...of my study is to explore how ineffective Behavior Management Techniques perpetuate failure in children with Intellectual Disabilities. While I have read several articles I have not found any that directly speak to my purpose statement. While conducting my research it has been discovered that there are articles that speak directly to the teacher's insufficient methods for managing the classroom. Managing the classroom includes how teachers speak with students, relationships with parents and intervening before behaviors get out of control. This information goes to one side of the story, my research question would be remised without discussing this; however, what I am seeking is the disparity between what is conducted in the classroom verse what happens in the home. This articles were all found on eric.ed.gov. The majority of the research that...
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...being used is titled A Qualitative Study on Classroom Management and Classroom Discipline Problems, Reasons, and Solutions: A case of Information Technologies Class written by a number of authors. The purpose of this study was to investigate the classroom management and discipline problems that exist for teachers who teach while using technology. The article also seeks to reveal what the causes are that may be causing the issues in the classroom and the possible solutions (Erdogan, Kursun, Tan Sisman, Saltan, Gok & Yildiz, 2012). The participants that were used for this study are very diverse and widespread, but with the same common interest of identifying the problems of the classroom management. These participants of this article were made of seventeen parents, fourteen administrators, and fourteen teachers. The data that was collected was done so in a manner of the participants observing the class. This method was different, parallel, and semi-structured. Data was collected through the method of content analysis, which showed a lack of motivation, breaking rules and routines, lack of infrastructure, insufficient time management, ineffective classroom environment, and the lack of interaction in classrooms (Erdogan, Kursun, Tan Sisman, Saltan, Gok & Yildiz, 2012). The findings through these observations demonstrated that the problems were related to the place and structure of the course in the curriculum, classroom environment, classroom size and lack of hardware, lack...
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...Legal and Ethical Implications for Classroom Management Courtney Ball Grand Canyon University EDU-536 Jeff Martin June 10, 2014 Legal and Ethical Implications for Classroom Management There are many legal and ethical pitfalls for teachers when considering classroom management. Teachers face pressure from administrators, state agencies, parents, and students to have successful and effective classrooms. Over the years, the standard has moved and is constantly changing with initiatives such as Common Core and No Child Left Behind. Teachers need to be aware of the changing landscape of laws and what is acceptable by society. In this essay, I will look at four articles that examine classroom management and analyze them in respect to my future classroom management style and current societal norms. First Article The first article I looked at was "Consideration for Gender-Friendly Classrooms". This article discussed the use of gender bias strategies. It highlighted the differences between general learning styles of boys and girls. The highlight of the article was that it recognized the societal gender norms not only impact students, but also teachers as well (Kommer, 2006). Kommer went on to build a case for a mixture strategies that would play on the strengths of both boys and girls. Depending on the culture, girls and boys are said to be the same. Kommer contends that the goal is not to make boys and girls the same, but to have equity in teaching styles (Kommer, 2006). Analysis...
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...A Case Study of Disruptive Behavior in The Classroom 1 A Case Study of Disruptive Behavior in The Classroom Grand Canyon University-EDU536 Peggy Mosley 05/01/13 A Case Study of Disruptive Behavior in The Classroom 2 Both parents worked long hours, Tammy's father is a pie and cookie chef at the locate bread factory, he leaves for work at 5:00 a.m. and gets home by 3:00 in the evening. Her mother works at the mall as a sales manager at one of the clothing stores. Tammy's mom sees all the children off to school before she has to be at work, she works 10:00 a.m. until 9:00 p.m. at night. She is usually home to say good-night to the children. There are five children in the family: Richard is 6 years old and in the first grade, Barbara is 9 years old and in the fourth grade, Allen is16 years old and a 10th grader, Diana is a 14 year old 8th grader who has a learning-disability. A disorder in the basic psychological processes involving understanding or the use of language, which the disorder may reveal itself in an imperfect ability to listen, think, speak, read, write, spell,...
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...sectionTitle=all Syllabus for 1206AMBA6509044 Faculty Contact Information Dr. Murray R. Millson Email: mmillson@csumb.edu Course Introduction AMBA 650, Marketing Management and Innovation is a 6-credit seminar in the MBA Program. There are 10 weeks in the semester. There is no break in the semester The Summer 2012 semester begins July 5 and ends September 11, 2012 The last date to withdraw is August 18, 2012 Course Description (Formerly AMBA 603.) Prerequisite: AMBA 640. An exploration of the essentials of marketing management: setting marketing goals for an organization with consideration of internal resources and marketing opportunities, planning and executing activities to meet these goals, and measuring progress toward their achievement. Focus is on the concept of innovation in business, including the introduction of new market offerings and the use of new technologies, strategies, and tactics for achieving marketing objectives. An integrative approach combines discussions on theory of marketing management with industry analysis and practical implications. Assignments include the design and marketing of innovative products, analysis of the application of modern marketing strategies and tactics using examples from participants organizations, and practicing a holistic approach to marketing management. Course Goals/Objectives At the end of this course, students should be able to: 1. Assess the role marketing plays in an organization’s strategic planning. 2. Analyze...
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...Introduction The classroom is the place bounded by the wall and roof which teachers houses their students for the purpose of giving instruction to their students. In other words, it is a place where teachers and students engage in discussion. To some teachers, classroom teaching is a complex process in a complex environment whereas to others, classroom teaching is like rearing their own children in their own home. The classroom is an immediate environment where management is applied in order for students to acquire formal knowledge. It is made up of the teacher, students, learning devices, and the learning environment. Management, on the other hand, can be seen as a process of designing and maintaining any setting in which people work in groups for the purpose of achieving common goals. The Oxford Dictionary defines management as the act of running or controlling or skill of dealing with people or situations in any way. Loomiz (1980) defined management as a method where a group of people at the highest level of organization plan, organize, communicate, coordinate, control and direct the actions and activities of people who work for the organization toward the achievement of organizational objectives. In the school setting, in order to achieve its aims, a school has to have objectives, and to achieve these objectives, the various people with responsibilities in the school, especially in the classroom have to plan organize and lead. Classroom management is the term used by...
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...Organization and Management Text: Business, eleventh edition William M. Pride, Robert J. Hughes, Jack R. Kapoor South-Western Cengage Learning, 2010; ISBN-13: 978-0-538-47808-3 Course Outline: Introduction Unit 1: Chapters 1, 4, 5 Chapter 1 – Exploring the World of Business and Economics Chapter 4 – Choosing a Form of Business Ownership Chapter 5 – Small Business, Entrepreneurship, and Franchises Unit Exam Unit 2: Chapters 9, 10, 11, 6, 7 Chapter 9 – Attracting and Retaining the Best Employees Chapter 10 – Motivating and Satisfying Employees and Teams Chapter 11 – Enhancing Union-Management Relations Chapter 6 – Understanding the Management Process Chapter 7 – Creating a Flexible Organization Unit Exam Unit 3: Chapters 12, 13, 14, 15 Chapter 12 – Building Customer Relationships Through Effective Marketing Chapter 13 – Creating and Pricing Products that Satisfy Customers Chapter 14 – Wholesaling, Retailing, and Physical Distribution Chapter 15 – Developing Integrated Marketing Communications Unit Exam Unit 4: Chapters 2, 18, 20, 3 Chapter 2 – Being Ethical and Socially Responsible Chapter 18 – Understanding Money, Banking, and Credit Chapter 20 – Understanding Personal Finances and Investments Chapter 3 – Exploring Global Business Unit Exam Final Exam (cumulative) Your final grade will be based on: Four Unit Exams 40% (10% each unit exam) Final Exam 20% Case Study ...
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...1. Introduction 2.1. Background of the study 1.2. Statement of the problem 1.3. Objective of the study This research study has general and specific objectives. 1.3.1. General objective of the study The general objective of the study is to assess the classroom management in higher education the case with the teaching-learning of psychology of the Addis Ababa university. 1.3.2. Specific Objectives The specific objectives of the study are: •To identify the major factors affecting the quality of classroom management. •To suggest different possibilities to improve classroom management. 1.4. Significance of the Study The result of the study will give insight to the teacher and other stake holders to revisit its classroom management. And it will be also used as one reference material for people who will undertake further research in this area. 1.5. Scope of the Study Due to possible constraints in terms of time and finance the study covered only second year regular psychology students of the Addis Ababa university. 1.6. Limitation of the Study There may be Shortage of time, finance and lack of cooperation from participants. 1.7. Research design and methodology 1.7.1 Data collection method Self administer questioner will be distributed to teachers and students found in the data collection period. 1.7.2 Data analysis and presentation The collected data will be coded and entered using EPI INFO windows version...
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...------------------------------------------------- CASE STUDY 3 CHAPTER 8: EVALUATING A TEACHER’S CLASSROOM MANAGEMENT STRATEGY Point of View 3rd Party Objective To depict and analyze how the teacher applies her instructional management strategy in the classroom in relation to the diverse perspectives of participants in this case Problem What are the good basis and underpinnings in order to effectively evaluate a teacher’s instructional management strategy in the classroom? Areas of Consideration Classroom management is vital to achieving positive educational outcomes. Organization and behavior management in the classroom provide students with structure, which promotes learning. On the other hand, evaluating teacher classroom performance is an integral part of school supervision and contributes to the on-going mission of the educational institution. Teacher evaluations, when properly facilitated, function as professional measurement that encourage excellence, offer praise for good methodologies and strategies, and highlight areas that need upgrading. If conducted properly, teachers should view evaluations as necessary addition to daily instructional routine with an end result focused on collaborative means to teach more effectively. In this case, an evaluator questions a classroom teacher’s instructional management strategies when she applies for a permanent teaching credential. This issue reveals the underpinnings of tensions between the teacher and the evaluator in this case, noting conflicts...
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...CIMA will be changing the structure of the syllabus and how the papers are examined. We have liaised with CIMA over the past 18 months to enhance our educational experience in line with those changes so you will not only be able to study more effectively, but are also in the best position to pass your exams. New for 2015 – BPP Momentum Our programmes see the launch of BPP Momentum – an exciting approach to learning that recognises that everyone, and the way they learn, is different. BPP Momentum puts you at the centre, giving you more flexibility, more personalisation, more support, more value and more confidence. At the heart of BPP Momentum is competency-based learning; it means you will learn by doing. By progressively gaining knowledge, practicing what you have learned and testing as you go, you will build your competence gradually and be in the best position to pass your exams. The more you attempt, the more you will be able to identify your weaker areas and with the range of support offered by BPP Momentum you will understand how to improve. Together we will ensure you succeed. Regardless of how you choose to study and whatever level you are at, BPP Momentum enhances every element of your learning experience, and our range of structured study schedules offers you the flexibility to control your own progression. Our new programmes have been designed with your success in mind, which is why we have combined our Taught, Revision and Exam Practice courses into a single programme...
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...[pic] ביה"ס לניהול וכלכלה – התוכנית לניהול מערכות מידע 1 . פרטי הקורס |שם הקורס בעברית |היערכות לחירום והמשכיות עסקית BCLE1500 | |שם הקורס באנגלית |BCLE1500 | |שנה |סמסטר |תואר ראשון/שני |שם מקוצר באנגלית | | | | |עד 8 אותיות | |תשע"ג |א' | |BCLE1500 | 2 . סגל הקורס מרצה |שם פרטי בעברית |שם משפחה בעברית |שם פרטי באנגלית |שם משפחה באנגלית | |שלום |דוד |SHALOM |DAVID | |טלפון לפרסום (לא חובה) |דוא"ל |שעת קבלה | | |0504916155 |Shalom.david.cyber@gmail.com |בהמשך לשיעור שיקבע | | מתרגל – זהה למרצה |שם פרטי בעברית ...
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...Ken Hayes EDU-450-O101 Classroom Engagement and Management August 11th 2013 Shica Little A case studies a student's disruptive behavior. I’d like to take make a case study of a person I shall call Max. Now Max is a student who is normally a good student but has a I think I know everything type attitude so sometimes he becomes a disruption for he likes to show off to the class with his storehouse of knowledge and can sometimes test the teacher’s patience. In this case study I shall go through the behavior cycle as listed in our textbook, “Lee Canter’s Classroom Management for Academic Success.” For instance the first part of the cycle mentions using explicit directions or to communicate your instructions clearly and that a teacher cannot afford be vague when issuing directions in what he/she would like to have the class do. In this case, the teacher tells the class to go to their seats and begins to work on their worksheet on the planet Saturn. Max starts out going to his seat but stops to make a commentary on Debbie’s attire and then gets to his seat and then starts his assignment but then stops his work and starts to tell the class all he knows about Saturn. Now according to the text he did do what he was told but he did it his way and on his time frame. This is because the teacher did not give explicit enough instructions. A sample of this would be, class, go directly to your seats to not talk and get to work on your worksheet on the planet...
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...EDLHODM/101/3/2015 Tutorial letter 101/3/2015 The Educator as Leader, Manager and Administrator EDLHODM Semesters 1 & 2 Department of Educational Leadership and Management IMPORTANT INFORMATION: This tutorial letter contains important information about your module. CONTENTS Page 1 INTRODUCTION .......................................................................................................................... 3 2 PURPOSE OF AND OUTCOMES FOR THE MODULE .............................................................. 3 2.1 Purpose ........................................................................................................................................ 3 2.2 Outcomes ..................................................................................................................................... 3 3 LECTURER(S) AND CONTACT DETAILS .................................................................................. 4 3.1 Lecturer(s) .................................................................................................................................... 4 3.2 Department ................................................................................................................................... 4 3.3 University ...................................................................................................................................... 5 4 MODULE-RELATED RESOURCES ........
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...Canter’s Behavior Management Cycle: A Case Study Canter’s Behavior Management Cycle: A Case Study Effective teachers are aware that they must motivate students to quickly follow directions and to get on and stay on task to insure and increase time for learning (Canter, 2006). Canter’s Behavior Management Cycle is based on a three step process to effectively communicate directions, reinforce those directions with behavioral narration, and taking appropriate corrective action for those who still chose to not comply with direction. Utilizing Canter’s cycle will assist teachers in handling misbehavior. A Case Study Luke is a tenth grade student in Mrs. Flanagan’s American History class. He is very popular because of his talent on the basketball court and only comes to school to play sports. He keeps his grades just high enough to remain on the team and puts forth little effort in his work but enjoys being the center of attention on and off the court. In the past, teachers have allowed him to get by with poor effort and classroom disruptions, so he continually talks and calls out during lessons. When assignments are due, Luke either “forgets” the assignment or comes up with some kind of excuse, actually utilizing the classic “my dog ate it” which gets a laugh from his classmates. Other students find Luke’s behavior entertaining and get off task to join in. Mrs. Flanagan is becoming more and more frustrated with Luke’s behavior, not only his class disruptions, but...
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...Proposal Rhondalyn J. Cornett Grand Canyon University TCH-587 October 1, 2014 Abstract In this action research project the researcher talked to several teachers discussing the concerns they had in education. Most teachers cited discipline in the schools as the concern they most worry about in their classrooms. I researched several articles where schools have implemented School Wide Positives Behaviors intervention Supports (SPBIS) were put into place schools showed a decrease in discipline and an increase in academic achievement. In this action cycle we implemented the first intervention to see what significant data could be reviewed. Steps in Action Research Educators use action research just about every day they are working with students. The educator could be teaching a lesson or looking a class discipline you are using action research without realizing it. The steps in action research are: Identification of the problem area, Collection and organization of data, Interpretation of data, the action based on the data, and finally reflection (Ferrance, 2000). The first step in action research is to identify the problem. If there is a discipline problem in the classroom, the first question may be why? What is causing the inappropriate behavior? Is the problem something that the educator can help solve? When choosing where to begin in your research the educator will need to ask himself several questions. The questions should higher-order in nature. The questions should be...
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