Author: Allison K. Zoromski
Publisher:
ISBN:
Category : Behavior disorders in adolescence
Languages : en
Pages :

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Author: Hope C. Luster
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 242

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Author: Catana L. Turner
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 380

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Author: John Christopher Williams
Publisher:
ISBN:
Category : Classroom management
Languages : en
Pages : 140

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Author: Martha Naomi Alt
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 220

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Book Description
Prompted by widely held concerns about middle schools' academic rigor and the effectiveness of activities designed to help early adolescents develop in non-academic realms, many middle school educators have renewed efforts to develop curricula and instructional strategies that challenge students academically and expand their intellectual interests, to ensure that teachers receive appropriate training to meet student needs, and to create more nurturing and supportive environments. This report uses data from the Schools and Staffing Survey and the accompanying Teacher Follow-Up Survey to describe various aspects of middle schools, examine how they have changed over time, and compare middle schools with elementary and secondary schools. Following an introduction exploring policy issues related to middle schools, the report examines data in the areas of: (1) organization of schooling, including locations, size and other characteristics, and classroom organization and class size; (2) programs and services, including health-related services; (3) decision making and management, including site-based decision making and principals' and teachers' perceptions of their influence; (4) staffing, including qualifications, teacher workload, and staff turnover; and (5) school climate, including teacher satisfaction, and teachers' and administrators' ratings of problems at their schools. The concluding section of the report explores areas for future research. Tables and notes are appended. (Contains 66 references.) (HTH)

Author: Dr. Althea Seivwright-Lue
Publisher: Xlibris Corporation
ISBN: 1796052434
Category : Self-Help
Languages : en
Pages : 147

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Book Description
This qualitative case study was developed to explore teachers’ perceptions of the use of differentiated instructional strategies and the impact it had on teacher practice and student learning after engaging in a professional development initiative. Teachers were trained using two professional development modules; a 90-minute face-to-face module and/or, an eight-hour book club. The research questions addressed how targeted professional development, in differentiated instruction, changed teacher instructional practice and how teachers, who used differentiated instructional strategies and techniques, perceived these strategies impacted student learning. Data instruments included teacher perception surveys, demographic surveys, classroom observations, lesson plan checklists, semi-structured questionnaires, and book club evaluations were collected over a two month time period, were analyzed from themes using a manual coding system. Based on the multiple sources of data collected, teachers needed change for their instructional practices and more differentiated instructional strategies in their daily lesson delivery models.

Author: Carolyn M. Evertson
Publisher: Routledge
ISBN: 1135283443
Category : Education
Languages : en
Pages : 1872

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Book Description
Classroom management is a topic of enduring concern for teachers, administrators, and the public. It consistently ranks as the first or second most serious educational problem in the eyes of the general public, and beginning teachers consistently rank it as their most pressing concern during their early teaching years. Management problems continue to be a major cause of teacher burnout and job dissatisfaction. Strangely, despite this enduring concern on the part of educators and the public, few researchers have chosen to focus on classroom management or to identify themselves with this critical field. The Handbook of Classroom Management has four primary goals: 1) to clarify the term classroom management; 2) to demonstrate to scholars and practitioners that there is a distinct body of knowledge that directly addresses teachers’ managerial tasks; 3) to bring together disparate lines of research and encourage conversations across different areas of inquiry; and 4) to promote a vigorous agenda for future research in this area. To this end, 47 chapters have been organized into 10 sections, each chapter written by a recognized expert in that area. Cutting across the sections and chapters are the following themes: *First, positive teacher-student relationships are seen as the very core of effective classroom management. *Second, classroom management is viewed as a social and moral curriculum. *Third, external reward and punishment strategies are not seen as optimal for promoting academic and social-emotional growth and self-regulated behavior. *Fourth, to create orderly, productive environments teachers must take into account student characteristics such as age, developmental level, race, ethnicity, cultural background, socioeconomic status, and ableness. Like other research handbooks, the Handbook of Classroom Management provides an indispensable reference volume for scholars, teacher educators, in-service practitioners, and the academic libraries serving these audiences. It is also appropriate for graduate courses wholly or partly devoted to the study of classroom management.

Author: Winifred Nicole Whitlock
Publisher:
ISBN:
Category :
Languages : en
Pages : 0

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Author: Matilda Walsh
Publisher:
ISBN: 9781915542151
Category :
Languages : en
Pages : 0

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Book Description
Congratulations, you're a middle school teacher! But the question is, what's next? You might be beginning your career as a middle school teacher, and you're both excited and a little nervous to get up to get started. But this is a BIG step forward so you're secretly a little worried... Or you might be an experienced middle school teacher. You're feeling a little overwhelmed, burnt out and wondering if teaching is still the right vocation for you. The good news is that you're in the right place. This book will share with you the proven tips & strategies to help you confidently manage your classroom, delight your students, de-stress, set clear boundaries for great discipline and behavior, feel in control and love your job again. In the Smart Middle School Teacher you'll discover: 16 in-depth and practical strategies to easily manage your middle school class, love your job and reduce your stress levels. How to easily implement rules and expectations to create a stress-free classroom 3 creative ways to inspire and motivate your students, even if you've tried all the usual ideas! How to create the perfect classroom seating plan to stop trouble before it starts, and set your teaching day up for success. The power of personalized learning opportunities and management to boost motivation and fun in the classroom 4 ways you can add movement in the classroom for greater student focus, education and memory skills Practical parent connection strategies to build powerful relationships in this useful handbook The most common middle school teaching mistakes to avoid at all costs The #1 way to stop trouble before it starts & how to handle discipline issues with ease. And many more proven successful class management tips and hacks. With this book you'll be able to look forward to many happy years as a successful, organized and stress-free middle school teacher. So grab a copy today. An awesome gift for teachers. The book is also the perfect thoughtful gift for middle school teachers for birthdays, Christmas and family celebrations! It's packed full of useful tips, strategies, approaches and ideas to help your friend or family member survive and thrive in their role at school.

Author: Anitra Wheeler
Publisher:
ISBN:
Category :
Languages : en
Pages : 119

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Book Description
Exclusionary discipline is a punitive measure used to address problem behavior. Negative outcomes for students have been associated with the distribution of exclusionary methods. More recently, schools have begun to move toward implementing more positive approaches to correct problem behavior. As teachers work with students more regularly than administration, they should hold a functional position within the discipline policy development process. Minimal research exists on teachers' perceptions as they relate to school discipline polices and previous research suggests administration should collaborate with teachers when developing such policies. The purpogse of this study was to investigate teachers' perceptions of appropriate discipline and determine how well those align with school discipline policies. In addition, this study explored the level of involvement the school psychologist has in addressing problem behavior and examined the role teachers want the school psychologist to fulfill.