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Classroom management is the process teachers use to ensure that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction. It includes the prevention of disruptive behavior preemptively, as well as effectively responding to it after it happens.
These various fields employ different terms, all of which fall under the rubric of restorative practices: In the criminal justice field the phrase used is "restorative justice"; [11] in social work the term employed is "empowerment"; [12] in education, talk is of "positive discipline" [13] or "the responsive classroom"; [14] and in ...
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In the classroom, there is a development of cues between the teacher and student. Classrooms develop their own ways of talking and communicating information. Once a set of verbal and nonverbal behaviors takes place in a classroom on a consistent basis, it becomes a norm or set of rules within the classroom.
Culturally relevant teaching is instruction that takes into account students' cultural differences. Making education culturally relevant is thought to improve academic achievement, [1] but understandings of the construct have developed over time [2] Key characteristics and principles define the term, and research has allowed for the development and sharing of guidelines and associated teaching ...
The meetings are usually timeboxed to between 5 and 15 minutes, and take place with participants standing up to remind people to keep the meeting short and to-the-point. [6] The stand-up meeting is sometimes also referred to as the "stand-up" when doing extreme programming, "morning rollcall" or "daily scrum" when following the scrum framework.
Safe communities – Community schools can provide a safe place for children early in the morning to late in the evening. Positive school environment – In order for students and parents to feel more connected to the school, community schools can create service networks to deal with problem behaviors on site.
Classroom Action Research is a method of finding out what works best in your own classroom so that you can improve student learning. We know a great deal about good teaching in general (e.g. McKeachie, 1999; Chickering and Gamson, 1987; Weimer, 1996), but every teaching situation is unique in terms of content, level, student skills, and ...