...Ask any school-age child what is the best part of their day is and most of them would tell you that it is recess time (McCarthy, 2013). Recess is defined by the Center for Disease Control (2017) as “regularly scheduled periods within the elementary school day for unstructured physical activity and play.” Recess is fun for a child but is also contributes to their growth and development and is an extremely important part of a student’s school experience (CDC, 2017). The American Academy of Pediatrics released a statement that said it is a crucial part of a child’s growth (Murray, Ramstetter, 2013). Research suggests that daily recess is necessary for appropriate development of a child because it promotes mental health, social...
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...Getting Recess Back in Schools Recess. Ask any elementary school kid what their favorite subject is in school and most of the time the answer will likely be recess. Yet many schools are reducing the amount of time children are allowed recess due to the increasing demand for schools to meet standardized testing scores and teach all the required curricula. This has had direct implications on elementary-aged school children that can jeopardize them for years to come across many different facets of development. Research suggests that when recess programs are properly implemented, in addition to physical education, they can help children be successful socially, physically, and academically. What defines recess? As defined in Pellegrini and Smith’s...
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...Have you ever had the thought of 6th graders having recess? Well there is a debate about whether 6th graders should have recess. The debate about recess is whether it should be structured or unstructured. Recess is a period of time during which you are dismissed from your school duties. Middle school students should have recess because they are more attentive, help’s with social skills and fights obesity. To begin, one reason middle schoolers should have unstructured recess is because they are more attentive in class after recess. Sources s1p4 states that” prior research shows children are less fidgety and are more attentive. This happens because after all the work they do during the day, they are stressed out. Having recess helps because they have time to clear their mind and chill out. The side that argues that middle schoolers should not have recess may say that there is too much work and not enough to have recess. This reasoning is wrong because students are more tired and stressed after their time doing work, so it is critical to give them a break....
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...setup can dramatically affect students' attitudes toward learning and their habits of learning. Students need an environment that is organized, stimulating, and comfortable in order to learn effectively. One way a teacher can create this type of learning environment is by creating learning centers throughout his or her classroom along with instructional areas. Take the physical features of your classroom into account when planning out what type of learning centers you want to have in your classroom. As the year progresses, you can add different kinds of learning centers to fit your classes. When sitting up your learning centers you not only want to take in the physical features of your classroom. You also need to consider the age of your students, the number of students and the type of activities you want to be conducted. Learning centers consist of multiple stations for children to rotate through. Stations may contain activities from different subjects, such as math, science and reading, or different activities related to the same topic. Using learning centers in your classroom is a fun way for students to experience hands-on learning independently or in small groups. It also opens up possibilities for you to work with small groups or individual students. One type of learning center that is valuable for young children is a reading center. A reading center is a place for students to read independently or quietly with a partner. It should provide comfortable seating, a...
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...For state government to be in the question of the consideration to eliminate or require school recess leaves the question of, how kids are not supposed to be restless? Or how are they supposed to want to engage in the classroom? Throughout elementary school, recess was the best part of the day for us where we were able to run around, play games, meet other kids and enjoy the outdoors. All that enjoyment that we knew is now being threatened. This time of the day is when children optimize socially, physically, and cognitively. This is why I propose that state government should keep recess and in fact make it a requirement for schools to have a period for recess in elementary school. It is the most effective way that they learn behaviorally, academically...
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...activity, including physical education, and academic performance. Atlanta, GA: U.S. Department of Health and Human Services; 2010. TABLE OF CONTENTS Executive Summary . 5 Introduction . 8 Methods 10 Conceptual Definitions . 10 Inclusion Criteria . 10 Identification of Studies that Met the Inclusion Criteria . 11 Classification of Studies . 11 Study Coding Process . 12 Data Analysis . 13 Results . 14 School-Based Physical Education Studies . 16 Recess Studies . 19 Classroom Physical Activity Studies . 21 Extracurricular Physical Activity Studies . 24 28 Summary . Overall Findings . 28 Findings for Physical Activity by Context . 29 Findings by Gender, Other Demographic Characteristics, and Research Design . 30 Strengths and Limitations of Review . 30 Implications for Future Research or Evaluation . 31 Implications for Schools . 32 References . 34 Appendices . 39 Appendix A: Database Search Terms . 39 Appendix B: Coding Sheet...
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...interventions that address the discipline/behavioural challenges of students who are alcohol-affected. It is getting ready is the important to remember that these students have permanent neurological damage secret of success. that will make changing behaviour difficult. Some of the behaviour management strategies used with other students may not be successful for the child who is alcohol-affected. Unique and individual interventions are more important than any prescribed behaviour program. Some examples of useful interventions include building relationships, adapting the environment, managing sensory stimulation, changing communication strategies, providing prompts and cues, using a teach, review, and reteach process, and developing social skills. The classroom teacher needs to ensure acceptance for all students in the classroom. Teachers’ actions that can promote acceptance include • choosing learning materials to represent all groups of students • ensuring that all students can participate in extra activities • valuing, respecting, and talking about differences • celebrating cultural and ethnic differences • ensuring that learning activities are designed for a variety of abilities • ensuring that all students are protected from name-calling or other forms of abusive language • modelling acceptance Setting the Stage This subsection will provide suggestions for how a teacher can prepare the groundwork for working with a student who...
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...classroom consequences that work? • design positive behavioral supports for challenging behaviors? • avoid career- and health-threatening frustration and burnout? The establishment and maintenance of safe and supportive classrooms that contribute to high quality student achievement are critical skills that are rarely taught at the university. Consequently, those skills must be crafted and honed “on the job.” Each school and each classroom presents its own unique challenges, and because every year brings a new group of students, teachers must become lifelong learners. The foundation of this learning lies in just a few research-supported principles and actions, TeachSafeSchools.com and the Melissa Institute for Violence Prevention and Treatment have condensed the information for ready consumption. Everything starts with TEACH: T.E.A.C.H. T – Tailor for diversity. Make it a point to know as much as possible about your students, including their diverse cultural, ethnic, behavioral, and learning characteristics, along with stressors they may experience outside of school. E – Encourage positive behavior. Aim for a 4:1 ratio of positive comments to negative corrections for all the students. A – Arrange the environment for success. Teach your behavioral expectations directly and immediately through collaboratively-established classroom rules and well designed classroom routines. C – Consult your peers. Seek collaboration with experienced teachers and...
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...share of standardized tests. However, I also have younger siblings in both elementary and middle schools. As they’ve gotten older, I’ve taken notice in the increase of state testing they have to go through. They’re tested far more than I ever was as a kid. In her NPR article titled “What Schools Could Use Instead Of Standardized Tests”, Anya Kamenetz, an author, discusses the overuse of standardized testing and possible alternatives for them. Kamenetz mentions that there has been discussion of cutting back on state requirements for testing by parents in different communities. The Council of Chief State School Officer and some of the largest school districts have also made demands of reform. I personally believe that standardized testing is a waste and it cuts the time students get in terms of actual education and learning. In addition, these tests cause unnecessary anxiety among the student who take them....
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...Classroom Management 2 Implementation of Skinner's Theories 3 Critique of Skinner's Theories 4 Questions for Consideration 5 References Overview of Skinner's Theories of Classroom Management[edit] The Theory Skinner believed that the goal of psychology should be practical (Lieberman, 2000). As it relates to education, Skinner believed the goal of psychology should be to find ways to make education enjoyable and effective for all students. His learning theory relied on the assumption that the best way to modify behavior was to modify the environment. Skinner was a proponent for many instructional strategies that modern day “progressive” educational reformers advocate for: scaffold instruction, small units, repetition and review of instructions, and immediate feedback. Skinner did not approve of the use of punishments in school, or as a behavioral modification technique in general, and based these opinions on his own empirical research that found punishments to be ineffective (Lieberman, 2000). Skinner himself advocated for the frequent use of reinforcement (i.e. rewards) to modify and influence student behavior. Skinner’s primary contribution to behavioral management philosophy has been from his research on operant conditioning and reinforcement schedules. An operant is a behavior that acts on the surrounding environment to produce a consequence. As a result of the consequence, the operant’s likelihood of reoccurring is affected. The operant is said to be reinforced...
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...classroom consequences that work? • design positive behavioral supports for challenging behaviors? • avoid career- and health-threatening frustration and burnout? The establishment and maintenance of safe and supportive classrooms that contribute to high quality student achievement are critical skills that are rarely taught at the university. Consequently, those skills must be crafted and honed “on the job.” Each school and each classroom presents its own unique challenges, and because every year brings a new group of students, teachers must become lifelong learners. The foundation of this learning lies in just a few research-supported principles and actions, TeachSafeSchools.com and the Melissa Institute for Violence Prevention and Treatment have condensed the information for ready consumption. Everything starts with TEACH: T.E.A.C.H. T – Tailor for diversity. Make it a point to know as much as possible about your students, including their diverse cultural, ethnic, behavioral, and learning characteristics, along with stressors they may experience outside of school. E – Encourage positive behavior. Aim for a 4:1 ratio of positive comments to negative corrections for all the students. A – Arrange the environment for success. Teach your behavioral expectations directly and immediately through collaboratively-established classroom rules and well designed classroom routines. C – Consult your peers. Seek collaboration with experienced teachers and...
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...Bullying at School What is Bullying and How Does It Differ in Boys and Girls? What is bullying?1 * An intentional act. The child who bullies wants to harm the victim; it is no accident. * Characterized by repeat occurrences. Bullying is not generally considered a random act, nor a single incident. * A power differential. A fight between two kids of equal power is not bullying; bullying is a fight where the child who bullies has some advantage or power over the child who is victimized. Strategies students use to bully others:1 * Physical - hitting, kicking, beating up, pushing, spitting, property damage, and/or theft. * Verbal - teasing, mocking, name calling, verbal humiliation, verbal intimidation, threats, coercion, extortion, and/or racist, sexist or homophobic taunts. * Social - gossip, rumor spreading, embarrassment, alienation or exclusion from the group, and/or setting the other up to take the blame. * Cyber or electronic - using the Internet, email or text messaging to threaten, hurt, single out, embarrass, spread rumors, and/or reveal secrets about others. Bullying and gender:2 * Boys tend to be physically aggressive. * Boys may be more accepting of bullying than girls. * Boys are more likely to both bully and be bullied than girls. * Girls tend to bully other girls indirectly through peer groups. Rather than bully a targeted child directly, girls more often share with others hurtful information about the targeted child...
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...Valencia Professor Weiss Research draft 10/25/10 Over the years standardized testing has played a major role on education. Preparation for these test has become important for teachers since a student may take a least one standardized test per year. And therein lies the problem; relying heavily on standardized test, whether or not these test actually have reliable scores and are worth the extensive focus. Standardized test negatively affect student learning because they focus on certain topics and generate unreliable test scores due to certain factors. These factors include limitation of creativity, narrowing of curriculum, use of outdated methods, repetition, race and gender. In my research I have found significant data supporting my views. But first it is important to understand what standardized tests are. Standardized tests are different from other testing because they have uniform procedure. This means that they have the same time limits, fixed set of questions, and the scoring is also carefully outlined and uniform. Standardized test are usually scored objectively but there can be some questions such as a short answer question or personality questions which can be scored differently. Almost all test can be classified as informal or formal; a test given and create by a teacher is informal, but a standardized test is classified as formal (Mehrens and Lehmannn). There are certain characteristics a test must have to be a standardized test...
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...imperative that each student get the proper education and respective needs that they each deserve while in the classroom to ensure that the schools are committed to providing a better way of life for our future. Since there are so many students in one classroom it becomes difficult for teachers to work individually with each child. Recent research shows electronics to have a significant impact on student’s academic behavior in the classroom and at home. Techniques for creating an environment for students to advance in would be incorporating technology into their everyday hands on structured learning environment. With all the new technologies out there today from cell phones, to iPads it is extremely rare to see a child who is not plugged into technology. Just from looking around and watching children advance in computer or video games it is safe to say that technology has some form of lasting effect on the way children in this generation learn. If that same technology is put into the classroom environment of each child maybe just maybe there would be a positive change in the outcome of a students learning. ("Teen Ink", 2011). Technologies such as Smartboards are interactive computerized chalkboards. This device allows students and teachers to participate as they would in a normal classroom except with the ability to save lesson plans written on the Smartboard just as you would save items on a computer. Teachers struggle with being able to keep students attention over long periods...
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...of heterotopic space suggests that the young drawer visits his own imaginary space while doodling. This is a place where the child is free to imagine, free to choose, and free to express. Deleuzian’s and Guattarian’s concept suggests the child be free to be chaotic and unpredictable. Being able to dream allows the child to disconnect from the work and make his own connections. Examining and interacting with a child and his artwork can give us insight to emotional, cognitive, and physical development to the child. To a small child, scribbling can aid in muscle coordination, emotional release and social interaction. As an adult may see scribbles, the child sees whatever his imagination wants to see. Allowing a child to make decisions and have some control, gives them a sense of autonomy, which is important for the child’s emotional development. Social interaction when the child shares drawings with other children or adults is also important for social development. 2). Kleeck A and...
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