Managing a positive classroom environment is critical to being an effective teacher. The following paper examines the fundamental principles‚ strengths and weaknesses of three models of classroom management; Applied Behaviour Analysis‚ Assertive Discipline‚ and ... It will conclude by summarising the similarities and differences between the models. Alberto and Troutman’s (as cited in Lyons‚ Ford‚ & Slee‚ 2014) Applied Behaviour Analysis (ABA) model has its roots situated in Skinner’s early work
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A Classroom Management Model Bryce Pounds PSY 372: Educational Psychology Harold Fisher December 13‚ 2009 A Classroom Management Model As a teacher I must supply each student with a positive learning environment. To do this‚ I must generate a classroom management model that not only exhibits control of the classroom‚ but manages the room in a fun way that gives the kids a connection to something in their lives. Also‚ giving students a voice in what rules are upheld in the classroom‚ with
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Current Personal Philosophy of Classroom Management Quaneece Frank GCU EDU 536 August 17‚ 2013 1. How the teacher should act * A teacher should be professional at all times. A teacher should be able to be distinguished from any other person in the building. * A teacher should be dedicated to what he/she does. Being dedicated is going the extra mile for what he/she believes in. * A teacher should be speaking with dignity and confidence that he/she knows what they are doing
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After watching the Harry Wong video‚ Mr. Wong addressed the many aspects that come together in order to make an effective teacher. There are many things that make an effective teacher. For example in the video Harry Wong addressed that an effective teacher assigns seats. Another thing that makes and effective teacher is that effective teachers memorize the names of his/her students as soon as possible or they have a list of the names of the students at hand. Harry Wong also talked about the fact
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Is the Inclusive Classroom Model Workable? One of the most rewarding years in my seventeen year teaching career was the year I had a full inclusion class. The amazing part was that my students didn’t even know that I was their special education teacher. They viewed me as just one of their teachers. The regular education students also had no idea that I was there especially for the ten students that had Individual Education Plans. After having a year like that you would think that my answer
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Henry Wong and Fred Jones have some very similar ideas about Classroom Management. They both believe that it is the key to preventing discipline issues. They also agree that students should be taught and should practice the rules‚ responsibilities‚ and procedures over the first two weeks of school. Jones thinks that student’s should help in the creation of class rules‚ whereas Wong believes that the teacher should establish the rules and that there should be no more than five. I think that this is
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2016/2017 classroom ready for both online and offline lessons which the Flipped Classroom (gender‚ ability‚ retention‚ attitude‚ and performance‚ (GARAP)) Model would provide. It will also support the hypothesis that students will learn at home through offline or online videos lessons‚ collaborating with peers in the classroom and learning lessons in greater depth through the flip lesson experience in the Mathematics class presently understudied. Strayer (2007) considered the flipped classroom in the
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FLIPPED-CLASSROOM MODEL: PROMOTING BLENDED LEARNING IN ENGLISH LANGUAGE TEACHING CLASSROOM IN INDONESIA Atik Ulinuha (atikulinuha@gmail.com) Nurul Hidayah Pratama (nhpratama@ymail.com) Universitas Negeri Malang Jl. Semarang 5‚ Malang‚ Indonesia Abstract: This paper intends to promote the use of blended learning for English Language Teaching in Indonesia. There are several models of blended learning that can be implemented by the teachers to teach the ‘Net’ generation‚ they are rotation models‚ flex
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Teaching Pragmatics explores the teaching of pragmatics through lessons and activities created by teachers of English as a second and foreign language. This book is written for teachers by teachers. Our teacher-contributors teach in seven different countries and are both native-speakers and nonnative speakers of English. Activities reflect ESL and EFL classroom settings. The chapters included here allow teachers to see how other teachers approach the teaching of pragmatics and to appreciate the diversity
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problem of how best to discipline and improve students’ behaviour in classroom is of permanent interest. This review is oriented to searching different methodologies concerning students’ behaviour in classrooms‚ teachers’ discipline strategies and behavioural management. Different points of view and different examples for appropriate behaviour have been discussed referring to the topic. The sources reviewed present different solutions. This paper examines also the classroom environment and its relation
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