TAILIEUCHUNG - Ebook Classroom management that works (Research - based strategies for every teacher): Part 2 - Robert J. Marzano, Jana S. Marzano, Debra J. Pickering

(BQ) In the part 2 of ebook "Classroom management that works (Research - based strategies for every teacher)", the authors provides to reader the contents as: Mental set, the student’s responsibility for management, getting off to a good start, management at the school level. Inviting you to refer to learn details. | Mental Set 71 with them before meeting with the class. For example you might know that a perfectionist student in one of your classes frequently becomes agitated when she is having difficulty understanding something you are presenting or difficulty completing an assigned activity. If you know that difficult content or a difficult assignment is going to be part of an upcoming class you can think through how you might interact with the student to head off potential problems. A hyperactive student one of the subcategories of attention problems in one of your classes might have difficulty attending to classroom activities immediately after lunch. Knowing that you will be working with him after lunch you might identify those things you can do to head off potential problems or suggestions you can make to the student to avoid behavior problems. The following vignette depicts how this behavior might appear in the classroom. Ms. Wilson knew that the first day of the new group project was going to be tough for some of her students. Further she predicted that when the students became frustrated they would probably begin to act out. She considered modifying the project to make it less complex but she believed that backing down on rigor would cheat these same students of critical learning. Instead she explained to the students that during the first few days of the project she would be sitting on a stool in the middle of the room a short equal distance from each group clearly visible to all students. Instead of moving around the room her usual style she would stay in the middle and students could come to her for help. From this strategic position she could mentally shift her attention from group to group keeping each group in her sphere of attention so that she could monitor their progress. She found that in this way she was always ready to compliment specific examples of on-task behavior and to act quickly if it appeared that frustrations were going to lead to disruptions. .

• Giáo dục học
• Classroom management
• Ebook Classroom management that works
• Mental set
• Student’s responsibility
• Cognitively based strategies
• Enhance student responsibility
• Effective classroom management
• Ebook Effective classroom management
• Analysing classroom organization
• Reducing sources of friction
• Discussions with disruptive pupils
• Role of classroom management
• Disciplinary Interventions
• Meta analysis
• Some measures for management of technology in the classroom
• Management of technology in the classroom
• Technology in the classroom
• Teaching and learning
• Control of technological products
• Ebook Classroom management
• Understanding classroom behaviour and situations
• The influence of Chinese culture on Hong Kong classrooms
• Chinese culture on Hong Kong classrooms
• Technical booming
• Flipped classroom model
• Learning management system
• Google Classroom
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• English speaking
• Classroom observations confirmed
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• Multigrade teachers
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• Differentiated instruction
• Journal of technology and science education
• Sales education beyond the classroom
• Building participative learning experiences
• Sales management through the CMGS method
• Method with guest speakers
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• Improve students’
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• ASD primary students in Vietnam
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• Private primary teacher
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• The bedrock of a culture
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