It is the workshop material of the 1st International Congress of Clinical Occupational Therapy, which was held on July 21-22, 2018 in Fukuoka, Japan. It is about the past 10 years practical story about collaboration with teachers and occupational therapists supporting school children. Students have a diverse issue need comprehensive support by multidisciplinary professional's collaboration. Through mutual collaboration, education professionals and health professionals will be able to understand their own specialty and other specialties for comprehensive and general service in a deeper and pragmatic way.
The document analyzes an action research study on implementing active learning teaching strategies in two elementary schools in Aceh, Indonesia, finding that while initial teacher training increased awareness of active learning, teachers' understanding and acceptance of the new methods remained tentative without strong leadership and long-term support, and that workshops alone were not enough to fully adopt active learning across both schools.
The document discusses the results of a survey given to 10 English teachers about their views and practices regarding classroom management. The majority of teachers agreed that classroom management is important for teachers to maintain control and student engagement. Teachers noted some effective classroom management strategies like varying seating arrangements, periodically changing how the class is organized, encouraging shy students to participate, and establishing clear rules negotiated with students at the beginning. Most teachers felt they were successful in accomplishing their classroom goals through maintaining an organized and engaging learning environment.
1) The author thanks various people who helped them complete an assignment, including their lecturer, classmates, and those involved.
2) The document then describes a classroom observation the author did of a Year 5 English class in a rural school. They observed how the teacher managed the classroom and applied different classroom management theories.
3) Specific examples are given of how the teacher set clear expectations and rules for behavior, provided positive and negative consequences, and was generally assertive in their approach to managing student behavior according to Lee and Marlene Canter's theories.
The document discusses the changing relationship between students and teachers from ancient to modern times. In the ancient guru-shishya parampara system, teachers were highly respected and had authority over students, who showed obedience, discipline and gratitude. However, today commercialization of education has degraded the position of teachers while increasing students' ego. Busy schedules and a focus on exams over learning also weaken the relationship. The document explores factors contributing to and possible ways to improve the current student-teacher dynamic.
The document discusses effective classroom management strategies. It identifies the "Big Five" strategies as rules, routines, praise, consequences for misbehavior, and engagement. Rules should be clearly established and taught to students. Routines help structure classroom activities and situations. Praise should be specific and used to reinforce positive behavior. Consequences for misbehavior must be consistently enforced. Engagement is important for preventing misbehavior and fostering learning. A tiered system of intervention is recommended to support the varying needs of students.
The document summarizes small group behavior management strategies, including:
1. Precorrecting problem behaviors by restating expectations before issues arise.
2. Greeting students positively by name when they arrive.
3. Reviewing behavior expectations with the group within the first minute.
It also includes acknowledging appropriate behavior, responding briefly but firmly to minor problems, and closing sessions positively by name. A self-assessment checklist is provided to track strategy implementation.
Here are some suggestions for Ms. Palmer in this situation:
1. Remain calm and do not engage or escalate the confrontation. Speak in a calm, even tone.
2. Clearly communicate classroom expectations and consequences for disruptive behavior according to the school's code of conduct. Refer the student to the administration if needed.
3. After class, have a respectful conversation to understand the student's perspective and try to resolve issues. Set clear boundaries while showing you care about the student.
4. Ask for support from a more experienced colleague or administrator to help de-escalate tensions and mediate if needed. Your safety and authority should not be compromised.
5. Praise and positively reinforce other
The document analyzes an action research study on implementing active learning teaching strategies in two elementary schools in Aceh, Indonesia, finding that while initial teacher training increased awareness of active learning, teachers' understanding and acceptance of the new methods remained tentative without strong leadership and long-term support, and that workshops alone were not enough to fully adopt active learning across both schools.
The document discusses the results of a survey given to 10 English teachers about their views and practices regarding classroom management. The majority of teachers agreed that classroom management is important for teachers to maintain control and student engagement. Teachers noted some effective classroom management strategies like varying seating arrangements, periodically changing how the class is organized, encouraging shy students to participate, and establishing clear rules negotiated with students at the beginning. Most teachers felt they were successful in accomplishing their classroom goals through maintaining an organized and engaging learning environment.
1) The author thanks various people who helped them complete an assignment, including their lecturer, classmates, and those involved.
2) The document then describes a classroom observation the author did of a Year 5 English class in a rural school. They observed how the teacher managed the classroom and applied different classroom management theories.
3) Specific examples are given of how the teacher set clear expectations and rules for behavior, provided positive and negative consequences, and was generally assertive in their approach to managing student behavior according to Lee and Marlene Canter's theories.
The document discusses the changing relationship between students and teachers from ancient to modern times. In the ancient guru-shishya parampara system, teachers were highly respected and had authority over students, who showed obedience, discipline and gratitude. However, today commercialization of education has degraded the position of teachers while increasing students' ego. Busy schedules and a focus on exams over learning also weaken the relationship. The document explores factors contributing to and possible ways to improve the current student-teacher dynamic.
The document discusses effective classroom management strategies. It identifies the "Big Five" strategies as rules, routines, praise, consequences for misbehavior, and engagement. Rules should be clearly established and taught to students. Routines help structure classroom activities and situations. Praise should be specific and used to reinforce positive behavior. Consequences for misbehavior must be consistently enforced. Engagement is important for preventing misbehavior and fostering learning. A tiered system of intervention is recommended to support the varying needs of students.
The document summarizes small group behavior management strategies, including:
1. Precorrecting problem behaviors by restating expectations before issues arise.
2. Greeting students positively by name when they arrive.
3. Reviewing behavior expectations with the group within the first minute.
It also includes acknowledging appropriate behavior, responding briefly but firmly to minor problems, and closing sessions positively by name. A self-assessment checklist is provided to track strategy implementation.
Here are some suggestions for Ms. Palmer in this situation:
1. Remain calm and do not engage or escalate the confrontation. Speak in a calm, even tone.
2. Clearly communicate classroom expectations and consequences for disruptive behavior according to the school's code of conduct. Refer the student to the administration if needed.
3. After class, have a respectful conversation to understand the student's perspective and try to resolve issues. Set clear boundaries while showing you care about the student.
4. Ask for support from a more experienced colleague or administrator to help de-escalate tensions and mediate if needed. Your safety and authority should not be compromised.
5. Praise and positively reinforce other
The document observes a Grade 8 classroom and notes the various characteristics and behaviors of the 52 students, ranging from ages 14-16, including some who are quiet and focused, some who chat with friends while working, and a few who roam. It describes the classroom set-up and rules, and notes that the students can work independently and manage their behavior well by finishing assignments on their own or with peer assistance. The teacher uses positive reinforcement like praise to encourage good behavior and discipline when needed.
This document discusses a teacher's handbook and student workbook. It provides an introduction and index, then discusses the responsibilities of teachers, the contents and benefits of a teacher's handbook, and the functions and advantages of a student workbook. The teacher's handbook outlines proper conduct and responsibilities for teachers, while the student workbook is meant to supplement textbooks with activities, self-testing, and practice to reinforce learning. Both are presented as useful tools to aid teachers and students.
Teacher Role Models Jessica Lemons, Steph Hillegas, Anna Wofford, Valle Thom...Tabitha Wunstel
Teachers should model positive behaviors both in and out of school to serve as good role models for students. In school, teachers should encourage diversity, be good listeners, help students, admit mistakes, and follow through on commitments. Outside of school, teachers should act respectfully, present themselves with dignity, behave responsibly, maintain a positive attitude, and remain in control of their actions. When faced with ethical dilemmas, teachers should address problems respectfully and report issues to proper authorities if needed to ensure student well-being.
1. Textbooks are a core learning medium that can promote or undermine gender equality through their text and illustrations.
2. Studies show that textbooks in India often depict males more frequently and in a wider variety of roles, while females are rarely shown alone and stereotyped.
3. Ensuring gender equality in education requires monitoring representation in textbooks, avoiding sexist language, and showing males and females in a balanced variety of modern roles.
The student observed several classrooms to understand students' behaviors and the learning environment. Some key findings included: (1) students in higher-level classes were more engaged and participated actively, while some in lower-level classes were distracted or disengaged; (2) class behavior depended on the subject teacher's approach - stricter teachers commanded more attention; (3) establishing rapport and making lessons interesting is important to boost student participation and learning. The observation helped the student understand how to improve teaching strategies and better meet students' needs.
This document summarizes a study that aimed to identify classroom problems faced by teachers in public schools in Tafila province, Jordan. The study surveyed 196 teachers using a questionnaire. The results found that behavioral problems had a mean of 2.66 and academic problems had a mean of 3.08. There were statistically significant differences for behavioral problems based on gender for males in basic school and teaching experience under 5 years. There were no statistically significant differences found for academic problems based on gender, school level, education degree, or teaching experience. The study provided recommendations to address the classroom problems.
The document is a portfolio submission for a student named John Louis Wessels with student number 5164826. It contains 4 sections - an observation of a mathematics class, discussions on teaching, challenges teachers face, and the student's mission statement. The observation describes a well-organized class with an experienced teacher who engages students actively and encourages collaboration. The discussions center around the skills and challenges of teaching, including issues of access to technology. Challenges mentioned are lack of resources, language barriers, and need for management paradigm shifts regarding technology integration. The mission statement expresses a passion for teaching, community involvement, continuous learning, and making a positive difference in students' lives.
10 toxic habits teachers need to let goAdrianGearld
Work from home may seem like an ideal setting to many, although, the reality of work from home may vary substantially. When you are working from home, work on and off-hours magically blend into one another, having a negative impact on your personal life.
The document discusses an educational startup called Learning2Innovate that promotes inquiry and project-based learning in afterschool programs. Their mission is to engage kids in deeper learning through team-based activities and projects focused on STEM topics. The programs are designed to help kids develop 21st century skills like collaboration, critical thinking, and innovation. Coaches facilitate the learning process through questioning rather than direct instruction to help kids discover concepts on their own.
The document discusses the roles and responsibilities of teachers. It notes that teachers plan lessons, teach students, assess student abilities, prepare students for standardized tests, communicate with parents, develop classroom rules, supervise students, and plan field trips. Additionally, it explores the changing roles of teachers depending on the grade level, such as developing skills for kindergarteners and teaching specific subjects for intermediate grades. The document also outlines five specific roles of teacher leaders: resource provider, instructional specialist, learning facilitator, data coach, and learner.
This document discusses strategies for implementing positive behavior support in the classroom, including maximizing structure and predictability, posting and teaching clear expectations, actively engaging students, and using specific praise and reinforcement. Some key evidence-based practices covered are developing routines, organizing the physical layout, using precorrection, and increasing opportunities for student response and interaction through techniques like guided notes, peer tutoring, and differentiated instruction. These practices help create a well-managed learning environment that supports all students, including those with challenging behaviors.
This document summarizes the responsibilities and tasks of a student teacher during their first residency, including observations, case studies, lesson plans, and other classroom duties. The student teacher is placed in a 7th grade science classroom where they observe the teacher's daily routine of notes, lectures, and quick assessments. Specific tasks completed include an IEP, team meetings, and planning a project-based learning lesson. The document also describes the teacher's classroom management strategies, use of technology, goals for students, and lessons learned about effective instructional strategies from the residency experience.
Towards a Reflective Classroom peer.doc: ESL/EFL Teachers' Professional TrainingAbdeslam Badre, PhD
While teachers’ peer observation is receiving widespread interest, and is being implemented in numerous institutions in different fields of education around the world (more than 40% of US colleges and universities now use classroom peer observation), it is still looked upon with much wariness within most Arab countries ELT context, which is presently leading to consensual reluctance to incorporating it within the MENA regions’ ELT community and public schools alike. In the light of this, touchstones of this paper are twofold: on the one hand, it is an attempt to dissociate the traditional notion of observation from the modern one, based on reflective aims rather than evaluative ends. On the other hand, it endeavors to promote a systematic incorporation of peer observation within the professional and pedagogical continuous training of Moroccan public schools. Will peer observation’s implementation be an easy task? Of course not; otherwise, we would not be talking about “ELT global challenges.” To reach this end, the paper comprises five main parts
The document discusses the important role of teachers in shaping students' behavior and educational success. It argues that teachers become role models through years of training and experience, and should provide a warm, protective environment while also being professional. The teacher's attitudes can influence students, so they must encourage students to participate and respect their diverse backgrounds. A good relationship between teacher and students involves communication, caring, and guiding students to success.
The document discusses reasons why students may not respect teachers. It suggests that teachers need to understand students' needs, use effective teaching techniques, and serve as role models. When teachers fail to provide proper instruction or discipline, it can cause students to lose respect. The relationship between teachers and parents has also changed, with parents now more likely to side with their children over teachers. Modern access to information may contribute to students feeling less dependent on teachers as the sole source of knowledge.
Teacher-student relationships play an important role in students' success. A strong relationship where the teacher likes and respects the student, and the student likes and respects the teacher, leads to more willingness by the student to learn. It also creates a warm and protective environment that improves education quality and supports students' overall development. Such relationships allow students to share problems with understanding teachers and receive helpful solutions, preparing them to lead healthy, positive lives. Conversely, poor teacher-student relationships can negatively impact students' personalities.
- The document provides details about the student's observation at Al Mansoor School including the school location and contact information, daily schedules, and journal entries summarizing activities in each class.
- In their reflections, the student notes the benefits of organizing students into groups and areas for independent learning. They observed that grouping students helps them learn from each other and assists the teacher. Independent learning areas are important for developing student thinking skills.
- On their last day, the student attended morning assembly and observed two classes where teachers gave listening tasks and spelling tests followed by individual and group practice activities. They also gathered school photos and asked the teacher questions about lesson planning.
The newsletter discusses upcoming workshops at Helikx Open School on improving learning for students. It highlights learner-centered teaching approaches that make students active participants in learning and motivate the learning process. An editorial discusses developing an individual education plan for each student to meet their unique needs. Other articles provide tips for hobbies during holidays, explain the difference between punishment and logical consequences, and discuss the importance of mental health.
The document summarizes an interview with a teacher participating in the Urban Teachers program. The interview was conducted via Skype to learn about the teacher's path to her career, responsibilities of being a teacher, and why she chose to remain in the profession despite the workload. The teacher discussed her typical day starting early and often working late to plan lessons, grade assignments, and prepare materials for students.
The document observes a Grade 8 classroom and notes the various characteristics and behaviors of the 52 students, ranging from ages 14-16, including some who are quiet and focused, some who chat with friends while working, and a few who roam. It describes the classroom set-up and rules, and notes that the students can work independently and manage their behavior well by finishing assignments on their own or with peer assistance. The teacher uses positive reinforcement like praise to encourage good behavior and discipline when needed.
This document discusses a teacher's handbook and student workbook. It provides an introduction and index, then discusses the responsibilities of teachers, the contents and benefits of a teacher's handbook, and the functions and advantages of a student workbook. The teacher's handbook outlines proper conduct and responsibilities for teachers, while the student workbook is meant to supplement textbooks with activities, self-testing, and practice to reinforce learning. Both are presented as useful tools to aid teachers and students.
Teacher Role Models Jessica Lemons, Steph Hillegas, Anna Wofford, Valle Thom...Tabitha Wunstel
Teachers should model positive behaviors both in and out of school to serve as good role models for students. In school, teachers should encourage diversity, be good listeners, help students, admit mistakes, and follow through on commitments. Outside of school, teachers should act respectfully, present themselves with dignity, behave responsibly, maintain a positive attitude, and remain in control of their actions. When faced with ethical dilemmas, teachers should address problems respectfully and report issues to proper authorities if needed to ensure student well-being.
1. Textbooks are a core learning medium that can promote or undermine gender equality through their text and illustrations.
2. Studies show that textbooks in India often depict males more frequently and in a wider variety of roles, while females are rarely shown alone and stereotyped.
3. Ensuring gender equality in education requires monitoring representation in textbooks, avoiding sexist language, and showing males and females in a balanced variety of modern roles.
The student observed several classrooms to understand students' behaviors and the learning environment. Some key findings included: (1) students in higher-level classes were more engaged and participated actively, while some in lower-level classes were distracted or disengaged; (2) class behavior depended on the subject teacher's approach - stricter teachers commanded more attention; (3) establishing rapport and making lessons interesting is important to boost student participation and learning. The observation helped the student understand how to improve teaching strategies and better meet students' needs.
This document summarizes a study that aimed to identify classroom problems faced by teachers in public schools in Tafila province, Jordan. The study surveyed 196 teachers using a questionnaire. The results found that behavioral problems had a mean of 2.66 and academic problems had a mean of 3.08. There were statistically significant differences for behavioral problems based on gender for males in basic school and teaching experience under 5 years. There were no statistically significant differences found for academic problems based on gender, school level, education degree, or teaching experience. The study provided recommendations to address the classroom problems.
The document is a portfolio submission for a student named John Louis Wessels with student number 5164826. It contains 4 sections - an observation of a mathematics class, discussions on teaching, challenges teachers face, and the student's mission statement. The observation describes a well-organized class with an experienced teacher who engages students actively and encourages collaboration. The discussions center around the skills and challenges of teaching, including issues of access to technology. Challenges mentioned are lack of resources, language barriers, and need for management paradigm shifts regarding technology integration. The mission statement expresses a passion for teaching, community involvement, continuous learning, and making a positive difference in students' lives.
10 toxic habits teachers need to let goAdrianGearld
Work from home may seem like an ideal setting to many, although, the reality of work from home may vary substantially. When you are working from home, work on and off-hours magically blend into one another, having a negative impact on your personal life.
The document discusses an educational startup called Learning2Innovate that promotes inquiry and project-based learning in afterschool programs. Their mission is to engage kids in deeper learning through team-based activities and projects focused on STEM topics. The programs are designed to help kids develop 21st century skills like collaboration, critical thinking, and innovation. Coaches facilitate the learning process through questioning rather than direct instruction to help kids discover concepts on their own.
The document discusses the roles and responsibilities of teachers. It notes that teachers plan lessons, teach students, assess student abilities, prepare students for standardized tests, communicate with parents, develop classroom rules, supervise students, and plan field trips. Additionally, it explores the changing roles of teachers depending on the grade level, such as developing skills for kindergarteners and teaching specific subjects for intermediate grades. The document also outlines five specific roles of teacher leaders: resource provider, instructional specialist, learning facilitator, data coach, and learner.
This document discusses strategies for implementing positive behavior support in the classroom, including maximizing structure and predictability, posting and teaching clear expectations, actively engaging students, and using specific praise and reinforcement. Some key evidence-based practices covered are developing routines, organizing the physical layout, using precorrection, and increasing opportunities for student response and interaction through techniques like guided notes, peer tutoring, and differentiated instruction. These practices help create a well-managed learning environment that supports all students, including those with challenging behaviors.
This document summarizes the responsibilities and tasks of a student teacher during their first residency, including observations, case studies, lesson plans, and other classroom duties. The student teacher is placed in a 7th grade science classroom where they observe the teacher's daily routine of notes, lectures, and quick assessments. Specific tasks completed include an IEP, team meetings, and planning a project-based learning lesson. The document also describes the teacher's classroom management strategies, use of technology, goals for students, and lessons learned about effective instructional strategies from the residency experience.
Towards a Reflective Classroom peer.doc: ESL/EFL Teachers' Professional TrainingAbdeslam Badre, PhD
While teachers’ peer observation is receiving widespread interest, and is being implemented in numerous institutions in different fields of education around the world (more than 40% of US colleges and universities now use classroom peer observation), it is still looked upon with much wariness within most Arab countries ELT context, which is presently leading to consensual reluctance to incorporating it within the MENA regions’ ELT community and public schools alike. In the light of this, touchstones of this paper are twofold: on the one hand, it is an attempt to dissociate the traditional notion of observation from the modern one, based on reflective aims rather than evaluative ends. On the other hand, it endeavors to promote a systematic incorporation of peer observation within the professional and pedagogical continuous training of Moroccan public schools. Will peer observation’s implementation be an easy task? Of course not; otherwise, we would not be talking about “ELT global challenges.” To reach this end, the paper comprises five main parts
The document discusses the important role of teachers in shaping students' behavior and educational success. It argues that teachers become role models through years of training and experience, and should provide a warm, protective environment while also being professional. The teacher's attitudes can influence students, so they must encourage students to participate and respect their diverse backgrounds. A good relationship between teacher and students involves communication, caring, and guiding students to success.
The document discusses reasons why students may not respect teachers. It suggests that teachers need to understand students' needs, use effective teaching techniques, and serve as role models. When teachers fail to provide proper instruction or discipline, it can cause students to lose respect. The relationship between teachers and parents has also changed, with parents now more likely to side with their children over teachers. Modern access to information may contribute to students feeling less dependent on teachers as the sole source of knowledge.
Teacher-student relationships play an important role in students' success. A strong relationship where the teacher likes and respects the student, and the student likes and respects the teacher, leads to more willingness by the student to learn. It also creates a warm and protective environment that improves education quality and supports students' overall development. Such relationships allow students to share problems with understanding teachers and receive helpful solutions, preparing them to lead healthy, positive lives. Conversely, poor teacher-student relationships can negatively impact students' personalities.
- The document provides details about the student's observation at Al Mansoor School including the school location and contact information, daily schedules, and journal entries summarizing activities in each class.
- In their reflections, the student notes the benefits of organizing students into groups and areas for independent learning. They observed that grouping students helps them learn from each other and assists the teacher. Independent learning areas are important for developing student thinking skills.
- On their last day, the student attended morning assembly and observed two classes where teachers gave listening tasks and spelling tests followed by individual and group practice activities. They also gathered school photos and asked the teacher questions about lesson planning.
The newsletter discusses upcoming workshops at Helikx Open School on improving learning for students. It highlights learner-centered teaching approaches that make students active participants in learning and motivate the learning process. An editorial discusses developing an individual education plan for each student to meet their unique needs. Other articles provide tips for hobbies during holidays, explain the difference between punishment and logical consequences, and discuss the importance of mental health.
The document summarizes an interview with a teacher participating in the Urban Teachers program. The interview was conducted via Skype to learn about the teacher's path to her career, responsibilities of being a teacher, and why she chose to remain in the profession despite the workload. The teacher discussed her typical day starting early and often working late to plan lessons, grade assignments, and prepare materials for students.
Edit Submission u05a1 Partial Reflective JournalUnit One Reflec.docxjack60216
Edit Submission: u05a1 Partial Reflective Journal
Unit One Reflection
For this week’s journal entry reflect on your teaching experience. In both the Marzano and Jones textbooks, the authors stress the importance of focusing on classroom policies and procedures at the beginning of the school year in order to achieve a good start. How closely do you attend to the types of procedures discussed by these authors and what might you do differently in terms of planning and instructing in the future as a result of the readings? I work with students who are only assigned to my caseload; therefore I’m not closely involved in school wide/teacher planning. However, at times I participate in Intervention meetings with the Principal, Assistant Principal, teacher(s), School psychologist, School social worker and sometimes the parent. During the meetings, I offer strategies for classroom management behaviors. If a student is a candidate for ADHD or any disability, I arrange for psychological testing to assess whether possible ADHD or emotional factors are interfering with the student’s academic performance, provide feedback to the parents, and school officials regarding the psychological evaluation. I also consult with parents and school officials about designing effective learning programs for intervention strategies that build on his strengths and compensate weaknesses.
Unit Two Reflection
The "Dealing with the Dilemma of Gum Chewing" case study provides an example of how we can teach productive behaviors. After completing this week's reading, reflect on where this type of strategy might apply in your setting.
•Have you encountered situations in your setting where this approach may be more productive than what you have been doing? In the Kindergarten class, the students continue to struggle with picking up cut paper. Instead of having the students cut paper, the teacher showed the class how to fold the paper and use the edge of their desk to cut. After several times of redirecting, the students were able to begin using the scissors again. The students developed a system in the class where 1 person from each table (red, blue, purple, yellow) collects the paper straps.
•What are the ethical issues involved in establishing expectations without teaching the appropriate expected behaviors? Ethical issues continue to be an ongoing issue today in schools and without providing detailed expectations teachers leaves room for issues and concerns. Misinforming, consents, students getting hurt, etc. could happen. Students could always say they were not informed and the responsibility falls back on the teacher. I think in this situation communication is vital.
Unit Three Reflection
During Unit 2, you designed Mini-Intervention 1. For this unit's journal reflection, take time to reflect on how well or how poorly the intervention is working. Reflect on your learning’s so far in the course in the area of managing unproductive behaviors.
Long Term goals were identified t ...
This document provides an overview of a student's field experiences related to special education placements and services. It describes 4 field experiences, including interviewing a district supervisor about services offered and the process for determining student placements. Other experiences included observing a treatment center classroom for students with behavioral issues, a resource room, and a full inclusion 6th grade classroom. The student found that the district uses different models for different grade levels, including co-teaching for 7th/8th grade math and a "one teach, one drift" approach in most resource rooms. The experiences helped the student better understand special education services and placement considerations.
This document discusses using action research as an instructional supervision approach to improve teaching practices in Ipil District. It found that some teachers were not engaging students or checking their understanding, resulting in low test scores. The research had teachers and school heads implement action research projects to address issues in their classrooms. It identified problems they encountered like time constraints and lack of support. To solve these challenges, teachers sought instructional support and applied lessons from supervisors. The research concluded that instructional supervision and collaboration on action research can strengthen teaching practices, especially for new teachers and school heads. It recommends continuing to use these approaches to promote best practices.
Yes, based on our observation the curriculum of the school links new concepts and competencies to the life experiences of the indigenous community. Some examples observed:
- Subjects like Mangyan Culture, IPKS, and agriculture teach students about their traditions, practices, and ways of living through practical hands-on activities.
- Even academic subjects are linked to the community's culture and traditions. The teacher interviewed said they don't just teach the subject matter but relate it to the students' culture.
- Students learn skills like leadership, community development, and protecting their ancestral domain - all of which are directly relevant to sustaining their indigenous community's way of life.
- The school's facilities like the weaving cottage, agriculture
Promoting Social-Emotional Learning Using Strong StartEunsook Hong
The document discusses implementing the Strong Start social-emotional learning program in 3 second grade classrooms. The author conducted pre and post-tests to measure changes in students' social skills, emotional coping, and academic functioning after teaching the 10 Strong Start lessons over 3 months. Results showed increases in all measured areas across the 3 classrooms. This indicates that directly teaching social-emotional skills can have benefits for students.
The school you researched during this course is being taken over the by the state for poor performance. Based on your educational philosophy, your classroom management plan, lesson plan, and the learning activities and assessment you developed in this course, the new principal has asked you to interview for the lead teacher position. This position would allow you to teach the grade of your choosing and give you the authority to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person. The principal has requested that you include the following in your presentation:
The school you researched during this course is being taken over the by the state for poor performance. Based on your educational philosophy, your classroom management plan, lesson plan, and the learning activities and assessment you developed in this course, the new principal has asked you to interview for the lead teacher position. This position would allow you to teach the grade of your choosing and give you the authority to enact significant changes across the school. You are one of only 20 candidates asked to apply for this prestigious position. You have been asked to submit a multimedia interview presentation instead of interviewing in person. The principal has requested that you include the following in your presentation:
Running Head: Investigation Report: Teachers in Schools 1
Investigation Report: Teachers in Schools 8
Investigation Report: Teachers in Schools
UMUC
Christina Rothstein
November 21, 2014
Introduction
An investigation was conducted, focusing on, the performance of teachers and their teaching techniques in local area schools. The Education for Prosperity Centers helped in conducting this research, as they have been offering advanced training to teachers for several years, and they were of great help with the evaluation process. The Education for Prosperity Center (EPC) is a private organization. It is a non-profit making body. Established in 2001, EPC has seen tremendous development in the line of training teachers as well as providing better teaching methods. Seeing higher performances of students in other school area’s, after teachers have been through The Education for Prosperity Centers training, is a sign of a tremendous development being achieved by the center. The organization is a certified body, registered under the Ministry of Education Science and Technology. The goals of The Education for Prosperity Center is to provide the teachers with the tools required for problem solving, management, reasoning and thinking, so that they can continue to transfer better knowledge to the students.
Statement of the problem
The Education for Prosperity Center has a purpose of offering these further training sessions to teachers if needed. It seeks to address the problems faced by the teachers teaching methods. This investigation focused on the teachers because the results/performance of the students in these local area schools have been going down at an alarming rate over the past year. The investigation was done to seek out if the reason for the lower performances of students was indeed due to the lack of teaching skills needed in order for the students to succeed. The drop in the performance is thought to be as a result of the majority of teachers lacking the required skills and knowledge in their disciplines. In the past, EPC has found that teachers are faced with issues related to poor teaching methods, lack of proper counseling skills, poor ways of relating to students, and use of irrelevant teaching-learning resources (Hagger, McIntyre, Wilkin & Wilkin, 2013).
The Education for Prosperity Center has been tasked with the work of carrying out research on those factors affecting both the students and teachers. This body has been chosen to help out because it has been offering advance training to teachers with positive results. Since it has many years’ experience of dealing with teachers, it will be easier for this body to investigate the problems, and come up with a better solution to resolve any and all issues that may need to be addressed. The Educational for Prosperity Center used various.
One of the biggest challenge in front of the teachers is management of students behaviour in the classroom.
In this presentation we tried to make some points to the people who searching answer for the classroom management
Research plan draftImportance of Students’ interaction in the .docxdebishakespeare
Research plan draft
Importance of Students’ interaction in the school
Area of Focus
The purpose of this study is to identify the importance of students’ interaction in the school. It has been shown that student interaction helps students to learn and gain skills and knowledge that provide them with foundation for later learning.
This study will also increase the knowledge of teachers about particular types of child teacher interactions that encourage the development of young students.
Problem –interest
There is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class.
The interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers.
another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing.
When I studied about past research about what tutors really do everyday to make a difference in the lives of students, I learnt that there is a clear prove that it is these daily interactions that students have with their teachers that play a great part in their performance in class. I also observed that it was not with teachers alone but also the interactions with students with their fellow students and parents as well have a role in their development. I noted with a lot of concern that the interactions students gain during their early years in school, i.e. during the early childhood stages, have a lot to do with the engagement of students later in their advanced school years as it is during these early stages that the children gain skills and knowledge that offer them the foundation for later learning. Students learn many of the skills when still young and through their interaction with their teachers (Manke, 1997). another thing that led me to have interest on this topic is the fact that all learning involves participation. for instance you cannot learn to play a guitar without actually picking it and practicing. in the same way it is hard to learn a language without engaging into it. engagement comes in the form of interacting with the fellow students in discussions in order to learn new things as well as with the teachers.
3
Problem-background
Majority of the teachers have experienced classes in which the students’ interactions is limited than they would want it to be, with the students being restrained when asked to talk to their partners about something.
This restriction does not only apply to interactions in classrooms but it seems to apply to groups of all leve ...
The document discusses research into the impacts of Cambodia's educational system at primary schools. It aims to identify factors limiting the system's effectiveness and quality of student learning. Through interviews, several key issues were identified. Teachers sometimes lack attention to student needs and clear lesson delivery. Students may struggle due to physical, mental or social factors like domestic responsibilities or neighborhood influences. Parents also may not prioritize supporting education. The educational system remains limited due to issues with teachers, students/families, and social environments. Improving teacher skills, student support at home, and social conditions could enhance the primary school system.
Reflection is a very skill for teachers to take part in. Reflection helps teachers decide what worked and what did not. In this case, I reflected on using Action Research for the first time. There was a lot for me to learn, but in the end, I decided that my school would benefit from taking part in action research. Our goal as teachers is to do what's best for kids, and sometimes, doing an action research project is the best way to determine what is going to work best for our students.
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The Collaboration Between School Teachers and Occupational Therapists for Students in South Korea
1. The collaboration between school
teachers and occupational therapists
for students in South Korea
Ji, Seokyeon
Sensory Integration towards Social and Occupational being
Workshop of 1st International / 5th Japanese Congress of Clinical Occupational Therapy
- Advanced Occupation based practice -
Fukuoka 2018
4. 지석연 Seokyeon Ji
Legislation for children in School (ROK)
• Public Health Care Act
o Article 2
• Disability Service Act
o Article 58
▪ Connecting welfare community center
▪ Connecting medical service
• Special Education Act/Law (2007)
o Article 24
▪ Therapeutic Support Center
▪ Therapy Room
▪ Therapist who is qualified/licensed by the law
5. 지석연 Seokyeon Ji
TechniqueOT-Personal
OT-OT
Occupation-based
Studying
OT-Children Individual - Group
OT-
Teacher
Special
Educator
School
Teacher
Development by
sharing
Collaborating
group
School Social group
Mentoring
Stop - Start Company Organization System
Professional
PARTNER!
Collaboration 2.0
My Story - Personal —> Practical —> Political
SupportingConnecting
Community
1-2 years 3-4 years 5-7 years 8-9 years 10 years 15 years 18 years ~
Wandering to
start as an OT
Starting with
few knowledge
Conflict and
Development
Stoppage
&
Expanding view
Challenge and
Try
Sustaining and
Enlightenment
Sense of Calling
6. 지석연 Seokyeon Ji
Working for Children
● Child
● Family
● Health professions
● Educators
● School
● Community
collaboratively
diversely
7. 지석연 Seokyeon Ji
Team Approach
● Disciplinary
● Multi-Disciplinary
● Inter-Disciplinary
● Trans-Disciplinary
Klein, JT (1990), Choi BC & Pak AW (2006)
draws on knowledge from different
disciplines but stays within their boundaries.
analyzes, synthesizes and harmonizes links
between disciplines into a coordinated and
coherent whole
integrates the natural, social and health
sciences in a humanities context, and
transcends their traditional boundaries.
8. 지석연 Seokyeon Ji
Re-cited from
https://kbrookepierson.wordpress.com/2014/07/14/what-exactly-is-a-transdisciplinary-approach-and-what-does-it-mean-for-objectives/
Team Approach
13. 지석연 Seokyeon Ji
Teacher Occupational Theralist
Mother of child with difficulties Working for individual children with difficulties
Teacher of typical students Responding teacher’s questions
Aware necessity to get help to
understand diverse students
Aware Teachers need help to
teach diverse students
Asking OT to visit her class to get
help as her students
Visiting class : Aware OTs need to learn
children’s life in school
Organizing teacher’s education
program by OT
Through educating teacher :
Teachers are SMART!
Organizing teacher’s study
group
Organizing OT study group
after OTIPM course
14. 지석연 Seokyeon Ji
Personal Trial
with General Education teacher
• Visiting School
• Education for enhancing awareness
of the disability
15. 지석연 Seokyeon Ji
Teacher Occupational Theralist
STUDY GROUP:
2 times per month
‣ Book study
‣ Sharing experience
‣ Having OT’s education
program
‣ Teachers bacame to have
better understand to diverse
students and disabilities
‣ Sharing success experiences
were quite dominated by
experienced teachers, and
novice teachers felt the gap.
STUDY GROUP:
1 time per month
• 1st year: 1 OTIPM Case report
for 1 year by peer mentoring
• 2nd year: Repeating 2nd
OTIPM case and comparing 1st
case for reflection.
‣ OTs was aware their change
through repeating OTIPM case
studies
‣ Limitation: Predominate tasks
are reported through case
studies such as ADL, Play in OT
rooms. Rare case studies for
children’s school life. OT stays in
OT room only!
16. 지석연 Seokyeon Ji
Requesting from teacher group to OT
for
• Understanding children’s behaviors
ADHD
?
CP
Playing
Eating
Dressing
Moving in/outside
ASD <
17. 지석연 Seokyeon Ji
Requesting from teacher group
for
• Understanding children
Connecting with OT group
• Understanding activities (occupation)
OT also need to learn occupation in real life
18. 지석연 Seokyeon Ji
Collaborating OTs & Teachers
Suggesting Collaborating
- Challenge to teachers : opening the class
- Challenge to occupational therapists : managing time
Special
School
Teacher has
strong
desire to get
help from
OT.
3 OTs
joined.
Same Age
Group :
want to
know how
their
collaboratio
n will goes.
3 OTs
joined.
Teacher and
OT just
wanted to
their own
trial.
2 OTs
joined.
Teacher and
OT just
wanted to
their own
trial.
2 OTs
joined.
Teacher has
strong
desire to get
help from
OT .
3 OTs
joined.
Experienced
and skillful
teacher.
2 OTs
joined.
Leading
teacher’s
group
2015 ~ 2016
20. Encouraging Skillful Teacher by Occupational Therapists:
Through Occupational Therapists and the Teacher's Collaborative Works
Aeri YU, SISO(Sensory Integration toward Social & Occupational Being),Republic of Korea
Hanna PAENG, CCDS(Children’s center for developmental support) in EWHA Womans University, Republic of Korea
Seokyeon JI, SISO(Sensory Integration toward Social & Occupational Being), Republic of Korea
• 2 OT had observed performance of 1st grade students’ class for 2014 March to December.
• 22 times observations and 4 times discussion
?
Result
!
Conclusion
‘s Instructions or Helping Behavior
Lesson
Observation of the A’s
Performance
Learning the
Korean
“ㄱㄴㄷㄹ”
: Drawing and
Coloring
➢T told which objects are needed in the
activity and then S(students) gathered
the objects at their desk.
➢T told how to organize the objects at
their desk.(a crayon the left side and a
paper the right side of the desk)
➢T told S put another hand on the paper
to handle while coloring
➢T helped S individually to be aligned
their body and positioned behind the
desk.
➢T gave a cue to S for keeping the paces
during performance.
Performance
Analysis
T’s instruction,
Individual physical or
verbal helping
behavior,
Environment setting
Most students did
those performance
skills independently.
Intended purpose of social
interaction
Less challenging
0.21 Acquiring goods and
services
0.03 Gathering information
-0.02 Sharing information
-0.04 Conversing socially/
Small talk
-0.08 Problem solving/Decision
making
-0.10 Collaborating/Producing
More challenging
a Form of Play at Recess
?
Extended!!
a Form of Lesson‘s Class
Management
We understand that not only OT’s role is observing and analyzing students performance, but also finding teacher’s
strength and encouraging it as a resource of students’ occupation-based performance. Encouraging students’ school
participation through teacher’s adequate guide would be helped by OT’s direct observation in public school.
Teacher
I don’t know what the OT’s role in
public school.
I’m afraid OT just focus on the problem
in my class.
OT
What do I do collaborative works with
a teacher in public school?
Do I find students who have difficult in
school performance?
We understood real range of normal development
by observing 1st grade students’ performance! I realized my own strengths! Collaborating with OT
was useful!!
We knew the hierarchy of the first year students' perfo-rmance
skills. T's particular instructions or help behavior was
facilitated students' performance.
Various aspects of
real occupational
performance
Extended Parten’s Social Play hierarchy
Let’s find the teacher’s strength.
Let’s organize the frame of class management.
Parallel play Cooperative play Cooperative playAssociative play
Collaborating Problem solving
Gathering/Sharing information
with a partner
Gathering information to
a teacher
Method
Some proceeding
results
21. Collaborative Process of Occupational Therapist and Teacher
: Learning thorough Trial and Error
*HAM Chorom,KOT **WANG Bohyun,KOT ***HONG Eunho,KOT *JI Seokyeon,KOT
*SISO, **Wonkwang Child Development Institute, ***Seoul Southern Community Rehabilitation Center
Introduction
The purpose of this report is to investigate what we have learned thorough trial and error from collaboration of occupational therapists(OT) and elementary school teacher.
Occupational therapists implemented to observe referred children in the elementary school class and to clarify the reason and to apply interventions based on occupational
therapy intervention process model(OTIPM).
Conclusion
1. Considering that because having discussion and
exchanging opinions together for 3 OTs took quite long time
so that offering feedback was delayed. One-to-one
feedback between OT and teacher can be more effective
for fast feedback offering.
2. Teacher need to understand clearly about OT's role in
school for more smooth and effective teacher-OT
coorperation that OTs observe and make advices focused
on child's task performance, not teacher's teaching method.
3. Teacher need to realize that for increasing child's
performance in class, teacher need to understand child's
overall context related performance, his/her strength and
weakness and to adjust degree of difficulty.
Start
<Error>
1. The difficulties were not concrete and specific that the teacher says the
children show during the class.
2. The numbers of children to observe at once were too many to observe their
task performance exactly.
3. OT couldn't have enough discussion about the reason of children's difficulty,
so the suggestions for teacher was not clear.
4. School visiting schedule and feedback offering was irregular.
<Learning>
1. Need to interview specifically including children's context related to
their difficulties.
2. Need to reduce children number to observe at once and observe their
task performance in detail.
3. Need to have time to discussion for OTs for clarifying reason and
intervention.
4. Need to offer regular and efficient feedback.
Next
Step
T
T
OT
- How children who we meet in OT setting would do in actual school environment?
- What kind of role of OT could take in school which is children's main occupational environment?
- How could OT cooperate with school teacher?
There are some children who feel difficulty in class. Are
they possibly related to sensory integration problem?
We will check them with simple motor
assessment in school.
1. OT's school visit twice, teacher's OT setting visit once.
2. Assess whole class children with BOT-2 & Assess 3 children
especially teacher worried with ESI
3. The teacher visited OT setting and observed treatment.
4. OT provided a SI related book for teacher to understand children
who have problem with sensory integration.
<Error>
1. The goal was not concrete and children's
context was ignored.
2. Indefinite assessment focused on
performance factor.
3. OT could not provide feedback rapidly.
<Learning>
1. Need to definitize again what the teacher want
from OT.
2. Need to discuss about difficulties focused on
occupational performance in school.
3. Need to search ways to provide fast feedback.
Which part do you need some help from OT?
I want to know what I can do for 5 children who feel
difficulties in class.
We will observe your class first and give you some
advices (as OT)
1. Three OTs visited school 4 times irregularly and observed 5-6
children at a day.
2. After observing school life(class attitude, play, peer relation etc.),
OT prepared documents.
3. OT made suggestions about environmental modification, helpful
activities for the children.
Suggestion 1. For a child put her thumb in her mouth often → Having her eat
or chew textured food like nuts.
Suggestion 2. For a child who is late to follow class because too many stuffs
on her desk make her workspace small → Coaching how to organize her space
using basket or bag.
Suggestion 3. Always opened door disturbed organizing children after start the
class → Closing door when the start bell ring and make noisy child to close
door.
Trial Ⅰ. Second semester of 2013
OT
OT
T
OT
OT
Suggestion 1. OT judged that environmental factors that she couldn't have enough play experiences and
enough care of family in her early years effected her performance. → OT suggested after school class and
parents education.
Suggestion 2. OT gave an interview to the child's mother because she was suspected sensory integration
problem → OT explained and suggested sensory integration therapy to her mother.
Suggestion 3. OT suggested some tips for physical education class such as adjusting grade of difficulty,
enough warming up activity before tough activity, calming down activity as finish like stretching, deep
breathing.
Trial Ⅱ. First semester of 2014
Trial Ⅲ. Second semester of 2014
We three OTs are going to visit one a month each
and observe one child a month. And then we will
give you feedback after our discussion.
I have a child who has difficulty to participate in
class, so I want to help him/her. But I don't know
how to help
Which part does the child feel difficulty? Is there any
other problem in the child's ordinary time except
class? How does her/his parents understand about
the child?
1. Three OTs observed one child who teacher requested.
2. OT discussed about the child's difficult and made a document of
clarified reason and intervention methods, then provided it teacher
3. After teacher applied the methods, she shared changed pard of
child and requested extra needed part.
Some proceeding
results
22. 지석연 Seokyeon Ji
Transformation from the Encounter between
Occupational Therapists and Teachers to Collaboration
Yunkyeong Choi *, Heejin Jung**, Seokyen Ji*
* SISO
** Oh Eun Young Academy
Introduction
This study sought to organize the contents of the analysis administered on the change in the students’ task performance using top-down approach via Occupational Therapy
Intervention Process Model(OTIPM) as the occupational therapists and teachers collaboration by occupational therapists’ visiting to natural school environment. Moreover,
difference in the occupational therapists and teachers’ perception of students is discussed, and reason for the need for collaboration through improvement of perception is
identified.
Method
▪ Participation Period : 2014. 03 – 2015. 02 (first/second semesters)
▪ Participation Subjects : 24 members in the Class 3 of the OO Elementary School’s first grade in Guri, Gyeonggido, teacher, two occupational therapists
▪ Collaboration Process :
Conclusion
Teachers and occupational therapists’ collaboration served as an opportunity for sharing and understanding each other’s perspective, and they felt the need for collaboration to
ensure students’ happy and active participation in school life. For further study , it is needed to persist case studies and research in regular and natural school environment with
occupational therapists and teachers’ collaborative relationship.
Group
Individual
student
Teacher OTs
Result
Some proceeding
results
23. 지석연 Seokyeon Ji
Occupational Therapists
working with teacher in the Classroom
• Developing own knowledge
• Developing awareness OT’s typical
role
• Remediation ==> Compensation
• Individual ==> Organizational
24. 지석연 Seokyeon Ji
Thanks to Teacher - OT’s
Collaboration Group working 2015-2016 (1.0)
Teachers Occupational Therapists
Choi, Eunjoo
Kim, Hyeyoung
Ryu, Jiin
Cho, Mikyung
Kim, Younghwa
Lee, Hyunjoo
Shim, Eunjoo
Han, Yunseok
Choi, Hunah
Ji, Seokyeon
Kim, Yumi
Kim, Myeongsun
Choi, Kangmi
Yu, Aeri
Paeng, Hanna
Kang, Eunsun
Park, Saerom
Park, Hoil
Hong, Eunho
Wang, Bohyun
Ham, Chorom
Ahn, Hyewon
Son, Seunhyo
Hong, Minkyung
Jung, Heejin
Park, Jihoon
25. 지석연 Seokyeon Ji
Current challenges
●We still need to know other discipline’s
professional role
Teachers tend to consider OT has strength of
emotional control, and strong mind ==> not by
strong emotion, but by considering individual
children’s occupation
OTs tend to consider Teacher has individual
understanding of each students by personal
factors ==> more professional in group/class task
design and manage for learning objectives