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The document discusses techniques for teaching children with ADHD. It suggests that giving children with ADHD undivided attention, love, and a feeling of success can boost their self-esteem and overall learning. Having one-on-one relationships with students and rewarding them for reaching goals can further boost self-esteem and make students feel comfortable. Allowing breaks for students to release energy can help regain their attention later. Making eye contact, speaking clearly, and tailoring lessons to individual interests can also help prolong attention spans. The document also notes that homework interventions can be effective for students with ADHD by helping them develop study habits and skills like time management.
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Teacher enthusiasm is considered one of the most important qualities of effective teachers. An enthusiastic teacher excites students and sparks their curiosity and motivation to learn. Teacher enthusiasm can lead to better teaching evaluations, improved student performance, and better classroom behavior. Several studies have shown that teacher enthusiasm promotes student engagement in lessons and is positively related to student achievement. Enthusiastic teachers serve as role models for students and help students develop positive attitudes and enjoyment of learning. To examine the effects of teacher enthusiasm, the researcher will survey 165 college students and 20 teachers about perceptions of instructor enthusiasm, student engagement, and motivation to learn.
Group01 conceptmaps
1) The study used concept mapping to help combat childhood obesity through prevention programs at a childcare center.
2) Teachers were trained on how to create concept maps with the children to discuss health and nutrition.
3) Assessment results showed that providing the concept map visual aid helped children discuss more concepts about healthy behaviors compared to assessments without the visual.
Presentation of the topic
This document outlines strategies for developing listening skills in nine-year-old primary school students. It discusses the objectives of guiding teachers, motivating students, and experiencing language. It also notes that it is difficult for students to understand teachers and encourages using listening strategies. The document reviews frameworks and research on identifying success and failure in listening, paying attention to develop skills, and how motivation and concentration are involved. It poses research questions on the importance of developing listening, learning approaches, classroom strategies, applying strategies, and the advantages of using strategies.
Tesa research project - gray
This document summarizes Christopher Gray's research project on the impact of teacher expectations in physical education. It hypothesizes that clearer expectations and positive teacher-student interactions can increase student participation and fitness levels. The action plan focuses on connecting with students through one-on-one meetings and involvement of parents to create individualized plans. While observation results showed room for improvement, it also showed positive results from adjusting teacher interactions and setting achievable benchmarks for students. The conclusion reflects on what was learned about the importance of teacher expectations.
ADD disability powerpoint
Between 4-6% of children in the US have ADD/ADHD, which is characterized by distractibility, impulsivity, and hyperactivity over a long period of time. The classroom environment is difficult for students with ADD as they have trouble paying attention and staying still. Teachers must be patient and work with parents, who also play an important role in supporting teachers' efforts and creating a structured learning environment at home. Teachers and parents should create shared plans and goals, meet regularly, listen to each other, and share information to best educate students with ADD.
Reference for Rowan Carew
Rowan was an outstanding mentor for a group of 12-13 year old students for a week-long project. He managed the group exceptionally well, ensuring all students contributed and supporting those struggling. His enthusiasm motivated the students even when they grew tired. He communicated effectively with students and teachers, and presented the group's work confidently to parents. Throughout, Rowan worked independently and displayed excellent organization, time management, and interpersonal skills. He offered guidance to students and found creative solutions to problems with a flexible approach. His commitment, positivity, caring nature, and ability to complete tasks were exemplary.
Infant toddler curriculum
1. The document discusses curriculum planning, observation, and documentation for infant and toddler care. It emphasizes the importance of play, interactions, caregiving routines, and relationships as the core components of the curriculum.
2. Teachers are encouraged to closely observe infants through engagement and all senses to understand their development, needs, and interests in order to be highly responsive and support attachment.
3. Curriculum planning is an ongoing reflective process of observing, documenting, assessing, and discussing with families to continuously adapt to each child's unique learning and development.
In service day powerpoint
This document provides information about teaching pupils with autism spectrum disorder (ASD). It begins with definitions of autism and Asperger syndrome. It then discusses the triad of impairments in ASD - difficulties with social interaction, communication, and flexibility of thought. The document offers advice for teaching pupils with ASD, such as using visual supports and schedules, breaking tasks into smaller chunks, being patient, and incorporating special interests. It emphasizes the importance of preparation for transitions and handling anxiety. The overall message is that a whole school approach and support from the Communication Support Base can help pupils with ASD succeed.
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Teacher enthusiasm is considered one of the most important qualities of effective teachers. An enthusiastic teacher excites students and sparks their curiosity and motivation to learn. Teacher enthusiasm can lead to better teaching evaluations, improved student performance, and better classroom behavior. Several studies have shown that teacher enthusiasm promotes student engagement in lessons and is positively related to student achievement. Enthusiastic teachers serve as role models for students and help students develop positive attitudes and enjoyment of learning. To examine the effects of teacher enthusiasm, the researcher will survey 165 college students and 20 teachers about perceptions of instructor enthusiasm, student engagement, and motivation to learn.
Group01 conceptmaps
1) The study used concept mapping to help combat childhood obesity through prevention programs at a childcare center.
2) Teachers were trained on how to create concept maps with the children to discuss health and nutrition.
3) Assessment results showed that providing the concept map visual aid helped children discuss more concepts about healthy behaviors compared to assessments without the visual.
Presentation of the topic
This document outlines strategies for developing listening skills in nine-year-old primary school students. It discusses the objectives of guiding teachers, motivating students, and experiencing language. It also notes that it is difficult for students to understand teachers and encourages using listening strategies. The document reviews frameworks and research on identifying success and failure in listening, paying attention to develop skills, and how motivation and concentration are involved. It poses research questions on the importance of developing listening, learning approaches, classroom strategies, applying strategies, and the advantages of using strategies.
Tesa research project - gray
This document summarizes Christopher Gray's research project on the impact of teacher expectations in physical education. It hypothesizes that clearer expectations and positive teacher-student interactions can increase student participation and fitness levels. The action plan focuses on connecting with students through one-on-one meetings and involvement of parents to create individualized plans. While observation results showed room for improvement, it also showed positive results from adjusting teacher interactions and setting achievable benchmarks for students. The conclusion reflects on what was learned about the importance of teacher expectations.
ADD disability powerpoint
Between 4-6% of children in the US have ADD/ADHD, which is characterized by distractibility, impulsivity, and hyperactivity over a long period of time. The classroom environment is difficult for students with ADD as they have trouble paying attention and staying still. Teachers must be patient and work with parents, who also play an important role in supporting teachers' efforts and creating a structured learning environment at home. Teachers and parents should create shared plans and goals, meet regularly, listen to each other, and share information to best educate students with ADD.
Reference for Rowan Carew
Rowan was an outstanding mentor for a group of 12-13 year old students for a week-long project. He managed the group exceptionally well, ensuring all students contributed and supporting those struggling. His enthusiasm motivated the students even when they grew tired. He communicated effectively with students and teachers, and presented the group's work confidently to parents. Throughout, Rowan worked independently and displayed excellent organization, time management, and interpersonal skills. He offered guidance to students and found creative solutions to problems with a flexible approach. His commitment, positivity, caring nature, and ability to complete tasks were exemplary.
Infant toddler curriculum
1. The document discusses curriculum planning, observation, and documentation for infant and toddler care. It emphasizes the importance of play, interactions, caregiving routines, and relationships as the core components of the curriculum.
2. Teachers are encouraged to closely observe infants through engagement and all senses to understand their development, needs, and interests in order to be highly responsive and support attachment.
3. Curriculum planning is an ongoing reflective process of observing, documenting, assessing, and discussing with families to continuously adapt to each child's unique learning and development.
In service day powerpoint
This document provides information about teaching pupils with autism spectrum disorder (ASD). It begins with definitions of autism and Asperger syndrome. It then discusses the triad of impairments in ASD - difficulties with social interaction, communication, and flexibility of thought. The document offers advice for teaching pupils with ASD, such as using visual supports and schedules, breaking tasks into smaller chunks, being patient, and incorporating special interests. It emphasizes the importance of preparation for transitions and handling anxiety. The overall message is that a whole school approach and support from the Communication Support Base can help pupils with ASD succeed.
Task 2 week 2 cm
Behaviourism focuses on external events as the cause of changes in observable behaviours. Students learn behaviours that bring positive feelings and approval from admired people, and change behaviours to satisfy desires they have learned to value. When a teacher constantly reinforces an action, students engage in a routine that enables smooth lessons. Desirable behaviours can be strengthened and undesirable behaviours can be unlearned through reinforcement or punishment. Behaviourist methods like contracts, reinforcement, extinction, and punishment can be used to promote desired classroom behaviours.
Owad w3
This document discusses positive education and its application in schools. Positive education aims to build growth mindsets, resilience, and social connections using strengths-based approaches. It focuses on skills like resilience, positive relationships, meaning, and flourishing. The document outlines the theory of well-being according to PERMA, which includes positive emotion, engagement, relationships, meaning and achievement. It provides examples of tools and frameworks used in positive education, including character strength assessments and strategic planning. Finally, it lists some Australian schools that have implemented positive education programs.
Role of teachers and parents in extrinsic motivation
Teachers and parents play an important role in extrinsic motivation. Teachers should provide positive and frequent feedback, set appropriately challenging tasks, and help students find value in lessons. They must create a supportive learning environment. Parents should provide a warm home, clear guidance, help relate school to interests, and emphasize progress over performance comparisons. The goal is to foster intrinsic motivation by following a child's interests.
Pdhpe game sense
PE teachers use a game sense approach to teaching as it is student-centered, focuses on developing skills through active participation in games, and challenges students' problem-solving and decision-making abilities. The approach modifies games and rules to focus on specific skills while keeping students engaged. It encourages students to think strategically about a game rather than just skills. Using this approach keeps students active while helping them understand a sport from the perspective of playing the full game.
6 ways to create a positive learning environment for children
A happy and positive environment is a boon for children’s optimum growth and success. Know more: https://www.dpsgs.org/dehradun/blog/ways-to-create-a-positive-learning-environment-for-children/
Student Enrichment
This document discusses strategies and theories for improving student enrichment and the educational experience of children. It outlines how well-planned and organized teachers who demonstrate efficacy can create a positive learning environment. Leadership is important for staff development and accountability. Connecting home and school through activities like story time helps build students' confidence and meets their basic learning needs. Providing supportive work environments and utilizing different learning theories and strategies can help address students' individual abilities and needs to help them reach their full potential.
Types of Students
The following tex talks about the way students( children, adolescents, adults) learn. It also mentions the differences each have among them and their characteristics. Teacher's role is also stated.
abstract
Children ages 4-5 compiled portfolios of their work over 6 weeks and shared them with classmates, which increased their awareness of learning and ability to reflect on their work. The children's reasons for choosing portfolio items fell into 8 categories related to appreciation, relationships, tasks, goals, and experiences. Over time, children participated more actively in sharing meetings and showed greater self-confidence. The children then led parent-teacher conferences using their portfolios, which parents reported increased children's self-confidence, awareness, and reflection, and which children preferred over traditional conferences.
Strategies to increase the intrinsic value of tasks
The document provides strategies for teachers to increase intrinsic value and motivation in classroom tasks. It defines intrinsic value as the interest and enjoyment students experience when engaging in an activity. Some strategies suggested are starting lessons with an engaging activity, giving students choices in activities, providing appropriately challenging tasks, using pre-assessments to build on prior knowledge, promoting active and interactive learning, providing immediate feedback, incorporating game elements, assuming students want to learn, varying activities, teaching big ideas, and displaying enthusiasm.
Motivation
This Power Point presentation is about strategies that are useful to increase the intrinsic value of tasks in your class.
Strategies for Teachers in Motivating the Underachievers
The document discusses approaches to teaching and learning, including behavioral, cognitive, and humanistic approaches. It also discusses strategies for motivating underachieving students, such as maintaining contact between home and school, emphasizing goal setting, and using students' strengths. Principles of learning assessment are presented, including the idea that assessment should be an integral part of the teaching-learning process and should provide feedback to improve learning.
Filial Therapy
Filial therapy is a therapeutic intervention that uses child-centered play therapy to improve communication and relationships between parents and children. The filial therapy process involves initial training sessions for parents, followed by weekly 30-minute play sessions where parents learn skills like active listening and responding to their child's emotions through play without interruptions. Research has found filial therapy effective in increasing parental empathy and acceptance, reducing parenting stress, and improving children's behavior and self-esteem over 10-15 weekly sessions.
Strategies for developing creativity and critical thinking
Creativity and critical thinking skills should be explicitly taught and encouraged. The document provides strategies for developing these skills, including encouraging students to explore their environment with open-ended challenges, compare ideas, observe details accurately, classify information, imagine freely, and criticize constructively with practice. Teachers should help students see creativity as learnable, provide time for creative activities, and reward original thinking and improvement over time.
How do my learners learn best?
This document discusses different types of learners in a Year 1 classroom and how to best support their learning needs. It notes that some students are gifted in mathematics and science, while others struggle with conditions like dyslexia and ADHD. Hands-on, collaborative tasks that allow student-centered learning and peer encouragement are effective for both gifted students and those with learning difficulties by keeping them engaged. Such activities also help behavioral issues by reducing distractions for students who don't want to ask for help. As the class has visual, auditory, and kinesthetic learners, hands-on projects incorporate multiple learning styles.
The 6 c’s of motivation
The 6 C's of motivation are a framework to encourage intrinsic motivation in students by giving them more choices and control over their learning. The 6 C's are: choice, challenge, control, collaboration, constructing meaning, and consequences. Choice involves giving students freedom to choose topics or ways to complete tasks. Challenge means setting expectations just above a student's current skill level. Control means allowing students to take ownership over their work. Collaboration refers to letting students work together. Constructing meaning is helping students see the importance of assignments. Consequences are the positive results of completing work, like displaying what was learned. Using these strategies can boost motivation and classroom management by giving students more investment in their work.
Education and childhood development plan (12.2.13)
Here is a rough draft of a PowerPoint that will be presented to the Policy Council in January. The primary objective of the PowerPoint will be to explain the Classroom Assessment Scoring System (CLASS) and the Learning Assessment Profile - Third Edition. At the same time, the PowerPoint describes the curriculum that is being used in our early childhood programs.
Classroom management autism
The document discusses several strategies for effective classroom management for students with autism, including maintaining withitness or awareness of what is happening in the classroom, structuring the environment to provide consistency and clarity of expectations, varying tasks and activities to prevent boredom and anxiety, using visual schedules to communicate changes, examining the environment for potential sensory overloads, providing calming spaces, and involving peers to support socialization.
Togtool
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The NextServer Evo from NextComputing offers extreme performance and storage density in a small 3U rackmount form factor. It utilizes modular components that allow for flexible configurations with up to dual quad-core processors, 32GB RAM, and 16 front-access removable hard drives up to 2TB each. The system provides high-speed expansion slots, RAID support, and supports both 32-bit and 64-bit operating systems, offering a powerful yet flexible data streaming solution.
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Task 2 week 2 cm
Behaviourism focuses on external events as the cause of changes in observable behaviours. Students learn behaviours that bring positive feelings and approval from admired people, and change behaviours to satisfy desires they have learned to value. When a teacher constantly reinforces an action, students engage in a routine that enables smooth lessons. Desirable behaviours can be strengthened and undesirable behaviours can be unlearned through reinforcement or punishment. Behaviourist methods like contracts, reinforcement, extinction, and punishment can be used to promote desired classroom behaviours.
Owad w3
This document discusses positive education and its application in schools. Positive education aims to build growth mindsets, resilience, and social connections using strengths-based approaches. It focuses on skills like resilience, positive relationships, meaning, and flourishing. The document outlines the theory of well-being according to PERMA, which includes positive emotion, engagement, relationships, meaning and achievement. It provides examples of tools and frameworks used in positive education, including character strength assessments and strategic planning. Finally, it lists some Australian schools that have implemented positive education programs.
Role of teachers and parents in extrinsic motivation
Teachers and parents play an important role in extrinsic motivation. Teachers should provide positive and frequent feedback, set appropriately challenging tasks, and help students find value in lessons. They must create a supportive learning environment. Parents should provide a warm home, clear guidance, help relate school to interests, and emphasize progress over performance comparisons. The goal is to foster intrinsic motivation by following a child's interests.
Pdhpe game sense
PE teachers use a game sense approach to teaching as it is student-centered, focuses on developing skills through active participation in games, and challenges students' problem-solving and decision-making abilities. The approach modifies games and rules to focus on specific skills while keeping students engaged. It encourages students to think strategically about a game rather than just skills. Using this approach keeps students active while helping them understand a sport from the perspective of playing the full game.
6 ways to create a positive learning environment for children
A happy and positive environment is a boon for children’s optimum growth and success. Know more: https://www.dpsgs.org/dehradun/blog/ways-to-create-a-positive-learning-environment-for-children/
Student Enrichment
This document discusses strategies and theories for improving student enrichment and the educational experience of children. It outlines how well-planned and organized teachers who demonstrate efficacy can create a positive learning environment. Leadership is important for staff development and accountability. Connecting home and school through activities like story time helps build students' confidence and meets their basic learning needs. Providing supportive work environments and utilizing different learning theories and strategies can help address students' individual abilities and needs to help them reach their full potential.
Types of Students
The following tex talks about the way students( children, adolescents, adults) learn. It also mentions the differences each have among them and their characteristics. Teacher's role is also stated.
abstract
Children ages 4-5 compiled portfolios of their work over 6 weeks and shared them with classmates, which increased their awareness of learning and ability to reflect on their work. The children's reasons for choosing portfolio items fell into 8 categories related to appreciation, relationships, tasks, goals, and experiences. Over time, children participated more actively in sharing meetings and showed greater self-confidence. The children then led parent-teacher conferences using their portfolios, which parents reported increased children's self-confidence, awareness, and reflection, and which children preferred over traditional conferences.
Strategies to increase the intrinsic value of tasks
The document provides strategies for teachers to increase intrinsic value and motivation in classroom tasks. It defines intrinsic value as the interest and enjoyment students experience when engaging in an activity. Some strategies suggested are starting lessons with an engaging activity, giving students choices in activities, providing appropriately challenging tasks, using pre-assessments to build on prior knowledge, promoting active and interactive learning, providing immediate feedback, incorporating game elements, assuming students want to learn, varying activities, teaching big ideas, and displaying enthusiasm.
Motivation
This Power Point presentation is about strategies that are useful to increase the intrinsic value of tasks in your class.
Strategies for Teachers in Motivating the Underachievers
The document discusses approaches to teaching and learning, including behavioral, cognitive, and humanistic approaches. It also discusses strategies for motivating underachieving students, such as maintaining contact between home and school, emphasizing goal setting, and using students' strengths. Principles of learning assessment are presented, including the idea that assessment should be an integral part of the teaching-learning process and should provide feedback to improve learning.
Filial Therapy
Filial therapy is a therapeutic intervention that uses child-centered play therapy to improve communication and relationships between parents and children. The filial therapy process involves initial training sessions for parents, followed by weekly 30-minute play sessions where parents learn skills like active listening and responding to their child's emotions through play without interruptions. Research has found filial therapy effective in increasing parental empathy and acceptance, reducing parenting stress, and improving children's behavior and self-esteem over 10-15 weekly sessions.
Strategies for developing creativity and critical thinking
Creativity and critical thinking skills should be explicitly taught and encouraged. The document provides strategies for developing these skills, including encouraging students to explore their environment with open-ended challenges, compare ideas, observe details accurately, classify information, imagine freely, and criticize constructively with practice. Teachers should help students see creativity as learnable, provide time for creative activities, and reward original thinking and improvement over time.
How do my learners learn best?
This document discusses different types of learners in a Year 1 classroom and how to best support their learning needs. It notes that some students are gifted in mathematics and science, while others struggle with conditions like dyslexia and ADHD. Hands-on, collaborative tasks that allow student-centered learning and peer encouragement are effective for both gifted students and those with learning difficulties by keeping them engaged. Such activities also help behavioral issues by reducing distractions for students who don't want to ask for help. As the class has visual, auditory, and kinesthetic learners, hands-on projects incorporate multiple learning styles.
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The 6 C's of motivation are a framework to encourage intrinsic motivation in students by giving them more choices and control over their learning. The 6 C's are: choice, challenge, control, collaboration, constructing meaning, and consequences. Choice involves giving students freedom to choose topics or ways to complete tasks. Challenge means setting expectations just above a student's current skill level. Control means allowing students to take ownership over their work. Collaboration refers to letting students work together. Constructing meaning is helping students see the importance of assignments. Consequences are the positive results of completing work, like displaying what was learned. Using these strategies can boost motivation and classroom management by giving students more investment in their work.
Education and childhood development plan (12.2.13)
Here is a rough draft of a PowerPoint that will be presented to the Policy Council in January. The primary objective of the PowerPoint will be to explain the Classroom Assessment Scoring System (CLASS) and the Learning Assessment Profile - Third Edition. At the same time, the PowerPoint describes the curriculum that is being used in our early childhood programs.
Classroom management autism
The document discusses several strategies for effective classroom management for students with autism, including maintaining withitness or awareness of what is happening in the classroom, structuring the environment to provide consistency and clarity of expectations, varying tasks and activities to prevent boredom and anxiety, using visual schedules to communicate changes, examining the environment for potential sensory overloads, providing calming spaces, and involving peers to support socialization.
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Role of teachers and parents in extrinsic motivation
Role of teachers and parents in extrinsic motivation
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Strategies to increase the intrinsic value of tasks
Strategies to increase the intrinsic value of tasks
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Strategies for developing creativity and critical thinking
Strategies for developing creativity and critical thinking
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Este documento presenta un pequeño test de inteligencia con varias preguntas cortas. La primera pregunta involucra adelantar posiciones en una carrera, la segunda plantea una situación imposible, la tercera es un cálculo matemático, y la cuarta pregunta el nombre de la cuarta hija de una familia dada en la descripción. El documento incluye respuestas a cada pregunta y comentarios sobre la velocidad y precisión requerida para responder.
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This document discusses strategies for supporting students with emotional and behavioral disabilities as they transition from an alternative school placement back to their home schools. It provides background on common characteristics and perceptions of these students. It then outlines four major categories of support: social skills instruction, classroom management techniques, cooperative learning, and promoting positive self-image. Specific strategies are proposed under each category, such as explicitly teaching social skills, using individualized reward systems, assigning student roles in cooperative groups, and providing more praise to improve self-image. The goal is an honorable discharge for these students as they transition back to their home schools.
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This study examined the effects of using therapy balls instead of chairs on the classroom behavior and reading comprehension of 24 fifth-grade students with dyslexia. The students' behavior was observed and rated by independent observers, teachers, and the students themselves across three time periods. In the first period, one class used therapy balls while the other used chairs. Then the conditions were switched. The results showed that independent observers saw a decrease in undesirable behaviors for the class using balls, with medium to large effect sizes. However, there were no significant effects found for reading comprehension or student and teacher ratings of behavior. Most students reported that the balls improved their attention and motivation.
DAN GRUBESTU RYANSARAH LOWELLAMY STRINGEREffective
DAN GRUBE
STU RYAN
SARAH LOWELL
AMY STRINGER
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for Beginning for Beginning for Beginning
TeachersTeachersTeachers
Dan Grube ([email protected]) is an associate professor, Sarah Lowell is an
adjunct faculty member, and Amy Stringer is an assistant professor in the
School of Teaching & Learning at Western Carolina University in Cullo-
whee, NC. Stu Ryan is a professor in the Department of Health, Leisure, &
Exercise Science at the University of West Florida in Pensacola, FL.
C
lassroom management is often a big concern
for beginning teachers. Beginning teachers worry about
how they will uphold the same level of classroom man-
agement as veteran teachers. Frequently they worry
about pleasing the students so that they will want to
participate in their lessons. Often their biggest concern is how the
students will behave and how to distribute the discipline when
necessary. This approach is reactionary, akin to a referee calling
fouls on players in a game (Graham, Holt/Hale, & Parker, 2013).
According to Graham et al. (2013), a positive learning environ-
ment should be developed with a philosophy of “maintaining ap-
JoPerD 47
propriate behavior.” To this end, beginning teachers are faced with
a tough task. These teachers must develop strategies that help to
create an environment that is positive and conducive to learning
— specifi cally, strategies that allow for a high amount of activity
time coupled with clear and concise instructional segments. Learn-
48 Volume 89 Number 8 october 2018
ing to be efficient as a new teacher in a new environment can be a
challenge, but it can make all the difference in accomplishing one’s
goals and feeling successful.
Efficient use of time in physical education classes is critical given
the limited amount of physical education that children receive in
schools today. So it stands to reason that physical education teach-
ers feel pressured to deliver as much physical activity as possible.
Researchers have found that one third (Cousineau & Luke, 1990)
or more (Kelder et al., 2003) of class time is spent on instructional
and/or management tasks. Rink (2014) stated that it is surprising
that only about one third of the time in physical education class is
allocated to student activity. While these statistics vary, they indi-
cate that there is an inefficient use of time by physical education
teachers in their classes. Other studies have examined management
plans that focus on minimizing transitions (Dawson-Rodrigues,
Lavay, Butt, & Lacourse, 1997) and cueing exceptional students
on activity changes (Rosenkoetter & Fowler, 1986). Adopting
strategies for transitions will improve efficiency.
Another study looked at how teachers’ classroom management
has changed over time (Garrahy, Cothran ...
Being focused during classroom learning
This document discusses strategies for keeping children focused during classroom learning. It notes that some children have difficulties maintaining focus due to underdeveloped executive function skills. One strategy discussed is using cues like hand clapping or bells to get children's attention before giving instructions. Other strategies mentioned include minimizing noise and distractions by having students sit toward the front of the classroom. The document also discusses research showing that instructions to "stay on task" can improve preschoolers' attention and performance, especially when distractions are present. Overall, the strategies aim to strengthen children's developmental and cognitive skills to improve their focus, attention, comprehension and engagement during learning activities.
A Family-School Homework Intervention Program For Children With Attention-Def...
The Homework Success Program (HSP) is a 10-week behavioral intervention designed to address common homework problems in children with attention-deficit/hyperactivity disorder (ADHD). The program focuses on training parents in behavioral strategies through group sessions and emphasizes improving parent-teacher collaboration. It also includes a child group to reinforce strategies. The intervention aims to improve academic productivity, behavioral functioning, and parent-child interactions for children with ADHD, who often struggle with homework tasks like remembering assignments and staying on-task.
Dr. Mona Al Haddad - Preparation of General Education Teachers for Inclusion...
Presenter:
Mona Al Haddad,
M.Ed., BCBA® Lecturer and Clinical Practicum supervisor & Co-ordinator, Special Education Program,
Dar Al-Hekma University, Jeddah, KSA
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IEFE Forum 2014
Motivation for excellence in education (swayam)
The presentation is basically about motivation, its types and what are the factors that help in improving student motivation for excellence in education.
Georgia active engagement_strategies
The document discusses strategies for active engagement during whole group instruction. It defines active engagement as involving motivation, conceptual knowledge, cognitive strategies, and social interactions during literacy activities. Some key active engagement strategies discussed include: using cognitive strategies like activating prior knowledge and self-questioning; promoting social interaction and sharing of ideas; and ensuring multiple student-teacher interactions through feedback and support. Effective instruction requires classroom management routines, knowledge of student assessment, consistent routines, a focus on objectives, and anticipating difficulties.
Differentiation
The document summarizes nine research-based strategies for differentiation in the classroom according to Robert Marzano. The strategies are: 1) Identifying similarities and differences, 2) Using nonlinguistic representations, 3) Summarizing and note taking, 4) Reinforcing effort and providing recognition, 5) Setting objectives and providing feedback, 6) Generating and testing hypotheses, 7) Using cues, questions, and advanced organizers, 8) Cooperative learning, and 9) Providing homework and practice. Each strategy is supported by research showing benefits such as boosting student achievement and enhancing learning.
Differentiation
The document discusses nine research-based instructional strategies that can be used in the classroom to enhance student learning:
1. Identifying similarities and differences helps students process and recall new information by looking for patterns.
2. Using nonlinguistic representations like mental images and physical models enhances students' ability to understand and recall knowledge.
3. Summarizing and note-taking leads to better retention when students analyze information to capture main ideas in their own words.
4. Reinforcing effort and providing recognition improves achievement when teachers link effort to success and provide symbolic rather than tangible rewards.
5. Setting objectives and providing feedback establishes a direction for learning and helps students understand where they stand relative to goals.
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Research Powerpoint
- 1. How to Better Teach Children with ADHD By: David Gabriel
- 2. What is ADHD? Attention Deficit/ hyperactivity disorder Children who have this disorder have difficulty following directions, completing schoolwork, getting along with other children, obeying classroom rules, and sitting still (Smucker & Hedayat, 2001).
- 3. What Teaching Techniques Do Teachers Use? Filling a child with feelings of success can help them gain confidence and self-esteem (Hogan, 1997). High levels of self-esteem will lead to better overall learning habits over time By giving undivided attention and love towards these children will boost self-esteem (Hogan, 1997).
- 4. Making Friends Having a one-on-one relationship with the student will not only boost their self-esteem, but create a solid base for the student to feel comfortable in the classroom environment (Hogan, 1997). Having rewards for ADHD students will motivate them to reach their set goals (Maria, Caeran, & Cornoldi).
- 5. Understand The Symptoms As an instructor, one must understand the effects of ADHD. Allowing time during the class for ADHD students to stretch and release energy will prove itself worthy in gaining attention from the student later on (Hogan, 1997).
- 6. How Do I Keep Their Attention? Research shows that making eye contact, speaking clearly, and providing clear directions will help prolong the attention span (Hogan, 1997). Understanding what the student finds interesting, and tailoring the lesson plan towards them will benefit the student and keep them interested through out the day (Hogan, 1997).
- 7. How Can Homework Help? Evidence shows the importance and effectiveness homework interventions can have for students with ADHD (Jason, Sheridan, Olympia, & Andrews, 1994) . By students engaging and learning study habits will further extend their skills in time management and self-discipline (Jason, Sheridan, Olympia, & Andrews, 1994).
Editor's Notes
- According to a 2007 study, approximately 9.5% or 5.4 million children between the ages of 4 and 17 have ever been diagnosed with ADHD (www.cdc.gov). Between the year 2003 and 2007 the percentage of children with ADHD increased by 22% (www.cdc.gov.).
- Boosting self esteem can truly engage a student. When someone knows that they are cared for, they are much more responsive and participative.
- When a child knows that a teacher cares for them they are more apt to consider the instructions, than if not. Personally, I find it much easier to deal with my ADHD student on a personal level, rather than a distant “teacher-student” level. Having that one-on-one connection allows for a deeper understanding of the student and where they are coming from.
- Research urges teachers to go into a classroom full of knowledge when dealing with ADHD students (Smucker & Hedayat, 2001). If an instructor goes in, not knowing anything, or how to deal with these types of students, they will then be doing themselves and most importantly, the student a disservice.
- ADHD students have a very difficult time paying attention. If an instructor makes sure they are getting eye contact from the student, this will ensure they are understanding the directions. Most importantly, ADHD students will not complete an assignment if they find it boring. As a teacher, it is important to get to know your student with ADHD and find out what they like and truly find interesting (Hogan, 1997).
- Having homework intervention from a young age will teach ADHD students how to manage their time and get things done. If started young, children will develop the habits and skills that can help them get into college and start a meaningful life (Jason, Sheridan, Olympia, & Andrews, 1994).