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Author: H. Paul LeBlanc, 3rd
Publisher: Universal-Publishers
ISBN: 0965856488
Category : Education
Languages : en
Pages : 160
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Book Description
Burgoon's expectancy violation model posits that nonverbal rule violations will be evaluated according to the perceptions toward the violator and the behavior itself. However, the violator may have perceptions regarding the appropriateness of the rule. This study measured the perceptions of high school students regarding the rules for classroom interaction. It is believed that the rules for classroom interaction are rules which have been learned through the process of socialization and enculturation into the classroom setting throughout students' careers. These rules should be well known by all students by the time they reach tenth grade, the grade being investigated. A survey questionnaire was developed through a pilot study, and was distributed to 244 students through the English classes of three East Baton Rouge parish high schools. The high schools were chosen by relative drop out rate. Students were grouped by sex, race and age to measure differences in attitude by characteristics of potential dropouts. The study found that males have more negative attitudes toward compliance with laziness rules and the importance of those laziness rules than females. The study also found that Black students have a more positive attitudes regarding the importance of distraction, laziness, and respectfulness rules than non-Black students. Implications regarding the attitudes toward classroom rules are discussed.
Author: H. Paul LeBlanc, 3rd
Publisher: Universal-Publishers
ISBN: 0965856488
Category : Education
Languages : en
Pages : 160
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Book Description
Burgoon's expectancy violation model posits that nonverbal rule violations will be evaluated according to the perceptions toward the violator and the behavior itself. However, the violator may have perceptions regarding the appropriateness of the rule. This study measured the perceptions of high school students regarding the rules for classroom interaction. It is believed that the rules for classroom interaction are rules which have been learned through the process of socialization and enculturation into the classroom setting throughout students' careers. These rules should be well known by all students by the time they reach tenth grade, the grade being investigated. A survey questionnaire was developed through a pilot study, and was distributed to 244 students through the English classes of three East Baton Rouge parish high schools. The high schools were chosen by relative drop out rate. Students were grouped by sex, race and age to measure differences in attitude by characteristics of potential dropouts. The study found that males have more negative attitudes toward compliance with laziness rules and the importance of those laziness rules than females. The study also found that Black students have a more positive attitudes regarding the importance of distraction, laziness, and respectfulness rules than non-Black students. Implications regarding the attitudes toward classroom rules are discussed.
Author: Stephen Brookfield
Publisher: McGraw-Hill Education (UK)
ISBN: 033520161X
Category : Education
Languages : en
Pages : 218
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Book Description
This book is written for all university and college teachers interested in experimenting with discussion methods in their classrooms. Discussion as a Way of Teaching is a book full of ideas, techniques, and usable suggestions on: * How to prepare students and teachers to participate in discussion * How to get discussions started * How to keep discussions going * How to ensure that teachers' and students' voices are kept in some sort of balance It considers the influence of factors of race, class and gender on discussion groups and argues that teachers need to intervene to prevent patterns of inequity present in the wider society automatically reproducing themselves inside the discussion-based classroom. It also grounds the evaluation of discussions in the multiple subjectivities of students' perceptions. An invaluable and helpful resource for university and college teachers who use, or are thinking of using, discussion approaches.
Author:
Publisher:
ISBN:
Category : Communication in education
Languages : en
Pages : 224
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Book Description
Author: Jonathan C. Erwin
Publisher: ASCD
ISBN: 1416602755
Category : Education
Languages : en
Pages : 242
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Book Description
"Outstanding! . . . a great guide for teachers who want to succeed with every student they teach." --William Glasser Teachers everywhere face the daily challenge of engaging students whose knowledge, skills, needs, and temperaments vary greatly. How does a teacher establish a learning environment that supports the class as a whole while meeting the particular needs of individual students? Teacher Jonathan C. Erwin believes the answer lies in offering real opportunities to students rather than throwing up the obstacles inherent in traditional discipline and motivation techniques. At the heart of his approach are the five basic human needs of William Glasser's Choice Theory: survival and security, love and belonging, power through cooperation and competency, freedom, and fun. By understanding and attending to these needs, teachers can customize and manage a classroom environment where students learn to motivate and monitor themselves. Drawing on theories and practices from experts in a variety of learning techniques, Erwin explores each of the five basic needs to create nearly 200 adaptable strategies for teaching and classroom management at any grade level. Readers will find dozens of ideas for helping students make positive changes, including * Improving their work habits, * Connecting curriculum with individual interests, * Opening lines of communication with teachers and other students, * Boosting self-worth through accomplishment, and * Supporting their classmates in cooperative work. Erwin ties everything together in a unit guide that allows teachers to develop a classroom profile based on the needs of individual students. The guide can be used with any district planning approach or curriculum. For teachers seeking a win-win situation in managing their classrooms, The Classroom of Choice is an excellent aid in creating a learning environment in which students and teachers approach each day with energy and enthusiasm. Note: This product listing is for the Adobe Acrobat (PDF) version of the book.
Author: Carolyn M. Evertson
Publisher: Routledge
ISBN: 1135283451
Category : Education
Languages : en
Pages : 1357
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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: Decker F. Walker
Publisher: Routledge
ISBN: 1135661162
Category : Education
Languages : en
Pages : 499
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Book Description
Graduate students and teachers of introductory graduate courses in curriculum have many textbooks to choose from. What is special about Fundamentals of Curriculum: Passion and Professionalism, Second Edition? Content and approach: Clear, focused, and tightly structured, this text provides essential information and resources education professionals need to effectively deal with the urgent and important curriculum problems they face in schools today. Part I ("Perspectives") looks at curriculum from five fundamental perspectives: curriculum work, traditions of curriculum practice, curriculum theories, curriculum reforms, and curriculum studies. Part II ("Practice") applies these perspectives to important curriculum challenges that arise when people try to improve curriculums in schools and classrooms. Chapter features: Each chapter opens with a thought-provoking quotation and a set of guiding questions, and ends with "Questions and Projects" and "Further Studies" essays that recommend readings, Web resources, and other ways to study more about the topic. Distinctive qualities: Comprehensive. Readers are acquainted with the major schools of thought, value systems, lines of activity, and forms of inquiry in the field. Rigorous. The most rigorous research and scholarship on curriculum questions is cited and described; research and scholarship are used to ground discussions of curriculum questions; readers are introduced to the considerations involved in doing rigorous studies of curriculum questions. Practical. First, the focus is on curriculum practice. Theory, research, and other important facets of curriculum studies are presented as vitally important to practice, but the primary subject is what teachers and others do that students experience. Second, the text is practical in a more philosophical sense, taking the fundamental questions of curriculum studies to be practical questions and the primary task of curriculum inquiry to be informing decisions about what to do. Professional. Curriculum matters are approached professionally both in the sense that the text is designed to prepare readers for professional roles doing curriculum work, and also in the moral and ethical sense that attention is paid throughout the book to the responsibility of curriculum professionals in the public schools to serve the public interest. New in the Second Edition: The essential message and basic structure of the first edition is preserved, but the text has been significantly reworked to be: *leaner and simpler--the number of chapters is reduced from 13 to nine and the number of pages reduced almost as much; *more tightly focused on the ideas, arguments, and examples that are essential learning for anyone entering the study of curriculum--chapters less central to the primary concerns of curriculum professionals and scholars have been cut; *throughly updated and strengthened as an introduction to research and scholarship in curriculum studies--many new excellent studies have been integrated, and examples, references, and recommended readings included; and *more direct--the practical, professional message that is the book's main message is more clearly articulated.
Author: Jillian Grose-Fifer
Publisher: John Wiley & Sons
ISBN: 1118958055
Category : Psychology
Languages : en
Pages : 285
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Book Description
A guide to an evidence-based approach for teaching college-level psychology courses Teaching Psychology offers an evidence-based, student-centered approach that is filled with suggestions, ideas, and practices for teaching college-level courses in ways that contribute to student success. The authors draw on current scientific studies of learning, memory, and development, with specific emphasis on classroom studies. The authors offer practical advice for applying scholarly research to teaching in ways that maximize student learning and personal growth. The authors endorse the use of backward course design, emphasizing the importance of identifying learning goals (encompassing skills and knowledge) and how to assess them, before developing the appropriate curriculum for achieving these goals. Recognizing the diversity of today's student population, this book offers guidance for culturally responsive, ethical teaching. The text explores techniques for teaching critical thinking, qualitative and quantitative reasoning, written and oral communication, information and technology literacy, and collaboration and teamwork. The authors explain how to envision the learning objectives teachers want their students to achieve and advise how to select assessments to evaluate if the learning objectives are being met. This important resource: Offers an evidence-based approach designed to help graduate students and new instructors embrace a student-centered approach to teaching; Contains a wealth of examples of effective student-centered teaching techniques; Surveys current findings from the Scholarship of Teaching and Learning; Draws on the American Psychological Association's five broad goals for the undergraduate Psychology major and shows how to help students build life-long skills; and, Introduces Universal Design for Learning as a framework to support diverse learners. Teaching Psychology offers an essential guide to evidence-based teaching and provides practical advice for becoming an effective teacher. This book is designed to help graduate students, new instructors, and those wanting to update their teaching methods. It is likely to be particularly useful for instructors in psychology and other social science disciplines.
Author: Louise Cherry Wilkinson
Publisher: Academic Press
ISBN: 1483276295
Category : Education
Languages : en
Pages : 293
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Book Description
Educational Psychology Series: Gender Influences in Classroom Interaction compiles papers presented at a conference funded by the National Institute of Education and held at the Wisconsin Center for Education Research, University of Wisconsin—Madison in October 1983. This book focuses on the interactional influences that may be related to differential classroom experiences for females and males. A diversity of issues that have a bearing on gender-related influences, such as contextual factors and teacher and student characteristics, from both theoretical and empirical perspectives are also deliberated. This compilation is addressed primarily to researchers, but is also useful to teachers, educational policy makers, and others who want to insure every child, regardless of gender or other status, the opportunity of a rewarding and challenging education.
Author: Alene H. Harris
Publisher: Corwin Press
ISBN: 1071830759
Category : Education
Languages : en
Pages : 232
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Book Description
Effective classroom management is the key to truly inclusive education Teachers who excel at classroom management have students who are more engaged, less disruptive, and more likely to achieve academically. What can you do to confront behavior challenges, both in-person and virtually, and set your classroom on a positive course? Reclaim Your Challenging Classroom guides new and veteran teachers alike in developing effective classroom management techniques, with a particular focus on students with emotional or behavioral disorders. Addressing six interrelated topics—student perceptions of you as teacher, room arrangement, classroom expectations, consequences to encourage appropriate behavior, student lesson engagement, and classroom community—this step-by-step guide empowers teachers to create a positive and effective learning environment that is grounded in the student-teacher relationship. Each chapter includes: • Vignettes inspired by real classrooms and students • Ideas and techniques for successfully addressing common problems • A "What Research Tells Us" feature that relates current research findings to the effective management of inclusive classrooms • Self-assessment inventories linked to each topic, plus more than 50 activities to guide teachers in applying key concepts and strategies in their own classroom Now is the time to alter the course of your classroom! Effective, relationship-based behavior management keeps students on track and makes your classroom a better place to teach and to learn.
Author: Lucas Kohnke
Publisher: Frontiers Media SA
ISBN: 2832520677
Category : Education
Languages : en
Pages : 195
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Book Description
