However, some disruptions are unpreventable and inevitable and strategies need to been in place to deal with these when they occur. One classroom condition that a teacher has no control over with the growing populations of students is large class sizes. Large classes will only add to difficulty of classroom management as there are potentially more students to create disruptions. It is the teacher’s responsibility to keep the students engaged to avoid students losing interest which could lead to misbehaviors. Spencer Kagan, Patricia Kyle, and Sally Scott provide that disruptions and misbehaviors can be prevented by, “An interesting, stimulating teacher who adapts the curriculum to student interests and needs” (Charles, 2008, p. 155).
There are many concerns among the three of them about schools. One is that children cannot always pick up on tacit knowledge but most know and learn quickly what is appropriate in a certain setting like school. The goal in schooling is to get students to take distance into their own hands. They want students to be able to control their own zone of proximal development and take certain cues from
Can Retention Be Good for a Student? Tina Blevins Axia College of University of Phoenix The Encyclopedia of Children’s Health (2008) gives the following definition of retention; “The term "retention" in regards to school means repeating an academic year of school. Retention in school is also called grade retention, being held back, or repeating a grade. Grade retention is the opposite of social promotion, in which children continue with their age peers regardless of academic performance.”(¶1) Grade retention has been an ongoing debate among teachers, parents and educators for many years. When I first chose this debate, I thought that I knew what side I was going to take in the debate.
• Allows teachers to focus on learning instead of discipline. • This takes away from teaching time because you are preparing rules and procedures. Kagan, Kyle, and Scott's "Win-Win Discipline" • It helps bring out the potential of the students even through disciplining them. • It is very clear for expectations that are passed to the students. • It stresses the importance of using the classroom to help the students overcome negative attitudes.
Ignoring a disruptive situation only allows the situation to become more disruptive. In my personal classroom I would manage the situation from the initial moment of the disruption and show the students that there is zero tolerance for aggressive behavior in the class and outside of the classroom or school. Following the Win-Win model of discipline is a great effective way to manage aggressive situations. Breaking Rules Violations of rules are the most common disruptive behavior that occurs within and outside a classroom. Some students break rules on purpose how lenient a teacher can be when it comes to following rules and see what they can get away with.
It is applicable to all areas of life, operating at all levels of human society (Parssarelli & Kolb, 2012). According to Wurdinger and Carlson (2010), ELT seeks to address the negative effects of teacher-centred education in which students disengage with the process of passive learning. They conclude that students become bored with listening to teachers, and are most engaging in their learning when active participation and expression of ideas is encouraged. ELT aims to facilitate students with the capabilities to deal with flexible life situations, rather than sole focus on learning academic knowledge. It is the author’s intention to firstly explain this
Utilizing the approach of backward design when planning instruction involves the teacher identifying what the student should be able to understand and achieve by the end of the unit and then purposefully working backwards to scaffold instruction allowing for opportunities to deepen the understanding and depth of knowledge achieved (Wiggins & McTighe, 2006, p. 13). How am I, as an instructor, supposed to be able to determine the desired results, what evidence is acceptable and plan the learning experiences within the context of a school year that focuses on so much more than the state benchmarks? How do I create instruction utilizing backward design that takes into account the lack of skills my students come to me with in the beginning of the year? How will I ensure that my students retain the information (Wiggins & McTighe, 2006, p. 19) and perform with understanding, knowledge and skill on their own? Backward design seems to be able to answer those questions while being the pinnacle of good planning and instruction.
Simran Aulakh Mr. Dowell AP Psychology, Period 2 7 September 2014 Memory Study Skills Assignment In the first video Dr. Chew explains the basic principles to how people learn best. He discussed how a person can study long and hard and still fail if they used inefficient strategies, but if a person uses effective strategies they can get the most from what they are learning. Truly understanding the material for a class a person must carefully read and review. People often believe they aren’t able to do a certain task which is false, all you have to do is commit the time and hard work required. Research also indicates that people are bad at multitasking so it’s better to focus on one thing at a time.
Sergiovanni explains in his article ways that educators can get control of their classroom. Most ways that teachers seek control is having rules and punishment for those who break the rules and the purpose of this is to get the student to remember the consequence and not do the act again. Another approach is to let the students take responsibility for their actions whether good or bad. These however are not ways that establishes the democratic community. "In communities the best discipline strategies are those that teach students citizenship and help students become caring adults"(p.120).
To fill them up with the information they do not need or that they can question is a waste of time to me. Students need to be able to know right from wrong, which to me is a basic principle of learning. Students must be able to concentrate on the task at hand until they have mastered it with no room for question. If uncertainty is apparent, repetition of the work should be done until completed. Teachers of this philosophy may appear to be dictator like when presenting this.