Sub unit 5.3 triagular efforts model
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The document discusses the key elements of creating a child-centered learning environment, including a physical environment that supports student learning and development, fair teacher-student interactions, structured routines and procedures, establishing behavioral expectations, and fostering social development and group responsibility. An effective child-centered environment considers the physical space, interactions, structure, behavior management, and social-emotional needs of students.
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Sub unit 5.3 triagular efforts model
The document discusses the key elements of creating a child-centered learning environment, including a physical environment that supports student learning and development, teacher-student interactions that are fair and respectful, establishing structured routines and procedures, modeling and enforcing positive student behavior expectations, and fostering social development and group responsibility through leadership opportunities and collaborative work.
Bill Rogers: Positive Behaviour Leadership
This document outlines Bill Rogers' principles of positive behavior leadership, which include establishing shared rules and responsibilities, minimizing confrontation, offering choices to students, modeling respectful behavior, and positively communicating expectations. It encourages adopting a system that assists disruptive students to learn better behaviors. It also acknowledges the stress of classroom management and supports teachers helping each other by sharing ideas, promoting trust, and showing professional courtesy. Early career teachers can select strategies to establish more manageable and consistent classroom management approaches.
Classroom organization and control
This document discusses effective classroom management strategies for teachers. It emphasizes the importance of establishing clear rules and procedures, explaining expectations to students, and maintaining an organized physical space to promote learning. Good classroom management is directly linked to student achievement and behavior, while ineffective strategies include making issues personal, getting angry, being sarcastic, or engaging in power struggles with students. Teachers should adhere consistently to outlined rules and consequences.
Classroom management
I am sharing this presentation with the belief that teachers like I would understand the importance of classroom management for an effective and efficient learning. God bless you!
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This document discusses the roles of teachers and teaching assistants in promoting effective teaching and learning. It outlines that teachers should plan lessons collaboratively with teaching assistants, clearly communicating expectations and objectives. During lessons, teachers should designate specific support roles for assistants, such as working with small groups, to ensure all students are actively engaged. The goal is for assistants to facilitate learning for all students and help reduce dependency, while teachers differentiate instruction to promote independence.
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The document discusses approaches to classroom behavior management. It compares autocratic, teacher-centered approaches to democratic, student-centered approaches. Autocratic approaches rely on obedience and punishment, while democratic approaches value student input and motivation. The document recommends preventative discipline strategies like clear rules, planning, and maximizing engagement through variation. It also stresses the importance of developing management strategies over time through routines, accountability, and respectful reflection on behavior.
Classroom Management
Classroom management involves creating optimal conditions for teaching and learning by managing the learning environment and organizing students. There are three main approaches to classroom management: behavioral, cognitive, and humanistic. The behavioral approach focuses on establishing rules, consequences, and reinforcing positive behavior while redirecting inappropriate behavior. It involves structuring activities, monitoring student behavior, and responding to behavior.
Classroom Routine
This document outlines key components of an effective classroom routine, including transitions, group work, use of materials and equipment, and teacher-led activities. It discusses establishing rules and procedures for how students move between different states or activities, work collaboratively in groups, access and store class materials, and behave during teacher instructions. The purpose is to create an organized, predictable learning environment that maximizes instructional time.
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Sub unit 5.3 triagular efforts model
The document discusses the key elements of creating a child-centered learning environment, including a physical environment that supports student learning and development, teacher-student interactions that are fair and respectful, establishing structured routines and procedures, modeling and enforcing positive student behavior expectations, and fostering social development and group responsibility through leadership opportunities and collaborative work.
Bill Rogers: Positive Behaviour Leadership
This document outlines Bill Rogers' principles of positive behavior leadership, which include establishing shared rules and responsibilities, minimizing confrontation, offering choices to students, modeling respectful behavior, and positively communicating expectations. It encourages adopting a system that assists disruptive students to learn better behaviors. It also acknowledges the stress of classroom management and supports teachers helping each other by sharing ideas, promoting trust, and showing professional courtesy. Early career teachers can select strategies to establish more manageable and consistent classroom management approaches.
Classroom organization and control
This document discusses effective classroom management strategies for teachers. It emphasizes the importance of establishing clear rules and procedures, explaining expectations to students, and maintaining an organized physical space to promote learning. Good classroom management is directly linked to student achievement and behavior, while ineffective strategies include making issues personal, getting angry, being sarcastic, or engaging in power struggles with students. Teachers should adhere consistently to outlined rules and consequences.
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I am sharing this presentation with the belief that teachers like I would understand the importance of classroom management for an effective and efficient learning. God bless you!
How TA practice can promote Teaching & Learning CPD 24.06.15
This document discusses the roles of teachers and teaching assistants in promoting effective teaching and learning. It outlines that teachers should plan lessons collaboratively with teaching assistants, clearly communicating expectations and objectives. During lessons, teachers should designate specific support roles for assistants, such as working with small groups, to ensure all students are actively engaged. The goal is for assistants to facilitate learning for all students and help reduce dependency, while teachers differentiate instruction to promote independence.
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The document discusses approaches to classroom behavior management. It compares autocratic, teacher-centered approaches to democratic, student-centered approaches. Autocratic approaches rely on obedience and punishment, while democratic approaches value student input and motivation. The document recommends preventative discipline strategies like clear rules, planning, and maximizing engagement through variation. It also stresses the importance of developing management strategies over time through routines, accountability, and respectful reflection on behavior.
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Classroom management involves creating optimal conditions for teaching and learning by managing the learning environment and organizing students. There are three main approaches to classroom management: behavioral, cognitive, and humanistic. The behavioral approach focuses on establishing rules, consequences, and reinforcing positive behavior while redirecting inappropriate behavior. It involves structuring activities, monitoring student behavior, and responding to behavior.
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The document discusses establishing an organized and well-managed classroom environment. It emphasizes that 1) teachers must establish clear structure, rules, and expectations for student behavior, 2) expectations should be explicitly taught to students at the beginning of the year and reinforced consistently, and 3) teachers should pay attention to and reward positive student behavior rather than focusing on inappropriate behavior. Key aspects of setting up an effective classroom include arranging the physical space so the teacher can easily monitor all students, deciding on seating arrangements, and having a plan for how students will transition between activities and maintain appropriate independent work behavior.
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Classroom management theory presentation.notes.pptx.pdf
Classroom management theories based on four leading models of theory: Student-Centered Management Theory, Choice Theory, Kohn's Student Directed Learning, and Positive Behavior Support (PBS).
Classroom management-presentation-120712190047-phpapp02
This document discusses classroom management strategies and techniques. It begins by defining classroom management and noting its importance in promoting effective teaching. It then outlines several objectives of classroom management, including establishing procedures and routines to maximize instructional time. The document discusses various aspects of classroom management like the physical environment, routines, and discipline. It provides principles for effective classroom management such as consistency, routines, positive reinforcement, and minimizing disruptions. It also examines causes of disciplinary issues and strategies for handling misbehavior, including behavior modification techniques. Overall, the document provides a comprehensive overview of concepts and best practices for classroom organization and student conduct.
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Classroom Management 101
Despite efforts to help beginning teachers succeed, many still experience problems, ranging from feelings of isolation to lack of support from experienced teachers and supervisors.
Ways to help beginning teachers succeed include providing professional development geared specifically toward the needs of beginning teachers; peer coaching or mentoring; easing up on the assignment of extra class duties during the first year of service; and engaging beginning teachers in a reflective practice approach.
Remember the beginning of the school year is a critical ingredient of a wellness classroom.
Classroom management is one of the most feared parts of teaching for new teachers.
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Learn how to promote school culture through these categories:
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This document outlines a classroom management presentation covering two chapters. The first chapter discusses guiding principles for effective classroom management including establishing consistent discipline, routines, smooth transitions, balancing activities, and reinforcing positive behavior. The second chapter focuses on techniques for maximizing instructional time such as remaining engaged with students, planning materials in advance, and efficiently handling administrative tasks. The overall goal is to present strategies for organizing an effective learning environment.
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This document discusses classroom management strategies. It defines classroom management as the process of creating and maintaining appropriate student behavior in classroom settings. It emphasizes using positive discipline approaches and understanding child development. Some tips discussed include setting long-term goals for students to become caring, capable adults; providing warmth and structure; recognizing individual differences; and using conflicts as learning opportunities. Effective classroom management is important because it allows for proper instruction, teaching, assessment, and meeting professional responsibilities.
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1) Special education teachers feel paraeducator supports are essential but feel unprepared to supervise them. Both teachers and paraeducators report insufficient training.
2) The document outlines tips from 13 special education teachers on effectively supervising paraeducators. They stress creating effective teams by defining roles, emphasizing teamwork, respect, and communication.
3) Teachers provide training, feedback, and evaluation to paraeducators and recommend increased training for both teachers and paraeducators in supervisory responsibilities.
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Harry Wong is an educator and speaker known for his work on classroom management. He received degrees from the University of California and Brigham Young University and taught high school science. Wong advocates spending the first two weeks of school teaching procedures rather than discipline. His three-step approach involves explaining, rehearsing, and reinforcing procedures until they become habit. Wong believes effective teachers manage their classrooms through procedures while ineffective teachers discipline. His books on classroom management have sold over 3.6 million copies.
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The document outlines guidelines for effective teaching, including that teachers should understand students' needs, promote respect and self-esteem in classroom interactions, and use positive discipline. It also stresses creating an interesting, pleasant learning environment; clear communication; motivating students; addressing discipline issues proportionally and without threats; and fostering student commitment through trust, respect for the teacher, and reflection on progress.
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This document discusses responding to inappropriate classroom behavior. It begins by outlining the objectives of reflecting on one's role in the classroom and gaining skills to respond to inappropriate behavior. It then discusses three models of classroom management: preventive, supportive, and corrective discipline. For preventive discipline, it suggests making lessons enjoyable, building learning communities, and establishing clear rules. Supportive discipline involves requesting good behavior and acknowledging it. Corrective discipline is based on behavior modification using reinforcement. The document provides steps for each model and emphasizes creating a positive learning environment.
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Effective classroom management requires consistent and proactive discipline, establishing daily routines, and smooth transitions to maintain student momentum. The classroom manager should balance variety in activities, be aware of all classroom actions, resolve minor issues before they escalate, reinforce positive behavior, treat disturbances calmly, arrange furniture to facilitate learning, and maximize instructional time.
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The document discusses teacher-student relationships and classroom management strategies. It notes that positive teacher-student relationships are the third aspect of effective classroom management. Different management strategies work better for different student types, and maintaining cooperation and positive relationships is important over a teacher's career.
Classroom management theory presentation.notes.pptx.pdf
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Classroom management-presentation-120712190047-phpapp02
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Harry K. Wong is an educator known for his practical approach to classroom management. He advocates establishing clear procedures and routines to create an orderly learning environment where students can thrive. Wong believes the first days of school are critical for setting expectations and teaching procedures like how to enter the classroom, complete assignments, and participate in daily activities. His strategies emphasize explaining, modeling, and practicing procedures with students until they become automatic routines. Wong's theory maintains that effective teaching requires managing a classroom through procedures rather than strict discipline, in order to set students up for academic success.
Classroom Management 101
Despite efforts to help beginning teachers succeed, many still experience problems, ranging from feelings of isolation to lack of support from experienced teachers and supervisors.
Ways to help beginning teachers succeed include providing professional development geared specifically toward the needs of beginning teachers; peer coaching or mentoring; easing up on the assignment of extra class duties during the first year of service; and engaging beginning teachers in a reflective practice approach.
Remember the beginning of the school year is a critical ingredient of a wellness classroom.
Classroom management is one of the most feared parts of teaching for new teachers.
The slides shows some techniques or methods that would help new teachers to maintain control in the classroom.
Principal & Teacher Relationships: Behaviors Impacting Excellence
In a three-part, 17-item school culture survey developed and refined by researchers Phillips, Wagner, and Masden-Copas, school leaders have the opportunity to assess school culture factors that impact academic excellence. Join us as we share these ideas and practices, so that principals, assistant principals, and teacher leaders will have the tools to shape culture in their building.
Learn how to promote school culture through these categories:
• Professional collaboration
• Affiliative and collegial relationships
• Efficacy or self-determination
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This document outlines a classroom management presentation covering two chapters. The first chapter discusses guiding principles for effective classroom management including establishing consistent discipline, routines, smooth transitions, balancing activities, and reinforcing positive behavior. The second chapter focuses on techniques for maximizing instructional time such as remaining engaged with students, planning materials in advance, and efficiently handling administrative tasks. The overall goal is to present strategies for organizing an effective learning environment.
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Classroom management involves addressing issues related to student discipline, teaching techniques, supplies, classroom environment, and student relationships. There are several approaches to classroom management, including assertive, business academic, behavior modification, group managerial, group guidance, acceptance, and success approaches. The assertive approach involves clearly communicating rules and consequences. The behavior modification approach uses reinforcement to modify behavior. The group managerial approach aims to quickly address inappropriate group behavior. Effective classroom management also requires preventing problems through planned activities, rules, routines, and monitoring of students.
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1) Special education teachers feel paraeducator supports are essential but feel unprepared to supervise them. Both teachers and paraeducators report insufficient training.
2) The document outlines tips from 13 special education teachers on effectively supervising paraeducators. They stress creating effective teams by defining roles, emphasizing teamwork, respect, and communication.
3) Teachers provide training, feedback, and evaluation to paraeducators and recommend increased training for both teachers and paraeducators in supervisory responsibilities.
Harry Wong Classroom Management
Harry Wong is an educator and speaker known for his work on classroom management. He received degrees from the University of California and Brigham Young University and taught high school science. Wong advocates spending the first two weeks of school teaching procedures rather than discipline. His three-step approach involves explaining, rehearsing, and reinforcing procedures until they become habit. Wong believes effective teachers manage their classrooms through procedures while ineffective teachers discipline. His books on classroom management have sold over 3.6 million copies.
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There are a lot of definitions for what Classroom management is... But in reality the best definition is what you do everyday in your classroom!
THE RELATIONSHIP BETWEEN TEACHER and STUDENT
The document outlines guidelines for effective teaching, including that teachers should understand students' needs, promote respect and self-esteem in classroom interactions, and use positive discipline. It also stresses creating an interesting, pleasant learning environment; clear communication; motivating students; addressing discipline issues proportionally and without threats; and fostering student commitment through trust, respect for the teacher, and reflection on progress.
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This document discusses responding to inappropriate classroom behavior. It begins by outlining the objectives of reflecting on one's role in the classroom and gaining skills to respond to inappropriate behavior. It then discusses three models of classroom management: preventive, supportive, and corrective discipline. For preventive discipline, it suggests making lessons enjoyable, building learning communities, and establishing clear rules. Supportive discipline involves requesting good behavior and acknowledging it. Corrective discipline is based on behavior modification using reinforcement. The document provides steps for each model and emphasizes creating a positive learning environment.
Classroom management theories (2)
This document summarizes several theories of classroom management including Choice Theory by William Glasser, Student Directed Learning by Alfie Kohn, Behavior Management Theory by B.F. Skinner, and Assertive Discipline by Lee Canter. It also discusses the differences between classroom management and discipline management as well as preventative theories proposed by educators like Carl Rogers and Jacob Kounin. Theories are summarized in 2-3 sentences describing the main ideas and strategies proposed by each theorist.
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Chapter 02
The document discusses various aspects of developing curriculum for early childhood education, including that curriculum should be child-centered, involve families, and encourage learning through play and doing. It also describes several popular curriculum models like Montessori, Head Start, Bank Street, and Reggio Emilia. Special considerations for multiculturalism, children with special needs, and managing behavior are addressed. The document provides guidance on creating age-appropriate indoor and outdoor environments, selecting materials, integrating technology, and using themes, projects, and lesson plans in curriculum development. It emphasizes the importance of ongoing observation and assessment to evaluate children's learning and development.
Child centered philosophy for modern teacher
Child-centered Education seeks to provide natural flow of activity and spontaneous growth of the child.
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The document summarizes the child-centered curriculum approach to education. It emerged in the 20th century based on the research of John Dewey and others who believed education should be centered around the child's interests, abilities, and needs. Key aspects included activity-based and project-based learning using various media. Strengths were engaging children as the focus of learning through experience rather than rote memorization. Weaknesses could include misinterpretations that fostered license rather than freedom, and criticisms that it ignored schools' role in perpetuating a society's values and traditions.
Student centred learning in Education
This document discusses student-centered learning in education. Student-centered learning focuses on the needs and abilities of students by making the learning relevant to their lives. It aims to increase student motivation by allowing them to discover information through practical experiences and group learning activities. Some advantages of student-centered learning mentioned include strengthening student motivation, promoting peer communication, and building student-teacher relationships. While India currently uses a mixture of teacher-centered and student-centered approaches, the document suggests greater policy support is needed for school-based teacher professional development to further encourage student-centered learning.
Child centered curr ppt.
The child-centered curriculum focuses on the child being at the center of the educational process. [1] It emerged from research showing children are capable learners who construct their own knowledge through exploration and discovery. [2] The curriculum is built around the child's interests, abilities, purposes, and needs rather than focusing on rote memorization. [3] Teachers facilitate learning through asking questions, observing children, and providing opportunities for them to explore concepts in their own way.
Experience centered design
An experience-centered curriculum is based on students' interests and experiences rather than predefined knowledge. The teacher creates a stimulating learning environment for students to explore, make discoveries, and observe others. Students essentially design their own learning by constructing and revising knowledge through hands-on participation and observation. For Dewey, education should start with students' existing experiences and interests, which are personal and constantly changing. The teacher analyzes students' experiences to continually adapt the curriculum to their needs.
Curriculum Design Models
This document discusses different models for curriculum design: subject centered design, problem centered design, and learner centered design. The subject centered design model organizes curriculum around academic subjects. It includes designs organized by individual subjects, disciplines, correlations between subjects, and broad fields. The problem centered design model focuses on real world problems and life situations. It includes designs centered on core life problems. The learner centered design model places the learner at the center. It includes child centered design, experience centered design, and humanistic design that focuses on the learner's cognitive, psychomotor, and affective development.
Curriculum Design Models
This document discusses different curriculum design models:
1. Subject-centered design organizes curriculum around academic subjects and focuses on mastery of content. It is the most familiar model but can lead to compartmentalization of learning.
2. Learner-centered designs like child-centered, experience-centered, and humanistic models make the learner's interests, needs, and experiences the starting point for curriculum. They aim to develop the whole child.
3. Problem-centered design organizes subjects around problems for students to solve through inquiry. It engages students with authentic real-world problems.
The core design model focuses on common human activities and problems to provide general education through interdisciplinary study.
Learner-centered principles
The document outlines 14 learner-centered psychological principles related to learning and education. It discusses that learning is most effective when it is an intentional process, when learners can create meaningful representations of knowledge, and when new information can be linked to existing knowledge. It also notes that motivation, development, social and individual differences influence learning and should be taken into account.
Learner Centered Teaching Strategies
This document discusses learner-centered teaching strategies that promote discovery learning through in-the-process activities like role play, brainstorming, open learning, group projects, case studies, and simulations. Some key principles for these strategies are that non-participation destroys attention, students explaining content replaces the need for teachers to do so, encouraging teamwork and diversity in perspectives and styles, initiating search processes, and letting students create something.
Jean Jacques Rousseau
The document discusses the ideas of several prominent historical figures in education such as Rousseau, Pestalozzi, and Horace Mann. It outlines their views on child-centered education, learning through senses and experience, the importance of outdoor education, and their belief that public education can help drive social reform. These educational innovators rejected traditional teaching methods and saw relationships and experience as key to learning.
Child centered curriculum
A child-centered curriculum focuses on developing students' individual qualities and interests rather than prescribed subjects. Teachers facilitate and support student-led learning as children determine the direction of their learning based on their natural curiosities. Children work with teachers to set learning objectives and are emotionally invested in their learning. The High/Scope educational approach views play as children's work where they construct their own knowledge through exploration and experimentation. A child-centered approach helps children become independent by allowing them to solve problems and develop skills through activities they find important. The teacher's role is to coach students to learn through personalized learning that places decisions in students' hands.
Jean jacques rousseau
Jean-Jacques Rousseau acreditava que o homem nasce bom, mas a sociedade o corrompe. Ele propôs um contrato social onde indivíduos entregariam total liberdade à comunidade em troca de proteção igualitária. A vontade geral, não a soma de vontades individuais, deveria guiar as leis dessa sociedade justa, cujos cidadãos livres e soberanos precisariam de educação para manter a liberdade.
Theories of curriculum design
This document provides an overview of theories of curriculum design. It discusses three basic curriculum designs: subject-centered designs, learner-centered designs, and problem-centered designs. Subject-centered designs include subject designs, discipline designs, broad-fields designs, correlation designs, and process designs. Learner-centered designs cover child-centered design, experience-centered design, romantic/radical design, and humanistic design. Problem-centered designs focus on life-situations designs and reconstructionist design. Guidelines for curriculum design include forming a committee and gathering data to inform the design process.
Learner- Centered Approaches
Task-based language learning is a student-centered approach where students complete meaningful tasks using the target language. It focuses on task outcome over language accuracy. Tasks are done in groups and include pre-task planning, task performance, report, analysis, practice. It engages students but may neglect discussion forms. Cooperative learning involves students working together towards a common goal, developing social skills. Benefits include higher achievement and interpersonal skills. Examples include think-pair-share, jigsaws, problem-solving. Factors like learning styles and brain processing should be considered.
Principles & theories in curriculum development ppt
The document discusses the definition and purpose of curriculum from several perspectives. It describes curriculum as the total learning experience for students, including academic subjects as well as informal activities. An effective curriculum considers students' needs, sets clear learning outcomes, and outlines the content and teaching methods needed to achieve those outcomes. It provides order and structure for administrators, teachers, and students to ensure students receive a well-rounded education that prepares them for further education and career opportunities.
Curriculum design and models
The document discusses several curriculum models including subject-centered, learner-centered, and problem-centered models. It describes key aspects of each model, such as the subject-centered model focusing on content divided into subjects. The learner-centered model emphasizes the needs and interests of students, while the problem-centered model organizes curriculum around solving real-world problems. It also covers curriculum development models like Tyler's model and Taba's inductive model.
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This document outlines best practices for teaching in schools based on a presentation about marking learning visible. It discusses defining good teaching as creating circumstances that lead to significant learning. It emphasizes the importance of addressing different learning styles like auditory, visual, and kinesthetic. It also discusses strategies for creating conducive learning environments, making natural connections, using authentic assessments, and achieving discipline. Some issues with the current system include the need to enhance monitoring, improve teacher attitude, incorporate teaching and learning laboratories, and foster parental involvement to promote discipline.
Leadership and management of schools
this presentation is to assist managers of schools to familiarize themselves with leadership and management of schools. the presentation highlights the various responsibilities of staff and support staff. when done with this presentation you can get to be a super man in management and administration of schools.
LEADERSHIP AND MANAGEMENT OF SCHOOLS
1. The document discusses the importance of the hidden curriculum in schools. It argues that through the hidden curriculum, schools can develop qualities like integrity and service in students, which enhances teaching and learning.
2. It also discusses the roles and responsibilities of various positions in school management, including head teachers, deputy head teachers, department heads, and teachers. Key responsibilities include curriculum development, budgeting, student development, and maintaining order and discipline.
3. Effective leadership is also highlighted as important for school success. Leaders should have a clear vision, communicate effectively, support staff development, and persevere through challenges while pursuing student achievement.
Effective learning environment by Dr.Shazia Zamir
The document discusses the characteristics of an effective learning environment from the perspectives of both teachers and learners. It outlines several key components of an effective learning environment, including developing a total learning space that considers learners' needs, goals for teaching and learning, appropriate activities, and assessment strategies. The document also provides strategies for teachers to build a productive learning environment, such as making learning relevant, establishing clear behavioral expectations, teaching positive behaviors, reinforcing positive actions, and serving as a positive role model. Overall, the document emphasizes the importance of creating a learning environment that optimizes students' ability to learn through diverse, personalized, and student-centered approaches.
Evolving role of teacher
The document discusses the evolving roles of teachers from traditional models to newer models. It describes teachers' roles as instructional experts who motivate and engage students, managers who organize their classrooms and curriculum, and counselors who provide academic and personal guidance to students. It also presents teachers as practitioner-researchers who study their own teaching practices and evaluate methods for improving student learning and outcomes. Overall, the document outlines how teachers' responsibilities have expanded to support students' learning and development in a changing global environment.
6 features of a curriculum
This document discusses three approaches to curriculum design: learner-centered, subject-centered, and problem-centered. The learner-centered approach places the student's needs, interests, and abilities at the center. The subject-centered approach focuses on teaching academic subjects separately. The problem-centered approach uses real-life problems to engage students in problem-solving. While each approach has distinct characteristics, most schools combine elements of all three in their curriculum design.
u # 4 teaching styles.pptx
This document discusses principles and styles of teaching and learning. It defines teaching as a process of interacting and engaging students to acquire knowledge, skills, and values. Teaching methods discussed include lectures, seminars, group discussions, and role plays. The document also discusses learning styles such as visual, auditory, and tactile learners. Characteristics of good teachers are identified as having clear objectives, engaging personality, high expectations, and subject knowledge. Factors that influence learning include motivation, prior experience, and health status. Characteristics of adult learners are described as being independent, goal-oriented, and experience-driven.
local_media6124241750508579466_090618.pptx
This document provides information about organizing learner-centered classrooms. It includes:
1. Intended learning objectives which are to identify classroom organization based on learner needs, formulate procedures and routines, design classroom layout, and describe teacher and learner roles.
2. An introduction explaining the importance of classroom management for student attitudes and expectations.
3. Sections on the roles of teachers and students, the role of discipline, and forms of classroom organization including procedures and physical structure.
4. Tips for creating a structured classroom such as keeping class sizes small, monitoring students closely, providing positive reinforcement, and emphasizing skill-based learning and structure from day one.
Classroom Managment
Classroom management involves organizing the classroom environment, students, time, and materials to facilitate student learning. It requires techniques to control students effectively and create a positive learning environment for all. The key aspects of classroom management are fostering student cooperation, establishing a productive work environment, and increasing student achievement through classroom design, teaching behaviors, consequences, and student-teacher relationships. An orderly, well-managed classroom with a positive climate is conducive to student learning and engagement.
Tcsj oberservation of practice
This document outlines an observation rubric for teachers with four levels of performance: beginning, emerging, competent, and successful. The rubric contains two main sections that evaluate a teacher's ability to 1) create an equitable classroom community and implement effective norms and routines, and 2) develop and deliver integrated lessons and units that elicit and assess student understanding. For each level of performance, the rubric provides descriptors of what teachers should demonstrate in their practices in these two areas.
Sped9 report
The document outlines the essential elements of inclusive schools, including an inclusive climate, shared effort and commitment, supportive classrooms, student engagement, and inclusive instructional programs. Key elements are collaboration among teachers and parents, appreciation for diversity, administrative support, professional development, involvement of parents and community, recognition of student strengths and needs, differentiated instruction, ongoing assessment, and accommodations to meet all student needs. The goal is to provide a comprehensive, balanced, and accessible education for all students through inclusion.
BEST PRACTICES IN IMPLEMENTING CURRICULUM IN THE CLASSROOM
The document outlines best practices teachers can implement in their classrooms, including balancing the curriculum, integrating subjects, differentiating instruction, and providing active learning opportunities. A balanced curriculum includes all subjects, promotes brain development, and prepares students for success. An integrated curriculum allows students to identify topics and research across disciplines. Differentiating the curriculum meets the individual needs of students and nurtures their strengths. Active learning engages students through hands-on activities and collaborative work.
Roles of teacher
Teacher roles include:
1. Facilitating the learning process through preparing lessons, creating a conducive learning environment, and encouraging student participation.
2. Fulfilling administrative duties like serving on committees and assisting students.
3. Wearing multiple hats as instructors, curriculum developers, counselors, researchers, evaluators, and more to support students' academic and personal growth.
Positive schooling
Positive schooling is an approach to education that incorporates student well-being and virtues as learning goals in addition to academic achievement. It aims to promote human development by teaching students how to make themselves happy, decreasing depression, and facilitating academic performance. Key aspects of positive schooling include teaching positive thinking, sharing excitement, fostering trust in the classroom, and emphasizing the importance of diversity.
Teacher Development Stages
This document discusses the stages of teacher development from novice to expert to master levels. It describes the characteristics of teachers at the expert level, such as being highly respected and having many years of experience. Master teachers are considered the best in their field and can influence education policies. The document also outlines the seven core competencies of teaching and emphasizes that novice teachers benefit from support, guidance, and classroom management training. Effective teachers are reflective practitioners, facilitators, mentors, and researchers who continuously improve their knowledge and skills throughout their career.
Supervision presentation Anthony Muratore
This presentation examines the roles of student teachers, cooperating teachers, and university supervisors in the student teaching experience. It discusses the Situated Learning Model of Supervision, where learning emerges from activities and dilemmas rather than being organized by instructors. The model emphasizes that learning content is inherent in doing tasks, and that subject matter emerges from environmental cues and dialogue. The presentation also distinguishes between reflection-in-action, which involves thinking about an experience as it occurs, and reflection-on-action, which involves reviewing a past experience with new perspectives.
Classroom management
The document discusses effective classroom management strategies. It emphasizes that teacher actions have twice the impact on student achievement as other school policies. Key aspects of effective classroom management include exhibiting appropriate levels of dominance, cooperation, and awareness of student needs. Teachers should clearly communicate expectations, reward positive behaviors, develop engaging curriculum, and implement individualized interventions for students who are not responding to universal strategies. The document provides numerous specific techniques and recommendations for teachers to establish orderly learning environments and maximize student success.
creating a positive school culture (The school, community and the teacher)
For the topic "creating a positive school culture", this tackles the different types of school culture found in schools and it's elements
Approaches to Curriculum English 05.pptx
The document discusses six key features of curriculum: 1) who teaches, 2) who the teachers teach, 3) what is taught, 4) how teaching is done, 5) how well students learn, and 6) who teaching is done with. It then discusses three common approaches to curriculum design: learner-centered, subject-centered, and problem-centered. The learner-centered approach focuses on student needs and interests. The subject-centered approach focuses on transmitting information. The problem-centered approach prepares students to solve problems independently.
Conducive learning ecology
This document discusses the importance of establishing a conducive learning ecology or environment in the classroom. It notes that a positive classroom environment is necessary to promote effective teaching and learning. It then provides tips for teachers to create such an environment, including applying knowledge of students, valuing content and participation, believing in students' abilities, having high expectations, establishing clear rules and procedures, and maintaining a motivational climate. The overall message is that teachers should aim to prevent misbehavior while reinforcing positive behaviors in order to help students learn.
Similar to Sub unit 5.3 triagular efforts model (20)
BEST PRACTICES IN IMPLEMENTING CURRICULUM IN THE CLASSROOM
BEST PRACTICES IN IMPLEMENTING CURRICULUM IN THE CLASSROOM
creating a positive school culture (The school, community and the teacher)
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Sub unit 5.3 triagular efforts model
- 1. Creating A Child Centered Environment Carissa Farrell EEC 3009 St. Petersburg College By PresenterMedia.com
- 2. A Developmentally Appropriate Physical Environment Teacher- Student and Student- Student Interactions Structured Learning Environment Student Behavior Expectations Social Development and Group Responsibility A Child Centered Environment Consists of:
- 3. The Physical Environment of the Classroom Should: • Support and engage student learning • Facilitate physical movement in daily activities • Minimize or avoid safety hazards • Display student work • Include materials that support learning and are accessible for teachers and all students • Contain furniture that is child size and appropriate for the students
- 4. The Classroom Setting Should Promote Fair and Respectful Teacher-Student and Student-Student Interactions: • Teachers should be sensitive to students cultural and socioeconomic backgrounds when planning the curriculum. • Teachers should provide opportunities for each student to actively participate in activities and discussions. • Students should have many opportunities to interact with their peers and learn to respect them.
- 5. A Structured Environment that Implements Procedures and Routines: • Helps classroom activities to run smoothly • Use transitions to move from one activity to another • Provide specific directions for routines and transitions until the student internalizes them • Make teachers focus on structuring routines and transitions to minimize non-instructional time and to focus student attention on learning
- 6. A Child Learning Environment Establishes and Maintains Student Behavior: • When teachers model positive behavior to help students learn and accept the standards of behavior expected of them. • When teachers make sure students understand the consequences for failing to maintain appropriate student behavior. • When the teacher responds to the student who fails to behave appropriately, in a constructive manner that avoids disruption of the classroom activity as little as possible.
- 7. To Implement Social Development and Group Responsibility in a Child Centered Environment, Teachers Should: • Foster students’ self esteem • Teach students how to work with and learn from each other • Provide opportunities for each student to exercise leadership • Help students learn to take responsibility for contributing to a group • Model constructive ways of agreeing and disagreeing with others, making mistakes and correcting them, listening to other points of views, ideas, experiences, and feelings • Encourage students to look at situations from multiple perspectives