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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.
Standardized universal screeners and regular progress monitoring assessments are used to evaluate students' proficiency in core knowledge and skills (e.g., reading, mathematics), as well as determine any necessary modifications to the instruction or appropriate interventions for those appearing as below grade level.
The gradual release of responsibility (GRR) model is a structured method of pedagogy centred on devolving responsibility within the learning process from the teacher to the learner. This approach requires the teacher to initially take on all the responsibility for a task, transitioning in stages to the students assuming full independence in ...
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.
For example, when students are discovering the formula for the Pythagorean Theorem in math class, the teacher may identify hints or cues to help the student reach an even higher level of thinking. In both situations, the idea of "expert scaffolding" is being implemented: [ 33 ] the teacher in the classroom is considered the expert and is ...
Teachers reviewed the top candidates, and selected the tutors based on social skills, language skills, school attendance and classroom behavior. The student or students chosen as peers must be properly coached before the peer relationship begins, both to understand the importance of the intervention and the methods which should be used.
For example, the Chicago School Readiness Project trained teachers in classroom behavior management strategies in order to promote greater emotional support in the classroom. [1] Children in classrooms whose teachers’ received the intervention showed better self-regulation, fewer behavior problems, and better academic skills compared to ...
In a classroom environment that achieves such liberating intent, one of the potential outcomes is that the students themselves assume more responsibility for the class. Power is thus distributed amongst the group and the role of the teacher becomes much more mobile, not to mention more challenging.