Teaching the Social Curriculum: Classroom Management as Behavioral Instruction

2016 ◽  
Vol 55 (2) ◽  
pp. 120-128 ◽  
Author(s):  
Russ Skiba ◽  
Heather Ormiston ◽  
Sylvia Martinez ◽  
Jack Cummings
Keyword(s):  
Classroom Management ◽  
The Social ◽  
Social Curriculum ◽  
Behavioral Instruction

Efektivitas Pembelajaran Online Berbasis Google Classroom

2021 ◽  
Vol 2 (1) ◽  
pp. 88-100
Author(s):  
Rochmatul Cholil
Keyword(s):  
Online Learning ◽  
Classroom Management ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
Online Media ◽  
Online Assessment ◽  
Education Services ◽  
Social Distancing ◽  
The Social

The covid-19 pandemic affect a number of sectors, including the education services. To support the education sustainability and participate in breaking the chain of covid-19 transmission, the learning activity in SMK Negeri 2 Depok was modified to comply the social distancing policy. Teaching and learning activities conducted at the respective student's location via online media. This study aims to describe the implementation of online learning activities to describe the implementation of online assessment, and to determine the effectiveness of online learning activities in SMK Negeri 2 Depok during the covid-19 pandemic. Google classroom applications was employed for classroom management including making announcements related with learning activities, giving subject matters, delivering and collecting student assignments. Based on overall online activities, so it can be concluded that the implementation of online learning in SMK Negeri 2 Depok was effective.  Keywords: effectiveness, google classroom

Strategies to Enhance the Most Effective Classroom Management Techniques and Practices

2020 ◽  
pp. 252-269
Author(s):  
Masello Hellen Phajane
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Management Plan ◽  
Social And Emotional ◽  
Whole School ◽  
Grade Levels ◽  
The Social ◽  
Management Techniques ◽  
Whole School Approach ◽  
Management Approaches

The purpose of this chapter is to explore and determine the most effective classroom management techniques and practices. This chapter includes a full review and critical analysis of research and literature associated with classroom discipline and ongoing management to promote positive learning. Owing to the diverse population of learners, changes in cultural behaviours, and the social and emotional pressure children experience, the classroom environment has become disorderly. Teachers need an effective classroom management plan that would help bring order and productive learning back into the classroom. As teachers learn more about a variety of classroom management approaches, they can sample techniques that would fit their needs. Not all classroom management programmes are geared to the same grade levels. Therefore, teachers can choose programmes that will best satisfy the needs of their own classroom's grade level. Teachers can choose between an approach for individual classrooms and a whole school approach to enhance learner behaviour.

How the Traumatic Experiences of Students Manifest in School Settings

2012 ◽  
pp. 23-36
Author(s):  
Ron Hertel ◽  
Mona M. Johnson
Keyword(s):  
Classroom Management ◽  
Traumatic Experiences ◽  
Classroom Behaviors ◽  
Social Emotional ◽  
School Settings ◽  
The Social ◽  
Strength Based ◽  
Professional Self ◽  
Core Practice ◽  
The Impact

The impact of trauma resonates in schools and can impair learning as well as cause challenging classroom behaviors. This chapter defines trauma as a response to adverse life experiences that can negatively affect physical, emotional, academic, and intellectual functioning. Specifically, it describes the impact of trauma on neurobiology and brain development, as well as academic, cognitive, behavioral, and social/emotional functioning. It also outlines practical, applicable strategies for addressing classroom management as well as six specific principles for educators who seek to support the social/emotional and academic development of students impacted by trauma. Professional self-care is also outlined as a vital core practice necessary to assist teachers in consistently approaching students from a strength-based perspective.

Creating Engaging Classrooms for All Learners

2020 ◽  
Author(s):  
Diane Myers ◽  
Brandi Simonsen ◽  
George Sugai
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Management Strategies ◽  
Classroom Behaviors ◽  
Inappropriate Behaviors ◽  
Engagement Strategies ◽  
Classroom Management Strategies ◽  
Empirically Supported ◽  
Diverse Learning ◽  
Behavioral Instruction

Actively engaging learners in the classroom has been associated with increases in learners’ academic and behavioral performance. Multiple empirically supported strategies exist for actively engaging learners, including increasing opportunities for learners to respond and planning highly engaging lessons. In support of these engagement strategies, educators also systematically implement empirically supported classroom management strategies to increase the likelihood of appropriate behaviors and decrease the likelihood of inappropriate behaviors. These classroom management strategies include: (a) maximizing structure, which includes both the physical (e.g., desk arrangement) and embedded (e.g., classroom routines) aspects of structure; (b) establishing, operationally defining, teaching, prompting, and monitoring students’ expected classroom behaviors; (c) developing a continuum of acknowledgment strategies to reinforce (i.e., increase the future likelihood of) those expected behaviors; and (d) establishing a continuum of responses for behaviors that do not meet expectations. In addition, educators collect relevant data to evaluate if learners are engaged and meeting academic and behavioral expectations. Finally, to create a classroom environment conducive to engaging all learners, academic and behavioral instruction and support must be: (a) contextually and culturally relevant for learners, and (b) differentiated to meet the diverse learning and behavioral needs within the classroom. If educators explicitly and routinely implement empirically supported academic and behavioral instruction and support for all learners, the majority of learners will engage in instruction and demonstrate behaviors that meet expectations, reducing the number of learners who require additional levels of support. Meanwhile, effective educators review academic and behavioral data to determine if learners require more intensive support at a group or individual learner level.

scholarly journals Urban Secondary Teachers’ Value Orientations: Delineating Curricular Goals for Social Responsibility

1994 ◽  
Vol 13 (2) ◽  
pp. 163-179 ◽  
Author(s):  
Catherine D. Ennis
Keyword(s):  
Social Responsibility ◽  
Value Orientations ◽  
Physical Educators ◽  
Social Reconstruction ◽  
Positive Interaction ◽  
Stimulated Recall ◽  
The Social ◽  
School Programs ◽  
Social Curriculum ◽  
And Task

This research examined content and task decisions of 11 urban secondary physical educators who placed a high priority on social curriculum goals. Transcript data from a stimulated-recall protocol were analyzed using constant comparison to determine the extent to which content and task decisions represented social justice and reform goals of social reconstruction or of citizenship and positive interaction more consistent with social responsibility. Results suggested that teachers’ content decisions were consistent with the goals of cooperation, teamwork, and involvement within the social responsibility value orientation. Task structures for middle school programs involved large group activities, while high school tasks focused on individual activities performed as a member of a small group.

scholarly journals The Relationship between Classroom Management Skills and Self-confidence of Social Studies Teachers

2019 ◽  
Vol 7 (4) ◽  
pp. 62
Author(s):  
Kenan BAŞ
Keyword(s):  
Social Studies ◽  
Classroom Management ◽  
Class Size ◽  
Social Studies Teachers ◽  
Future Research ◽  
Management Skills ◽  
Self Confidence ◽  
The Social ◽  
Significant Difference ◽  
The Relationship

This study investigated the relationship between classroom management skills, and self-confidence of social studies teachers. To this end and through a general survey, social studies teachers’ classroom management skills and their self-confidence for education were examined in terms of Gender, Professional Seniority, and Class Size. The population was constituted by 67 social studies teachers working in various secondary schools within the boundaries of the province of Elazig, Turkey, in the spring semester of the 2018 and 2019 academic years. The instruments used were a Personal Information Form, a Classroom Management Skills Scale and a Self-Confidence Scale for Education. The findings of the research were analyzed using SPSS (version 22) and revealed that the social studies teachers did not have a statistically significant difference in terms of both classroom management skills and levels of self-confidence for education related to variables of Gender, Professional Seniority and Class Size. On the other hand, it was found that there was a significant positive relationship between the classroom management skills and levels of self-confidence of the social studies teachers. The results are discussed within the framework of the relevant literature and the study concludes by presenting suggestions for future research.

Preparing New Teachers for the Students That They Will Really Have in Their Classrooms

2022 ◽  
pp. 29-42
Author(s):  
Toni Franklin ◽  
Stephanie T. Marshall ◽  
Vanessa Hinton
Keyword(s):  
Classroom Management ◽  
New Teachers ◽  
Culturally Responsive ◽  
Teacher Shortage ◽  
Linguistically Diverse ◽  
Current Data ◽  
Culturally And Linguistically Diverse ◽  
Academic Needs ◽  
Social Emotional ◽  
The Social

The mission of this chapter is to address new teachers' understanding of effective classroom management and instruction for classrooms that include students who are culturally and linguistically diverse (CLD). Because a growing number of classrooms have students who are CLD, it is critical that new teachers understand the integrated use of culturally responsive pedagogy (CRP) and high-leverage practices to address the social/emotional, behavioral, and academic needs of all students within the classroom. In this way, new teachers will be better prepared for such classrooms and more likely to be retained within their school and profession. Current data shows that the rate in which new teachers are entering the field is not enough to help solve the current teacher shortage crisis.

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