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A constructivist, student-centered approach to classroom management is based on the assignment of tasks in response to student disruption that are "(1) easy for the student to perform, (2) developmentally enriching, (3) progressive, so a teacher can up the ante if needed, (4) based on students' interests, (5) designed to allow the teacher to ...
Apr. 1—RED SPRINGS — One local educator says setting consistent expectations in the classroom for students is important. Elaina Bouncer teaches fourth-grade English language arts and social ...
There are eight basic learning centers in an early childhood/elementary classroom, according to the Stephen F. Austin State University Charter School program, each structured to expand the students’ experiences in a variety of meaningful and effective ways. Each center is constructed to encompass numerous objectives, including state and ...
School systems set rules, and if students break these rules they are subject to discipline. These rules may, for example, define the expected standards of school uniforms, punctuality, social conduct, and work ethic. The term "discipline" is applied to the action that is the consequence of breaking the rules.
Since learning is an active process, students must have freedom: freedom of choice, freedom of action, freedom to bear the results of action—these are the three great freedoms that constitute personal responsibility. If no freedom is granted, students may have little interest in learning.
But beyond the fulfillment of a legal obligation, children’s rights education has value for children. Felisa Tibbitts has suggested that child rights education can be expected to affect learners in three ways. [23] First is in the providing of basic information and knowledge on the nature of rights and the specific rights that children are to ...
A teacher who is calm, fair and transparent about expectations and conduct serves as a model for students. This includes establishing clear and appropriate consequences for breaking classroom and school rules, ensuring that they are just, proportional, and paired with positive reinforcement. [15] Positive engagement opportunities for adolescents:
The taxonomy divides learning objectives into three broad domains: cognitive (knowledge-based), affective (emotion-based), and psychomotor (action-based), each with a hierarchy of skills and abilities. These domains are used by educators to structure curricula, assessments, and teaching methods to foster different types of learning.