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Lindsay Goodpasture

Discipline at Schools - Strategies for Effective Discipline at Schools - 0 views

teaching.about.com/...classroommanagement

discipline correct

shared by Lindsay Goodpasture on 26 Oct 13 - No Cached
  • Bullying in schools is one of the biggest educational issues that school administrators, teachers, students, and parents deal with today. It is an epidemic that has caught America’s eye primarily due to the high number of teenage suicides that have been traced back to bullying.
  • within the last decade the problem has exploded due in large part to cyber bullying which has enabled kids to be bullied outside of normal school hours with minimal way to monitor it.
  • Every teacher must enter the classroom armed with comprehensive and well-though-out rules in order to have an orderly and effective school year
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  • A major component of being an effective teacher is making correct classroom discipline decisions.
  • One of the biggest challenges for all teachers and especially first year teachers is how to handle classroom managemen
Tara Hodgson

Classroom Management and Discipline - 0 views

www.incredibleart.org/...discipline.html

classroom management discipline

shared by Tara Hodgson on 20 Feb 13 - No Cached
  • Tara Hodgson on 20 Feb 13
     
    A more specific search into classroom management
Jeana Johnson

Simple checklist for teachers to maintain discipline - In the news - 0 views

www.education.gov.uk/...-maintain-discipline-in-school

teachers discipline checklist

shared by Jeana Johnson on 16 Oct 12 - No Cached
  • Ensuring absolute clarity about the expected standard of pupils’ behaviour. Displaying school rules clearly in classes and around the building. Staff and pupils should know what they are. Ensuring that children actually receive rewards every time they have earned them and receive a sanction every time they behave badly. Taking action to deal with poor teaching or staff who fail to follow the behaviour policy. Ensuring pupils come in from the playground and move around the school in an orderly manner. Ensuring that the senior leadership team like the head and assistant head are a visible presence around the school during the day, including in the lunch hall and playground, and are not confined to offices.
  • Jeana Johnson on 16 Oct 12
     
    This article can help teachers who are struggling to keep their classroom under control and help with the more rowdy children.
Andrew Thoss

5 Tips for Handling EBD Kids (Emotional Behavior Disorder) in an Inclusive Classroom | ... - 0 views

education.cu-portland.edu/...rder-in-an-inclusive-classroom

classroom behavior disorder Teaching

shared by Andrew Thoss on 22 Oct 13 - No Cached
  • 2. Reward Positive Behaviors While you will at times have to discipline children for improper behavior, remember that rewarding positive behavior is ultimately far more effective in the long run. A great many Emotional and Behavioral Disorder students tend to take any discipline as a personal attack. Because of this, unfortunately they learn very little from it. Try and celebrate the successes of these students more than you reprimand or punish their mistakes. When these students receive positive feedback and rewards, they start to see that there is a positive benefit to good behavior. They will then start to see you as more of an ally than an adversary, and this will in turn motivate them to want to behave and do well in your classroom.
Ruth Sodemann

Teacher Tools - by Teachers for Teachers - 1 views

www.teachertools.org

shared by Ruth Sodemann on 28 Jan 15 - Cached
  • Ideas on Discipline - Barry RossA post with ideas on discipline for the classroom. Taken from the approach of the real world situation and not some model classroom.
  • Ruth Sodemann on 28 Jan 15
     
    Suggestions and hints from many different teachers
Charlie Reese

Classroom technology - 0 views

www.classroom-management-success.org/classroom-technology.html

technology classroom digital revolution

shared by Charlie Reese on 15 Nov 12 - No Cached
  • Actually,whiteboards have replaced blackboards in most classrooms, and of course all schools have invested heavily in computer suites, but these are used mainly to instruct students in how information technology works, as a discrete discipline, complete with proficiency tests and examinations, but often not used outside these narrow parameters, in real applications.
  • Charlie Reese on 15 Nov 12
     
    All the technology offered in the classrooms today.
Liz Rodriguez

Wisconsin Standards - Teacher Development and Licensure - 0 views

dpi.wi.gov/stand10.html

teaching_wisconsin

shared by Liz Rodriguez on 18 Oct 12 - Cached
  • Wisconsin Educator Standards - Teachers Ten Standards for Teacher Development and Licensure To receive a license to teach in Wisconsin, an applicant shall complete an approved program and demonstrate proficient performance under all of the following standards: Teachers know the subjects they are teaching. The teacher understands the central concepts, tools of inquiry, and structures of the disciplines she or he teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils. Teachers know how children grow. The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. Teachers understand that children learn differently. The teacher understands how pupils differ in their approaches to learning and the barriers that impede learning and can adapt instruction to meet the diverse needs of pupils, including those with disabilities and exceptionalities. Teachers know how to teach. The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills. Teachers know how to manage a classroom. The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation. Teachers communicate well. The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom. Teachers are able to plan different kinds of lessons. The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals. Teachers know how to test for student progress. The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil. Teachers are able to evaluate themselves. The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on pupils, parents, professionals in the learning community and others and who actively seeks out opportunities to grow professionally. Teachers are connected with other teachers and the community. The teacher fosters relationships with school colleagues, parents, and agencies in the larger community to support pupil learning and well-being and acts with integrity, fairness and in an ethical manner.
  • Liz Rodriguez on 18 Oct 12
     
    Wisconsin Teaching Standards
Alyssa Kuhl

Training Future Educators to Integrate Technology in the Classroom | College of Educati... - 0 views

education.tamu.edu/...integrate-technology-classroom

technology classroom future teaching resources elementary

shared by Alyssa Kuhl on 30 Jan 14 - No Cached
  • The main objective of the course is to prepare pre-service teachers to become technology-proficient educators. Technology has the capability to enhance teacher instruction and contribute to student’s overall learning. The course outlines appropriate methods and applications of technology as it relates to K-12 instruction and education. Additionally, there is a focus on current and emerging applications of technology. Toward the end of the semester the course focuses on helping students develop lesson plans to effectively integrate technology into their own classrooms.
  • In 2004, the National Council for Accreditation of Teacher Education (NCATE) adopted standards for educators supporting technology integration instruction to enhance student learning. Their standards highlighted the importance of empowering future educators with the right resources to appropriately teach tomorrow’s technology users.
  • t is important that the integration of technology be carefully implemented at a reasonable pace.
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  •  “The class is very important because it focuses on safe and appropriate use of technology integration strategies. We have found that although education students may be comfortable using technology in their every day lives, they are hesitant to integrate it into their teaching practice,” said Viruru. “Overall, the course provides an environment where future educators can experiment, ask questions and measure outcomes for future practice.”
  • While traditional forms of technology, such as projectors and interactive whiteboards are often standard classroom equipment, students who are unable to attend a traditional classroom can take advantage of new technologies from home. 
  • Schools can also benefit from the use of new technologies during a major illness or outbreak, or to keep students on track during a suspension or long-term illness.
  • “For example, apps like Educreation  in which teachers record lessons and allow students to play them back several times as necessary are great for learning,” said Rackley. “This feature also allows students to record themselves working through a problem enabling the teacher to play back the recording and observe students’ thought processes as they work through the lesson. For an educator, this is priceless because they may be able to alter the instruction to better support student learning,” she said. 
  • Outside the classroom, assistive technologies can increase the number of weekly instruction hours that a student receives from their teacher.
  • Another unique aspect of digital learning is that it can create a more inclusive learning environment. Just as there are diverse types of technology, there is diversity in users as well. For students with special needs, technology can enable them to be more independent and fit in with classroom learning and routines. Students with visual or hearing impairments can utilize voice-over for accessibility on Apple devices. Similarly, the VGo robot has assistive technology like text-to-talk, which may be helpful for homebound students who are verbally impaired.
  • he future of technology in education can be revolutionary and endless. With access to new technologies and services, students no longer need to frantically write answers to pop quizzes with pen and paper. Instead, they can submit answers using instant classroom response polls and complete quizzes that display answers in real time, with online software like polleverywhere.com
  • “The class is very important because it focuses on safe and appropriate use of technology integration strategies. We have found that although education students may be comfortable using technology in their every day lives, they are hesitant to integrate it into their teaching practice,” said Viruru. “Overall, the course provides an environment where future educators can experiment, ask questions and measure outcomes for future practice.”
  • For these students, access to technology and instruction can make a difference in their ability to keep up with assignments or withdrawing from school. 
  • Instead, they can submit answers using instant classroom response polls and complete quizzes that display answers in real time, with online software like polleverywhere.com.
  • “The class is very important because it focuses on safe and appropriate use of technology integration strategies. We have found that although education students may be comfortable using technology in their every day lives, they are hesitant to integrate it into their teaching practice,” said Viruru. “Overall, the course provides an environment where future educators can experiment, ask questions and measure outcomes for future practice.”
  • can submit answers using instant classroom response polls and complete qu
  • The main objective of the course is to prepare pre-service teachers to become technology-proficient educators.
  • Because technology is rapidly changing and affects student’s lives in and out of the classroom, it is important that the integration of technology be carefully implemented at a reasonable pace
  • education students who are exposed to technology before entering the classroom as professionals are better prepared.
  • education students who are exposed to technology before entering the classroom as professionals are better prepared.
  • Students in groups were instructed to use an app like Popplet to produce webgraphs from reading assignments covering the American Revolution. Later, they used the tablets for a science lesson on weather and terrain to collect and organize photos. In this example, the technology was easily adapted for use in varying formats across disciplines.
  • they used the tablets for a science lesson on weather and terrain to collect and organize photos.
  • While traditional forms of technology, such as projectors and interactive whiteboards are often standard classroom equipment, students who are unable to attend a traditional classroom can take advantage of new technologies from home. 
  • students who are unable to attend a traditional classroom can take advantage of new technologies from home. 
  • For these students, access to technology and instruction can make a difference in their ability to keep up with assignments or withdrawing from school. 
  • With all the new technology possibilities, there is still some debate among educators on the appropriate use of technology in the classroom and whether or not it creates an environment for inappropriate use.
  • The VGo is a computer-operated robot with a camera display that can be physically placed in the classroom for students that are homebound. With a Wi-Fi connection from home students can use computer keyboard arrows and webcam to manipulate the robot around the classroom. By having their face displayed on the VGo camera monitor students are able to have social interactions with classmates and virtually raise their hands to answer questions in class by signaling to the teacher with the VGo light. 
  • Technologies like the VGo offer a wide range of possibilities and benefits for all students
  • it becomes an extension of the student and classmates are still able to interact with them
  • For students with special needs, technology can enable them to be more independent and fit in with classroom learning and routines. Students with visual or hearing impairments can utilize voice-over for accessibility on Apple devices. Similarly, the VGo robot has assistive technology like text-to-talk, which may be helpful for homebound students who are verbally impaired.
  • Schools can also benefit from the use of new technologies during a major illness or outbreak, or to keep students on track during a suspension or long-term illness.
  • “Last year we heard from a graduate student in the college. She shared how making podcasts of her lessons impressed parents during a flu epidemic at the school,” said Rackley. “Parents were able to listen to the podcasts with their children to complete the homework assignments before returning to school. In this instance, the podcast turned into a very valuable tool for the teacher, student and parent.”
  • Rachel Roberts on 30 Jan 14
     
    Talks about the types of things educators can and should do in the classroom in regards to technology. Briefly talks about the benefits of incorporating technology into the elementary classroom.
  • Scott Wolter on 27 Feb 14
     
    This article tells us about how to use technology to record so students can go back and look at information missed, or if they were out with an absence. It also says that now mobile phones can be used as a method to enhance some learning in a way that they are not a distraction. It helps kids be more engaged in the heavily used technology time we live in. 
  • Coleton Hrgich on 11 Mar 14
     
    This website is perfect for helping kids in the classroom. One reason is they give great examples on how to help children with disabilities which will help me in my field of teaching.
Kelsey McKnight

Sample Philosophy Statements - 0 views

oregonstate.edu/...sample.html

School Teaching Education Philosophy

shared by Kelsey McKnight on 23 Sep 14 - Cached
  • I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially.
  • When the teacher's role is to guide, providing access to information rather than acting as the primary source of information, the students' search for knowledge is met as they learn to find answers to their questions.
  • Developing a curriculum around student interests fosters intrinsic motivation and stimulates the passion to learn.
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  • hen students have ownership in the curriculum, they are motivated to work hard and master the skills necessary to reach their goals.
  • In setting fair and consistent rules initially and stating the importance of every activity, students are shown respect for their presence and time. In turn they learn to respect themselves, others, and their environment.
  • Teaching is a lifelong learning process of learning about new philosophies and new strategies, learning from the parents and community, learning from colleagues, and especially learning from the children. Children have taught me to open my mind and my heart to the joys, the innocence, and the diversity of ideas in the world. Because of this, I will never forget how to smile with the new, cherish the old, and laugh with the children.
  • One of my hopes as an educator is to instill a love of learning in my students, as I share my own passion for learning with them.
  • My role as a teacher is to give children the tools with which to cultivate their own gardens of knowledge.
  • will allow children to become responsible members of our classroom community by using strategies such as class meetings, positive discipline, and democratic principles.
  • I will help children to develop their potential by believing in them as capable individuals. I will assist children in discovering who they are, so they can express their own opinions and nurture their own ideas.
  • g and active members o
  • To accomplish this goal, I will teach to the needs of each child so that all learners can feel capable and successful. I will present curriculum that involves the interests of the children and makes learning relevant to life.
  • Kelsey McKnight on 23 Sep 14
     
    This is something we are discussing in my other education classes. I think it is important to be open minded and see other people's views while finding my own.
Zach Vossekuil

The 6 Biggest Challenges Of Using Education Technology - Edudemic - 0 views

www.edudemic.com/-of-using-education-technology

Teachers Technology challenges

shared by Zach Vossekuil on 07 May 14 - No Cached
  • The Challenges Faculty training still does not acknowledge the fact that digital media literacy continues its rise in importance as a key skill in every discipline and profession. Teachers needs to be learning how to use the technology themselves, too. Where formal training lacks, professional development needs to step in, and does in many cases. But integrating the how-to of technology with the how-to of teaching needs to happen. The emergence of new scholarly forms of authoring, publishing, and researching outpace sufficient and scalable modes of assessment. The traditional approaches to scholarly evaluation don’t always match up with the more ‘modern’ forms of research (things that include social media use, online collaborations, etc). Though these things often happen in the real world, the academic decision makers who deem what is acceptable and what is not haven’t caught up yet. Too often it is education’s own processes and practices that limit broader uptake of new technologies. Things like the promotion and tenure process don’t lend themselves well to integrating technology – that is, if you’re working towards tenure and your field of specialization isn’t education technology, figuring this stuff out is not on the top of the priority list (or even encouraged). The demand for personalized learning is not adequately su
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  • at that ‘thing’ they need is are just beginning to develop.
  • New models of education are bringing unprecedented competition to the traditional models of higher education. MOOCs are huge – and proponents are constantly touting the advantages, but we need to assess both the pros and cons of these new learning models and look at how they fit in with existing models of learning and assessment, too. Most academics are not using new technologies for learning and teaching, nor for organizing their own research. How can you teach using digital methods and expect students to use the if you don’t bother to try? The overwhelming attitude in higher education (according to the report) seems to be that these sorts of forays into technology bring the focus to the technology rather than on the material at hand, and so there is no expectation or drive to do so.
  • Zach Vossekuil on 07 May 14
     
    Challenges teachers have with technology.
Tim Hankes

nsf.gov - Funding - Innovative Technology Experiences for Students and Teachers - US Na... - 0 views

www.nsf.gov/...pgm_summ.jsp

shared by Tim Hankes on 21 Apr 14 - No Cached
  • The ITEST program through research and model-building activities seeks to build understandings of best practice factors, contexts and processes contributing to K-12 students' motivation and participation in the science, technology, engineering, and mathematics (STEM) core domains along with other STEM cognate domains (e.g., information and communications technology (ICT), computing, computer sciences, data analytics, among others) that inform education programs and workforce domains. The ITEST program funds foundational and applied research projects addressing the development, implementation, and dissemination of innovative strategies, tools, and models for engaging students to be aware of STEM and cognate careers, and to pursue formal school-based and informal out-of-school educational experiences to prepare for such careers.  ITEST supports projects that: (1) increase students' awareness of STEM and cognate careers; (2) motivate students to pursue the appropriate education pathways for STEM and cognate careers; and/or (3) provide students with technology-rich experiences that develop disciplinary-based knowledge and practices, and non-cognitive skills (e.g., critical thinking and communication skills) needed for entering STEM workforce sectors. ITEST projects may adopt an interdisciplinary focus on one or more STEM domains or focus on sub discipline(s) within a domain. ITEST projects must involve students, and may also include teachers. ITEST is especially interested in broadening participation of student groups from traditionally underrepresented in STEM and cognate intensive education and workforce domains. Strongly encouraged are projects that actively engage business and industry to better ensure K-12 experiences are likely to foster the skill-sets of emerging STEM and cognate careers.  ITEST supports two project types: Strategies and SPrEaD (Successful Project Expansion and Dissemination) projects. Strategies projects address the creation and implementation of innovative technology-related interventions that support ITEST's objectives. SPrEaD projects support the wider and broader dissemination and examination of innovative interventions to generate evidence and understanding regarding contextual factors that operate to enhance, moderate, or constrain the desired results. All ITEST projects include activities designed to inform judgments regarding the feasibility of implementing strategies in typical delivery settings such as classrooms and out-of-school settings.
  • Tim Hankes on 21 Apr 14
     
    Shows how increased funding for technology in the classroom will make it easier for teachers to do their jobs.
  • Tim Hankes on 01 Feb 16
     
    Shows how increased funding for technology in the classroom will make it easier for teachers to do their jobs.
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