Students ' Scores On The Sglsst Be Improved

Many teachers are faced with the difficult task of managing their student’s behavior. Even if we

The purpose of Response to Intervention is early detection and identification of learning concerns of students and the development of an individualized plan that addresses the appropriate prescription for resolving the students’ academic or behavioral issue. In our twenty-first century learning communities, students are required to participate and are engaged in educational activities that may challenge their ability to grasp the concept in manners conducive to their learning styles. Schools are challenged to examine their methods of instruction to meet the needs of all children making them successful in all areas of academic content. “A quality school is a place where students learn to think and apply knowledge to new situations, where students are involved in and excited about their learning, where students make individual gains in process and knowledge, where adults know they care about individual students,

After all the data is collected, it is the responsibility of the special education department to analyze it and then present the information is the best possible format to the appropriate audiences. To analyze the information, the faculty involved will have to determine if the program has achieved the goals and objectives it was developed to achieve. Boiling it down into a simple report will help them and the necessary school officials continue to develop and reinvent the program as needed to continue the best practices for student

Spending time in Ms. Gibson’s 1st grade class at Birney Elementary School in the Long Beach Unified School District presented many fascinating learning opportunities. Prior to my experience at this school, review of the STAR report and the School Accountability Report provided interesting background information on the school. While background information set a certain expectation at a school level, it did not offer any insight into my classroom experience. Consequently, I did not have any expectations on what I would learn by working with an experienced educator. Even though I did not have any specific expectations, I did learn a few tips on classroom management and teaching that I plan to take forward. Additionally, my early fieldwork experience assisted in helping me discover my weakest areas in respect to teaching, to focus on in my education.

required in every teaching-learning situation , enables teachers to create a teaching-learning situation with a positive atmosphere. Maintaining a balance between the structural (formal) and human relations (informal) aspects requires a holistic approach to classroom management. The combination and integration of these two dimensions represent the actual structure of the classroom situation, which includes all areas of the teacher's management task. These studies revealed a clear correlation between classroom atmosphere and pupil performance of grade 9 and grade 10 pupils in 12 secondary schools in Ontario as follows:  Classroom atmosphere has a significant influence on pupil performance.  Although the personal and social characteristics of pupils are important factors in their school performance, classroom atmosphere is sometimes more important.  The psychosocial and academic aspects of teaching are interrelated. 2

Elementary students have been considered sponges such that they should be open to learning and have some kind of mindset that school is considered good. However, over the years ' the demographics have changed such that number of students have increased along with diversity, poverty schools, and types of educational needs. This change the idea of education being good to other issues on campus such as healthcare, and physical and intellectual development which can multiply over the years. Students are overlooked as key participants in teaching learning initiatives and leads to the belief that it is the teacher’s sole responsibility for better outcomes. As students become aware of their individual educational importance they should begin to take more value and

Unfortunately, misbehavior overshadows positive and compliant behaviors. Teachers should realize that successful classroom management requires a teacher with an overt strategy to recognize, acknowledge, and reward the behaviors that he or she wants to flourish. We should understand that affirmation is the most positive behavior of all. Every student needs to feel that he or she will be accepted even when his/her behavior is not. Teachers should constantly model positive reinforcement for students by encouraging good behavior in the classroom. We should always think to give four positives with any corrective feedback given. (Jim Fay, David Funk, 1995) Positive Classroom Management is a set of proactive strategies that create a structured

Key point #1, the most important point from this article concerns students’ academic improvement and achievement to be associated with the teacher-student relationship.

Administrators are supportive of teachers in dealing with student discipline matters at Lacy Elementary, which is needed for PBSS to work and be successful. The three tiered approach of PBSS should be used at Lacy Elementary School (Bradshaw, 2015, p. 481). Tier 1, universal interventions for all students it is a proactive and preventative approach for both academics and behavioral issues. Tier 2, targeted intervention, the purpose is to reduce risks of problems with academics, behavior or both for some students and is supplemental and highly efficient. Tier 3, indivualized, function based and high intensity (Horner, R. H., Sugai,, G. & Anderson, C. M. , 2010, p. 4-5).

Ms. Nelson is a second grade teacher at ABC Elementary. Ms. Nelson was self-referred as she was concerned about her student’s engagment. She was observed on 02/25/2016 using the Direct Behavior Rating- Classroom Management: external Rater Form (DBR – CM ER) for 20 minutes. The DBR – CM ER involves the observer recording ratings in five categories: classroom structure, praise, communication, enthusiasm, and rapport. During the beginning of the observation, Ms. Nelson’s students were seated on a carpet, and she was reading a story and discussing it with the students. After the students completed their reading activity, they were split into stations. The students either went to an independent math station, computerized reading station, guided reading station with the teacher, or spelling station.

Alice Peterson drove to work mentally agonizing over the same dilemma that faced her every school day: how to help her students learn. Alice taught a class of prefers-grade children at the Mason Elementary School in Eastvale, a small town outside Chicago. This year was proving to be the most challenging and the most frustrating of Alice’s twenty-eight-year career. The Eastvale school district served a heterogeneous school population. More than 40 percent of the

Interaction between teachers and students in a classroom supports the development of intrinsic and extrinsic motivation and distinctive emotions of children at various age levels. If a teacher initiates positive interaction early, he or she can provide a supportive foundation for the students which develop productive motivations and positive emotions in school and life. This semester my practicum experience has enabled me to clearly identify the positive interactions and make connections with the way my cooperating teacher interacts with middle school students. With my observations, I understand how my cooperating teacher responds to students who lack motivation, how she builds students’ self-efficacies, how she develops growth mindsets in students, and how she identifies personalities in students to help her understand how to motivate her students. Largely, my cooperating teacher utilizes patience, perseverance, and makes

Thorton, Pelter, and Perreault (2004), explain this in relation to student achievements and how; the concept of, behavior grows better before it grows worse; is all too common within our education system. Many school improvement plans address symptoms, but fail to correct the

There is not enough understanding of how to teach grade level standards to a group of students in different grade levels with different disabilities and capabilities. Teachers need to know how to differentiate instruction to help students learn the test material.

While I was home over Spring Break, I went to Boone Central Elementary to observe on Wednesday afternoon from 1:00 to 3:30. I sat in on Mrs. Flinn’s fourth grade classroom. During this time, the students worked on their projects about Native Americans, celebrated a birthday, and finished putting together their commercials about their favorite candy bars. Overall, the time I spent this afternoon was so beneficial. It allowed me to place more of a focus on the behavior management side of a classroom and the supports that are offered.