Not exact matches
Teacher absences, NBER
found, «radically reduced... instructional intensity» by creating «discontinuities of instruction [and] the disruption of regular
routines and procedures of the
classroom.»
I have
found that this thinking
routine encourages students to participate more and to take more risks in my
classroom.
Like many, I began to question whether students need individual «sitting spaces», how
classroom routines can empower students, where «wait time» can be reduced, and how flexible spaces can be
found and created with limited budgets.
Another important
finding from the data analysis is that teachers need opportunities to explore how to integrate nontraditional forms of technology effectively into both
routine and nonroutine algebraic
classroom instruction.
Brain Breaks take only 3 to 4 minutes, and after incorporating them into our
classroom routine 2 or 3 times daily, I
found that my students were more engaged in learning and much more focused and well behaved.
Teachers like Diane
find that students are less defensive when
classroom routines are predictable and consistent.