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ways. To differentiate classroom management, teachers can change the physical environment and grouping patterns they use in class and vary the allocation of time and resources for both groups and individuals. Classroom differentiation strategies can also be greatly enhanced by using the Internet in a variety of creative ways.
2. Classroom Management It is possible the most difficult aspect of teaching for many beginning teachers is managing students’ behavior. The time a teacher has to take to correct misbehavior caused by poor classroom management skills results in a lower rate of academic engagement in the classroom. Effective classroom management involves clear
of safety and respect in the classroom” (p. 105). Just like lesson plans or professional learning or instructional models and frameworks, engagement is among the levers that educators can push to make learning more effective and exciting for their students, so it would be useful to know how the field’s understanding of engagement and its
The action research process described in this paper incorporates traditional outcome assessment where students produce some end product (projects, papers, presentations, exams, etc.), as well as, faculty and students’ perspectives of the impact the learning activity had on the learning process. The purpose of this paper is to encourage ...
eveloped an inclusive democratic classroom “in action” through cooperative learning. It explores Jill’s understandings of CL and how these relate to the d. elopment of her inclusive democratic classroom and to her developing a democracy stance. Her reflective diary, interview comments, action plans and classroom observations are analysed ...
Analytic rubrics are considered the gold standard in assessment (Suskie, 2009) and have become the go-to tool for all performance-based assessments (e.g., essays, presentations, and projects). They are used in all classroom teaching contexts, from elementary to college classrooms (Jeong, 2015).
community within the classroom; we echo their statements by urging teach-ers to create classroom dialogue and develop communities in which students can “see themselves in others” (p. 55). Additionally, Haney et al. advocate that building classroom community “fosters belonging rather than isolation” (pp.
School administrators and trauma-sensitive work groups can review the handouts together as you begin to create your action plans for adopting a trauma-sensitive approach.