Group items tagged

If teachers are supported to set up classrooms to promote success, these students (and other challenging students who have similar behaviors but may not have individualized education plans, or IEPs) can improve their performance in school and in life.

Making positive attention more predictable in the classroom can help break the cycle of negative attention-seeking behaviors. Putting one-on-one time on the student’s personal visual schedule (even if it’s only a couple minutes to read a student’s favorite page in a book) or setting a timer for 10 minutes and telling the student that’s when you will be back are just two strategies that can help.

Teachers who work with challenging students need support from administrators and others in the school. It is very stressful to have a student in class who is constantly disruptive. In order to make the necessary investment, the teacher needs substantive support from administrators to avoid frustration and burnout and to garner the energy to provide effective interventions. When administrators delegate some of the teacher’s responsibilities to other people in the building, the teacher can devote more time to finding solutions. Regularly meeting with consultants (e.g., special educators, mental health professionals, and behavior analysts) can be essential for designing how the student progresses, but it also takes up the teacher’s prep time. If possible, the administrator can arrange coverage so that the teacher can meet with consultants at times other than lunch and prep. Support staff can instruct small groups of children while the teacher works with the student with behavior challenges. And since there are usually so many people involved with a struggling student, delineating a clear coordination plan is also critical. It can be helpful, as a team, to make a list of responsibilities and indicate who is responsible for what.

The more intensely the student is taught the underdeveloped skills, and the more the environment is changed to encourage appropriate behavior, the more quickly the student’s behavior is likely to change.

The best teachers harness this energy and use it as rocket fuel for learning

As an educator, your account has been given special privileges to create / manage student accounts and class groups (student email addresses not required.)

StudentTestGroup (4 members)

He’s absolutely right in saying that what draws people into teaching is that they love history or physics, and they want to communicate that love. They don’t love abstract thinking skills; they love the thrill of discovery in their own special field.

Lessons should celebrate rather than denigrate Britain’s role through the ages, including the Empire. “Guilt about Britain’s past is misplaced.”

I’ve been talking to the RSC about bringing Shakespeare into primary schools

It’s an attitude that Dr. Khurana first saw in M.B.A. programs but has migrated, he says, to the undergraduate level.

Second, in management and marketing, no strong consensus has emerged about what students ought to learn or how they ought to learn it.

Gains on the C.L.A. closely parallel the amount of time students reported spending on homework. Another explanation is the heavy prevalence of group assignments in business courses: the more time students spent studying in groups, the weaker their gains in the kinds of skills the C.L.A. measures.

The pedagogical theory is that managers need to function in groups, so a management education without such experiences would be like medical training without a residency. While some group projects are genuinely challenging, the consensus among students and professors is that they are one of the elements of business that make it easy to skate through college.

“We’ve got students who don’t read, and grow up not reading,” he says. “There are too many other things competing for their time. The frequency and quantity of drinking keeps getting higher. We have issues with depression. Getting students alert and motivated — even getting them to class, to be honest with you — it’s a challenge.”

“A lot of classes I’ve been exposed to, you just go to class and they do the PowerPoint from the book,” he says. “It just seems kind of pointless to go when (a) you’re probably not going to be paying much attention anyway and (b) it would probably be worth more of your time just to sit with your book and read it.”

“It seems like now, every take-home test you get, you can just go and Google. If the question is from a test bank, you can just type the text in, and somebody out there will have it and you can just use that.”

This is not senioritis, he says: this is the way all four years have been. In a typical day, “I just play sports, maybe go to the gym. Eat. Probably drink a little bit. Just kind of goof around all day.” He says his grade-point average is 3.3.

concrete business skills tend to expire in five years or so as technology and organizations change.

History and philosophy, on the other hand, provide the kind of contextual knowledge and reasoning skills that are indispensable for business students.

when they hand in papers, they’re marked up twice: once for content by a professor with specialized expertise, and once for writing quality by a business-communication professor.

a national survey of 259 business professors who had been teaching for at least 10 years. On average, respondents said they had reduced the math and analytic-thinking requirements in their courses. In exchange, they had increased the number of requirements related to computer skills and group presentations.

what about employers? What do they want? According to national surveys, they want to hire 22-year-olds who can write coherently, think creatively and analyze quantitative data, and they’re perfectly happy to hire English or biology majors. Most Ivy League universities and elite liberal arts colleges, in fact, don’t even offer undergraduate business majors.

Students increasingly are pressured to go to college not because they want to learn (much less become prepared for the duties of citizenship), but because they and their parents believe—perhaps rightly—that not going will exclude them from middle-class jobs.

At most universities, a student is likely to be unknown to the professor and would expect to feel like a nuisance, a distraction from more important work.

As academic expectations have decreased, social programming and extracurricular activities have expanded to fill more than the available time. That is particularly the case for residential students, for whom the possibility of social isolation is a source of great anxiety.

College has become unaffordable for most people without substantial loans; essentially they are mortgaging their future in the expectation of greater earnings. In order to reduce borrowing, more and more students leave class early or arrive late or neglect assignments, because they are working to provide money for tuition or living expenses.

As students' anxiety about the future increases, no amount of special pleading for general-education courses on history, literature, or philosophy—really anything that is not obviously job-related—will convince most students that they should take those courses seriously.

But at the major universities, most professors are too busy to care about individual students, and it is easy to become lost amid a sea of equally disenchanted undergraduates looking for some kind of purpose—and not finding it.

respond more positively to a curriculum that allows him choices and options. He will also be more likely to participate actively in tasks when there is a degree of creativity and novelty

the presentation should be creative, colorful, multimodal, and enjoyable.

The adult should continually challenge the child by presenting him with activities designed to improve his behavior and his learning, while simultaneously providing him with the support that he requires to meet these goals. Support without challenge is meaningless. Challenge without support is equally ineffective.

Among the specific teaching strategies that may foster the child's motivation are:

"The most common implementation of RTI is fairly rigid,"

she said, with schools often using a single test to identify students for Tier 2 and a standard set of interventions once they get there. For example, she noted that the study found that small group instruction and interventions in RTI schools were more likely to focus on phonics for students below grade level than at grade level. "Right there you have a clue that the interventions are focused on these foundational skills and not as much on comprehension," she sai

Google Chrome Apps are like desktop software programs you install on your computer, except that you use them directly within your browser.

it allows you to take one article and differentiate it in up to five different lexile levels, which Newsela does by changing vocabulary and sentence structure.