When those relationships are damaged, student well-being may be affected, leading to academic and behavioral problems.
In the study, teachers used an approach called Establish-Maintain-Restore to build positive interactions with students—a total of in fourth and fifth grade—and boost their sense of belonging. A follow-up study with middle school teachers used the same strategies, with similar results. Relationship-building was broken down into three phases: the first meeting, maintenance throughout the school year, and points when a relationship may suffer damage, with useful strategies for each phase.
Since it can be easy for some students to fall through the cracks, a relationship reflection form—like the one we share here—can help teachers take notes on each individual student and highlight ones who need the most attention.
At the start of the school year, the teachers in the study made time for establishing relationships. Without active maintenance, relationships deteriorate over time, the study authors point out.
Conclusions suggest a need for more research particularly on the relationship between classroom management and aspects such as target language use and teaching methods. Working methodologically and theoretically with the hydro-logics of bodies of water, this article addresses the limitations of humanistic perspectives on water play in early childhood classrooms , and proposes pedagogies of watery relations. The article traces the fluid, murky, surging, creative, unpredictable specificities of bodies of water that….
Full Text Available This article presents an individual perspective on the impact of Freinet Pedagogy across the career of one English language teacher and teacher educator. With special attention to language instruction, I will highlight a number perennially important Freinet dimensions that gradually came to my attention over the years. My admiration for Freinet Pedagogy first arose in relation to two very hands-on techniques: free writing and classroom printing.
We examine how culturally sustaining pedagogy that fosters linguistic and cultural pluralism might be taken up in writing instruction. Using data collected through semistructured interviews with nine urban elementary and middle school writing teachers, we document teachers' conceptualizations and enactments of culturally sustaining writing….
Transforming pathophysiology instruction through narrative pedagogy and Socratic questioning. Pathophysiology, heavily content driven, has typically been taught through the use of traditional behavioral pedagogy and a reliance on the formal lecture.
The author describes the limitations of this approach to teaching pathophysiology and describes the use of narrative pedagogy and Socratic questioning as alternative methods of instruction to augment lecture methods. Specific strategies for transforming traditional classroom teaching by using Socratic questions in a pathophysiology course for nurse practitioners are described.
Student and faculty reactions to the initial efforts to transform pathophysiology instruction are also described. Supporting pre-service science teachers in developing culturally relevant pedagogy.
This study employed a case study methodology to investigate a near-authentic intervention program designed to support the development of culturally relevant pedagogy and its impact on pre-service science teachers' notions of culturally relevant pedagogy. The unit of analysis for this study was the discourse of pre-service science teachers enrolled in a second semester science methods course, which was the site of the intervention program. Data for this study was collected from videos of classroom observations, audio recordings of personal interviews, and artifacts created by the pre-service science teachers during the class.
To determine how effective science teacher certification programs are at supporting the development of culturally relevant pedagogy without an immersion aspect, two research questions were investigated: 1 How do pre-service science teachers view and design pedagogy while participating in an intervention designed to support the development of culturally relevant pedagogy?
How do their practices in the field change these initial views? Classroom management is a serious concern for beginning teachers including preservice teachers.
In addition, the…. This paper discusses the degree to which recently reported relationships between the classroom management techniques and coping styles of Australian teachers apply in two other national settings: China and Israel.
Little is known about which teacher characteristics relate to their approach to classroom management , although researchers in Australia…. Notes that as teachers integrate social theory into the technical communication classroom , they interpret the connection between writing and culture in different ways. Describes four social pedagogies of writing--the social constructionist, the ideologic, the social cognitive, and the paralogic hermeneutic--distinguishing them by their pedagogic….
Classroom management is a common concern for preservice teachers and can be a key to success for in-service teachers.
In this article, I discuss six strategies for classroom management : design and lead engaging music activities, employ music-rich transitions, balance familiarity and novelty, plan for success, communicate clear expectations, and…. A fresh approach to classroom management , which responds both to the present body of knowledge in this area and extends to beginning teachers a practical, flexible, and simple method of maintaining classroom control, is presented.
Shortcomings of previous management theories in particular, the Direct Instruction Model are discussed, and the need…. Classroom management , student-teacher relationships and quality in education. This paper presents the findings from recent research and development projects concerning classroom This study reports the relationships between coping styles of Australian teachers and the classroom based classroom management techniques they use to cope with student misbehaviour.
There is great interest internationally in improving educational systems by upgrading the quality of teachers' classroom management. However, the relationship between…. This study examined changes in preschool teachers' perceptions of classroom management strategies following group training in the recently revised Incredible Years Teacher Classroom Management Program C.
Webster-Stratton, Developing a protocol for evaluating teachers' classroom management styles. The paper first defines the concept of classroom management and highlights the key-elements and presuppositions of successful classroom management.
Further follows a description of different styles based on views of Martin and Baldwin who stress three dimensions of classroom management : personality the teacher's convictions about the student's personality and actions based on them , teaching what the teacher does to initiate and maintain class activities and discipline the procedures the Preservice teacher education courses provide an opportunity for the development of knowledge, skills, and confidence in classroom and behaviour management.
This study reports the change in classroom management sense of efficacy CMSE of a small cohort of Australian preservice primary teachers at 4 time points precoursework, preprofessional….
Drawing upon a review of relevant literature, this paper provides an overview of the treatment of classroom management in teacher education and teaching around the world. Six approaches to classroom management are distinguished: classroom management approaches that focus on external control of behaviour, on internal control, on classroom ecology,…. Literacy is intricately linked to social justice, and it can shape the learning that occurs in our English language arts ELA classrooms.
Challenging the notion of the traditional secondary ELA classroom --as centered on literature and old literacies--I advocate utilizing a critical pedagogy with a new literacy approach that employs texts to teach…. Virtual Classroom. Transnational Nordic Teaching is experimenting with ways of conducting teaching across the borders in the elementary schools. The cloud classes are organised with one class In this essay, Harper B. Keenan draws on his own experience as a white queer and trans educator to consider the meaning of a critical trans pedagogy.
Amid dissonant narratives of equal rights and subjection, he explores how his classroom teaching is shaped by his own experience of gender conditioning as well as by the contemporary political….
Semi-structured interviews were conducted before and after teaching practice with eleven EFL English as a Foreign Language student teachers.
Findings suggest that they have a narrow conception of classroom management , often focusing one aspect of it. Additionally, their confidence to teach seem Testing a pedagogy for promoting historical contextualization in classrooms. Promoting historical contextualization was conceptualized as three different pedagogical principles: 1 the awareness of the consequences of a present-oriented. Purpose: Management education is at its peak in India. But pedagogy and modes of delivery are not always innovative compared to top international Business Schools.
It is through experimentation that the paper may be able to discover what works best in our context. The purpose of this paper is to determine the effectiveness of intensive mode of…. The flipped classroom for professional development: part I. Benefits and strategies.
Individualizing the educational encounter is supported by flipping the classroom experience. This column offers an overview and describes the benefits of flipping the classroom.
Part II will explore the practicalities and pedagogy of lecture capture using podcasts and videos, a technology strategy used in flipping the classroom. Effective Classroom Management. This paper attempts to explore and identify the characteristics of an effective teacher who teaches English as a second language to 10 year old students from different ethnics, various social economic background and multi-level language ability, at a private primary school in Malaysia.
The study focused on classroom management using a case study…. Just in Time to Flip Your Classroom. With advocates like Sal Khan and Bill Gates, flipped classrooms are attracting an increasing amount of media and research attention.
We had heard Khan's TED talk and were aware of the concept of inverted pedagogies in general. Yet it really hit home when we accidentally flipped our classroom.
Our objective was to better prepare our students…. Purpose: This paper presents the results of a study that sought to determine teacher conceptions of classroom management and control. The study explored classroom management knowledge of participants, and how the knowledge was gained. It also investigated the extent to which participants held various conceptions, including rule-based, dominance…. The present study investigates the internal structure of professional vision of in-service teachers and student teachers with respect to classroom management and learning support in primary science lessons.
Classroom management including monitoring, managing momentum, and rules and routines and learning support including cognitive activation…. This study scrutinizes geography teachers' attitude and belief levels regarding classroom management. As a matter of fact, classroom management is one of the prominent areas emphasized by all educators. Descriptive correlational survey model was used in the study.
Study group includes 58 geography teachers working in Sivas province during the…. In this essay, the author employs bell hooks's work, particularly her work on love, compassion, and "engaged pedagogy " from "Teaching to Transgress: Education as the Practice of Freedom" and "Teaching Critical…. Traditional Lecture. We conducted a study of student performance in and perceptions of a blended classroom delivery of a junior-level fluid mechanics course.
In the blended pedagogy , students watch short on-line videos before class, participate in interactive in-class problem solving in dyads , and complete individualized on-line quizzes weekly. Comparisons are made among four sections of the blended classroom delivery in the period of to eleven sections delivered in a traditional lecture-style format by the same instructor in The results reveal dramatic improvement in student engagement, perceptions, and achievement in the blended pedagogy.
Full Text Available This paper examines how the principles of unschooling were accidentally uncovered during my tenure as a music teacher in a secondary school in suburban Toronto , Ontario. As traditional music pedagogy during my first year at this school was unsuccessful, I delayed the start of each class in an attempt to shorten my instructional time and lessen the acrimonious relationship I had developed with my students.
This delayed segment of class time evolved into an extraordinary and valuable learning experience for all of my students which became known as "jam time. In addition, this paper also examines the contextual philosophy of unschooling versus traditional pedagogy in the secondary school music class.
Flipping the Classroom Revisited. I received many emails following the first column on flipping the classroom. Many of my local colleagues also approached me at our physics alliance, Physics Northwest. Teachers are very interested in this new pedagogy. As I result, I wanted to share some more videos to inspire you.
Classroom Management and Learning. Survey results show that planning and constant vigilance are the price of effective teaching. Effective classroom management involves awareness, good organizational skills, preparation, letting students know what is expected of them and following through, and the ability to diagnose student problems. This autoethnographic narrative explores the challenges and successes of employing critical pedagogy in an eighth-grade history classroom.
Using the threads of teacher, scholar, and individual, the author shares the intellectual and emotional progression through hope, frustration, humility, and growth that this endeavor demanded. Further, this…. This paper begins as an initial rejoinder to the ideas expressed by Ross in The Promise and Perils of E-Learning: A critical look at the new technology.
In his article, Ross supports the traditional practices of pedagogy at the primary school level--face-to-face pedagogy --and then critiques what he describes as a "fetishisation"…. This article concerns issues of classroom management in heterogeneous classrooms. Although research in the field of learning styles has yielded mixed results, there is a call for information about how they could be used to individualize instruction, especially in primary schools.
This article is part of an ethnographic study aiming to examine…. Two main purposes guided this study. The first was to identify the degree to which Jordanian teachers practise classroom management styles in their classrooms and their level of teacher self-efficacy. The second purpose was to explore the relationships between classroom management styles and teacher self-efficacy. This study is quantitative in…. Full Text Available Translanguaging in the classroom is gaining traction as a viable pedagogical choice.
The results show this particular group of students has a neutral to positive outlook on classroom translanguaging. The high number of neutral responses may mean students are indifferent to translingual pedagogy or that these students are conditioned to work within a context where code switching and translanguaging happen frequently.
Constructive conflict management strategies are important in maintaining a positive classroom environment yet little is known about interpersonal or school variables associated with teachers' use of such strategies with students. Teachers high in self-reported classroom management efficacy CMEFF and security of attachment low on avoidance,….
Full Text Available This paper explores the impact of a narrative multilingualism approach on in-service primary school teachers who attended the Advanced Certi"cate of Education ACE Languages course at the University of the Witwatersrand in The teachers wrote their own language narratives and were required to implement language narrative work in their classrooms. Theoretically, the paper attempts to deepen and extend narrative multilingualism as an approach to language teaching.
The most striking aspect of the data, across all teachers, is the process and dynamics unleashed in the classroom space. The process of sharing language narratives reconfigured dynamics in the classroom and opened up the classroom space for teachers and learners.
The interventions that the pedagogy of narrative multilingualism afforded enabled the validation of linguistic diversity. In a society where xenophobia and linguicism is prevalent, such interventions can play a valuable role in changing attitudes and teaching learners to value difference. Furthermore, previously silenced learners found their voices and participated more in class activities. Developing a pedagogy for nursing teaching-learning. Each nurse educator's pedagogy underpins their understanding of and approach to teaching and learning, regardless of whether this has been reflected upon or articulated.
In this paper, we overview factors and issues that should be considered when developing a teaching philosophy of nursing education and set out broad differences between traditional and contemporary pedagogic models and various ways of knowing. As values underpin any teaching framework these are considered in relation to pedagogies , epistemologies and their relevance to nursing practice.
Key teacher roles and strategies that are congruent with a contemporary pedagogy for teaching nursing in the classroom or the clinical setting are also outlined.
A premise for writing this paper was that clarifying one's own understandings of education and knowledge and the implicit values held within those terms and processes will contribute to greater self-awareness and more effective teaching of nursing. Education approaches underpinned by a sound teaching philosophy and framework can facilitate an educationally sound and positive experience for learners. A phenomenological study of millennial students and traditional pedagogies.
The Millennial generation comprises the majority of learners in the traditional university setting. Nurse educators identify problems developing teaching strategies in education that undergraduate Millennial nursing students find engaging and meaningful.
The purpose of this study was to identify the perception of Millennial students participating in traditional pedagogies and its significant implications for nursing education.
This interpretive phenomenological study recorded the lived experiences of Millennial nursing students' experiences in traditional classrooms.
One on one interviews with 13 Millennial students were conducted. Data collection and analysis aligned with van Manen's method. There are five themes that emerged from the data: physically present, mentally dislocated; unspoken peer pressure; wanting more from the professors; surface learning; and lack of trust. The essence focuses around the central theme of belonging, while students identified the most significant challenge in a classroom was disengaging professors.
Recommendations for faculty to engage nursing students through a method of shared responsibility of educational approach are given. Blended teaching pedagogies that offer traditional and active methods are recommended. Published by Elsevier Inc. Full Text Available This study reports on the development of a reading comprehension course based on Critical Pedagogy principles, and the result of its application on EFL learners' reading comprehension competence, their motivation to read English materials, their democratic attitudes towards their English classrooms , and also their attitudes towards the critical course.
The present study is, in fact, a step forward to scrutinize the outcomes of the beginning phases of a dissertation which was intended to develop a tentative model of Critical Pedagogy for English language teaching practice in Iran.
Sixty one sophomore students in two groups were the participants of the present study. The most important message, however, may be the applicability of Critical Pedagogy principles in Iran, which had been reported.
Full Text Available The aim of this study is to evaluate teacher behaviour in creating an effective classroom management process with regard to the views of the teachers working in primary and secondary schools.
This is a qualitative study in which the case study design was used. The related literature was scanned and 9 open-ended questions were prepared. These questions that based on maximum variation sampling method were posed to 18 teachers. The data were collected by interview forms and were examined by descriptive and content analysis methods. According to the findings obtained, teachers have stated that pre-determination of classroom rules, asking for students' advices, lecturing in a planned manner, planned teaching, various methods, communication skills, time management , being a model and transitions between activities affect the process of classroom management positively; while punishment affects it in a partly positive way and the differences among the discipline perceptions affect the classroom management negatively.
This study intends to determine elementary school teachers' degree of classroom control, which constitutes the consistency in their classroom management and discipline-related behaviour. The major research question was as follows: Is the control approach adopted by teachers related to certain variables gender, age, subject area, experience? Kurt Lewin proposed the field theory which stated that our behaviour was a result of both our personality and our environment.
Based on this theory, it could be deduced that teacher's teaching behavior was a result of both teacher's personality and classroom environment.
Considering the challenges of pedagogy transformation and the modest use of…. Despite the large research base grounded in behavioral theory for strategies to increase appropriate behavior and prevent or decrease inappropriate behavior in the classroom , a systematic review of multi-component universal classroom management research is necessary to establish the effects of teachers' universal classroom management approaches.
While extensive research has been conducted on classroom management little research exists on culturally responsive classroom management. The primary purpose of this qualitative study was to examine how four novice teachers developed their culturally responsive management practice CRCM to better meet the needs of their students.
My analysis was…. Child-centered pedagogy is at the ideological core of progressive education. The simple idea that the child rather than the teacher or textbook should be the major focus of the classroom is, perhaps, the single most enduring educational idea of the era.
In this historical study, the author argues that child-centered education emerged directly from…. Classroom Insights from Educational Psychology. Like having a hidden camera in other teachers' classrooms , An Interpersonal Approach to Classroom Management engages you from the start by contrasting how two teachers respond differently to common situations. The authors expertly bridge the gap between educational psychology and peer and student-teacher management from the perspectives of student….
The purpose of this study was to understand if selected leadership pedagogy hands on activities utilized in an organizational behavior classroom contributed to the development of workplace readiness skills.
Since successful organizational behavior classes and hands on learning can lead to successful graduates, the importance of leadership…. Body of knowledge: Black queer feminist pedagogy , praxis, and embodied text. This article examines the "body as text" in the Black women's studies classroom.
I transparently name this method of teaching "Black queer feminist pedagogy ," an ordered and practical teaching method that relies on both the teaching of realities and teaching through interdisciplinary practices, while recognizing the body as a site of learning and knowledge.
Illustrated by autoethnographic narratives drawn from classroom experiences, I discuss how the body inspires teachable moments, and consider how embodiment and subjectivity function as "equipment" for teaching and learning.
Classroom management is a challenge for beginning teachers. To address this challenge, a model to provide support for beginning teachers was developed, consisting of a one-day workshop on classroom management , followed with online support extending over eight weeks.
Specific classroom management strategies included a developing a foundation…. This classroom ethnography documents the developing critical literacy pedagogy of an English for Academic Purposes EAP instructor over the course of several terms. My research, which involved extensive collaboration with the EAP instructor, explores how specific classroom practices and discourses are enacted and mediated through dialogic…. Sociocultural literacy guides an instructor's pedagogy in the multicultural university classroom.
By employing sociocultural literacy in the information literacy classroom , the instruction librarian can better teach students from all cultures including international students, first generation students, or students from a wide array of….
Given the massive volume of course-relevant videos now available on the Internet, this article outlines a pedagogy to facilitate the instructional employment of such materials. When a stimulus-response S-R pattern is rewarded, the individual is conditioned to respond similarly in the future. This could include praise, good grades, a reward or even a feeling of accomplishment.
Of course, negative reinforcement occurs when a stimulus results in increased response when it is withdrawn. This is why information is presented in small amounts. Responses can be reinforced, and reinforcement will be applied to similar stimuli. When applied to programmed instruction, the following should occur:. In general, this theory states that all we do is behave. Glasser suggests that almost all behavior is chosen, and we are driven by genetics to satisfy five basic needs: survival, love and belonging, power, freedom and fun.
In choice theory, the most important need is love and belonging because connectedness with others is required as a basis in satisfying all other needs. The classroom should therefore be a needs-satisfying place for students. It has been utilized in schools across the globe and has changed the ways that teachers deliver instruction. First, Glasser identifies teachers as managers who need to work effectively if they want to successfully teach their students.
The role of teachers as managers requires them to guide students in understanding that working hard and being obedient is worth it and will have a positive influence on their lives. Teachers can achieve this through developing positive relationships with students and creating active, relevant learning experiences that enable students to demonstrate mastery and success.
An example of integrative pedagogy: Hands-on learning experiences, like community service, are a great way to bring integrative pedagogy into the classroom. Holding fundraisers, volunteering at local schools or eldercare homes or preparing meals for those experiencing food insecurity are forms of experiential learning that can help students take part in community service activities.
Reflective pedagogy encourages the instructor to reflect upon lessons, projects and assessments, with the goal of improving them for future use. Students are also encouraged to reflect on their performance on assessments and look for areas where they can improve. An example of reflective pedagogy: Conversation stations are a great way for students to engage with their peers and reflect on their own learnings.
Instructors start by sharing a list of discussion questions pertaining to a course reading, video or case study. Students are put into groups and given five-to-ten minutes to discuss, before rotating to another group.
The students who have just joined a group have an opportunity to share findings from their last discussion, before answering the second question with their new group. Critical pedagogy asserts that issues of social justice and democracy are not distinct from acts of teaching and learning. It is a theory and practice that helps students question and challenge prevalent beliefs and practices—and achieve critical consciousness.
An example of critical pedagogy: Flipped classroom strategies aim to increase student engagement and learning by having students complete readings at home and then work on live problem-solving during class time. Culturally responsive teaching is a more modern pedagogy that acknowledges, responds to and celebrates fundamental cultures. It strives to offer equitable access to education for students from all cultures. An example of culturally responsive teaching: Use learning stations in your classroom to accommodate a variety of student learning styles at the same time.
Whether due to culture, socialization, preference or learning needs, students respond differently to a variety of content. You can provide a range of material to each student by setting up learning stations where students can play a game or watch a video. To create your own pedagogy, start by forming a personal philosophy of teaching statement. This is a crucial step in the profession of teaching. This helps students manage their expectations about your teaching methods and better approach your curriculum.
Critically, make sure to support students in finding the best ways to understand the subject matter and encourage engaging discussions in the classroom.
That might include monitoring for cues like wait time between talking in a conversation, eye contact or using written forms of communication, like discussion threads. You can use real-world experiences to demonstrate abstract concepts, and link them back to everyday experiences to which students can relate.
Followed by activities that are purpose-built to involve students, this helps learners break down course concepts in their own ways. Pedagogy can allow students to gain a deeper understanding of subject matter and can help them apply their learnings to their own personal experiences outside the classroom. Teachers can work together with students to come up with the best way for subject matter to be studied. This will assist them in cognitive development, ensuring that they advance their understanding of concepts to higher levels.
With a clear understanding of your pedagogy, students can follow your instruction and feedback clearly. They know what they need to do and how to do it, and can respond in kind. With a clear and concise understanding of pedagogy, everyone is on the same page. Students expand their knowledge base, but also understand how to use their learnings in authentic and relevant real-world contexts.
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