What are the goals of the lesson? Architects, interior decorators, and environmental engineers believe that the way things are arranged in space (including the space itself) makes a difference in how people function. These professionals make their living helping people to be happier and to function more efficiently through better use of the physical environment. […]
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The Eight Categories of Momentum Behaviors: 1. Provisioning: have the space and the materials ready to go. 2. Overlapping: the ability to manage two or more parallel events simultaneously. 3. Fillers: unplanned activities to fill short periods (1 to 15 minutes) of time. 4. Intrusions: the response to the intrusion should match the characteristics of
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Reassessment of Client Risks and Needs Read the “Risk-Need-Responsivity Model for Offender Assessment and Rehabilitation 2007-06” article. Review the following scenario: The client is a 32-year-old male who was released from incarceration 6 months ago. The client had previously been incarcerated for 2 years for two felony drug offenses due to possession
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Rationale:Support the case analysis with a 750-word rationale explaining the solution you chose and why. Support the case analysis with a 750-word rationale explaining the solution you chose and why. Include how that solution: · Supports the school’s vision and mission and safeguards the values of democracy, equity, and diversity. · Promotes social justice and ensures
Summary and Analysis To help you analyze what you have seen and decide how to use it, here are some questions you should consider: · What are the community’s outstanding strengths? · What seem to be the community’s biggest challenges? · What was the most unexpected thing you observed? · What aspect of the community
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FILLER MOVES It happens regularly during the course of a day that teachers are caught with groups of students for short periods (from 1 to 10 or 15 minutes) where nothing is planned. Sometimes this happens in awkward places where standard class- room resources are not available, for example, outside waiting for a late bus,
Where could you find out for sure? PART TWO | MANAGEMENT | MOMENTUM Example 1: The teacher, seeing a student nearing the end of an art proj- ect, says, “Where are you going to put it to dry, Jimmy?” Jimmy replies, “Under the woodworking table.” The teacher responds, “Okay, fine. Af- ter that, you can
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Where are you going to put it to dry, Jimmy? PART TWO | MANAGEMENT | MOMENTUM Example 1: The teacher, seeing a student nearing the end of an art proj- ect, says, “Where are you going to put it to dry, Jimmy?” Jimmy replies, “Under the woodworking table.” The teacher responds, “Okay, fine. Af- ter
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OVERLAPPING MOVES We borrow the term “overlapping” from Kounin (1970) and expand on his definition: overlapping is the ability to manage two or more parallel events si- multaneously with evidence of attention to both. “Manage” here includes two aspects of teaching performance. First is keeping in touch with what is going on in several groups,
PROVISIONING MOVES Provisioning means having things ready to go—the space and the materials. With adequate provisioning, the teacher does not call a group of students to- gether and then leave them for a minute to fetch something needed for the les- son from the closet. Students do not run out of needed materials during learn-
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