Providing Constructive Responses Teaches Adolescents

Mrs. Brenda said Learning may decrease in the classroom when students feel helpless or unchallenged by their teachers in the classroom. Some other strategies that Mrs. Brenda said she uses are: Having a daily routine and sticking to it as much as possible gives the children the heads up on what to expect next, it also gives a sense of comfort in just them knowing they can do it because, they have been doing the routine repeatedly. Being consistent is the main key to success. Some techniques she uses daily are when redirecting behaviors or concerns, talk to the children, letting them know the conversation verses talking at the child this lets the child come to his or her own conclusion to the resolution (be a good listener). This skill can later lead to a lifelong lesson of problems solving steering the child to be a more productive member of society later in life.

Students have their own best way in effectively learning the lesson. With the diversity of students, the problem is each student has a preferred learning style. It becomes undeniably one of the reasons that make it difficult to achieve the best expected outcome out of teachers’ effort. However, teachers try to incorporate various teaching techniques to make every learning opportunity become productive, meaningful, and relevant for the learners.

Strategies such as teaching approaches, improvement of learning environments and advice on curriculum materials and behavioural support.

Pickhardt states that in some cases the middle school teachers give parents the wrong message. This message is to let the student not do the work and fail as they will learn more from their consequences. Pickhardt explains how most of these students need to learn from the academic failure and letting them fail would mean that there would be a lack of effort in wanting to do work. Here parents can help the students by giving them support to continue giving the most academic work that can be done. Sixth grade students don’t get the attention that they

In addition to the evidence-based teaching strategy, the teacher used numerous effective classroom practises. For example, she connected the learning to real-world problem solving (finding the area of an irregular room), she monitored their understanding by asking them how they got their answer, and positive reinforcement by praising their process.

William Bennett John Hattie, and Bert Creemers all produced lists that identified research-based practices that were effective in the classroom. The writer has used strategies that work from their lists on a daily basis, including differentiating instruction and reinforcement with play or games. Cooperative learning has also been used frequently to give opportunities for students to collaborate in order to negotiate meaning, teach and learn from one another. Benjamin Bloom’s (76) unit of instruction “guides teachers to the most appropriate use of research-based strategies but does not constrain them as to day-to-day lesson design” (83). Instructional strategies are integrated into the unit plan, but should remain flexible in order to meet student needs and goals.

While failing students may work for a portion of them, that does not mean it will works for all. In the article “In Praise of The F Word”, Michelle Sherry, a teacher and published author references the positives of failing students. One flaw she made was ignoring the negatives of failing students. In this upcoming quote, Sherry argues that failing students motivates and helps students rise above their classroom behaviors. She also argues that the only way to get students to work hard is to throw “the trump card of failure” at them. Sherry “most kids don't put school first on their list unless they perceive something is at stake.” In simpler terms, she’s assuming that students are not at their best unless threatened by the “F” word which is

The types of learning strategies were focused on teacher-directed, teacher-facilitated, and learner-directed strategies. Both traditional and active learning principles were incorporated in the plan as well. The Traditional learning principle is focused primarily on teaching the student through a lecture or presentation, which is correlated as a teacher-directed strategy. This strategy is focused primarily on teaching the student through a lecture or

The strategies used by classroom teachers are based on the individual child, there is no golden ticket that works for every child. There are general guidelines to develop strategies that have proven effective for many. To start it suggested that well establish routines are important, the use of graphic organizers to aid in the gathering and odering of information, limit outside stimuli that may distract and consistent clear expectations are all highly recommended.

learn, planning backwards from there to create learning targets, lessons and assessment items, using the

Five well known evidence-based instructional strategies are show and tell, graphical connections, checking for understanding, peer assisted learning, and retention strategies.

Effectiveness of Strategy one has been proven to be effective with consistency. This strategy will be effective when students understand what is expected and it is constantly reinforced in a positive manner. When positive reinforcers are given it can have a constructive influence on student’s behaviors.

Strategies that I have seen implemented throughout the semester, at Lincoln High School, include connecting learning to real world experiences. This strategy was implemented when the class went into the community for lunch; this experience taught student’s social skills, practiced balancing money, and proper manners. The class would practice how to properly order food items, developing skills such as speaking clearly, eye contact, and stating “please” and “thank you”. Each student has a “school bank” (a wallet with cash for lunch outings); the students determine their current balance and the food items they can order based on the meal price and their personal budget. After each outing, the students balance their new “school bank” account amount (students complete the same tasks when they bring in money to add to their account). These real-world connections increased students’ knowledge of financial budgeting, proper behavior to utilize in public settings, and how to properly communicate wants in a restaurant, store, or even home. Making connections between the lesson and prior knowledge is another strategy that I saw implemented throughout the semester. For example, when cooking, the students

Success, a goal of many forms, is something we all strive for and hope to achieve. However, on the long rugged road to success, we all eventually encounter a roadblock known as failure. For teenagers, the sting of failure can be especially painful. Many parents dream for their child to graduate from a prestigious university and spend the majority of their lives working at a high paying job and supporting a family. Furthermore, the relentless demands of family can extend to extracurriculars, family traditions, and standards set by other family members. The harsh standards of society can restrict teenagers from acting like themselves and also be mentally punishing if they are not met. For certain individuals, the expectations placed upon themselves

The transition from being a teenager too an adult often comes with many struggles. In this difficult transition we are supposed to be able to deal with while passing the required classes needed to graduate, pick our career path, and decide who we are supposed to become. From the age of 5, the school systems have told us where/when we are allowed to eat, to ask for permission to go to the bathroom, how we should be seated in a classroom, and what rules we must follow while in a school. Being constantly told what to do and how we should act, what is right and what is wrong can be very discouraging. As a society there is a set of “standards” that have been put into effect in everyone's mind. When we don't meet these academic standards parents and ourselves often get upset as to why we can't be as good as the person next to us. As a result of feeling like you have let yourself and your parents down for not having marks that you should, often you begin to think negatively about yourself. Beginning to believe things such as that you aren't smart, or that you aren't capable of completing school work as well as you think you should be able too according to the “standards” of what is acceptable. What we don't realize is that every person is unique, meaning we have all been given strengths and weaknesses. Focusing on our weaknesses gives us a negative