“Oh GOSH! Reflecting on Hackteria's Collaborative Practices in a Global Do-It...
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19. Hyman and Snook describe schools that rely solely on fear &
intimidation tactics as “toxic”- where autocratic rule focuses
on punishment
• teachers share the discussion- making process with
students
•Internal locus of control where students responsibly
regulate their behavior
•Teachers role model interpersonal skills, ethics and
responsibility
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21. - students are hurt by sarcastic put-
downs disguised as humor
22. - Students can
read between the
lines and can
sense a
condescending
tone of voice
23. - A teacher’s
clenched fists, set
jaw, quizzical look or
threatening stance
can speak more
loudly than words
24. - Enforce the rules &
consequences consistently.
Students are the first to
realize when the teacher
does not follow this.
25. Students can point out
the “teacher’s pet” or
the one who gets
special treatment
31. Teachers appear rigid
and uncaring when
they won’t adjust test
dates, homework, etc.
to meet the needs of
the students
32. -Teachers who cannot
laugh at themselves
usually don’t encourage
pupils to take risks and
make mistakes.
Humorless classes lack
energy
33. •The RIGHT to PASS-> allows passers to eventually participate
•The Sanctuary -> promoting the idea that the classroom is a
“safe place”
34. -> “unspoken approval” as a
powerful way to deal with bullies
without being confrontational
-> Ten is a power---empowers
more students to stop a
wrongdoing
Example: An unsolved series of stealing
in class.
35. • The “many kids told me” fib
•Don’t call home-> it works in many instances
because the student believes you are on his side
•Offer planned choices
36. • Incorporate fads-> a good teacher can
incorporate the latest craze and the interest it
generates into the lesson
• Did they learn from what you just taught?
37. “I bragged about you!” Pupils don’t feel the
tension and they strive to live up to a reputation
38. • Put-ups, not put-downs
• Enthusiastic credit when credit is due
• Praise, praise, praise -> but don’t overpraise
•Acknowledge improvements
•Objective grading
•Grading using consistent criteria
39. • Motivation-> behavior that initiates and sustains
desired behavior
•Internal- nurtured by drives WITHIN ourselves or intrinsic
•External or extrinsic- nurtured by outside forces
Example: good grades, a teacher or parent’s praise, extra privileges,
free time, recognition, even material rewards such as candy
41. • student’s reading and language skills (including
writing and reporting)
• it also impairs math computation and social skills
42. Students with a learning
disability have average or
above average intelligence;
many are gifted
43. Learning disabilities are not related to
mental retardation or emotional
disturbance.
These can be managed through
instructional modification and
learning environment
accommodations.
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45. • World of Worksheets
• Teacher Talk
•CCT Strategy
•FS Approach
46. •Learning Reading: Phonics Related Problem
•Learning Reading: Fluency/Visual Tracking Problem
•Learning Reading: Lack of Language or
Vocabulary Problem
47. • The 3 Roadblocks to Learning Writing and Study Skills
• Not understanding the mechanics of writing
•Inability to organize main ideas and supporting details
on paper
48. • Memory Problems
• Math Concepts: Cognitive Development Problems
•Visual Spatial or Alignment Problems
50. ‘To be in control of one’s circumstances and to gain
mastery is a significant motivation in behavior’
-Rodin, Timko and Harris, (1986)
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52. The Foundation Stage
The principles for effective teaching-learning are built on good and
effective practice in in which:
the curriculum is relevant;
practitioners understand the rapid development of pupils in
the early years;
children feel included, secure and valued;
experiences build on what children know and can do;
no child should be excluded or disadvantaged;
parents and practitioners work together;
the early years curriculum is carefully structured.
Curriculum Guidance for the Foundation Stage DfES/QCA (2000)
53. •The physical state of the pupil
•The emotional state of the pupil
•The learning style of the pupil
•The pupil’s prior attainment and knowledge
54. •Provide choice and help pupils to take responsibility for their
learning
•Discuss with pupils the purpose of their learning and provide
feedback that will help the learning process
•Encourage pupils to judge their work by how much they have
learned and by the progress they have made
•Help pupils to understand the criteria by which their learning is
assessed and to assess their own work
•Develop pupils' understanding of the goals of their work in terms of
what they are learning; provide feedback to pupils in relation to these
goals
55. •Help pupils to understand where they are in relation to learning
goals and how to make further progress
•Give feedback that enables pupils to know the next steps and
how to succeed in taking them
•Encourage pupils to value effort and a wide range of
attainments
•Encourage collaboration among pupils and a positive view of
each others' attainments
56. •Give frequent drill and practice for test taking
•Teach how to answer specific test questions
•Allow pupils to judge their work in terms of scores or grades
•Use tests and assessment to tell students where they are in
relation to others
57. •Give feedback relating to pupils' capabilities, implying a fixed
view of each pupil's potential
•Compare pupils' grades and allow pupils to compare grades,
giving status on the basis of test achievement only
•Emphasize competition for marks or grades among pupils
