College Quarterly - Articles - Managing Disruptive Behaviour in the Classroom College Quarterly Summer 2011 - Volume 14 Number 3 Managing Disruptive Behaviour in the Classroom By Catherine Deering, Ph.D. Abstract Both faculty and students at many colleges and universities report numerous incidents of disruptive and uncivil behaviour. Both faculty and students at many colleges and universities report numerous incidents of disruptive and uncivil behaviour(Bjorkland & Rehling, 2010; Seeman, 2010; Clark & Springer, 2007). Why is it important to confront disruptive behaviour in the classroom? This article presents a number of strategies for preventing and managing disruptive behaviour in the classroom, based on insights from theories and research on communication and group dynamics. Strategies for Managing Disruptive Behaviour Establish a confident, dominant leadership style. First impressions count. Engage students in a relaxed class atmosphere. The best instructors have a balance between authoritative and nurturing leadership styles. Deflect power struggles. Conclusion
Mathematics | Home | Mathematics For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is “a mile wide and an inch deep.” These new standards build on the best of high-quality math standards from states across the country. They also draw on the most important international models for mathematical practice, as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators, parents and students, and members of the public. The math standards provide clarity and specificity rather than broad general statements. The Common Core concentrates on a clear set of math skills and concepts.
Evidence-Based Practice Evidence-Based Practice topic editor: Sue Goode Most recent additions to this page: Recent federal legislation has focused on the importance of building a strong base of scientific evidence to inform educational policy and practice. As such, the Institute of Education Sciences (IES) was established within the U.S. What is evidence-based practice? NECTAC has compiled a list of selected resources on Defining, Understanding, and Implementing Evidence-Based Practice . Where do you find early childhood evidence-based practices? The resources below provide information on evidence-based practices in areas specific to early childhood care and education, professional development, early intervention and early childhood special education (EI/ECSE). Multiple Early Childhood Topics Autism Early Child Identification Early Childhood Transition Early Literacy Home Visiting Inclusion Professional Development School Readiness Screening, Assessment, Evaluation Instruments Social Emotional Intervention for Young Children
Behaviour management top tips | Education Support Partnership – supporting you to feel your best Disruptive pupil behaviour is a frustration for many teachers. In fact, 70% of teachers told us they had considered quitting the profession over poor behaviour. (Teacher Support Network and Family Lives Behaviour survey 2010) Poor behaviour is a barrier to learning and can easily threaten the health and wellbeing of teachers. On top of other pressures that can occur, the result is lost teaching days, unhappy teachers and failing students. Our top tips outline four basic approaches found to improve classroom behaviour: 1. Classrooms become more orderly places when rules are clearly stated and perform even better when rules have been negotiated, discussed and justified. Here are 10 steps to improving rules and procedures: Create rules and express them positively. 2. Think about the style of relationship you have with your pupils or students. How do you increase your dominance and assertiveness? For the class or group For you Eye contact: holding eye contact expresses dominance. Then: 1. 2. 3. 4.
Literature Circle Extension Projects Literature circles offer students the opportunity to extend and develop interpretation through artistic forms of response. Ending a literature circle unit with an extension project provides readers additional ways to revisit what they've read, continue the conversations (and the discoveries), and create even more meaning. Extension projects are not art activities for their own sake. A good extension project will keep the thinking and response alive even after students have finished a book. The goal is to lure students back into the book to cement, enhance, and even reinvent what they gained from their first visit. Planning Projects includes forms to download and print Evaluating Projects includes forms to download and print
Identifying and Implementing Educational Practices Supported By Rigorous Evidence: A User Friendly Guide - Appendix A: Where to find evidence-based interventions The following websites can be useful in finding evidence-based educational interventions. These sites use varying criteria for determining which interventions are supported by evidence, but all distinguish between randomized controlled trials and other types of supporting evidence. We recommend that, in navigating these websites, you use this Guide to help you make independent judgments about whether the listed interventions are supported by "strong" evidence, "possible" evidence, or neither. The What Works Clearinghouse ( established by the U.S. The Promising Practices Network ( website highlights programs and practices that credible research indicates are effective in improving outcomes for children, youth, and families. Social Programs That Work (
Better Classes Improve Behavior of Special Needs Kids Updated January 14, 2016. Inappropriate curriculum and instruction can lead to many types of problem behaviors in students with learning disabilities, while the right classes may prevent special needs children from acting out. Determine if there's a link between a special needs child's behavior problems and her classwork, with this overview. Why Students With Learning Disabilities Act Out Students with learning disabilities may act out in class for any number of reasons, but the roots of some behavior problems are more common than others. For instance, students bored by a curriculum that is beneath their ability or by material they simply don't find interesting may be embarrassed they have to complete such coursework. continue reading below our video Loaded: 0% Progress: 0% As a result, they may feel defensive and disrupt the classroom to protect their egos or attempt to restore their "image" before classmates. The Roots of Problem Behaviors in Special Needs Children
Assessments The Project has compiled the following assessment materials, which we use in our professional development services. Please free feel to download, distribute and use most of the assessment materials in your work. However, you will note that the Spelling Assessments require that you log in to your account in order to access these materials. The authors have approved access to this assessment tool only for schools that are receiving professional development services from our staff. Please send comments or questions to assessment@readingandwritingproject.com.
Exercise: An Antidote for Behavioral Issues in Students? MONDAY, Jan. 9, 2017 (HealthDay News) -- Children with serious behavioral disorders might fare better at school if they get some exercise during the day, a new study suggests. The researchers focused on children and teenagers with conditions that included autism spectrum disorders, attention deficit hyperactivity disorder (ADHD), anxiety and depression. They looked at whether structured exercise during the school day -- in the form of stationary "cybercycles" -- could help ease students' behavioral issues in the classroom. Over a period of seven weeks, the study found it did. Kids were about one-third to 50 percent less likely to act out in class, compared to a seven-week period when they took standard gym classes. Those effects are meaningful, according to lead researcher April Bowling, who was a doctoral student at Harvard University at the time of the study. "That's important for their learning, and for their relationships with their teachers and other kids in class," she said. The U.S.
Understanding Inquiry in Health and Physical Education | Ophea Teaching Tools What is Inquiry-Based Learning “Inquiry-based learning is a process where students are involved in their learning, formulating questions, investigate widely and then build new understandings, meanings and knowledge. That knowledge is new to the students and may be used to answer a question, to develop a solution or to support a position or point of view. Central to the Inquiry-based learning approach are the following key concepts: The process is grounded in the curriculum.The process provides the opportunity to extend learning.The process is recursive.The student is involved in the construction of knowledge.The process starts with questions/wonderings.Higher-order thinking is involved. Benefits of Inquiry-Based Learning Students engaged in inquiry-based learning develop higher-order thinking skills such as analysing, synthesizing, evaluating, and reflecting, and they become more independent as they take responsibility for their own learning. Stage 1: Launching Stage 2: Facilitating
BA - Balanced Assessment in Mathematics Affiches pour la classe L'an dernier, pour mes CP, j'avais fait une petite frise des nombres de 1 à 10 en format horizontal à scotcher sur leur pupitre (ici). A l'usage, je me suis aperçue que bien souvent, ils posaient leur trousse dessus et que ma frise n'avait pas grand intérêt, cachée de la sorte... C'est pourquoi cette année, j'ai refait ma frise en vertical! Elle sera plastifiée et scotchée à droite du pupitre (ou à gauche pour les gauchers). Nouvelle frise table CP Tableaux d'encodage CP Découverts chez lamaitresseaime, je me suis mise aux tableaux d'encodage! Il s'agit pour les élèves d'écrire des mots en rapport avec les sons étudiés, ils peuvent s'aider de référents comme les affichages de la classe, le cahier de sons etc. Pour chaque image, il y a 2 cases: une pour la proposition de l'élève et une pour la correction collective. C'est une façon facile de leur faire écrire des mots en réutilisant le son étudié et les sons précédents. J'ai essayé, j'ai aimé, je partage! (les 7 premiers tableaux se trouvent ici, ils sont différents de ceux-ci car en tout début d'année, je ne demande pas aux élèves d'écrire le mot entier, mais seulement la syllabe étudiée...) 8. exercice ecris des mots avec M.pdf 9. exercice ecris des mots avec C.pdf 10. exercice ecris des mots avec S.pdf 11. exercice ecris des mots avec OU (version 2).pdf 12. exercice ecris des mots avec P.pdf 13. exercice ecris des mots avec J.pdf 14. exercice ecris des mots avec D.pdf 15. exercice ecris des mots avec N.pdf 22.