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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.
Another way to build rapport is through "positive face management", [16] (or, more simply: positivity). According to some psychologists, [16] we have a need to be seen in a positive light, known as our "face". By managing each other's "face", boosting it when necessary, or reducing negative impacts to it, we build rapport with others. [16]
Research on dialogue journal use at all age levels—with native speakers of the language of the writing, first and second language learners, deaf students, and teachers—has identified key features of dialogue journal communication that set it apart from most writing in educational settings: authentic communication, collaborative learning and knowledge building, critical thinking, personal ...
Environment created in the classroom by factors such as the physical environment and also the interrelationship between the teacher and the students, and among the students. Classroom management The management of classroom processes such as how the teacher sets up the classroom and organizes teaching and learning to facilitate instruction.
Positive behavior interventions and supports (PBIS) is a set of ideas and tools used in schools to improve students' behavior.PBIS uses evidence and data-based programs, practices, and strategies to frame behavioral improvement relating to student growth in academic performance, safety, behavior, and establishing and maintaining positive school culture.
Positive education is an approach to education that draws on positive psychology's emphasis of individual strengths and personal motivation to promote learning.Unlike traditional school approaches, positive schooling teachers use techniques that focus on the well-being of individual students. [1]
There are many examples of ITSs being used in both formal education and professional settings in which they have demonstrated their capabilities and limitations. There is a close relationship between intelligent tutoring, cognitive learning theories and design; and there is ongoing research to improve the effectiveness of ITS.
Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning.