Stop school violence
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The document outlines a student's project to stop school violence at their high school in Bac Giang, Vietnam. The project involved organizing a group of 10 students to investigate incidents of violence, resolve conflicts, and report issues to teachers and families. As a result of these efforts, the school no longer had incidents of violence, ensuring a safe study environment for students.
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Stop school violence
The document outlines a student project to stop school violence at Bac Giang specializing high school in Vietnam. The project leader organized a group of 10 students to investigate incidents of violence between students, resolve conflicts, and report issues to teachers. They also worked to reconcile students and their families. As a result of these efforts, the school no longer experienced incidents of violence, ensuring a safe study environment for all students.
Stop school violence
This document outlines a student project to stop school violence at Bac Giang specializing high school in Vietnam. The project leader organized a group of 10 students to investigate incidents of violence, resolve conflicts, and report issues to teachers and families. Through meetings with students and families, the group promoted non-violence and peaceful conflict resolution. As a result, there were no further incidents of school violence after the project, allowing students to study safely and get along well.
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Stop school violence
The document outlines a student project to stop school violence at Bac Giang specializing high school in Vietnam. The project leader organized a group of 10 students to investigate incidents of violence between students, resolve conflicts, and report issues to teachers. They also worked to reconcile students and their families. As a result of these efforts, the school no longer experienced incidents of violence, ensuring a safe study environment for all students.
Stop school violence
This document outlines a student project to stop school violence at Bac Giang specializing high school in Vietnam. The project leader organized a group of 10 students to investigate incidents of violence, resolve conflicts, and report issues to teachers and families. Through meetings with students and families, the group promoted non-violence and peaceful conflict resolution. As a result, there were no further incidents of school violence after the project, allowing students to study safely and get along well.
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Siying Wang completed the Pre-Business certificate program at Centennial College, passing all ten courses with grades of A+ or A. This was Siying's first certificate earned in Canada. Marie Scragg was Siying's favorite professor, teaching courses in a strict but helpful manner that helped Siying earn an A+ in her class. Siying also attended church parties with her uncle's family, using the opportunities to practice English and learn about western culture. In a group assignment for a Global Citizenship course, Siying's team received praise for their report on university graduate employment, where Siying took notes and researched education and media issues.
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The Single Stream Team has been working to spread awareness about single stream recycling to a New Bedford elementary school and community. Their goals are to educate students at William Taylor Elementary School on single stream recycling policies by November, hold an event where one class educates the whole school, and leave students with materials to share the information. The team has operating principles like respecting each other and effective communication. They plan a letter-making event where students create letters from recycled materials to spread recycling awareness.
Dreikurs and albert
This document summarizes the Social Discipline Model developed by Rudolf Dreikurs and expanded on by Linda Albert. The model is based on the principles of democracy and social belonging. It posits that all student behavior serves one of four goals: getting attention, seeking power, taking revenge, or displaying inadequacy. The model provides strategies for teachers to identify the goal of misbehavior, handle it immediately, encourage students' sense of capability, connection, and contribution, and work with parents as partners in students' success. Albert expanded the model with her "3 C's" and "5 A's" focusing on building relationships and her six-step conflict resolution plan.
Z. Michel Behavior Plan Directions Fall 2015
- The document discusses several theorists and their approaches to classroom management and discipline, including Fritz Redl and William Wattenberg, B.F. Skinner, Lawrence Kohlberg, Jacob Kounin, Haim Ginott, Rudolf Dreikurs, Lee and Marlene Canter, William Glasser, and Barbara Coloroso.
- It provides a brief overview of each theorist's approach, highlighting their views on discipline, behavior management, and moral development. It also identifies some strengths and weaknesses of each approach.
- The document analyzes how elements of each theorist's approach could be useful or not useful for classroom teachers in managing student behavior and discipline. It considers factors like a teacher's time
02 KIND AND CARING CLASSROOM.pptx
KIND AND CARING CLASSROOM
Presented by Emmanuel Mann Rentoy in Colombo, Sri Lanka on November 19, 2022
Educational and Social Initiatives
www.characterconferences.com
mannrentoy@gmail.com
Kamloops quality teaching may 2014
This document outlines strategies for quality teaching in inclusive classrooms. It discusses universal design for learning (UDL) which involves providing multiple means of engagement, representation, and action/expression for students. The document also discusses backwards design where teachers identify the key understandings and skills students should demonstrate. Feedback strategies are examined, emphasizing feedback during learning to improve future performance. Specific examples of engaging oral language activities in a physics class are provided.
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Stop school violence
- 1. Stop school violence Organized by Dang Huyen October 25, 2012 At Bac Giang specializing high school Class: 10 Email: thaohien96.cbg@gmail.com Tel: 0984145753
- 2. #2: Need for project • Nowadays, school violence happens more regularly. It cause a bad visual for school and it is very dangerous. We need to stop and rejec them out the school’s life
- 3. #3: goal • The goal of my project is to propagate and protect students from school students. After my project, I hope everyone will understand and recognize the harm of school violence clearly
- 4. #4: Project Activities • To achieve my goal of stopping school violence, I organized a group of students who could attend and inquire the contradicts of student of school anywhere
- 5. #5: Step by step planning • I organized a group of 10 of my friends to join my activities. We devided into 2 groups. A group inquired the scuffles of student, another sovled contradict and reported to the teachers • After that, we reported to the student’s family and made peace. Our group worked helpfully to make sure that they could make peace • My friends and I celebrated a meeting between school and families of students. We talked about the way of upbringing to stop school violence
- 6. #6: Result • After my mini project, our school didn’t have school violence at all. This guaranteed study of studens and made everyone get on well together