The document discusses the ART technique for managing classroom arguments. It defines the difference between classroom interactions and arguments, with interactions involving a respectful exchange of views and arguments reflecting hostility aimed at imposing one's view. The ART technique involves:
A) Avoiding arguments by resisting participation, even if a student's view seems unrealistic.
B) Researching the causes of arguments to understand recurring issues and anticipate questions.
C) Teaching to clarify misconceptions, without announcing views like election results or using confrontational language. The goal is exchanging information respectfully.
Feel drained at the end the day? Power struggles with your students left you frustrated and exhausted? You’re not alone. Help is here! In this session, you’ll learn how to guide your students to make better behavior choices. Don’t give up! These simple tricks are already helping thousands of teachers.
PPT_Dialogue, Reflection and Feedback are Three Simple Words ETAI 2010
Aviva Shapiro
Dialogue, Reflection and Feedback are three simple words but also three straightforward methods which can enhance and positively impact your English classroom. I will review these ways and show how they will help you manage any class. Come prepared to participate!
OSPI lesson for persuasive writing download for classroom use:
from Office of Superintendent of Public Instruction
Essay Modules for Classroom Use download from:
http://www.k12.wa.us/assessment/WASL/writing/writingmodules.aspx
Conducting the Discussion Common Problems49to answer a qAlleneMcclendon878
Conducting the Discussion: Common Problems 49
to answer a question immediately. Even the shy person will respond when asked, “What did you write? “Rewarding infrequent contributors at least with a smile helps encourage participation even if the contribution has to be developed or corrected. Calling students by name seems to foster freer communication. Seating is important too. Rooms with seats in a circle help tremendously. Getting to know the nonparticipant is also helpful. For example, I have found that it is helpful to ask students to write a brief life history indicating their interests and experiences relevant to the course. These self-summaries help me to gain a better knowledge of each student as an individual, to know what problems or illustrations will be of particular interest to several students, and to know on whom I can call for special information. One of the best ways of getting nonparticipants into the discussion is to ask them to contribute to a problem area in which they have special knowledge. The technique of asking for a student’s special knowledge deals directly with one of the major barriers to class discussion—fear of being wrong. No one likes to look foolish, especially in a situation where mistakes may be pounced upon by a teacher or other students. Student’s par-titularly avoid—or dread—questions that put them on the spot and only have one right answer, such as: “This is an example of what?” which is expecting the student to fill in the one correct word. There is an infinity of wrong answers, and obviously the teacher knows the one right answer; so why should the student risk making a mistake when the odds are so much against the student? And even if the answer is obvious, why look like a pawn of the teacher? One way of putting the student in a more favorable position is to ask general questions that have no wrong answers. For example, you can ask, “How do you feel about this?” or “How does this look to you?” as a first step in analysis of a problem. Students’ feelings or perceptions may not be the same as yours, but as reporters of their own feelings, they cannot be challenged as being inaccurate. While such an approach by no means eliminates anxiety about participation (for an answer involves revealing oneself as a person), it will more often open discussion that involves the student, than will questions of fact. Another technique for reducing the risk of participation for students is to ask a question one class period before the discussion and ask students to write out answers involving an example from their own experience. Similarly, one can ask students to bring one question to class for discussion. This helps participation, helps students learn to formulate questions, and provides feedback for you. Finally, remember that out-of-class learning is often more important than that in class. E-mail, computer conferencing, and other interactive technologies can support active learning, discussion, and debate.
...
Feel drained at the end the day? Power struggles with your students left you frustrated and exhausted? You’re not alone. Help is here! In this session, you’ll learn how to guide your students to make better behavior choices. Don’t give up! These simple tricks are already helping thousands of teachers.
PPT_Dialogue, Reflection and Feedback are Three Simple Words ETAI 2010
Aviva Shapiro
Dialogue, Reflection and Feedback are three simple words but also three straightforward methods which can enhance and positively impact your English classroom. I will review these ways and show how they will help you manage any class. Come prepared to participate!
OSPI lesson for persuasive writing download for classroom use:
from Office of Superintendent of Public Instruction
Essay Modules for Classroom Use download from:
http://www.k12.wa.us/assessment/WASL/writing/writingmodules.aspx
Conducting the Discussion Common Problems49to answer a qAlleneMcclendon878
Conducting the Discussion: Common Problems 49
to answer a question immediately. Even the shy person will respond when asked, “What did you write? “Rewarding infrequent contributors at least with a smile helps encourage participation even if the contribution has to be developed or corrected. Calling students by name seems to foster freer communication. Seating is important too. Rooms with seats in a circle help tremendously. Getting to know the nonparticipant is also helpful. For example, I have found that it is helpful to ask students to write a brief life history indicating their interests and experiences relevant to the course. These self-summaries help me to gain a better knowledge of each student as an individual, to know what problems or illustrations will be of particular interest to several students, and to know on whom I can call for special information. One of the best ways of getting nonparticipants into the discussion is to ask them to contribute to a problem area in which they have special knowledge. The technique of asking for a student’s special knowledge deals directly with one of the major barriers to class discussion—fear of being wrong. No one likes to look foolish, especially in a situation where mistakes may be pounced upon by a teacher or other students. Student’s par-titularly avoid—or dread—questions that put them on the spot and only have one right answer, such as: “This is an example of what?” which is expecting the student to fill in the one correct word. There is an infinity of wrong answers, and obviously the teacher knows the one right answer; so why should the student risk making a mistake when the odds are so much against the student? And even if the answer is obvious, why look like a pawn of the teacher? One way of putting the student in a more favorable position is to ask general questions that have no wrong answers. For example, you can ask, “How do you feel about this?” or “How does this look to you?” as a first step in analysis of a problem. Students’ feelings or perceptions may not be the same as yours, but as reporters of their own feelings, they cannot be challenged as being inaccurate. While such an approach by no means eliminates anxiety about participation (for an answer involves revealing oneself as a person), it will more often open discussion that involves the student, than will questions of fact. Another technique for reducing the risk of participation for students is to ask a question one class period before the discussion and ask students to write out answers involving an example from their own experience. Similarly, one can ask students to bring one question to class for discussion. This helps participation, helps students learn to formulate questions, and provides feedback for you. Finally, remember that out-of-class learning is often more important than that in class. E-mail, computer conferencing, and other interactive technologies can support active learning, discussion, and debate.
...
Treating All Students Equitably In Terms Of Teacher Attentionnoblex1
It stands to reason that treating all students equitably in terms of teacher attention and behavior would increase the academic achievement of the students in general and improve classroom climate; this reasoning is supported by a plethora of research. The research also confirms a commonly held view that male students get more attention than female students, regardless of the teacher’s gender.
Source: https://ebookschoice.com/treating-all-students-equitably-in-terms-of-teacher-attention/
With the pandemic, the level of physical stress and mental stress has increased with more consequences. More workers are resigning, a whole lot of people are experiencing burnouts and the fear of losing a valuable, person or job is outrageously high.
One essential response to a period of stress such as this is adaptability.
looking for movies that your kids can watch at home and learn morals from?
Try this list and you will have them entertained and educated. Suggest your best kid movie in the comment section and we may review it in the case it is not included in the article. Please, enjoy reading then share and download. Thanks
Do you know a teacher that
excessively compliments the boss at work
privately or openly, like during meetings?
Some teachers are usually preoccupied with their own
success and they crave attention from others by
exaggerating their abilities or accomplishments.
Teachers are not supposed to be perfect but the society and their students expect more from them. Please send your suggestions about other types of teachers that are not covered in this article. Thanks
Coronavirus disease (COVID-19) is an infectious disease caused by a new virus.
The disease causes respiratory illness (like the flu) with symptoms such as a cough, fever, and in more severe cases, difficulty breathing. You can protect yourself by washing your hands frequently, avoiding touching your face, and avoiding close contact (1 meter or 3 feet) with people who are unwell.
Teachers are the solution to every problem of the world including coronavirus.
Punishment should not be served as a diet for kids or administered like pills for a sick child. I strongly advise that teachers reduce the use of punishments in school and when they must involve it, they should also weigh its consequences with other alternatives.
Based on the 2015 Youth Risk Behaviour
Surveillance (YRBS) data, 3.9% of students had had
sexual intercourse for the first time before age 13
years. The prevalence of having had sexual
intercourse before age 13 years was higher among
male (5.6%) than female (2.2%) students.
Students know more than they think they actually do and even in the cases that they don’t know enough concerning a subject matter, they have the tools to acquire the necessary information so when students are unwillingly to use their cognitive potentials maximally, teachers should find numerous interesting ways to ensure students open their idea bank.
The life and works of Doctor Maria Montessori will continually be an inspiration to teachers and the world at large. There is so much to learn from her educational philosophy and pedagogy, which in the slightest form cannot be completely captured in this article. She is a profound educator and physician who has astounded other educators with her career achievements and her contributions to the method of teaching and learning worldwide.
There are five key concepts that this article will cover, as regards the educational contribution of Maria Montessori.
I would like to begin with a statement made by
Abdul Kalam, which says; teaching is a very noble
profession that shapes the character, caliber, and
future of an individual. As for me, being a teacher
comes with the highest level of self-actualization
possible regardless of the financial benefits the
economy can afford. Every teacher in their own
way is contributing to the development of
future leaders no matter what level of skills they
have. However, there are some of us who are
doing better than others and achieving so many
extraordinary things in the profession. This article
is dedicated to all the great teachers in the world
and to those who are bent on becoming better
eternally. Thumbs up teachers. Here are five clues
to knowing a great teacher, in my opinion.
Technology in the classroom is the collection of
techniques, skills, methods, and processes used in the
provision of educative services or in the
the accomplishment of learning objectives. In most cases,
it involves the use of machinery and equipment
developed from the application of scientific knowledge
to teach learners relevant skills and concepts identified
by a curriculum. The major misconception teachers
often have with educational technology is that it must
involve computers or an electronic whiteboard and the
internet but if you pay close attention to the first three
lines in this summary and understand the terms, then
you will realize technology is not completely about
electronic gadgets.
This is an article for teachers and it explains some of the characteristics of great teachers based on a personal research in 2019. Hopefully this is helpful.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
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What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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!
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Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
How libraries can support authors with open access requirements for UKRI fund...
Managing Classroom Argument
1. Topic: How to manage classroom arguments.
Target audience: Classroom teachers and academic instructors.
Written by: Jones Oluwatosin.
jonesayodeji@gmail.com
2. I taught the topic ‘transport’ one day and the lesson virtually turned into an intense argument
but luckily, the school bell ended it. Actually, a student asked a question on the topic, which
I tried to answer explicitly then it happened; another student in class disagreed with my
opinion and got support from other students. While i was doing my best to justify my
response to the question, I only got more criticism and regrettably a divided class with some
students on my side and others against me. To make things worse, none of the sides won the
argument, more arguments surfaced in subsequent lessons and in some cases; it had negative
effect on students’ collaboration as well as leading to interpersonal conflicts.
I shared my experience with a colleague who happened to be facing a similar situation but in
his own case, a particular student was often responsible for the arguments. Then I questioned
all my friends who are teachers and they all reported that they had endured a classroom
argument at one time or the other. I also asked them for the ways they handled their various
classroom arguments and discovered a technique from their ideas, which I termed as the ART
technique.
3. The ART technique for dealing with classroom argument is an effective way of controlling the
situation, minimizing the risks of reoccurrence and ensuring that no one gets emotionally
hurt, especially the students.
Firstly, some teachers cannot distinguish classroom interaction from an argument while some
who can are unaware of how classroom interaction can lead to argument. Classroom
interaction or discussion involves students sharing opinions about a particular topic in form
of a conversation while classroom argument represents a verbal dispute or quarrel over a
subject matter. The goal of a proper classroom interaction is to exchange views to acquire
information while a classroom argument might reflect hostility and aimed at imposing a
conviction on others. Specifically the goal of a classroom argument is winning or having the
last word and in more cases, no matter the cost.
4.
5. Avoid
The first thing to consider as soon as a teacher senses an argument is about to break loose in
class, or realizes that it had begun, is to avoid the argument completely by resisting the urge
to participate. No matter how unrealistic the students’ opinion is, or how much you know
about the subject matter or who and who is involved, just end it before it escalates. A teacher
should discern when a student is listening, when a student comprehends and most
importantly, when the student agrees with you. It is quite tricky to believe that as teachers,
students must agree with us all the time or respect us enough not to protest openly in a rude
manner. What if they agree with us but do not agree with other students because of many
factors and are willingly to push the limits to prove a point. Moreover, teachers are not
supposed to take sides in an argument no matter who is right or wrong since they should not
be allowing it in the first place.
Consider the following statements by different students carefully,
There is a train faster than all cars.
Most cars are usually faster than most trains.
Trains are faster than cars.
6. Statement 1, it is quite difficult to say no or yes since you might not be very sure of the fact
or the source of the information so you should tell the students to give more information or
you make a promise to get more information.
Statement 2, it is quite easier to accept the statement but should in case other students have
contrary opinions, you should listen to them and encourage them to present their facts for
classroom deliberation so please do not assume the statement should be unchallenged.
Statement 3, allow the student to express his/her opinion and others to respond if necessary
before you share your facts with the class. Be careful to understand the difference between
a statement and a question before responding. While a question reveals a confusion, a
statement reveals a supposition.
7.
8. Research
Carry out your investigation about the reasons for the arguments as you work out a
permanent solution and ask yourself the following questions. Who usually starts the
argument? Is he/she trying to impress the class or wants to prove a high level of intelligence?
Is there a group in class that does not agree or there is an unresolved hidden conflict among
the students?
Find out a lot about the cause of disagreement in order to present a cogent answer and
anticipate likely questions that your students would ask because you might not be the only
one carrying out a research on the topic.
Teach
A teacher is not a debater so how you deliver the information matters. There should not be
any statement like “I told you so” or “next time, be factual” or “this is a proof you should
never argue with your teacher.” Take your time to teach the clarification of the misconception
and not simply announce it like an election result.
