Allen (2013) noted, the CLASS-S draws upon theoretical and practical approaches in terms of observable, ongoing qualities of teacher-student interactions (p.78). This scoring system focuses o... ... middle of paper ... ...skills indirectly through providing more facilitated opportunities for practicing peer skills; effective management of time and behavior in the classroom allows for more opportunities for positive peer interactions and decreases the opportunities for negative peer interactions (Luckner, 2011, p. 264). A study focused on teacher-child interactions in a dyadic setting, whereas most teacher-child interactions take place in group settings. The study investigated whether the complimentarily principle (mutual interactive behaviors are opportune on control and similar on affiliation) applies to teacher-child interactions within the kindergarten classroom. In addition, the study examined whether interactive behaviors and complementarity depended on children’s externalizing and internalizing behaviors, interaction time, and interaction frequency (Roared, 2013, p. 143-144).
Marcel Danesi would say that this metaphor underlies a way to "conceptualize the world" of school (Danesi 107). By thinking about school in this way, the world of school is "crea ted" to be a work-filled experience. Students need to do homework and work harder at their lessons and teachers must manage their classrooms (Cunningham, "MOM" handout). It is in this way that the metaphor is the "cognitive phenomenon that converts fact ual feeling states into artifactual conceptual structures" (Danesi 107). Together, people create metaphorical ideas that turn into "real" artifacts, the representative structures of culture.
Findings In the article: Academic performance, course completion rates, and student perception of the quality and frequency of interaction in a virtual high school, researchers took 2269 virtual high school students and their teachers, and examined the relationship between the student and teacher. It also looked into if interaction and academic achievement were connected. The program is set up so the student works at his/her own pace. The quality and frequency of interaction had a profound impact on student completion of the course. A huge limitation, to this study, was that the survey was given at the completion of the course for students who e enrolled from February 1, 2008-January 31, 2009.
Sixty-eight of the one hundred forty-one accounts were randomly chosen to be analyzed and categorized in one of the eighteen successful strategies to build good classroom management. The article concludes that proper lesson preparation, arrangement, and implementation are methods to prevent poor behavior. “Nine teachers WHAT IS EFFECTIVE CLASSROOM MANAGEMENT? 3 reported attending expressly to their lesson planning, preparation, and execution so as to prec... ... middle of paper ... ...nition, and involvement—can be a positive influence on students to act more responsibly” (Lewis & Roache, 2011, p. 140). Works Cited Lewis, R. & Roache, J.
Nodding developed an idea of ethical caring in moral education which she has demonstrated and proved how important caring is in relation to education, teachers, peers and families. Educators are encouraged to continu... ... middle of paper ... ...child’s life play a huge role in their education but if a child can’t socialise with others, what then? Who they associate with and what happens around them, affects their learning. If something were to happen at home, it will be shown in their behaviour at school. If good or bad events happen to a student outside of school, then the child will express certain behaviour while at school.
The article I choose to read is Social Justice In Early Childhood Classrooms What The Reserch Tells Us. This article talks about adressing the message of power and privilefe with regards to how genender, race/ethnicity, class, sexual orination and langues are shown in the classroom practices and shaping childrens values and views on these topics. The US population has become increasingly diverse, children from nontraditional homes suffer from educational disadantages. This article also talks about equity pedagogy, which is a broad term for encompassesing many over lapping models. It talks about how teachers need to examine and change the way they teach the children.
It opens the classroom to a learning environment. Especially when students are more comfortable enough to ask the teacher a question. Esentionally he prefers the problem posing concept. Futhermore, “Social Class and The Hidden Curriculum Of Work” by Jean Anyon an educator at Rutgers University, Newark. She researches how students of different economic backgrounds are interacting with school work and teacher interaction in their elementary schools.
b. Rationale (Question 4) This purpose of the study is to address the issue of process factors in the school that influence school effectiveness; without these simple process factors the school and the classrooms cannot run efficiently. Another issue in this study related to the previous statement is to bring forward the issue of student teachers who only bring text book knowledge forward in the classroom with minimal if any teaching experience. This shows us the importance of the mentor teachers to guide these student teachers to find their feet in a classroom and... ... middle of paper ... ...he guidance of mentor teachers have on school effectiveness have proven in this essay to be two major contributors to effectiveness. Input factors are the people who make the school effective, process factors are the elements in the school that make it function and make it effective and the output factors is what the school uses to test the effectiveness of the process factors.
Living in an affluent suburban area may be a protective factor for adolescents attending the local, public high school. Regardless of economic resources, school size, or family dynamics, school connectedness can be a protective factor for students (Centers for Disease Control and Prevention, 2009). When children feel that teachers care about their learning, and are invested in their success, those children are at increased likelihood for positive life outcomes, e.g., academic achievement, employment. So how do educators increase school connectedness? How do we ensure that high school students feel cared about and valued by their teachers?
The school-learning environment revolves around issues of physical, mental, emotional and societal influences. Such concerns include relationships, the socio-emotional environment and class cohesiveness, where students are subjected to a broader range of influences mentally, which in turn affects their ability to individually create a constructive, consistent environment. School climate factors and school effectiveness factors are complementary in influencing educational outcomes, although each group maintains its internal conceptual consistency (Freiberg, 1999, p. 30 -49). A desirable school climate allows students to connect to the school, which contributes to fewer emotional problems, and creates a more stable, confident learning environment (Loukas, Suzuki and Horton, 2006). Developing positive teacher-student relationships is important, as exhibiting higher levels of shared control, trust, and intimacy in an educational environment, is reported to result in greater learning (Dobransky and Frymier, 2004, p. 211).