scholarly journals A Social Constructivist Approach to Management of Primary Student Behavior

2021 ◽  
Vol 37 (2) ◽  
Author(s):  
Ngo Vu Thu Hang
Keyword(s):  
General Education ◽  
Social Constructivism ◽  
Behavior Management ◽  
Student Behavior ◽  
Educational Innovation ◽  
Primary Teachers ◽  
Student Centered ◽  
Primary Student ◽  
Current Context ◽  
Social Constructivist Approach

To teach lessons effectively, primary teachers need to effectively manage student behavior. Good student behavior management helps teachers receive a smooth coordination from students in classroom practices. This article provides knowledge base for primary teachers in managing student behavior and presents some possible measures to help primary teachers effectively manage student behavior. The article focuses on clarifying the issues of characteristic of primary students, principles of student behavior management, and measures of effective behavior management. The article applies a student-centered approach and social constructivism to provide measures to manage student behavior. The article not only works for primary teachers but also has many meanings for educational administrators and trainers in order to improving the implementation of General Education Program of 2018 in the current context of educational innovation.

Managing Behavior or Promoting Engagement?

2019 ◽  
Author(s):  
Jeff Thomas
Keyword(s):  
Behavior Management ◽  
Student Behavior ◽  
Teaching And Learning ◽  
Classroom Behavior ◽  
Well Being ◽  
Student Behaviors ◽  
Student Centered ◽  
Classroom Behavior Management ◽  
Wrong Direction ◽  
Increasing Trend

Classroom behavior management has consistently been recognized as a central issue of importance in staff well-being, student success, and school culture. For decades, theories and models on how best to “manage” the behavior of students for a productive classroom have showed an increasing trend away from teacher-controlled reactive approaches to misbehavior toward more student-centered strategies to prevent misbehavior. Focusing on managing student behavior, either reactively or proactively, is coming at the problem from the wrong direction. The student behaviors that most affect teaching and learning in our classrooms are low-level disruptive, or “disengaged,” behaviors. These disengaged behaviors are best understood as indications of a student’s weakened affective or cognitive engagement with school. Schools wishing to have less disengaged behaviors need to refocus their lens on these behaviors, from how to “manage” them to how to strengthen targeted areas of engagement. This has direct implications for reforming classroom practices as well as school polices on behavior management.

scholarly journals Challenges and Induction Needs of Novice English as a Foreign Language Teachers in Saudi Arabia

2018 ◽  
Vol 6 (1) ◽  
pp. 50 ◽  
Author(s):  
Rufaida Alhamad
Keyword(s):  
Saudi Arabia ◽  
Teacher Induction ◽  
Novice Teachers ◽  
Behavior Management ◽  
Student Behavior ◽  
Veteran Teachers ◽  
Language Teachers ◽  
Structured Interviews ◽  
Student Centered ◽  
Service Training

The first year of teaching poses massive challenges that lead to attrition among novice teachers. School communities often fail to provide adequate support to novice teachers to help them adapt to their new professional environments. In Saudi Arabia, attrition among novice teachers is a significant problem that hinders the development of the educational system. This study was conducted to examine the challenges that Saudi Arabian EFL novice teachers face as they transit into their first teaching jobs, and to determine whether these teachers have adequate support or would benefit from a formal induction process.  Two kinds of data collection methods were used in this study, namely quantitative and qualitative. In this mixed methods study, 150 novice teachers were surveyed and 5 teachers were selected for semi-structured interviews. The quantitative analysis of the data was accomplished using descriptive and inferential statistics to answer the research questions. The qualitative analysis of the data was accomplished by interpreting the responses provided to the interview questions. The findings indicated that the challenges surrounding novice teachers hinder them in their development as new teachers. The most conspicuous challenges reported by the study participants were dealing with low English proficiency students and managing the negative attitudes of students toward learning English. This report also determined additional perceptible challenges: adoption of various teaching methods and the establishment of a student-centered approach, student behavior management, course planning, dealing with individual differences, and communication with parents.  This study showed that these teachers had left their pre-service training with a very limited knowledge and skills for dealing with the reality of teaching. Mentoring and observing veteran teachers were identified by novice teachers as the two most beneficial strategies for implementing a teacher induction program that could mitigate the challenges they face in their first few years.

An Adaptation of Multitiered Systems of Professional Development to Support Teacher Implementation of Tier 2 Behavioral Supports

2021 ◽  
pp. 107429562110266
Author(s):  
Mark D. Samudre ◽  
Jonathan L. Burt ◽  
Lauren M. LeJeune
Keyword(s):  
Professional Development ◽  
General Education ◽  
Behavior Management ◽  
Behavioral Interventions ◽  
Tier 2 ◽  
Teacher Implementation ◽  
Behavioral Supports ◽  
Intervention Team ◽  
Intensive Approach ◽  
Support Teacher

General education teachers encounter challenges with behavior management that are compounded by limited experience and training on implementing targeted behavioral supports. One research-based method to support teacher implementation of behavioral interventions is on-site coaching. Unfortunately, coaching can be a time- and resource-intensive approach to professional development. The purpose of this article is to provide intervention team leaders with a step-by-step process for providing feasible coaching support to teacher implementers of Tier 2 behavioral supports.

scholarly journals Color Coded Cards for Student Behavior Management in Higher Education Environments

2017 ◽  
Vol 18 (1) ◽  
Author(s):  
Wadee S. Alhalabi ◽  
Mobeen Alhalabi
Keyword(s):  
Higher Education ◽  
Behavior Management ◽  
Student Behavior ◽  
Qualitative Method ◽  
Management Tool ◽  
Class Management

<p class="3">The Color Coded Cards system as a possibly effective class management tool is the focus of this research. The Color Coded Cards system involves each student being given a card with a specific color based on his or her behavior. The main objective of the research is to find out whether this system effectively improves students’ behavior, thus leading to better class management. The research was conducted with 350 students as subjects, and the data were gathered by means of a questionnaire administered over a period of three years. A qualitative method was applied to analyze the results and draw precise conclusions. The results were interesting and promising.</p>

Role of the Social Constructivist Theory, Andragogy, and Computer-Mediated Instruction (CMI) in Adult ESL Learning and Teaching Environments

2019 ◽  
pp. 1-37
Author(s):  
Seda Khadimally
Keyword(s):  
Language Learning ◽  
Social Constructivism ◽  
English Language ◽  
Current Knowledge ◽  
Mobile Technologies ◽  
Student Centered ◽  
Student Centered Learning ◽  
Learning And Teaching ◽  
Adult Esl ◽  
Social Constructivist Theory

The purpose of this chapter is to explore whether social constructivism promotes mobile technology rich, student-centered learning/teaching practices, leading adult English as a second language (ESL) students to transform into self-directed learners. Under this theory, a shift from teacher-centered English language learning to a student-oriented approach to how students acquire basic English skills is promoted and students' possible transformation into independent and autonomous learners is fostered because, by use of mobile technologies, they may successfully transfer information from their previous experiences to their current knowledge. Incorporating mobile learning (m-Learning) into their instruction and making social constructivism an integral part of their curriculum, ESL teachers can contribute to their students transformation into self-directed learners as an active, knowledge-building community and in charge of their own learning processes, which explains that this theory is highly compatible with the principles grounded in what Knowles proposed as a progressive learning approach for adult education: andragogy.

The Power of Metaphor in Bringing Clarity for Learners in Learner-Centered Design

2017 ◽  
pp. 274-290
Author(s):  
John Ewing ◽  
Doug Reid
Keyword(s):  
Learning Theory ◽  
Social Constructivism ◽  
Reference Points ◽  
Community Of Learners ◽  
Student Centered ◽  
Common Reference ◽  
Learner Centered ◽  
Knowledge Learning ◽  
Learner Centered Pedagogy

The study focuses on guiding students through an exploration of social constructivism model as it relates to the roles of instructor and learner. It explores the use of a metaphor, the dot, to demonstrate that metaphors can support deeper understanding of difficult concepts inherent in learner-centered and constructivist pedagogies. This research was conducted to ascertain whether metaphors provide common reference points for learners that can be used to build and test new assumptions of knowledge. Additionally, the study highlights challenges that learner-centered pedagogy face when identifying preconceived constructs and moving towards the adoption of new thoughts, perspectives, and reasoning. In theory, this study identified the continuing role that metaphors play in the learning theory and how the literature can be explored further. In practice, the study identified student-centered activities, which include the learner as a contributor to knowledge, learning in a community of learners, and empowering the learner to change.

11. Identities and US foreign policy

2012 ◽  
Author(s):  
Christina Rowley ◽  
Jutta Weldes
Keyword(s):  
Foreign Policy ◽  
Social Construction ◽  
Social Constructivism ◽  
Constructivist Approach ◽  
State Identity ◽  
Social Construction Of Reality ◽  
The Social ◽  
Social Constructivist Approach ◽  
Critical Social

This chapter examines the role of identity in constructing U.S. foreign policy. Using a critical social constructivist approach, it argues that particular conceptions of U.S. identity constitute U.S. interests, thus providing the foundations for foreign policy. After providing an overview of the influence of interests on foreign policy, the chapter considers the basic assumptions of critical social constructivism, taking into account the social construction of reality and the concepts of discourse and articulation. It then analyses discourses as sites of power, identity, and representation, along with the importance of identity in U.S. foreign policy. It also looks at U.S. presidents’ articulations of state identity and foreign policy over the last six decades.

Leadership in Continuing Education: Leveraging Student-Centred Narratives

2014 ◽  
Vol 40 (2) ◽  
Author(s):  
Marilyn Miller ◽  
Judith Plessis
Keyword(s):  
Continuing Education ◽  
Educational Innovation ◽  
Leadership Roles ◽  
Collaborative Partnerships ◽  
Master Narrative ◽  
Student Centered ◽  
Education Environment ◽  
Education Leaders ◽  
Education Deans ◽  
Personal Accounts

For this study, we interviewed eight Canadian and American continuing education deans and directors to explore how their personal accounts or “stories” about leadership high- light the dynamic nature of their leadership roles. This article focuses on the potential impact of these stories to better integrate and serve the adult learner within the higher education environment. Four major themes emerged from our analysis of the data: the non-traditional career trajectories of the leaders; marginalization and identity; lead- ership and innovation; and alignment and resistance.Our study suggests that continuing education leaders generally excel in sharing student-centered narratives and in pushing boundaries—in part to convince diverse stakeholders of the importance of the field of continuing education. Interviews with participants indicate that continuing educa- tion leaders think in interdisciplinary terms and weave a master narrative about life- long learning, combining several individual threads. Continuing education leaders strive to have conversations leading to collaborative partnerships and educational innovation.

Improving Student Behavior in Art Classrooms: An Exploratory Study of CW-FIT Tier 1

2018 ◽  
Vol 20 (4) ◽  
pp. 227-238 ◽  
Author(s):  
Melanie A. Nelson ◽  
Paul Caldarella ◽  
Blake D. Hansen ◽  
Mark A. Graham ◽  
Leslie Williams ◽  
...  
Keyword(s):  
Classroom Management ◽  
General Education ◽  
Positive Reinforcement ◽  
Student Behavior ◽  
Management Strategies ◽  
Single Subject ◽  
Classroom Management Strategies ◽  
Task Behavior ◽  
On Task Behavior ◽  
Art Classrooms

Disruptive student behavior, a common concern for teachers, presents particular challenges for those who teach art. Class-Wide Function-Related Intervention Teams (CW-FIT) is a multitiered intervention for implementing effective classroom management strategies aligned with schoolwide positive behavior interventions and supports. CW-FIT has proven effective in general education classrooms, with its emphasis on social skills instruction, teacher praise, group contingency, and positive reinforcement. This first study of CW-FIT implementation in elementary art classrooms examined its effects on student on-task behavior. The researchers used a single-subject (AB) design in one classroom and reversal designs (ABAB) in two classrooms. Results indicated student on-task behavior significantly improved, and the teacher was able to implement CW-FIT with fidelity as well as increase her praise-to-reprimand ratios. Both teacher and students found the intervention to be socially valid. Study implications and limitations are discussed.

Educator Perceptions of Behavior Problems of Mainstreamed Students

1984 ◽  
Vol 51 (4) ◽  
pp. 298-303 ◽  
Author(s):  
N. Jo Campbell ◽  
Judith E. Dobson ◽  
Jane M. Bost
Keyword(s):  
Behavior Problems ◽  
School Environment ◽  
Behavior Management ◽  
Student Behavior ◽  
Special Educators ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Behavioral Treatments ◽  
Physically Handicapped ◽  
Mainstreamed Students

The behavior problems of students in mainstreamed classrooms may be due in part to the expectations of educators who have not internalized information on teaching the diversity of students found in that setting. The educators involved in this study were predominantly regular classroom teachers but also included counselors, librarians, special educators, administrators, etc. They appeared to perceive student behavior problems as more serious when displayed by nonhandicapped or physically handicapped students than when displayed by mentally handicapped students. The same educators recommended more behavioral treatments having an authoritarian orientation for nonhandicapped than for physically handicapped students. This study indicates educators need to develop attitudes and skills necessary for behavior management in the mainstreamed school environment.

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