) The tutor facilitates student integration, contributes to personalized learning processes, monitors learning, coordinates student information and evaluations with other teachers.
3) Effective tutoring requires collecting student information, knowing group dynamics, and knowing each student's situation to support their school and social integration.
The document discusses what makes an effective teacher. It states that effective teachers do not simply teach knowledge, but aim to prepare students for lifelong learning by providing them with knowledge, skills, understanding and attitudes. It discusses how constructivist theories developed by Piaget and Vygotsky have impacted teaching approaches, placing more importance on the teacher acting as a facilitator of learning in an open environment. It also discusses how constructivism is connected to the theories of Piaget and Vygotsky and their beliefs about cognitive development and social interaction in learning.
This document is a statement of informed beliefs by a teacher discussing their philosophy of education. It covers several key topics: recognizing that students learn differently and it is the teacher's responsibility to meet their needs; having high expectations for all students regardless of background; understanding how family and social factors influence learning; promoting socialization and community involvement; addressing the needs of diverse ethnic and cultural backgrounds; using various methods of planning, assessment, and adjusting curriculum to accommodate different learning styles and needs. The overall message is the importance of treating each student as an individual, modifying one's teaching approach, and connecting learning to the wider social context to help all students succeed.
In order to establish human connection in schools, teachers must have a sophisticated understanding of how to interact with and foster learning experiences for all students. Students need connections with their teachers and peers to collaborate, socialize, and develop academically. Providing opportunities for participation and ensuring students feel included, regardless of abilities, allows all students to reach their potential.
This document discusses the importance of social-emotional learning for students' success. It summarizes research showing that teaching social-emotional skills can improve academic achievement and reduce risky behaviors. The document also explains that students must first develop self-awareness and relationship skills to manage their emotions and behaviors, and teachers need to create a safe environment and support the development of these skills. It concludes that social-emotional learning is beneficial for students and enables them to better focus on academic learning.
This document discusses the importance of social-emotional learning for students' success. It summarizes research showing that teaching social-emotional skills can improve academic achievement and reduce risky behaviors. The document also explains that students must first develop self-awareness and relationship skills to manage their emotions and behaviors, which enables them to focus on learning. Teachers can support social-emotional learning by creating a safe environment, building relationships with students, and explicitly teaching skills like self-management.
This document discusses the importance of social-emotional learning for students' success. It summarizes research showing that teaching social-emotional skills can improve academic achievement and reduce risky behaviors. The document also explains that students must first develop self-awareness and relationship skills to manage their emotions and behaviors, and teachers need to support this by creating a safe environment and building relationships. Overall, the research presented indicates that social-emotional learning is essential for helping students focus on learning.
The document discusses the role and functions of a tutor for an elementary school class. It provides information on the following key points:
1) The tutor is responsible for coordinating teachers, adapting offerings to student needs, addressing students, and being the mediator between the school, parents, and community.
2) Tutoring functions include facilitating student integration, personalizing learning processes, monitoring learning, coordinating student information and evaluations, and establishing relationships with parents.
3) Effective tutoring requires collecting student information, knowing group dynamics, and intervening when needed to support school and social integration.
The document discusses the role and functions of a tutor for an elementary school class. It provides information on:
1) The tutor is responsible for coordinating teachers, adapting offerings to student needs, addressing students, and being the mediator between the school, parents, and community.
2) The tutor facilitates student integration, contributes to personalized learning processes, monitors learning, coordinates student information and evaluations with other teachers.
3) Effective tutoring requires collecting student information, knowing group dynamics, and knowing each student's situation to support their school and social integration.
The document discusses what makes an effective teacher. It states that effective teachers do not simply teach knowledge, but aim to prepare students for lifelong learning by providing them with knowledge, skills, understanding and attitudes. It discusses how constructivist theories developed by Piaget and Vygotsky have impacted teaching approaches, placing more importance on the teacher acting as a facilitator of learning in an open environment. It also discusses how constructivism is connected to the theories of Piaget and Vygotsky and their beliefs about cognitive development and social interaction in learning.
This document is a statement of informed beliefs by a teacher discussing their philosophy of education. It covers several key topics: recognizing that students learn differently and it is the teacher's responsibility to meet their needs; having high expectations for all students regardless of background; understanding how family and social factors influence learning; promoting socialization and community involvement; addressing the needs of diverse ethnic and cultural backgrounds; using various methods of planning, assessment, and adjusting curriculum to accommodate different learning styles and needs. The overall message is the importance of treating each student as an individual, modifying one's teaching approach, and connecting learning to the wider social context to help all students succeed.
The document discusses various definitions and concepts related to effective teaching. It defines teaching as an interactive process between students and teachers that aims to facilitate learning and development. Effective teaching is achieved through subject matter expertise, strong communication skills, student-centered instruction, ongoing assessment, and continuing professional development. Key characteristics of effective teachers include classroom management abilities, subject knowledge, pedagogical skills, and the ability to engage and motivate students.
Classroom Behavior Management Plan ComponentsFoundation .docxclarebernice
Classroom Behavior Management Plan Components
Foundation
A- Classroom Demographics
lowa the King Catholic School consists of approximately 240 students from pre-k to 8th grade. The kindergarten class, the classroom in which I observed, consists of 21 students. Students’ demographics are 15 white students, three African American students, one Asian student, and one Hispanic student. The classroom is managed by two teachers who are trained to deal with different ethnic groups. Because the school is a private school, most of the students represent middle to high levels of socioeconomic status.
The students’ behaviors in the kindergarten class are diverse. As students in the kindergarten class are a younger age, they normally are very active and teachers were very professional in dealing with them. The teachers always reminded the children of the rules of the class such as, “Don’t speak when the teacher is talking. Don’t answer questions until the teacher asks you to answer”. In addition, in the class, there is a leadership board and every day the teachers put one of the student’s name on the board to be the leader of the day. The leader’s job is to do the morning work such as set the date of the day, weather, and season on the smart board by getting help from the teachers and students. Also, some of the leader’s job is to organize the students’ line when they go to the restroom in the restroom times and when they go to the play area.
The teachers plan the lesson carefully to meet all students’ needs. They develop the curriculum to align with all students’ cultures and backgrounds. They print all of the vocabulary they teach students on cards and put them on the board. In addition, they put different books that are related to different cultures in the class library for students to read in the reading time.
B- Philosophy
From my point of view, most of the students’ problems and misbehaviors happen for a reason. Therefore, it is the teacher’s job to find out the reasons for the misbehaviors and teach the students the appropriate behaviors. The most effective way to prevent the misbehavior is to focus on replacing and teaching the positive behavior instead of eliminating it. the theory of Ibrahim Maslow supports this idea and shows that undesired behavior happens not because of a bad child, but because of the child is reaction when one or more of his/her basic needs are not being met. These needs include Knowledge and understanding, self-actualization, self-respect, belongingness and affection, safety and security, physiological needs. He suggests that to reduce child negative behavior, parents and teachers should work to meet the child’ needs.
Furthermore, I believe that teachers can create a productive and positive classroom atmosphere by conducting group activities to help students form good relationships with classmates and became familiar with other cultures and ethnicities. The theorist Rudolf Dreikurs also supports this idea. His th ...
This document summarizes a study that examined teachers' personality types as determinants of classroom management in Lagos State, Nigeria. 180 teachers from 15 schools completed questionnaires on their personality and classroom management strategies. Results showed that teachers in Lagos State predominantly have an open personality type and are generally effective in classroom management. Statistical analysis revealed significant relationships between teachers' personality and their classroom management approaches, both overall and when analyzed by gender. The study provides insight into how teachers' innate personality traits impact their ability to manage student behavior and learning environments.
The document provides information on the concepts of teaching, effective teaching, and the roles of teachers. It defines teaching as an interactive process between teacher and students aimed at changing student behavior. Effective teaching is achieving teaching objectives and involves effectively managing classrooms, clear objectives, engaging questioning, lesson consolidation, and diagnosing/correcting errors. An effective teacher is a subject matter expert, pedagogical expert, excellent communicator, student-centered mentor, and systematic assessor who facilitates learning through knowledge sharing, classroom activities, assessment, and feedback.
Running head: Research Plan Draft
1
Research Plan Draft
2
Research Plan Draft
Marcus Coleman
Ashford University
Area of Focus Statement
The purpose of this study is to identify the importance of students’ interaction in the school. It has been shown that student interaction helps students to learn and gain skills and knowledge that provide them with foundation for later learning. This study will also increase the knowledge of teachers about particular types of child teacher interactions that encourage the development of young students.
Problem – Interest
When I studied about past research about what tutors really do everyday to make a difference in the lives of students, I learnt that there is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class. I also observed that it was not with teachers alone but also the interactions with students with their fellow students and parents as well have a role in their development. I noted with a lot of concern that the interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers (Manke, 1997). another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing. in the same way it is hard to learn a language without engaging into it. engagement comes in the form of interacting with the fellow students in discussions in order to learn new things as well as with the teachers.
Problem – Background
In our school, majority of the teachers have experienced classes in which the students’ interactions is limited than they would want it to be, with the students being restrained when asked to talk to their partners about something. This restriction does not only apply to interactions in classrooms but it seems to apply to groups of all levels, ages and nationalities. In theory, interactions may seem so sensible and desirable but we are all aware that essentially increasing and promoting it can be a real struggle.
I have seen classes in our school where students are resistance about interacting. it is so unfortunate that some students are not excited about group work or pairing, more so in mono lingual classes where it is a bit unnatural to communicate to a person whom you speak the same language in a language that you are both not so familiar with. Many students say that they do not like group .
Teacher-student relationships play an important role in students' success. A strong relationship where the teacher likes and respects the student, and the student likes and respects the teacher, leads to more willingness by the student to learn. It also creates a warm and protective environment that improves education quality and supports students' overall development. Such relationships allow students to share problems with understanding teachers and receive helpful solutions, preparing them to lead healthy, positive lives. Conversely, poor teacher-student relationships can negatively impact students' personalities.
Slideshow from PedagooSW about student feedback on learning and the importance of creating a strong learning community in schools. Radical collegiality involves all students, all staff, all parents and carers.....
Edit Submission u05a1 Partial Reflective JournalUnit One Reflec.docxjack60216
Edit Submission: u05a1 Partial Reflective Journal
Unit One Reflection
For this week’s journal entry reflect on your teaching experience. In both the Marzano and Jones textbooks, the authors stress the importance of focusing on classroom policies and procedures at the beginning of the school year in order to achieve a good start. How closely do you attend to the types of procedures discussed by these authors and what might you do differently in terms of planning and instructing in the future as a result of the readings? I work with students who are only assigned to my caseload; therefore I’m not closely involved in school wide/teacher planning. However, at times I participate in Intervention meetings with the Principal, Assistant Principal, teacher(s), School psychologist, School social worker and sometimes the parent. During the meetings, I offer strategies for classroom management behaviors. If a student is a candidate for ADHD or any disability, I arrange for psychological testing to assess whether possible ADHD or emotional factors are interfering with the student’s academic performance, provide feedback to the parents, and school officials regarding the psychological evaluation. I also consult with parents and school officials about designing effective learning programs for intervention strategies that build on his strengths and compensate weaknesses.
Unit Two Reflection
The "Dealing with the Dilemma of Gum Chewing" case study provides an example of how we can teach productive behaviors. After completing this week's reading, reflect on where this type of strategy might apply in your setting.
•Have you encountered situations in your setting where this approach may be more productive than what you have been doing? In the Kindergarten class, the students continue to struggle with picking up cut paper. Instead of having the students cut paper, the teacher showed the class how to fold the paper and use the edge of their desk to cut. After several times of redirecting, the students were able to begin using the scissors again. The students developed a system in the class where 1 person from each table (red, blue, purple, yellow) collects the paper straps.
•What are the ethical issues involved in establishing expectations without teaching the appropriate expected behaviors? Ethical issues continue to be an ongoing issue today in schools and without providing detailed expectations teachers leaves room for issues and concerns. Misinforming, consents, students getting hurt, etc. could happen. Students could always say they were not informed and the responsibility falls back on the teacher. I think in this situation communication is vital.
Unit Three Reflection
During Unit 2, you designed Mini-Intervention 1. For this unit's journal reflection, take time to reflect on how well or how poorly the intervention is working. Reflect on your learning’s so far in the course in the area of managing unproductive behaviors.
Long Term goals were identified t ...
Classroom Behavior of Students in Manapa II Integrated.pptxOnilIsidro
This document discusses a study investigating student behavior in the classroom of Manapa II Integrated School. It provides background on classroom behavior and theories of conditioning and choice that may influence student behavior. The study aims to describe the demographic profile of students, understand their awareness of behavior inside the classroom, and examine relationships between behavior and academic performance. The results could help students, parents, teachers, administrators, and future researchers by providing insight into classroom behaviors and their effects. The scope is limited to assessing behaviors of 292 students at Manapa II Integrated School during the 2022-2023 school year.
Effects of teachers and school on individual and group behavior.shoaibcaptjuniad
Teachers and schools influence both individual and group behavior in several ways. For individuals, they raise awareness, encourage responsibility, provide practical guidance, and inspire students. They challenge students to achieve intellectual and personal growth. For groups, teachers enable teamwork, cooperation, and leadership skills. They help students develop communication, discipline, competition skills and work towards shared goals through cooperation and friendship. Overall, teachers and schools guide individuals who then apply these lessons as members of social groups.
The document discusses several educational philosophies that can be effectively implemented in a social studies classroom, including Dewey's progressive system, cooperative learning strategies like PALS, place-based education through organizations like Co-Seed, and critical pedagogy. It argues teachers should use new techniques like technology, games, and primary sources instead of just textbooks. Cooperative learning allows students to assist each other and learn more effectively from peers. Place-based education and critical pedagogy help make lessons more relevant to students' lives and cultures.
Students with behavioral problems and benefits of their virtual classroomsprivate practice
Students who feel disconnected from others may be prone to engage in deceptive behaviors such as academic dishonesty. George and Carlson (1999) contend that as the distance between a student and a physical classroom setting increases, so too would the frequency of online cheating. The distance that exists between faculty and students through the virtual classroom may contribute to the belief that students enrolled in online classes are more likely to cheat than students enrolled in traditional classroom settings
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...EduSkills OECD
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
The document discusses various definitions and concepts related to effective teaching. It defines teaching as an interactive process between students and teachers that aims to facilitate learning and development. Effective teaching is achieved through subject matter expertise, strong communication skills, student-centered instruction, ongoing assessment, and continuing professional development. Key characteristics of effective teachers include classroom management abilities, subject knowledge, pedagogical skills, and the ability to engage and motivate students.
Classroom Behavior Management Plan ComponentsFoundation .docxclarebernice
Classroom Behavior Management Plan Components
Foundation
A- Classroom Demographics
lowa the King Catholic School consists of approximately 240 students from pre-k to 8th grade. The kindergarten class, the classroom in which I observed, consists of 21 students. Students’ demographics are 15 white students, three African American students, one Asian student, and one Hispanic student. The classroom is managed by two teachers who are trained to deal with different ethnic groups. Because the school is a private school, most of the students represent middle to high levels of socioeconomic status.
The students’ behaviors in the kindergarten class are diverse. As students in the kindergarten class are a younger age, they normally are very active and teachers were very professional in dealing with them. The teachers always reminded the children of the rules of the class such as, “Don’t speak when the teacher is talking. Don’t answer questions until the teacher asks you to answer”. In addition, in the class, there is a leadership board and every day the teachers put one of the student’s name on the board to be the leader of the day. The leader’s job is to do the morning work such as set the date of the day, weather, and season on the smart board by getting help from the teachers and students. Also, some of the leader’s job is to organize the students’ line when they go to the restroom in the restroom times and when they go to the play area.
The teachers plan the lesson carefully to meet all students’ needs. They develop the curriculum to align with all students’ cultures and backgrounds. They print all of the vocabulary they teach students on cards and put them on the board. In addition, they put different books that are related to different cultures in the class library for students to read in the reading time.
B- Philosophy
From my point of view, most of the students’ problems and misbehaviors happen for a reason. Therefore, it is the teacher’s job to find out the reasons for the misbehaviors and teach the students the appropriate behaviors. The most effective way to prevent the misbehavior is to focus on replacing and teaching the positive behavior instead of eliminating it. the theory of Ibrahim Maslow supports this idea and shows that undesired behavior happens not because of a bad child, but because of the child is reaction when one or more of his/her basic needs are not being met. These needs include Knowledge and understanding, self-actualization, self-respect, belongingness and affection, safety and security, physiological needs. He suggests that to reduce child negative behavior, parents and teachers should work to meet the child’ needs.
Furthermore, I believe that teachers can create a productive and positive classroom atmosphere by conducting group activities to help students form good relationships with classmates and became familiar with other cultures and ethnicities. The theorist Rudolf Dreikurs also supports this idea. His th ...
This document summarizes a study that examined teachers' personality types as determinants of classroom management in Lagos State, Nigeria. 180 teachers from 15 schools completed questionnaires on their personality and classroom management strategies. Results showed that teachers in Lagos State predominantly have an open personality type and are generally effective in classroom management. Statistical analysis revealed significant relationships between teachers' personality and their classroom management approaches, both overall and when analyzed by gender. The study provides insight into how teachers' innate personality traits impact their ability to manage student behavior and learning environments.
The document provides information on the concepts of teaching, effective teaching, and the roles of teachers. It defines teaching as an interactive process between teacher and students aimed at changing student behavior. Effective teaching is achieving teaching objectives and involves effectively managing classrooms, clear objectives, engaging questioning, lesson consolidation, and diagnosing/correcting errors. An effective teacher is a subject matter expert, pedagogical expert, excellent communicator, student-centered mentor, and systematic assessor who facilitates learning through knowledge sharing, classroom activities, assessment, and feedback.
Running head: Research Plan Draft
1
Research Plan Draft
2
Research Plan Draft
Marcus Coleman
Ashford University
Area of Focus Statement
The purpose of this study is to identify the importance of students’ interaction in the school. It has been shown that student interaction helps students to learn and gain skills and knowledge that provide them with foundation for later learning. This study will also increase the knowledge of teachers about particular types of child teacher interactions that encourage the development of young students.
Problem – Interest
When I studied about past research about what tutors really do everyday to make a difference in the lives of students, I learnt that there is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class. I also observed that it was not with teachers alone but also the interactions with students with their fellow students and parents as well have a role in their development. I noted with a lot of concern that the interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers (Manke, 1997). another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing. in the same way it is hard to learn a language without engaging into it. engagement comes in the form of interacting with the fellow students in discussions in order to learn new things as well as with the teachers.
Problem – Background
In our school, majority of the teachers have experienced classes in which the students’ interactions is limited than they would want it to be, with the students being restrained when asked to talk to their partners about something. This restriction does not only apply to interactions in classrooms but it seems to apply to groups of all levels, ages and nationalities. In theory, interactions may seem so sensible and desirable but we are all aware that essentially increasing and promoting it can be a real struggle.
I have seen classes in our school where students are resistance about interacting. it is so unfortunate that some students are not excited about group work or pairing, more so in mono lingual classes where it is a bit unnatural to communicate to a person whom you speak the same language in a language that you are both not so familiar with. Many students say that they do not like group .
Teacher-student relationships play an important role in students' success. A strong relationship where the teacher likes and respects the student, and the student likes and respects the teacher, leads to more willingness by the student to learn. It also creates a warm and protective environment that improves education quality and supports students' overall development. Such relationships allow students to share problems with understanding teachers and receive helpful solutions, preparing them to lead healthy, positive lives. Conversely, poor teacher-student relationships can negatively impact students' personalities.
Slideshow from PedagooSW about student feedback on learning and the importance of creating a strong learning community in schools. Radical collegiality involves all students, all staff, all parents and carers.....
Edit Submission u05a1 Partial Reflective JournalUnit One Reflec.docxjack60216
Edit Submission: u05a1 Partial Reflective Journal
Unit One Reflection
For this week’s journal entry reflect on your teaching experience. In both the Marzano and Jones textbooks, the authors stress the importance of focusing on classroom policies and procedures at the beginning of the school year in order to achieve a good start. How closely do you attend to the types of procedures discussed by these authors and what might you do differently in terms of planning and instructing in the future as a result of the readings? I work with students who are only assigned to my caseload; therefore I’m not closely involved in school wide/teacher planning. However, at times I participate in Intervention meetings with the Principal, Assistant Principal, teacher(s), School psychologist, School social worker and sometimes the parent. During the meetings, I offer strategies for classroom management behaviors. If a student is a candidate for ADHD or any disability, I arrange for psychological testing to assess whether possible ADHD or emotional factors are interfering with the student’s academic performance, provide feedback to the parents, and school officials regarding the psychological evaluation. I also consult with parents and school officials about designing effective learning programs for intervention strategies that build on his strengths and compensate weaknesses.
Unit Two Reflection
The "Dealing with the Dilemma of Gum Chewing" case study provides an example of how we can teach productive behaviors. After completing this week's reading, reflect on where this type of strategy might apply in your setting.
•Have you encountered situations in your setting where this approach may be more productive than what you have been doing? In the Kindergarten class, the students continue to struggle with picking up cut paper. Instead of having the students cut paper, the teacher showed the class how to fold the paper and use the edge of their desk to cut. After several times of redirecting, the students were able to begin using the scissors again. The students developed a system in the class where 1 person from each table (red, blue, purple, yellow) collects the paper straps.
•What are the ethical issues involved in establishing expectations without teaching the appropriate expected behaviors? Ethical issues continue to be an ongoing issue today in schools and without providing detailed expectations teachers leaves room for issues and concerns. Misinforming, consents, students getting hurt, etc. could happen. Students could always say they were not informed and the responsibility falls back on the teacher. I think in this situation communication is vital.
Unit Three Reflection
During Unit 2, you designed Mini-Intervention 1. For this unit's journal reflection, take time to reflect on how well or how poorly the intervention is working. Reflect on your learning’s so far in the course in the area of managing unproductive behaviors.
Long Term goals were identified t ...
Classroom Behavior of Students in Manapa II Integrated.pptxOnilIsidro
This document discusses a study investigating student behavior in the classroom of Manapa II Integrated School. It provides background on classroom behavior and theories of conditioning and choice that may influence student behavior. The study aims to describe the demographic profile of students, understand their awareness of behavior inside the classroom, and examine relationships between behavior and academic performance. The results could help students, parents, teachers, administrators, and future researchers by providing insight into classroom behaviors and their effects. The scope is limited to assessing behaviors of 292 students at Manapa II Integrated School during the 2022-2023 school year.
Effects of teachers and school on individual and group behavior.shoaibcaptjuniad
Teachers and schools influence both individual and group behavior in several ways. For individuals, they raise awareness, encourage responsibility, provide practical guidance, and inspire students. They challenge students to achieve intellectual and personal growth. For groups, teachers enable teamwork, cooperation, and leadership skills. They help students develop communication, discipline, competition skills and work towards shared goals through cooperation and friendship. Overall, teachers and schools guide individuals who then apply these lessons as members of social groups.
The document discusses several educational philosophies that can be effectively implemented in a social studies classroom, including Dewey's progressive system, cooperative learning strategies like PALS, place-based education through organizations like Co-Seed, and critical pedagogy. It argues teachers should use new techniques like technology, games, and primary sources instead of just textbooks. Cooperative learning allows students to assist each other and learn more effectively from peers. Place-based education and critical pedagogy help make lessons more relevant to students' lives and cultures.
Students with behavioral problems and benefits of their virtual classroomsprivate practice
Students who feel disconnected from others may be prone to engage in deceptive behaviors such as academic dishonesty. George and Carlson (1999) contend that as the distance between a student and a physical classroom setting increases, so too would the frequency of online cheating. The distance that exists between faculty and students through the virtual classroom may contribute to the belief that students enrolled in online classes are more likely to cheat than students enrolled in traditional classroom settings
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
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𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
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2. Dynamics of teacher pupil interaction in
school
Good relationships between teachers and students are important for student
motivation, their academic achievement and for teachers' well-being
. Poor teacher–student relationships are related to classroom management issues and
are an important reason for leaving the profession.
Many studies have been carried out all over the world to study teacher–student
relationships in various countries (e.g., The Netherlands, the United States, Canada,
Australia, China, and Indonesia) and various educational contexts (e.g., secondary,
vocational, and university education).
All of these studies reported the significant and crucial role of teacher–student
relationships in education.
Teacher–student relationships develop from daily classroom interactions between
teacher and students. The knowledge base on the relation between these daily
interactions and the teacher–student relationship is limited.
3. Cont’d
Interactions are defined as real-time behavioral exchanges of two or more
participants (e.g., teacher–student or student–student) , and relationships as
relatively stable patterns in these behavioral exchanges.
When studying how daily classroom interactions and teacher–student
relationships influence each other, it is fruitful to use an approach based on
Dynamic Systems (DS) theory
. According to this theory any development of a system (e.g., a person, a dyad or a
group) is hierarchically nested in time.
4. Cont’d
Development is therefore studied by examining the relation between experiences and
processes on different time levels, i.e., micro-level (e.g., real-time teacher–student
interactions) and macro-level (e.g., teacher–student relationships).
Experiences and processes on a real-time level denote what happens within or between
humans from second to second. Experiences and processes on a developmental time
level denote the relatively stable state of certain human characteristics.
Studying the development of teacher–student relationships using a DS approach
includes three basic tenets (a) real-time interactions between teachers and students in
classrooms are the building blocks of teacher–student relationships ; (b) these
relationships become manifest through the development of recurrent, relatively stable
patterns in real-time interactions; and (c) these relationships constrain real-time
processes and experiences.
5. Cont’d
In various social contexts studies on relationships have been carried out using a DS
approach.
Examples are studies on parent–child relationships, on homogeneous interaction
partners (e.g. females; Markey et al., 2010), and on mixed-sex relationships (Sadler
& Woody, 2003).
Harjunen (2012) emphasized the importance of power in classroom interactions as
dynamic systems.
6. Meaning of Dynamics group dynamics
Dynamics means change and group dynamics means behavioral change
throughout the group interaction.
As students live in school communities as a classroom, a park, a band, a science
club, a library, etc., it is only normal that students engage in groups to meet their
needs, obtain information, communicate, etc.
As we know that human activity is not irreversible, and if the students
communicate with other members of their group/groups, they can continuously
alter the actions of other members.
This form of change of behavior of students is called group dynamics because of
their contact with group members.
7. Providing Appropriate Guidance
If a teacher is familiar with group dynamics, he/she can give his / her students
appropriate guidance in their adjustment.
As education is intended to make the country’s people socially flexible, so we want
our students to respond positively to their families, colleagues, associates, and
others.
Students may often have some issues with their transition process.
If a teacher knows how to communicate positively with other members of his or
her group, he/she (teacher) will provide students with the correct advice on their
shift, if they are well-equipped with basic knowledge of group dynamics.
8. Improving the Emotional and Social Climate
In a class that has no enough emotional and social environment, we cannot even
imagine coordinating participatory, efficient, and effective teaching-learning
processes.
If the students in the class are negative, don’t care about the emotions, needs, and
expectancies, we cannot expect that the course to be a successful transaction.
An instructor should direct his students through group dynamics to better adapt
and to healthy interactions.
The emotional and social climate can be improved by the teacher.
9. Improving Group Relations
Special relationship patterns among class students are as stars, isolates, reciprocal pairs,
chains, etc. If teachers are familiar with group dynamics, then they will lead. The leader’s
role is now moving from authoritarian to participatory and democratic.
Teachers should encourage students to participate in all school activities. If the
instructor has researched group dynamics, then by putting them in confidence he or she
will enhance the atmosphere of students in his / her class.
The teacher will freely make his/her choices. He/she will encourage students to engage
in learning activities by studying group dynamics. As group relationships play a major
role in the teaching-learning process, a teacher needs to improve group relationships in
class.
10. Having A Thorough Knowledge of The
Interaction Process
The teacher has various events of different classes to plan. Teachers will research
group dynamics to work effectively with social groups in schools, in playgrounds, in
the laboratory, and in co-curricular activities.
We know that all students with the same qualities, needs, interests, etc. can’t be
found in a class.
Their socio-economic history can be different. The teacher will try to figure out if
these students have good experiences.
11. Removing Conflicts and Stresses in The Group
The tensions and pressures in the community are considered to disrupt the student’s
learning environment. A teacher should attempt to erase them. A teacher should study
the dynamic group process for this purpose.
The teacher’s job as a whole is not only to teach the students but also to create
favorable environments for the students in their class that can inspire them to
participate and to learn proactively. A teacher should be fully aware of Group dynamics
for this form of development, which will help a teacher in class transactions.
Even if the ‘small group’ is not a label that fits classes with over 100 students, there are
many characteristics typical of the group, even large classes. The application of these
principles will lead to a classroom environment in which learning is more likely to
profound.
12. How study of group dynamics help a
teacher in classroom transaction
1. To provide appropriate guidance to students for their adjustment:
If teacher has basic knowledge of group dynamics then he/she can provide
appropriate guidance to his/her students for their adjustment. As we know that
education aims to make socially adjustable citizen of the country, we want that our
students should have positive adjustment with their friends, classmates, playmates
and others.
Sometimes students can face certain problems regarding their process of
adjustment. If teacher is well-equipped with the basic knowledge of group
dynamics, if teacher knows how a student should interact with other members of
his/her group positively then he/she (teacher) can provide proper guidance to
students about their adjustment.
13. 2. To improve the emotional and social climate
of the class:
As we know that we can not even imagine organising participative, effective and
armful teaching-learning process in the class which does not have proper
emotional and social climate.
If the students of the class have negative attitudes about each other, if they act
unsociably as enemies, if they do not care emotions, needs, expectations of others
then we cannot expect a successful transaction of teaching-learning process in that
kind of class.
Through the study of group dynamics, a teacher can guide his/her students for
making proper adjustment and healthy interaction with each other. Teacher can
improve the emotional and social climate of the class.
14. 3. To improve group relations in the class:
We can see some particular patterns of relationship among the students of the class as-
stars, isolates, mutual pairs, chains etc. If teacher has basic knowledge of group
dynamics then he/she can provide a leadership role. The role of the leader is now
shifting from authoritarian to a democratic and participatory one.
Teacher should try to encourage participation of students in all the school activities. If
teacher has studied about group dynamics, then he/she can improve the climate of the
students of his class by taking them into confidence.
Teacher can take his/her decisions democratically. By studying group dynamics, he/she
can motivate students to participate in learning activities. Since group relation has an
important role in teaching-learning process so a teacher should improve group relation
in the class. For this improvement he/she should have knowledge of group dynamics.
15. 4. To deal effectively with social groups:
Teacher has to organise various activities in various groups. To deal efficiently with
social groups in classroom, in playground, in laboratory, in co-curricular activities,
teacher should have study about group dynamics.
16. 5. To have a thorough knowledge of the
interaction process:
As we know that in a class we cannot find all the students of same qualities, needs,
interests etc. They may be of different socio-economic background.
Teacher should try to ascertain positive interaction among these students. For this
teacher should have a complete knowledge of group dynamics and the interaction
process.
17. 6. To remove conflicts and stresses in the group:
As we know that conflicts and stresses in the group, disturb the learning climate of
the class.
A teacher should try to remove these. For this a teacher should have study the
group dynamic process.
As a whole, a teacher's work is not only to teach the students but him/her should
work to create positive circumstances in the class which could motivate students
towards participative and armful learns.
For this kind of creation a teacher should have thorough knowledge of group
dynamics which help a teacher in classroom transaction.
18. How is the CLASS organized?
The CLASS describes ten dimensions of teaching that are linked to student achievement and social
development. Each of the ten dimensions falls into one of three broad categories: emotional
support, classroom organization, and instructional support.
Emotional support refers to the ways teachers help children develop warm, supportive
relationships, experience enjoyment and excitement about learning, feel comfortable in the
classroom, and experience appropriate levels of autonomy or independence. This includes:
Positive climate — the enjoyment and emotional connection that teachers have with students, as
well as the nature of peer interactions;
Negative climate — the level of expressed negativity such as anger, hostility or aggression exhibited
by teachers and/or students in the classroom;
Teacher sensitivity — teachers’ responsiveness to students’ academic and emotional needs; and
Regard for student perspectives — the degree to which teachers’ interactions with students and
classroom activities place an emphasis on students’ interests, motivations, and points of view.
19. Classroom organization
Classroom organization refers to the ways teachers help children develop skills to
regulate their own behavior, get the most learning out of each school day, and
maintain interest in learning activities. This includes:
Behavior management — how well teachers monitor, prevent, and redirect
misbehavior;
Productivity — how well the classroom runs with respect to routines, how well
students understand the routine, and the degree to which teachers provide
activities and directions so that maximum time can be spent in learning activities;
and
Instructional learning formats — how teachers engage students in activities and
facilitate activities so that learning opportunities are maximized.
20. Instructional support
Instructional support refers to the ways in which teachers effectively support
students' cognitive development and language growth. This includes:
Concept development — how teachers use instructional discussions and activities
to promote students’ higher-order thinking skills and cognition in contrast to a
focus on rote instruction;
Quality of feedback — how teachers expand participation and learning through
feedback to students; and
Language modeling — the extent to which teachers stimulate, facilitate, and
encourage students’ language use.
21. classroom management
Of all the variables, classroom management has the largest effect on student
achievement.
This makes intuitive sense-students cannot learn in a chaotic, poorly managed
classroom.
It is very important that there is a balance between teacher actions that provide
clear consequences for unacceptable behavior and teacher actions that recognize
and reward acceptable behavior.
For example, beginning the school year with a positive emphasis on management;
arranging the room in a way conducive to effective management; and identifying
and implementing rules and operating procedures.
22. Cont’d
What are the characteristics of effective teacher-student relationships? Let’s first
consider what they are not. Effective teacher-student relationships have nothing to
do with the teacher’s personality or even with whether the students view the
teacher as a friend. Rather, the most effective teacher-student relationships are
characterized by three specific teacher behaviors:
•Exhibiting appropriate levels of dominance
•Exhibiting appropriate levels of cooperation
•Being aware of high-needs students.
23. 1. Appropriate Levels of Dominance
Teachers can exhibit appropriate dominance by establishing these three principles:
• Clear behavior expectations
• Clear learning goals
• Exhibiting assertive behavior
A. Establish Clear Expectations and Consequences
Teachers can establish clear expectations for behavior in two ways: by establishing clear rules and
procedures, and by providing consequences for student behavior. Past research has stressed the
importance of establishing rules and procedures for general classroom behavior, group work, seat
work, transitions and interruptions, use of materials and equipment, and beginning and ending the
period or the day. Ideally, the class should establish these rules and procedures through discussion
and mutual consent by teacher and students.
Along with well-designed and clearly communicated rules and procedures, the teacher must
acknowledge students’ behavior, reinforcing acceptable behavior and providing negative
consequences for unacceptable behavior.
24. Cont’d
Teachers can build effective relationships through these strategies:
•Using a wide variety of verbal and physical reactions to students’ misbehavior, such as
moving closer to offending students and using a physical cue, such as a finger to the
lips, to point out inappropriate behavior.
•Cuing the class about expected behaviors through prearranged signals, such as raising
a hand to indicate that all students should take their seats.
•Providing tangible recognition of appropriate behavior-with tokens or rewards, for
example.
•Employing group contingency (eventual) policies that hold the entire group
responsible for behavioral expectations.
•Employing home contingency techniques that involve rewards and sanctions at home.
25. B. Establish Clear Learning Goals
Teachers can also exhibit appropriate levels of dominance by providing clarity
about the content and expectations of an upcoming instructional unit. Important
teacher actions to achieve this end include:
•Establishing and communicating learning goals at the beginning of a unit of
instruction.
•Providing feedback on those goals.
•Continually and systematically re-visiting the goals.
•Providing summative feedback regarding the goals.
26. C. Exhibit Assertive Behavior
Teachers can also communicate appropriate levels of dominance by exhibiting assertive
behavior. Assertive behavior differs significantly from both passive behavior and
aggressive behavior.
Tips to using assertive body language:
•Maintain an erect posture, facing the offending student but keeping enough distance
so as not to appear threatening and matching the facial expression with the content of
the message being presented to students.
•Use an appropriate tone of voice, speaking clearly and deliberately in a pitch that is
slightly but not greatly elevated from normal classroom speech, avoiding any display of
emotions in the voice.
•Persist until students respond with the appropriate behavior. Do not ignore
inappropriate behavior; do not be diverted by a student denying, arguing, or blaming,
but listen to legitimate explanations.
27. 2. Appropriate Levels of Cooperation
Cooperation is characterized by a concern for the needs and opinions of others.
Although not the opposite of dominance, cooperation certainly occupies a
different realm. Whereas dominance focuses on the teacher as the driving force in
the classroom, cooperation focuses on the students and teacher functioning as a
team. The interaction of these two dynamics-dominance and cooperation-is a
central force in effective teacher-student relationships. Several strategies can foster
appropriate levels of cooperation:
•Provide flexible learning goals
•Take a personal interest in students
•Use Equitable and Positive Classroom Behaviors
28. A. Provide Flexible Learning Goals
Just as teachers can communicate appropriate levels of dominance by providing
clear learning goals, they can also convey appropriate levels of cooperation by
providing flexible learning goals.
Giving students the opportunity to set their own objectives at the beginning of a
unit or asking students what they would like to learn conveys a sense of
cooperation.
Giving students this kind of choice, in addition to increasing their understanding of
the topic, conveys the message that the teacher cares about and tries to
accommodate students’ interests.
29. B. Take a Personal Interest in Students
Probably the most obvious way to communicate appropriate levels of cooperation is to take a
personal interest in each student in the class. All students appreciate personal attention from the
teacher. Although busy teachers-particularly those at the secondary level-do not have the time for
extensive interaction with all students, some teacher actions can communicate personal interest
and concern without taking up much time.
Teachers can practices these steps to show interest:
• Talk informally with students before, during, and after class about their interests.
• Greet students outside of school-for instance, at extracurricular events or at the store.
• Single out a few students each day in the lunchroom and talk with them.
• Be aware of and comment on important events in students’ lives, such as participation in sports,
drama, or other extracurricular activities.
• Compliment students on important achievements in and outside of school.
• Meet students at the door as they come into class; greet each one by name.
30. C. Use Equitable and Positive Classroom
Behaviors
Programs like Teacher Expectations and Student Achievement emphasize the importance of the fine
ways in which teachers can communicate their interest in students.Teachers should, for example,
• Make eye contact with each student. Teachers can make eye contact by scanning the entire room
as they speak and by freely moving about all sections of the room.
• Deliberately move toward and stand close to each student during the class period. Make sure that
the seating arrangement allows the teacher and students clear and easy ways to move around the
room.
• Attribute the ownership of ideas to the students who initiated them. For instance, in a discussion a
teacher might say, “Alia just added to Saiqa idea by saying that . . . “
• Allow and encourage all students to participate in class discussions and interactions. Make sure to
call on students who do not commonly participate, not just those who respond most frequently.
• Provide appropriate wait time for all students to respond to questions, regardless of their past
performance or your perception of their abilities
31. 3. Awareness of High-Needs Students
Classroom teachers meet daily with a broad cross-section of students. In general, 12-
22% of all students in school suffer from mental, emotional, or behavioral disorders, and
relatively few receive mental health services. The Association of School Counselors
notes that 18 percent of students have special needs and require extraordinary
interventions and treatments that go beyond the typical resources available to the
classroom.
Although the classroom teacher is certainly not in a position to directly address such
severe problems, teachers with effective classroom management skills are aware of
high-needs students and have a range of specific techniques for meeting some of their
needs. Marzano summarizes the five categories of high-needs students and suggests
classroom strategies for each category and subcategory.
•Passive students fall into two subcategories: those who fear relationships and those
who fear failure. Teachers can build strong relationships with these students by
refraining from criticism, rewarding small successes, and creating a classroom climate in
which students feel safe from aggressive people.
32. Cont’d
The category of aggressive students comprises three subcategories: hostile, oppositional, and
covert. Hostile students often have poor anger control, low capacity for empathy, and an inability to
see the consequences of their actions.
Oppositional (refusing to obey instructions or to do what people want you to do )students exhibit
milder forms of behavior problems, but they consistently resist following rules, argue with adults,
use harsh language, and tend to annoy others.
Students in the covert (private) subcategory may be quite pleasant at times, but they are often
nearby when trouble starts and they never quite do what authority figures ask of them.
Strategies for helping aggressive students include creating behavior contracts and providing
immediate rewards and consequences. Most of all, teachers must keep in mind that aggressive
students, although they may appear highly resistant to behavior change, are still children who are
experiencing a significant amount of fear and pain.
33. Cont’d
Students with attention problems fall into two categories: hyperactive and inattentive.
These students may respond well when teachers contract with them to manage
behaviors; teach them basic concentration, study, and thinking skills; help them divide
tasks into manageable parts; reward their successes; and assign them a peer tutor.
Students in the perfectionist category are driven to succeed at unattainable levels. They
are self-critical, have low self-esteem, and feel inferior. Teachers can often help these
students by encouraging them to develop more realistic standards, helping them to
accept mistakes, and giving them opportunities to tutor other students.
Socially inept students have difficulty making and keeping friends. They may stand too
close and touch others in annoying ways, talk too much, and misread others’ comments.
Teachers can help these students by counseling them about social behaviors.
34. cont’d
School may be the only place where many students who face extreme challenges
can get their needs addressed. The reality of today’s schools often demands that
classroom teachers address these severe issues, even though this task is not always
considered a part of their regular job.
Studies have found that the most effective classroom managers did not treat all
students the same; they tended to employ different strategies with different types
of students. An awareness of the five general categories of high-needs students
and appropriate actions for each can help teachers build strong relationships with
diverse students.
35. Don’t Leave Relationships to Chance
Teacher-student relationships provide an essential foundation for effective
classroom management-and classroom management is a key to high student
achievement.
Teacher-student relationships should not be left to chance or dictated by the
personalities of those involved.
Instead, by using strategies supported by research, teachers can influence the
dynamics of their classrooms and build strong teacher-student relationships that
will support student learning.