...Individual Analyzing Internet Sources Week 2 What did you learn? I learned more than I expected from the Pearson student lab activities. In the first activity I knew most of the information presented, but in the second activity I learned quite a bit about researching a topic. I did not know that the URL .org is no longer limited to a non-profit or research organization; which makes it harder to use that as a reliable resource but it can still be useful. I learned it is important to look for non-bias opinions, information with publish dates are resourceful, research based, and the best domains to find good information on are .org, .gov, .mil, and .edu. Although just because the site has one of these domains it does not mean the resource is accurate or correct necessarily. What did you not learn? Well as I said in the previous paragraph in the first activity most of the information that was present I acquired before. The comparison between the library and the internet are basic knowledge to most people. The Library is based for research purposes, with trained staff to help you, but closes at certain times. The internet has multiple reasons for use, with no trained assistance, but it never closes. They each have great traits that can be used for study. I also knew it is not safe to purchase items online you must be careful when doing this. You need to do research and make sure the site is reliable. Some people think because a paper has a title and author that it is true but...
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...NAJMA KASSIM September 27, 2014 EDU 450 Mr. Hensley EDU-450 Classroom Management Models Harry Wong’s Effective Classroom Strengths: This model has very clear set of rules such as what to say and goals to keep in order for the teacher to be successful in her teaching. Weaknesses: This model I believe has more focus on the success of the teacher rather than the needs of the students. Quotes: “The single greatest effect on student achievement is not race, it is not poverty — it is the effectiveness of the teacher.” ~~ Harry K. Wong “It is the teacher — what the teacher knows and can do — that is the most significant factor in student achievement.” ~~ Harry K. Wong Websites: http://www.slideshare.net/courtneyprunyon/harry-wong-power-point-28304856 http://www.edweek.org/tm/articles/2013/10/14/cm_wong.html http://go.hrw.com/resources/go_sc/gen/HSTPR034.PDF References: Wong, H., Wong, R., Rogers, K., & Brooks, A. (2012). Managing Your Classroom for Success. Science & Children, 49(9), 60-64. Wong, H., & Wong, R. (2008). Academic Coaching Produces More Effective Teachers. Education Digest, 74(1), 59-64. Wong, H. K. (2002). Induction: the best form of professional development. Educational Leadership, 59(6), 52-54. Kagan, Kyle, & Scott’s Win-Win Discipline Strengths: This model has a very positive and set foundation for the students to follow; it also test and brings out the students full potential. Weaknesses: This model puts more...
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...Judith Ortega EDU-450 October 25, 2014 Jayne Marie-Yenko Behavior Management Approach Teachers must understand that they may face students with different kinds of disruptive behaviors in their classroom. It can be by far, one of the most worrisome issues teachers may come in contact with. Unfortunately, even when taking steps to prevent disruptive behavior, one can never guarantee a disruption -free class. This is why it is important that teachers are prepared with a plan on how they are going to approach such situations. In the scenario to follow, a teacher faces a disruptive student in class. The goal of the teacher will be to use her behavioral approach to diffuse the situation and not allow it to escalate any further by establishing and maintaining a calm, orderly, respectful, motivated classroom environment. (Kelly, 2015) Scenario: Layla is in Ms. Adams’s 3rd grade class. She is a nice girl who does not always complete classroom assignments. She cannot seem to stop talking in class whether it be while the teacher is talking or students are supposed to be quietly working. Layla also tends to speak or make comments while other students are talking. The teacher calls on students who raise their hands, yet, when it is their floor to speak, Layla disturbs them. On this particular Monday, as usual, Ms. Adams gave her students a morning assignment that they are supposed to quietly complete the minute they walk in. Layla begins to try and spark up a conversation...
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...Emily Tomko-Brueck EDU-450 January 23, 2014 Rough Draft Dear Mr. and Mrs. Smith, I just wanted to take the time to talk about Susan progress in the classroom. You daughter has been doing a wonderful job of turning her homework in on time, and fully completion. She has not missed one homework assignment this year and I am so proud of her work and your assistance. Susan also has been very actively participating in the in class activities. She does a great job of asking leading questions and assisting her peers during the in class activities. However sometimes, Susan is very talkative during the class activities and instructional time. The consistent talking has led to disruptive behavior during the lesson time. I have talked to her about her constant talking and how it impacts the classroom by disrupting everyone’s instructional time, however there is not much improvement. I would like to suggest that both parents and Susan come in to meet at talk about her disruptive behavior in the classroom and my concerns if there is not a change in her actions. Please contact me with a time that works for you to arrange a meeting to address these issues. I know Susan can turn this behavior around be just needs a little push in the right direction. Susan is a wonderful student to have but the consistent talking is becoming to disruptive. I feel that we can overcome this with a small discussion and arriving at an outcome that work for everyone in the classroom. I look...
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...18th Annual SDM EXCLUSIVE REPORT Neither Stellar Nor Stagnant Si in Six i 10 i t integrators were able t move ahead i 2012 and counted an i t bl to h d in d t d increase i in systems integration revenue; but one-third slipped back — showing that the security marketplace is not yet where it was pre-recession. By Laura Stepanek, Editor A 9 percent decrease in the 2012 revenue for SDM’s Top Systems Integrators is a deceiving number because individual company results did not recede to that extent. By all accounts, systems integrators described 2012 as average to improved — at least moderately better than the dismal results they encountered in 2011. While some companies found it “challenging,” others experienced the opposite. Most were in the middle — financial performance was neither stellar nor stagnant, but “acceptable” compared with the past few years. “2012 was another challenging year for the larger commercial integrated systems business. It wasn’t worse than 2011 but about the same,” notes No. 25-ranked ASG Security, Beltsville, Md. “There are still fewer projects, less funding and great pressure on margins. However, the low and mid markets performed very well for us again; specifically, a continued great resurgence in residential sales with excitement around our enhanced service platform. Small business was also a continued strong growth segment for the company, led by enhanced intrusion sales and cloud-based video services.” ASG Security reported $20.9 million...
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...EDU 450: Classroom Engagement and Management Grand Canyon University | Discipline and Management | Different yet Related | Keren E Shafer 12/20/2013 | Discipline and Management Getting students of any age to behave the way you would like them to and or do, as you would like is not always the easiest task. Yet every day in classrooms across the world educator's are faced with these challenges because like it or not kids are going to act up in class. Knowing these daily challenges will cause almost every educator to think about and consider how they will carry out both classroom management and discipline with their students. While these two items are similar, they certainly are not the same, or are they? Moreover, why do we need them in our classrooms? Classroom Management and Discipline, although they may seem similar and do go hand in hand in the classroom, most might agree they are not the same. Classroom Management is typically a teachers plan to obtain and keep order in their classroom while engaging their students in active learning. Knowing this information many if not all teachers will take the necessary steps to not only creating a good classroom management plan but they will try and communicate this plan with their students so that the students know what is expected of them while they are in school. Teachers realize these plans are not only necessary but their best attempt to detour and possibly even prevent the behaviors...
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...Running head: Discipline and Management Discipline and Management: Different Yet Related Grand Canyon University: EDU-450 March2012 Discipline and Management: Different Yet Related One of the most important things that a teacher can do to be effective is to manage his or her classroom. Educators must learn how to manage their classrooms and how to discipline the students. Teachers must know the definitions of discipline, management, behavior and misbehavior in order to know how to identify and handle different discipline and behavior problems in the correct way. A teacher must have a well-managed classroom in order to teach students effectively. Discipline is defined as the act or manner of managing; handling, direction, or control. (A.U, 2012). On the first day of class the teacher needs to establish the rules, and have order in their classroom. Then the instructor should maintain the order in the classroom during all times. Classroom management has to do with procedures, routines, and structure (Marshall, 2010). The teacher should create a plan for managing the classroom. Managing the classroom requires teachers to create a routine of how they give instruction, how they switch from one lesson to the next, and how they handle discipline problems. Teachers should also discipline the students who do not follow the rules so that it would create a safe learning environment for the students as well as him or her self when the classroom is managed...
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...Running Head: RELATIONSHIP BETWEEN DISCIPLINE, MANAGEMENT, BEHAVIOR AND MISBEHAVIOR Relationship between Discipline, Management, Behavior and Misbehavior LaRissa Newman EDU 450 July 20, 2013 Professor Hesch-Grover Management, discipline, behavior, and misbehavior are four words that have an impact on each of the others. The four ideas share some similarities as well as differences. First we will define each word, then make comparisons and last describe how these terms all relate to each other and education. In terms of education within a school or classroom, discipline helps to manage behaviors; to train by instruction and practice, especially to teach self-control to students. Discipline refers to the approaches and strategies used by teachers to guide and promote constructive student behavior. Classroom management can be described as what the teacher establishes as procedures and rules. These procedures and rules create order and provide a sense of safety for students. In the simplest words, as applied to teaching, it involves any and everything a teacher must do to carry out teaching objectives. Specific but flexible skills, instructional methods and knowledge are implemented to promote optimal learning. Behavior relates to actions by the student, typically a positive action, while misbehavior is a negative action. Both relate to classroom management and discipline directly. Similarities and differences Management is proactive and could be seen as the...
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...Running head: A COMPARISON OF DISCIPLINE MODELS A Comparison of Discipline Models Katy J. Kaldenberg Grand Canyon University: EDU-450 Classroom Engagement and Management Wednesday, August 01, 2012 A Comparison of Discipline Models Theory | Key Ideas | Strengths and Advantages | Weaknesses and Disadvantages | Personal Opinions | Wong's Pragmatic Classroom | * A structured learning environment helps students feel secure and thus learning is enhanced and behavior is improved with a set daily schedule (Charles, 2005). * For this to work, teachers must set expectations and clear procedures, and teach children the benefits of following them. | * When students learn how to follow procedures they more secure about their environment and what is expected of them (Charles, 2005). * This security allows the student to feel relaxed in their environment because the student has mastered the environment. * The student is not insecure about what to do next. * This helps students get back on task after something such as a fire drill. * It also allows for seamless teaching with a substitute teacher because procedures will stay the same (Charles, 2005). * This reduces behavior problems and keeps the focus on learning and educating. | * Teaching and practicing classroom procedures takes a lot of time at the beginning of the school year, so there is less time for teaching the curriculum. * If the whole school does not adopt a pragmatic approach...
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...Sylvia Pedroza EDU-450 05/30/2014 Cathy Capron Discipline Model Matrix Wong’s “Effective Classroom”: This is belief that achievements from students are based on how classroom rules are practiced. Strengths: * Students are comfortable enough where they know their environment because the rules are specific and clear about expectations. * When students follow procedures, they become comfortable with their environment so they know what to do because procedures are divided into time frames. Advantages: * Allows teacher to focus more on the lesson then having to frequently discipline students * Only two to three weeks are spent practicing the rules so students can cultivate discipline, liability, and orderliness. Weaknesses: * Students know what to do at all times so this leaves very little freedom * Involves a lot of time and training students and focuses more on the behavior of the teacher rather than the needs of the students. Disadvantages: * Takes time away from teaching * Rules are very strict and doesn’t focus on students’ needs or unpredictable events * Teachers spend a lot of time preparing the rules so they can be up to standard and they don’t really adjust the procedures to the student’s behaviors. Agree/Disagree? I agree to some extent with Wong’s “Effective Classroom” because, although the first few weeks it may take up time from teaching the students, it will eventually pay off. It may sound mean to leave little freedom...
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...Influences in the Teaching Enviornment By Grand Canyon University (EDU-450) 8/25/2013 In any classroom there will be positive and negative influences in it. The way at which these negative influences are handled will have a lasting effect on the students learning process. There are a vast array of theories and styles to choose from to help and control these behaviors from getting out of hand. The main point to remember is to find a strategy that works well for each individual. I will be addressing 10 possible behavior problems and how they should be approached. What could be the most important aspect of trying to keep negative influences at a minimum is the teacher’s ability to connect with the students. The teacher needs to keep the students from becoming bored in the classroom. Once a student gets to the point of boredom they can start disrupting other students and even forget assignments that are given in class due to a lack of attention. To keep boredom at a minimum The Institute of Education Sciences recommends that modifying the learning environment as well as teach and reinforce new skills to the students is a key concept (Epstein 2008). This in my opinion translates to the teacher needs to be able to recognize when a possible situation can occur and be able to change before the possible problem arises. The teacher could just offer some alternative actions to those who might become a possible disruption. Teachers sometimes tend...
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...Student Diversity and Classroom Management Grand Canyon University- EDU 450 October 20, 2013 In today’s classrooms teachers have a lot of diversity to deal with while trying to teach. When it comes to diversity in the class it varies from cultural, mental socio-economic, physical differences. Educators today have to be able to meet all the needs of the students within the class. Teachers need to have knowledge of all the different types of diversity. All of the diversities within the classroom can present several challenges upon the teacher when it comes to discipline. When it comes to maintaining order in the classroom it can be a difficult thing for new teachers it they do not have a lot of assistants. Over the years students have become defiant and teachers are unprepared to deal with the issues. If teachers do not have control of the classroom it can lead to poor classroom management. This paper will discuss five classroom management strategies that will promote critical thinking and gain the students attention within the classroom. The five strategies will include Canter’s Behavior Management Cycle, Win-Win Discipline, Kounin’s Lesson Management, B. F. Skinner’s Discipline through Shaping Behavior and William Glasser’s Discipline Guide by Choice. Using the Canter’s Behavior Management Cycle in the class can help teachers keep the class in order and control. The Canters can be an assertive discipline approach when it comes to teachers using this management...
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...Judith Ortega EDU-450 October 25, 2014 Jayne Marie-Yenko Behavior Management Approach Teachers must understand that they may face students with different kinds of disruptive behaviors in their classroom. It can be by far, one of the most worrisome issues teachers may come in contact with. Unfortunately, even when taking steps to prevent disruptive behavior, one can never guarantee a disruption -free class. This is why it is important that teachers are prepared with a plan on how they are going to approach such situations. In the scenario to follow, a teacher faces a disruptive student in class. The goal of the teacher will be to use her behavioral approach to diffuse the situation and not allow it to escalate any further by establishing and maintaining a calm, orderly, respectful, motivated classroom environment. (Kelly, 2015) Scenario: Layla is in Ms. Adams’s 3rd grade class. She is a nice girl who does not always complete classroom assignments. She cannot seem to stop talking in class whether it be while the teacher is talking or students are supposed to be quietly working. Layla also tends to speak or make comments while other students are talking. The teacher calls on students who raise their hands, yet, when it is their floor to speak, Layla disturbs them. On this particular Monday, as usual, Ms. Adams gave her students a morning assignment that they are supposed to quietly complete the minute they walk in. Layla begins to try and spark up a conversation...
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...Felicia Terry EDU 450 May 21, 2013 Professor Burk Influences in the Teaching Environment There are a lot of different types of conditions and behavior issues that can impact a positive or negative effect in the classroom. These behaviors and/or conditions can have a great effect on the process of learning, if the classroom is not managed properly. This paper is going to cover ten of the many negative classroom conditions or behaviors. It is important to know these conditions and behaviors to recognize and correct the problems to organize and manage the classroom. The first thing that will be discussed is overcrowding of the schools. With communities constantly being built and people moving into these small towns the schools but the schools aren’t getting bigger or more teachers it is causing schools to become overcrowded. “The school's student: teacher ratio of 16:1 is higher than the GA state average of 15:1.” (2011, GA Dept. of Educ). This causes distractions to children because when there is that many students in the classroom they tend to try to play and cut up while the teacher is trying to get their things together for the next lesson. To help manage the classroom with this problem you could use letting the students that talk have a job to do but tell them that it is only if they can do it quietly and calmly then swap the jobs out with the classmates throughout the school year. This could help to manage the class. Between doing this and setting the ground...
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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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