schoolimprovement.com In their Classroom Instruction That Works research, McREL and Robert Marzano identified nine strategies that can be applied in any learning environment and result in significantly increased student learning. When implemented consistently and correctly, these research-based strategies can provide average percentile point gains as high as 45% on student achievement tests. Although most educators are familiar with the Classroom Instruction That Works research, teachers still need help transferring the theory into practice.

The head of the Gauteng Department of Education has placed an educator on precautionary suspension pending an internal disciplinary enquiry. The educator is shown on video footage administering corporal punishment on a learner. The department is horrified by the images on the video footage and would like to remind all teachers that corporal punishment is outlawed by the Constitution. A grade 12 leaner at Diversity High in South of Johannesburg who recorded the video says he was punished by the educator with other leaner’s for skipping an Afrikaans class.

schoolimprovement.com In their Classroom Instruction That Works research, McREL and Robert Marzano identified nine strategies that can be applied in any learning environment and result in significantly increased student learning. When implemented consistently and correctly, these research-based strategies can provide average percentile point gains as high as 45% on student achievement tests. Although most educators are familiar with the Classroom Instruction That Works research, teachers still need help transferring the theory into practice.

Now I did a placement in 7th grade that was tough but I got through it just fine.

Im back at my old HS student teaching and everything has started to fall apart my last week of student teaching. After the fourth week( was incredibly sick but refused to call out), my student teacher bluntly came up to me and said I was boring.( I had observations before that went fine with my supervisor. )

My coop is someone I kinda knew before and honestly did not know what to do with me. She did not make her expectations clear and she was very unhelpful with helping me create new materials( a huge problem I have as a new educator). After a week of calling be boring, like watching paint dry comparing my handwriting to a special kid, and calling out my lesson plans as too vague, she has started saying things like she wouldn’t recommend me for a teacher. She compares me to another student teacher in the building and says Im not as good as them. She also barely gives and strategy to better myself other than “to be an asshole in front of the kids” .

I plan anywhere between 1-3 hours a night for my lessons and now she has started to want them days ahead of time. She criticizes me in front of the kids and says stuff like “Theyre eating you alive and you’re going to have problems” right in front of the kids. She says I have no classroom management but when I observed her for my first week she simply sat down read from an overhead or powerpoint and talked all period or showed a movie that many of the students did not understand why they were even watching. Shes got a real nasty tone and keeps saying things like “you need a another semester student teaching” and I didnt think you have the passion to be a history teacher…you don’t read enough..you seem uncomfortable in front of the class”…IM UNCOMFORTABLE BECAUSE IM WORRIED ABOUT THE NEXT NEGATIVE THING SHE IS GOING TO SAY TO ME NEXT…I mean today she got upset with me because I didn’t know where a website was where a video was…

If you think saying things to a student teacher like you’re boring, there’s something weird about you,calling a lesson a “train-wreck” and not giving suggestions to make it better, you don’t have the spark to teach ,you’ree unprepared(despite coming in everyday with something), you have to be an asshole in front of the kids,telling someone despite 4 years of training and a 1st placement(albeit slightly different) that theyshouldn’t go into teaching ….please let me know because this lady is making me lose sleep at night. Im seriously considering going into a counselor because the things she has said and done are not only incredibly hurtful, but simply seem unprofessional to me and other teachers I tell…
Please tell me your opinion

In India the students are relativly more disciplined tan students of other countries e.g. USA.. Yet, in public schools/ (private schools) the students are more active, adventureous, and more experimental. This leads to more indiscipline.
Additionally. the students are supported by parents against the teachers. Moreover, the police, and the high court always give judgement or take action favouring the students, in case of a dispute.
In view of this, the students have no fear of punishment, or restraints from their parents, thus affecting classroom Discipline.
The school managements also avoid confrontation, thus indirectly putting the problem under the carpet.
In view of this what will be the best strategy for the Class teacher to ensure class discipline, and the best management practise to ensure good class management.

I’ve been a supply teacher for over a year now. Whenever I enter classrooms with kids in grades 6 and under I feel comfortable and I don’t have many classroom management problems However, I also occasional get supply work for grades 7/8 and I have NO idea how to manage them.

Can someone give me advice on how to do things like
- get their attention (somehow “1,2,3 eyes on me” doesn’t seem appropriate)
- How to keep them under control and working while I’m in their class
- Any other advice you can offer!

Thanks!

Are there any little tricks I could use to help manage the class? Like for example with little kids I draw a happy face on the black board and I tell them that if they are rude that I will make it a sad face and they will need to stay in for recess. For the kids who a bit older I have a minute box. If the kids are rude I add minutes to the box and that is how long they stay in at recess. Is there anything like that that will work with 7/8s?

I’ve noticed some teachers on Yahoo Answers ask questions that I thought would be covered in every Teacher Training program! thought it would be interesting to see what different K-12 teachers did as part of the Teacher Training program. This would also help people thinking of becoming a teacher make decisions about their education.

TWO YEAR BACHELOR OF EDUCATION DEGREE

Entrance requirement: Bachelor’s degree & GPA ~ 3.2

Semester One: two days per week observing classes in a real school, two days on campus. Classes dealing with child development, brain research, classroom management, assessment, learning styles and theories, diversity education and ethical issues.

Semester Two: Still two days of observation in a school, plus two days of classes dealing with curriculum in our chosen subject area. Grade-by-grade curriculum analysis, unit planning, lesson planning and teaching strategies.
Semester Three (Year 2): Four days per week of teaching in a school while observed by a classroom teacher, and one day per week of discussion on campus.

Semester Four: Student-selected options on campus. Choices include special education, counseling, ESL, gifted education and educational leadership.
I go to a top-level university. Bachelor of Education degrees are awarded in two years FOLLOWING the completion of a first Bachelor’s degree.
I don’t know what you people are thinking. ALL CANADIAN UNIVERSITIES (that have Education programs) offer post-degree Bachelor’s of Education degrees in either twelve or sixteen months of full-time studies (not counting summer break). You don’t have to get it from the same university you did your first undergraduate degree in. I think it’s a pretty sad state of affairs when people can’t see beyond their own local borders.

Angry teacher flings broom, hits pupil
CEBU CITY — A grade 1 pupil in Ginatilan town had his head stitched after his teacher hit him with a broom last July 1. John Ariel Dugaduga, 6, received six stitches to close the wound on his head, radio dyHP reported Thursday. read more

Read more on Sun Star

Does anyone have advice on mentoring an alternate route teacher?

I have been teaching for 6 years and have taught 3-8th grade. This October I will be going out on maternity leave, so my district has asked me to mentor an Alternate Route 7th grade French teacher. My role is to give her tips & strategies on classroom management & the professional aspects of teaching, but I also have to observe her several times a week.

Note:
In NJ, to be an alternate route teacher, means that you have at least an undergraduate degree in your content area and that you have passed the required Praxis exams for your content area. The main difference between an alternate route teacher & a traditional route teacher is that the alternate route teacher has not taken methods classes, nor have they had an opportunity to student teach.

I am a substitute teacher in an urban district for HS students. I’d like to maintain a modicum of control, however, being a sub, I have none. After students get done, I usually let them do what they want, since that’s what happens anyway. They don’t take me seriously–surprise–but quite frankly, I just need to make it through my day. Any teacher tips would be most welcome.
So far, the best strategy has been to keep the classes quiet enough, and to let security handle the troublemakers (which they explicitly ask me to), but I really hate doing that. Help!

Ideas on classroom management strategies, new lesson plan ideas?

Product Description
You Have To Go To School has always been filled with the pearls of wit and wisdom you need to develop rapport with students and manage everyday school problems. And now, in its updated edition, it offers preservice, new, and experienced teachers even more!New features include:More than 50 new tips! A new chapter on safety – both your own and that of your students A broader focus that includes all teachers, not just novicesThis timeless collection of ideas and st… More >>

You Have to Go to School–You’re the Teacher!: 250 Classroom Management Strategies to Make Your Job Easier and More Fun

Product Description
This guide presents over 100 teacher-tested classroom management strategies for K-12 classrooms, including addressing management problems such as: absenteeism, disruptive behavior, tardiness, lack of motivation, and short attention spans. Readers are presented with a classroom management problem, the teacher’s concern, and workable options for solving each discipline problem. Additionally, classroom management problems are organized alphabetically for easy refer… More >>

What Every Teacher Should Know About Teacher-Tested Classroom Management Strategies

I’m now ready to start substituting. In order to prepare myself and earn student respect from the very start, I’ve been putting lots of thought into this matter. Since I got lots of good answers for my last problem, I thought I’d try here again.

I would like to know some classroom management strategies I can use when I’m in one of “those” situations when the students are trying to make the sub cry. My biggest fear is losing control and not ever getting it back.

• ISBN13: 9781877673368
• Condition: NEW
• Notes: Brand New from Publisher. No Remainder Mark.

Product Description
In this funny and insightful book, Gary Rubinstein relives his own truly disastrous first year of teaching. He begins his teaching career armed only with idealism and romantic visions of teaching – and absolutely no classroom management skills. By his fourth year, however, he is named his school’s “Teacher of the Year.” As Rubinstein details his transformation from incompetent to successful teacher, he shows what works and what doesn’t work when managing a cla… More >>

Reluctant Disciplinarian: Advice on Classroom Management From a Softy who Became a Successful Teacher

• ISBN13: 9780871207937
• Condition: USED – GOOD
• Notes:

Product Description
How does classroom management affect student achievement? What techniques do teachers find most effective? How important are schoolwide policies and practices in setting the tone for individual classroom management? In this follow-up to What Works in Schools, Robert J. Marzano analyzes research from more than 100 studies on classroom management to discover the answers to these questions and more. He then applies these findings to a series of “Action Steps”–specifi… More >>

Classroom Management That Works: Research-Based Strategies for Every Teacher

Maintaining Classroom Discipline (1947). Good and bad methods of disciplining inappropriate classsroom behavior. This was a very well made instructional movie for teachers. While there are new & different problems in the modern schools, the basic ideas of this film still holds. The opening messages are exactly what the best research on classroom behaviour tells us:
1. The vast majority of behaviour problems in the classrom involve minor breaches of discipline.
2. These incidents originate in the classroom situation itself and are within the control of the teacher.
3. Disciplinary problems in the classroom are symptoms of underlying weaknesses in total learning situation. BY CONTRASTING METHODS OF HANDLING THE SAME CLASS, TECHNIQUES ARE SHOWN FOR SECURING CLASS DISCIPLINE and STIMULATING THE INTEREST OF STUDENTS.Producer: McGraw-Hill Films; Creative Commons license: Public Domain.

Duration : 0:13:43

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