Classroom Management with Voice-Movement-Task

Sometimes it\u27s the simple things that are the solution to classroom management problems. Consider the simple task of giving directions. As basic as they may be, directions are the infrastructure of a well-managed classroom. Clear directions give students a better understanding of behavior and academic expectations

Developing Stragic Competence in the Service of Inquiry Teaching: Assisting Pre-service Elementary Teachers to Use Inquiry to Achieve Strategic Competence in Science Learning

Abstract: This paper describes the efforts of researchers to examine the understandings of pre-service elementary teachers regarding the role and use of inquiry and strategic competence in science teaching and learning. The pre-service elementary teachers were given multiple exposures to inquiry activities, and field teaching opportunities using inquiry with opportunities to pursue strategic competence in experimentation and problem solving. The findings support the use of inquiry labs and shows how field experience is valuable in helping build an understanding of inquiry and strategic competence

The Redirect Behavior Model and the Effects on Pre-Service Teachers’ Self-Efficacy

The ability for a novice teacher to confidently address inappropriate behavior has a substantial impact on student achievement, teacher attrition, and the reduction of bullying instances (Allen, 2010; Marzano, 2003). Classroom management plays a critical role in the success of the student as well as the teacher. The authors propose an intervention that potentially may have considerable impact on a novice teachers’ confidence regarding classroom management. The idea of providing guidelines for novice teachers to implement while redirecting student behavior could perhaps impact self-efficacy with classroom management. This paper describes the implementation of the Redirect Behavior Model (RBM) with pre-service teachers during a five week practicum. The RBM is a proactive communication model that provides scripted guidelines for teachers to follow while they redirect inappropriate student behavior. The pre-service teachers were given extensive training on the RBM and was able to implement the model during an extensive field placement. Participants were 31 undergraduate pre-service teacher candidates, majoring in secondary education and enrolled in a junior-level classroom management course. The participants were trained in all three phases of the RBM prior to engaging in an extensive field practicum. Participants responded to an informal survey to explore students’ self-efficacy about their knowledge and ability to manage student behavior. Paired samples t tests were used to evaluate possible differences between pre- and posttests for the two sets of items (knowledge and self-efficacy). The purpose of this study was to examine the impact of training in the RBM on pre-service teachers’ self-efficacy in classroom management

The Redirect Behavior Model and the Effects on Pre-service Teachers\u27 Self-Efficacy

The ability for a novice teacher to confidently address inappropriate behavior has a substantial impact on student achievement, teacher attrition, and the reduction of bullying instances (Allen, 2010; Marzano, 2003). Classroom management plays a critical role in the success of the student as well as the teacher. The authors propose an intervention that potentially may have considerable impact on a novice teachers’ confidence regarding classroom management. The idea of providing guidelines for novice teachers to implement while redirecting student behavior could perhaps impact self-efficacy with classroom management. This paper describes the implementation of the Redirect Behavior Model with pre-service teachers during a five week practicum. The Redirect Behavior Model (RBM) is a proactive communication model that provides scripted guidelines for teachers to follow while they redirect inappropriate student behavior. The pre-service teachers were given extensive training on the RBM and were able to implement the model during an extensive field placement. Participants were 31 undergraduate pre-service teacher candidates, majoring in secondary education and enrolled in a junior-level classroom management course. The participants were trained in all three phases of the Redirect Behavior Model (RBM) prior to engaging in an extensive field practicum. Participants responded to an informal survey to explore students’ self-efficacy about their knowledge and ability to manage student behavior. Paired samples t tests were used to evaluate possible differences between pre- and posttests for the two sets of items (knowledge and self-efficacy). The purpose of this study was to examine the impact of training in the RBM on pre-service teachers’ self-efficacy in classroom management

The Redirect Behavior Model and the Effects on Pre-Service Teachers’ Self-Efficacy

The ability for a novice teacher to confidently address inappropriate behavior has a substantial impact on student achievement, teacher attrition, and the reduction of bullying instances (Allen, 2010; Marzano, 2003).  Classroom management plays a critical role in the success of the student as well as the teacher.  The authors propose an intervention that potentially may have considerable impact on a novice teachers’ confidence regarding classroom management.  The idea of providing guidelines for novice teachers to implement while redirecting student behavior could perhaps impact self-efficacy with classroom management.  This paper describes the implementation of the Redirect Behavior Model (RBM) with pre-service teachers during a five week practicum.  The RBM is a proactive communication model that provides scripted guidelines for teachers to follow while they redirect inappropriate student behavior.  The pre-service teachers were given extensive training on the RBM and was able to implement the model during an extensive field placement.  Participants were 31 undergraduate pre-service teacher candidates, majoring in secondary education and enrolled in a junior-level classroom management course.  The participants were trained in all three phases of the RBM prior to engaging in an extensive field practicum.  Participants responded to an informal survey to explore students’ self-efficacy about their knowledge and ability to manage student behavior.  Paired samples t tests were used to evaluate possible differences between pre- and posttests for the two sets of items (knowledge and self-efficacy).  The purpose of this study was to examine the impact of training in the RBM on pre-service teachers’ self-efficacy in classroom management. Keywords: key words, self-efficacy, classroom management, redirect behavior mode

Anti-folate receptor-α IgE but not IgG recruits macrophages to attack tumors via TNFa/MCP-1 signaling

IgE antibodies are key mediators of antiparasitic immune responses, but their potential for cancer treatment via antibody-dependent cell-mediated cytotoxicity (ADCC) has been little studied. Recently, tumor antigen–specific IgEs were reported to restrict cancer cell growth by engaging high-affinity Fc receptors on monocytes and macrophages; however, the underlying therapeutic mechanisms were undefined and in vivo proof of concept was limited. Here, an immunocompetent rat model was designed to recapitulate the human IgE-Fcε receptor system for cancer studies. We also generated rat IgE and IgG mAbs specific for the folate receptor (FRα), which is expressed widely on human ovarian tumors, along with a syngeneic rat tumor model expressing human FRα. Compared with IgG, anti-FRα IgE reduced lung metastases. This effect was associated with increased intratumoral infiltration by TNFα+ and CD80⁺ macrophages plus elevated TNFα and the macrophage chemoattractant MCP-1 in lung bronchoalveolar lavage fluid. Increased levels of TNFα and MCP-1 correlated with IgE-mediated tumor cytotoxicity by human monocytes and with longer patient survival in clinical specimens of ovarian cancer. Monocytes responded to IgE but not IgG exposure by upregulating TNFα, which in turn induced MCP-1 production by monocytes and tumor cells to promote a monocyte chemotactic response. Conversely, blocking TNFα receptor signaling abrogated induction of MCP-1, implicating it in the antitumor effects of IgE. Overall, these findings show how antitumor IgE reprograms monocytes and macrophages in the tumor microenvironment, encouraging the clinical use of IgE antibody technology to attack cancer beyond the present exclusive reliance on IgG