education

TWELVE CAUSES OF DISRUPTIVE OR INATTENTIVE BEHAVIOR All behavior has an origin or cause, and there are at least 12 causes of disrup- tive or inattentive behavior in classrooms (Table 10.1). We’ll take a quick look at these causes and then examine a few of them in depth. The reason for doing this analysis is […]

What do I have to do to get students to apply themselves to their work and stop fooling around and being disruptive? “What do I have to do to get students to apply themselves to their work and stop fooling around and being disruptive?” That is the bottom-line question of Discipline. Many teachers spend a

Routines Encompass a Variety of Classroom Procedures: p Housekeeping p Safety and operational features of class business p Work habits and work procedures p Developing social or personal skills p Academics How Procedures Become Routines: p Modeling procedures for students to see exactly what it looks like in action. p Practicing until the procedure is

ORGANIZED CLASSROOMS ARE EASY TO RECOGNIZE Routines and procedures are established so that the classroom seems to run au- tomatically. Students know exactly what to do and when to do it (Stronge, 2002, p. 28). When classroom procedures are poorly thought out—or not thought out at all—the results are seen in disorganization, poor momentum, and

The Individualism/Collectivism Framework Individualism Collectivism Representative or mainstream: United States, Western Europe, Australia, and Canada Representative of 70% of world cultures (Triandis, 1989), including those of many U.S. immigrants Well-being of individual; responsibility for self Well-being of group; Responsibility for group Independence/self-reliance Interdependence/cooperation Individual achievement Family/group success Self-expression Respect Self-esteem Modesty Talk orientation Social orientation

HOW IS CULTURE REFLECTED IN OUR ROUTINES? In Managing Diverse Classrooms: How to Build on Students’ Cultural Strengths, Rothstein-Fisch and Trumbull (2008) share an in-depth account of the Bridging Cultures Project, a project that was created to support teachers to use cultural knowledge to increase the educational success of their students. Working in col- laboration

ANALYZING WHERE WE ARE WITH ROUTINES The scale shown in Table 9.1 is a basis with which we can analyze and assess our current level of performance when it comes to classroom routines. This scale spans a range of answers to the question, Why are my routines the way they are? They may serve efficiency,

Do the students know clearly what’s expected of them in the way of procedures and routines?  A first set of questions to ask about the use of routines is, Do the students know clearly what’s expected of them in the way of procedures and routines? Do they know what they’re supposed to do? “Since a

How to greet one another or refer to a classmate. Procedures communicate and clarify our expectations for students. The extent to which we practice them with students until they are learned, communicates our conviction that they are important and we believe students can do them. Knowing what to expect makes you comfortable; not knowing what

Where would we be without routines in our daily lives? Where would we be without routines in our daily lives? We have rou-tines for getting up and ready for the day, routines for finding and storing important items at home and at work, and so on. We all have hundreds of them that we practice