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Teachers can also allow students with more knowledge to assist students who need more assistance. Especially in the context of collaborative learning, group members who have higher levels of understanding can help the less advanced members learn within their zone of proximal development. [ 21 ]
Materials required can vary on the type of classroom activity the teacher intends to carry. For a classroom activity if the teacher divides the class for a particular topic then one paper with a KWL chart per group shall be given. But if the teacher wants every child to brainstorm on the given topic, they shall have their own student paper copy ...
She also started her work after John Bowlby wrote the third book in his Attachment and Loss trilogy in 1980, Loss: Sadness and Depression. [14] In Chapter 4 of that book, Bowlby outlined his view that attachment was intimately connected with information processing and the defensive exclusion of information to survive psychological danger.
Pygmalion in the Classroom is a 1968 book by Robert Rosenthal and Lenore Jacobson about the effects of teacher expectation on first and second grade student performance. [1] The idea conveyed in the book is that if teachers' expectations about student ability are manipulated early, those expectations will carry over to affect teacher behavior ...
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.
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.
A further distinction from a teacher-centered classroom to that of a student-centered classroom is when the teacher acts as a facilitator, as opposed to an instructor. In essence, the teacher's goal in the learning process is to guide students into making new interpretations of the learning material, thereby 'experiencing' content, reaffirming ...
In 1990, Ainsworth put in print her blessing for the new 'D' classification, though she urged that the addition be regarded as 'open-ended, in the sense that subcategories may be distinguished', as she worried that the D classification might be too encompassing and might treat too many different forms of behaviour as if they were the same thing ...
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