Behavior Management Strategies for the Elementary School Setting

Behavior management is a facet of teaching that can be one of the largest causes of frustrations for educators, particularly novice teachers. It has even pushed many teachers to leave the profession. One of the root causes of the struggle is that teachers are not prepared with a repertoire of techniques to help them create the most effective learning environment. This study was conducted to determine effective behavior techniques for elementary teachers and future implications for supporting teachers with behavior management. The study involved ten elementary school teachers. Each teacher was given a survey that gauged their opinion on various behavior strategies and asked them to list their current effective strategies and how to best assist new teachers with behavior management. The surveys were anonymous. This paper will discuss the benefits of a variety of behavior strategies, such as creating a structured, predictable classroom, developing trusting relationships, reinforcing behavior expectations, correcting errors effectively, creating student engagement, and praising positive behavior. Upon completion of the study, it is determined that the best teachers of behavior management use many strategies to keep students engaged and motivated and to create a positive classroom environment where students want to be. This study indicates that behavior management is a critical factor in the success of a classroom and the overall happiness of teachers. Thus, the future of education lies in the importance of teacher education programs, as these programs should be restructured to include behavior management as a key component of teacher training

The Role Of Positive Regard In Self-Regulated Learning: An Analysis Of Student Evaluation Data

Learning outcomes in classroom settings are impacted by many components of the course structure and delivery.  One of these is positive regard from the instructor as perceived by students.   Similarly, perceived positive regard is an important aspect of learning outcomes in a distance education environment, although the ways in which regard are shown are much different.  The present study seeks to quantify the impact of perceived positive regard on learning outcomes in both classroom and distance modalities and compare the results for similarities and differences.  Data from the Student Instructional Report, both classroom and distance versions, from the authors’ institution is used to validate the relationships among positive regard, motivation, and learning outcomes shown in Eflides’s (2011) metacognitive and affective model of self-regulated learning (MASRL).  Analysis of data from one academic year of available data does support these relationships, with some differences found between distance and traditional classroom settings.  Support and suggested direction for future research on the role of positive regard in distance learning are offered. 

A comparison of the preferred learning styles of year 5, year 7 and year 9 students in science using the science laboratory environment inventory (SLEI) and a cooperative learning unit of work based on multiple intelligences

Research has shown that students are increasingly disinterested in science (Gallagher, 1996). One only has to walk through the corridors of almost any secondary school to realise that students find science boring, irrelevant, not applicable and abstract. There is little doubt that if the science learning environment was made interesting and relevant to students, there could be a shift from the growing “unpopularity” of science. This study compared the preferred learning styles of 59 Year 5, 113 Year 7 and 113 Year 9 students in science using the Science Laboratory Environment Inventory (SLEI) and a Grid of a cooperative learning unit of work on Natural Events based on Multiple Intelligences. The study focussed particularly on students’ perceptions of science, improving the classroom learning environment and whether gender played a role in preferred learning style.From this investigation, formulating classroom learning environments where studentcohesiveness is high and learning activities are varied is paramount for improving student (and hence future generations) interest in science. Teachers of Year 5, Year 7 and Year 9 science students need to think “outside the square” and embrace a style of teaching that provides firm rules as well as a friendly environment. Older students should be exposed to the type of classroom that they experienced in lower primary school – clear and simple rules, fun, exciting, relevant, and memorable. It’s time for teachers to “set young minds on fire”

TOWARDS A WITTGENSTEINEAN LADDER FOR THE UNIVERSAL VIRTUAL CLASSROOM (UVC)

The aim of this work is to move from the foreign dominated to the self-dominated by encouraging people to draw their own conclusions with the help of own rational consideration. Here a room as an environment that is encouraging innovation, which can be denoted as “Innovation Lab”, and making processes as can be regarded as “Smart Lab” is an essential base. The question related to this generalized self-organizational learning method investigated in our paper is how a UVC, which is a room that connects people from different physical places to one synchronous and virtual perceivable place, which is built on these preconditions, can be operated both resource and learning-efficient for both the course participants and the educational organization. A practical approach of implementing a virtual classroom concept, including informative tutorial-feedback, is developed conceptually that also accounts for and implements the results of reinforcement machine-learning methods in AI applications. The difference that makes the difference is gained by reimplementing the AI tools in an AI instrument, in a “Smart Lab” environment and that in the teaching environment. By means of this, a cascaded feedback-loop system is informally installed, which gains feedback at different levels of abstraction. By this learning on each stage, in a collaborative and together decentralized and sequential fashion takes place, as the selforganizational implementations lead implicitly, also by means of the in the course implemented tools, to increasingly self-control. As such in the course, a tool is implemented, as generalizations by means of reinforcement learnings are to be emergently foreseen by this method, which goes beyond the tools, that have already been implemented before. This AI-enhanced learning coevolution shall then, predictively, as well increase the potential of the course participants as the educational organization according to the Wittgensteinean parable: A ladder leading into a selfly-organized future

The Effects of Repertoire Selection and Classroom Configuration on the Middle School Classroom Environment

This predictive correlational study examined the effects of classroom configuration and repertoire selection on student perspectives of the middle school choral classroom atmosphere. Despite the general understanding that repertoire affects the classroom atmosphere, how repertoire selection and classroom configuration affect student perspective is still being determined. Student perspectives are vital as they have a significant impact as educators endeavor to create a positive learning environment for choral students. This quantitative study applied a multiple linear regression to predict the results of the Short Test of Musical Preferences and the National School Improvement Partnership’s Classroom Climate Questionnaire Upper Primary. This study aimed to understand student perspectives on classroom arrangement, repertoire selection, and classroom environment in the middle school choir classroom. The study was conducted in one public middle school choir classrooms in Northeast Georgia. It included 117 choral students in sixth, seventh, and eighth grades. The findings of this multiple regression analysis revealed a predictive relationship between classroom configuration, repertoire selection, and classroom atmosphere. The regression results showed that the results were statistically significant (R2 = .281, p = 0.034) along with a large effect size (0.625), displaying that classroom configuration and repertoire selection impact students\u27 perspectives on classroom atmosphere. This information is helpful for choir teachers as they aim to form a positive classroom environment for all students. Limitations and recommendations for future research are included

A Framework for Scaffolding Learners' Self-Regulation in a Flipped Classroom Learning Environment

Self-regulated learning is learning that is derived from a student’s self-regulated thoughts and it is strategically oriented towards their learning goals. The need to guide and monitor students’ self-regulation is crucial since it has become an integral part of their learning process. Throughout the process, technologies also have been integrated into the educational scene, and one of the approaches that exist nowadays is flipped classrooms. Previous research has proven that if a student’s self-regulation is being monitored, their performance might as well increase, along with their selfregulation skills. As a result, this paper proposes a framework for scaffolding students’ self-regulation in a flipped classroom learning environment. The proposed framework may be useful to practitioners and online learning instructors. The implication of a self-regulated flipped classroom approach towards students’ self-regulation and students’ achievement in learning have been discussed. Finally, the success factors for implementing the proposed framework and some future research directions have also been discussed. Keywords: scaffolding; self-regulated; flipped classroom; performanc

R&B SONG LYRICS AS A PEDAGOGICAL TOOL: TOWARD A PEDAGOGY FOR TWENTY-FIRST CENTURY MULTICULTURAL STUDENTS

This thesis posits that treating lyrics (particularly R&B lyrics) as texts in a literature analysis or first-year composition class is one-way teachers can integrate the works of marginalized writers into their lesson plans. That is, I assert that as higher education continues to take action toward academic equity and inclusion, current and future teachers must do so as well. I explain how examining and analyzing the different textual features of song lyrics can be used to illustrate different approaches to writing. This transformative pedagogical practice would foster a more inclusive and diverse classroom experience for minority students. When teachers consistently integrate the works of marginalized writers into their lessons, the lessons become relevant and the classroom environment will become a more welcoming learning environment for today’s multicultural students. Finally, I aver that recognizing how songwriters communicate their ideas to their audiences will motivate students to reflect on their writing processes and encourage them to consider new ways to approach how they communicate in their own writing. When teachers consistently integrate the works of marginalized writers into their lessons, the lessons become relevant and the classroom environment will become a more welcoming learning environment for today’s multicultural students

Teaching in a virtual classroom : volume 2 of a virtual classroom on EIES : final evaluation report

A Virtual Classroom is a teaching and learning environment located within a computer-mediated communication system. As a teaching environment, it provides a set of tools, strengths, and limitations which are available to an instructor for delivering course materials and structuring learning experiences. Its characteristics are merely potentials, just as the empty classroom with its chalkboards and desks awaits the efforts and creativity of the instructor and the students to make it come alive. This is the second volume of the final research report on experiences with the prototype of a Virtual Classroom system constructed and operated on EIES, the Electronic Information Exchange System at NJIT. The amount of data collected during this field experiment and the number of issues examined as part of the evaluation proved to be too much to be bound in one volume. The materials included in the first volume describe the project as a whole, and focus on the results related to the experiences of and impacts on the students. This volume looks at the Virtual Classroom from the teacher\u27s point of view. Its purpose is to present the lessons learned by the faculty members who participated in the project, particularly in terms of guidelines or generalizations that may be of use to future instructors who are considering using computer-mediated communication as a mode of educational delivery

Modeling Metacognition: Making Thinking Visible in a Content Course for Teachers

Helping students develop their ability to use the mathematical practices relies on their awareness of and ability to share their thinking to be used as part of classroom instruction. This type of instruction tends to be different from most teachers mathematics learning experiences thus requiring teachers to rethink what it means to teach mathematics without a model for reference. This preservice geometry content course was designed specifically for future elementary teachers with the intent of modeling effective non-traditional methods of instruction. Unfortunately, analysis of classroom observations suggested that even in this carefully designed inquiry-based course, there is a lack of cognitive and metacognitive thoughts being made visible for use as part of instruction. Content courses, such as this one, are the final opportunities to help students learn mathematics content in an environment supported by positive research findings, thus teacher education is missing an opportunity to provide a potentially powerful learning experience for future teachers