This document provides guidance on general pedagogy teaching strategies and techniques. It discusses the importance of creating a supportive learning environment based on mutual respect between students and teachers. It also emphasizes the need for positive peer relationships and consistent application of consequences. A variety of teaching strategies are outlined, including direct instruction, discussion, questioning, and group work. Guidance is given on classroom management techniques like pacing, transitioning between activities, and using praise and role-playing to maintain control of the classroom.
Skill of reinforcement. Meaning of Skill of reinforcement, Nature of Skill of reinforcement, Definition of Skill of reinforcement, Merits of Skill of reinforcement, Components of Skill of reinforcement
reinforcement refers anything stimulus which strengthen and encourages the designated behaviour or increase the probability of specific response or participation of the pupils
Skill of reinforcement. Meaning of Skill of reinforcement, Nature of Skill of reinforcement, Definition of Skill of reinforcement, Merits of Skill of reinforcement, Components of Skill of reinforcement
reinforcement refers anything stimulus which strengthen and encourages the designated behaviour or increase the probability of specific response or participation of the pupils
Michelle McKittrick - Informal Contracts and Classroom ManagementLeonWilson
Are you having trouble managing the behaviour of certain
students in your class?? Are you exhausted by the end of
the day and your throat hoarse??? This session will look at
elements of the DoE’s CMS program, with a focus on
taming one of your challenging students with the use
Informal Contracts.
Questions are having very important role in getting knowledge and everyone should know the basics of question. The presentation will help you getting knowledge of various types of questions.
Michelle McKittrick - Informal Contracts and Classroom ManagementLeonWilson
Are you having trouble managing the behaviour of certain
students in your class?? Are you exhausted by the end of
the day and your throat hoarse??? This session will look at
elements of the DoE’s CMS program, with a focus on
taming one of your challenging students with the use
Informal Contracts.
Questions are having very important role in getting knowledge and everyone should know the basics of question. The presentation will help you getting knowledge of various types of questions.
دراسة ميدانية أولية لتتبع سياسات واليات التوظيف وإستطلاع اراء الجهات ذات العلاقة بعملية التوظيف وقد قامت بهذه الدراسة ملتقى صناع الحياه بدعم من مؤسسة إبحار للطفولة والابداع ضمن مشروع معلمتى .
دراسة حول الكيانات المؤثرة فى سياسة التوظيف فى اليمن قامت بها ملتقى سناع الحياه فى اليمن بدعم من مؤسسة إبحار للطفولة والابداع وتشرح السياسة حول الكيانات الحكومية ذات التأثير فى مجال توظيف النساء ضمن القوة التدريسية فى اليمن
Effective Classroom Management Strategies for South Sudanese Teachers is an Excellence Foundation for South Sudan (EFSS) presentation for a one-day workshop prepared by Emmanuel Bida Thomas
Teaching is a very important job and once you get your classroom management skills in order you will be enjoying teaching more and will have a more productive teaching career.
The most important element of classroom management is allowing your students an opportunity to understand that your rules are a part of giving them the best education possible.
Methodology of Teaching Children with Intellectual DiabilityRICHARDMENSAH24
This PowerPoint presentation explains clear the methodology of teaching children with intellectual disability presented by Richard Mensah a student at university of education winneba.
Reading materials were gathered from a course taken at the second semester of level 300.
7. Questioning Investigate by use of argument, sifting, debating, fom an opinion & give reason Discuss A clear statement of agreement, disagreement of partial agreement To what extent do you agree Say what something is like based on data. Describe Present a hypothesis Suggest Compare differences Contrast Arrange factors or elements according to their importance in cause or effect Rank Put together an argument, point of view or series of reasons Construct Use numerical measures, height, distance, time, to aid in description or analysis Quantify Combination of Describe, Explain & Analyze consider Give a summary of the main elements Outline Describe similarities & differences compare Give sufficient evidence to support a view or conclusion Justify Discuss the topic, give your opinion and the reasons for that opinion Comment on Establish the nature by a distinguishing features Identify Same as categorize Classify Look at all parts of a situation, including the pros & cons of an argument Explore Place characteristics, changes or facts into distinctive groups Categorize Gives reasons why something exists or occurs Explain Decide on the value or the role of factors or elements in the development of a situation, while giving a reason assess Describe what you know & understand about a particular situation Examine Use of incorporate information & ideas to a situation Apply Combination of rank & evaluate Evaluate the relative importance of Show the essence of something by breaking it down & examining each part Analyze Weigh or interpret a strengths/weakness Evaluate Gives reasons why something exists or occurs Account for
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11. Models of Control Role-plays Crouching, eyes lower than students, soft & calm voice Student tries to argue Student tells teacher to get lost Student says “who cares” Teacher explains what student is doing to disrupt Teacher offers a choice (consequence of continuing) Teacher diffuses power & offers next consequence Teacher reasserts & immediately resumes teaching 7 Student tries to argue Student tries again Student tries to argue Student tries to object Student tells teacher to get lost Student gives up Student tries to argue Student tries again Student tries to argue Student tries to object Student gives up Student stops, but repeat behaviour soon after Student stops, but repeat behaviour soon after Student stops, but repeat behaviour soon after Student stops, but repeat behaviour soon after Student gives up Student tries to argue Student tries to object Student complies Student tries to argue and denies involvement Student tries to argue Student tries again Student gives up Teacher explains what student is doing to disrupt Teacher reasserts what they would like Teacher reasserts - more emphatically Teacher offers a choice Teacher offers a choice - more empathically Teacher diffuses power & offers next consequence 6 Teacher explains what student is doing to disrupt Teacher reasserts what they would like Teacher reasserts - more emphatically Teacher offers a choice Teacher offers a choice - more empathically 5 Teacher explains what student is doing to disrupt Teacher offers a choice (consequence of continuing) Teacher implements punishment Teacher warns student about next level of punishment Teacher implements punishment 4 Teacher explains what student is doing to disrupt Teacher offers a choice (consequence of continuing) Teacher implements punishment 3 Teacher explains what student is doing to disrupt Teacher is unsure & restates expectation to the class 2 Teacher explains what student is doing to disrupt Teacher reasserts what they would like Teacher reasserts - more emphatically 1