Sentences with phrase «good classroom control»

Not exact matches

The results of a recent randomized trial of CSRP showed that children who spent their prekindergarten year in a CSRP Head Start classroom had, at the end of the school year, substantially higher attention skills, greater impulse control, and better performance on executive - function tasks than did children in a control group.

Although their brain - controlled drone certainly was innovative enough to earn a good grade, Magbagbeola, Kinn and the other students on their project team actually had goals outside the classroom in mind when designing the drone.

When this happens, I get frustrated with them, and with me for not being able to control my classroom better.

In fact, by setting rigorous and consistent learning goals and giving local authorities full control over how best to help students achieve those targets, the Common Core fosters creativity and flexibility in the classroom.

Voters understood that passage of this proposition would mean more money in their classrooms, better pay for the teachers in their schools, more control at the local level, and more information for parents.

By setting high, clear learning goals and giving teachers and local officials full control over how best to achieve those, the Common Core ensures educators have autonomy over what is taught, and how it's taught, in their classrooms.

Education Business discusses the importance of acoustic considerations in the design of classrooms, as well as noise control and sound insulation.

Since 2010 - 11, students in PBL classrooms have generally performed as well or better on the CST as compared with students in non-PBL control classrooms in all three dimensions of deeper understanding within the discipline (content, reasoning, and scope of learning).

In addition to dipping into his private fortune for unlimited campaign ads touting his test score gains, he has total control of a $ 15 billion education empire that doles out jobs and no - bid contracts to potential critics and spends millions on a well - oiled public relations machine, but spends nothing on independent research or evaluation of classroom programs.

For the last three years, the Center for Education Policy Research at Harvard has run a randomized controlled trial of video technology in classroom observations — a project called Best Foot Forward.

Our best evidence of the effects of laptop policy comes from a separate analysis that compares the exam scores of students assigned to the unrestricted - use and tablet - only classrooms to those of students in classes where laptops were banned, while adjusting for the minor differences in the backgrounds of students across groups and including controls for the instructor, the class hour, and the semester.

«In the journal paper, I talk about those in terms of the way the time is used, the classroom space and resources within the space are used, and the social control in terms of the interactions between the educator and the child, [and] from child to child as well.»

We also control for teacher experience as well as for class and school characteristics, including class size and the academic performance and demographic characteristics of all students in the relevant classroom and school.

Children who received the ME program had improved social behavior and better self - control, were less aggressive and more attentive in class, and showed significant increases in optimism compared to children in the wait - listed control classrooms.

This included: attendance levels (studies show a positive relationship between participation in sports and school attendance); behaviour (research concludes that even a little organised physical activity, either inside or outside the classroom, has a positive effect on classroom behaviour, especially amongst the most disruptive pupils); cognitive function (several studies report a positive relationship between physical activity and cognition, concentration, attention span and perceptual skills); mental health (studies indicate positive impacts of physical activity on mood, well - being, anxiety and depression, as well as on children's self - esteem and confidence); and attainment (a number of well - controlled studies conclude that academic achievement is maintained or enhanced by increased physical activity).

The second type of classroom, which we used as a control group, consisted of classrooms with large test - score gains but no evidence of cheating in their answer strings, a sign of plain - old good teaching.

An extremely rigorous study in Kenya in 2009 (with control and experimental classes) found that both low - and high - achieving students performed better in well - tracked classrooms than in heterogeneous classrooms.

The best way to feel calm and in control while facilitating your instructor - led training is to be prepared and get your classroom ready to learn.

«The prolific examples contribute to a better understanding of classroom behavior and control.

i. Lahaderne, «Attitudinal and Intellectual Correlates of Attention: A Study of Four Sixth - grade Classrooms,» Journal of Educational Psychology 59, no. 5 (October 1968), 320 — 324; E. Skinner et al., «What It Takes to Do Well in School and Whether I've Got It: A Process Model of Perceived Control and Children's Engagement and Achievement in School,» Journal of Educational Psychology 82, no. 1 (1990), 22 — 32; J. Finn and D. Rock, «Academic Success among Students at Risk for School Failure,» Journal of Applied Psychology 82, no. 2 (1997), 221 — 234; and J. Bridgeland et al., The Silent Epidemic: Perspectives of High School Dropouts (Washington, D.C.: Civic Enterprises, LLC, March 2006), https://docs.gatesfoundation.org/documents/thesilentepidemic3-06final.pdf.

Accordingly, and also per the research, this is not getting much better in that, as per the authors of this article as well as many other scholars, (1) «the variance in value - added scores that can be attributed to teacher performance rarely exceeds 10 percent; (2) in many ways «gross» measurement errors that in many ways come, first, from the tests being used to calculate value - added; (3) the restricted ranges in teacher effectiveness scores also given these test scores and their limited stretch, and depth, and instructional insensitivity — this was also at the heart of a recent post whereas in what demonstrated that «the entire range from the 15th percentile of effectiveness to the 85th percentile of [teacher] effectiveness [using the EVAAS] cover [ed] approximately 3.5 raw score points [given the tests used to measure value - added];» (4) context or student, family, school, and community background effects that simply can not be controlled for, or factored out; (5) especially at the classroom / teacher level when students are not randomly assigned to classrooms (and teachers assigned to teach those classrooms)... although this will likely never happen for the sake of improving the sophistication and rigor of the value - added model over students» «best interests.»

As a career educator and the executive director of ASCD, an education association of 170,000 educators worldwide, I have yet to meet a master teacher who would claim to have been born with the appropriate skills to successfully «inspire young minds as well as control unruly classrooms.»

Research has shown that executive functions (the neurocognitive functions which enable us to pay attention, control behavior, and think flexibly), as well as deep literacy and social - emotional learning, are key developments which can be nurtured in classrooms, and are highly predictive of academic and life success.

How can you reduce teacher control in your school or classroom to make room for students to adjust success criteria and provide better student feedback?

The trainer controlled what was taught in class as well as what was discussed as part of classroom interaction.

Control is important to students, who frequently cite school attendance, good behavior and finding classroom equipment as primary examples of the things they control in Control is important to students, who frequently cite school attendance, good behavior and finding classroom equipment as primary examples of the things they control in control in school.

From a character education perspective, individual plans should be monitored closely so that as students begin to gain control of their emotions and find more appropriate means for communication, reinforcement moves away from extrinsic rewards and towards social rewards, ultimately emphasizing students» intrinsic satisfaction in being a good citizen of the school and classroom.

Strategies for meeting the affective needs of children with attention deficit hyperactivity disorder (who also often suffer from low self - esteem and lack of emotional control) include: (1) using positive, verbal reinforcement and affirmations; (2) teaching students to ask themselves if another person's criticism is valid; (3) establishing classroom routines; (4) praising students for making good choices in highly emotional and tense situations; and (5) providing students with guided choices.

Getting a well - prepared, well - supported principal in every school is a bipartisan cause, and effective school leadership is critical to delivering on ESSA's promise of local control: strong, sustained, cost - efficient implementation of school improvement strategies that get results for kids in every classroom, every year.

The Academy features security access controls as well as access to wireless Internet and smart classroom technology in all classrooms.

WINGS» forthcoming randomized control trial (RCT) study and other research show that WINGS kids have better behavior, are more likely to exhibit empathy, and have stronger self - management skills than non-WINGS kids in the same classrooms.

Therefore, a well - resourced classroom is critical for developing positive qualities such as perseverance, internal locus of control, and high self - efficacy that prepare students for better academic performance and life success.

This will undermine local control, mean less accountability in the classroom, and gut public education at a time when we should be focused on investing in our kids» future and creating good jobs that pay a fair wage,» We Are the People Michigan spokesman Zack Pohl told the Livingston Daily.

Teach Like A Champion has been both celebrated as highly effective classroom management and stigmatized as highly controlling «no excuses» teaching that produces higher test scores at the expense of emotional well - being.

The idea is to give teachers better tools to control the classroom so there is more time for effective learning.

On a written classroom observation posttest, the video viewing group performed better than the video coding group and significantly better than a no - video control group.

Postscript: Randy Olson has posted an interesting piece on his Web site today proposing that the community seeking public trust and engagement on climate change would do well to study the practices of two organizations fighting for science - based behavior in very different arenas: the federal Centers For Disease Control and Prevention and the National Center for Science Education (on evolution in the classroom).

your own pace, which is exponentially better than attending a classroom course where an instructor controls the tempo.

Following are other reasons why 911 Driving School is best positioned to serve you: Our classroom environment is kept professional, friendly, controlled and highly informative.

• Track record of instructing students about basic sketching and contouring techniques • Well versed in evaluating students» work, charting their progress, grading assignments and guiding them regarding their weaknesses appropriately • Hands - on experience in curriculum development, lesson planning and implementation with aid of modern and effective AV aids and instructional strategies • Expert in instructing students about working in various modes including pastels, oil colors, water colors, fabric paints, charcoal and pencil • Adept at creating and maintaining a highly stimulating, inspiring and multicultural classroom environment • Proven ability to introduce novel forms of art and inculcate the same in the curriculum effectively • Demonstrated ability to enhance creativity among students by encouraging innovation, novelty and originality in their pieces of art • Familiar with various kinds of pixel sheets, sketching paper and art material, fully capable of determining age specific art material and techniques, suitable for assigned level and grades of children • Known for initiating, designing and implementing various art contests at the school to encourage a general appreciation for art among students • Competent at identifying course goals and fulfilling the same in collaboration with students, teachers and parents • Proven skills in lesson planning, curriculum implementation, technique instruction, practice facilitation and assignment communication • Profound knowledge of various advanced level 3D effect art techniques • Strong classroom management, organization and discipline control skills • Profound ability to devise innovative learning and instructional techniques to facilitate effective transfer of skill and knowledge • Proficient in use of computer to aid art work, familiar with various graphic designing and drawing enhancement software

• Committed to high standards of excellence in program expansion and classroom instruction • Skilled in lesson designing, imparting and grading • Demonstrated ability to set up competitive exams based on diverse questioning techniques • Well versed in managing class control and student behaviour • Expert in motivating students to take part in healthy co curricular activities

• Track record of providing instructional support within special and general education classrooms as required to meet the students» needs • Skilled in student evaluation and need assessment • Substantial knowledge of and ability to cater for students» age related developmental cognitive, social and psychological needs • Proficient in facilitating the teacher in conducting classroom related activities • Expert in developing and maintaining cooperative working relationships with students and colleague teachers • Effective in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed in filing in for the lead teacher in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning, classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same in light of pre-determined long term learning objectives for each pupil individually • Proven skills in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support in all classroom and lesson planning related activities • Committed to delivery of highest standards of classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for special needs students

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

Ways to control different classrooms, advice for new teachers, share your good lesson plans (and tell us about the bad ones too).

Responsibility and choice is the degree to which teachers allow students to make responsible decisions about their work in their classroom.Why It's ImportantMaking student responsibility and choice a part of your classroom helps students: gain a better understanding of themselves as learners, struggle and plan in a controlled setting, and stay engaged with their work.It does not mean -LSB-...]

High preschool classroom quality promotes a range of child outcomes, cognitive as well as social and behavioural, 24 and the development of executive functions and self - regulation appears to be an important mediating link.25 A randomized controlled experiment26 studied the joint effects of the Program for Alternative Thinking Strategies (PATHS) and an interactive storybook reading intervention added to a regular Head Start curriculum.

The results were clear: compared with control group children, children from Foundations of Learning classrooms were more attentive, controlled their impulses better, and had fewer problem behaviors and better short - term memory.

You can throw millions of dollars at a great math program, but if the classroom is out of control and the teacher can't teach... then the best curriculum in the world won't improve your scores.»

Promoting teachers» social and emotional competence, well - being and classroom quality: a randomized controlled trial of the CARE for Teachers Professional Development Program.

Additionally, compared to control groups, children who have participated in SEL programs have significantly better school attendance records, less disruptive classroom behavior, like school more, and perform better in school.