Classroom management, teacher collaboration, and relationships between students, schools, families, and communities are all important for student success. When expectations are clear and all parties work together to support learning, students achieve more and enjoy school. Effective classroom management creates an environment where students feel safe to learn. Teacher collaboration promotes consistency, while involvement from families, schools and communities provides resources and real-world connections to enhance learning.
EDU654 Student Development in Higher Education
Roberto Chavez
Instructor: Dr. K. Mitchell
October 6, 2017
Students Affairs Department
Student Development in Higher Education
Presentation
October 6, 2017
This document summarizes the best practices of an educational leader intern during her internship. She worked to support students through data analysis, interventions, and relationship building. She provided professional development for teachers, modeled lessons, and supported collaboration. As a leader, she created a vision and improvement plan, ensured safety, and promoted family and community involvement. Her goal is to increase student achievement through strong partnerships, collaboration, and communication.
Teacher leaders can take on 10 key roles in schools: resource provider, instructional specialist, curriculum specialist, classroom supporter, learning facilitator, mentor, school leader, data coach, catalyst for change, and learner. Effective teacher leaders exhibit skills like collaboration, facilitation, and lifelong learning. Conditions that promote teacher leadership include a safe environment for risk-taking ideas, administrators who encourage leadership development, and opportunities for teachers to learn leadership skills.
The document discusses how to guide adult learners in designing blended learning experiences for students in a digital classroom by outlining key concepts from Malcolm Knowles' theory of andragogy, including the need to make learning relevant, draw on life experiences, and address motivation; it then provides examples of three teachers with varying technology skills and instructional styles to illustrate applying andragogical principles when designing personalized learning experiences using 1:1 devices.
This presentation explains the benefits of cooperative learning, and what structures are needed in order for it to be successfully implemented in schools.
MO SW-PBS Summer Institute 2009 Keynote by Dr. Tim LewisNanci Johnson
Dr Tim Lewis' Keynote "Are We There Yet?", for the Missouri Schoolwide Positive Behavior Support Summer Institute 2009. Discussion of key features in school and districwide SW-PBS implementation as well as information regarding the dissemination of SW-PBS in the state of Missouri.
This document discusses the dispositions of effective teachers. It begins by defining dispositions as values, commitments and ethics that guide behaviors towards students, families and communities. It then lists dispositions observed in a video such as caring, respectful and desiring to improve student outcomes. The document reviews research showing a relationship between dispositions like caring and respect and effective teaching. It also discusses what scripture says about the importance of love and competence. Overall, it argues that dispositions are predictive of teacher behaviors and important for teacher leaders to develop in order to positively impact students.
EDUCARNIVAL 2016 at IIT DELHI - Presentation by Madhav RaoEduexcellence
The document discusses teacher evaluation and its purpose of improving teaching quality. It notes that top teachers can help students gain over a year of learning while poor teachers achieve half a year. Effective evaluation focuses on continuous teacher growth, improved instruction, and setting development goals. When done well with support and feedback, evaluation positively influences teachers' satisfaction, practice, and students' outcomes. The goal is to scaffold all teachers to succeed.
The document outlines strategies to increase student engagement and responsibility in the classroom. It discusses involving students by having them help design activities, rubrics, and due dates. It also recommends well-organized class discussions and open forums to develop students' learning and social skills. Project-based learning and checklist creation are suggested to increase student control and motivation. The document contrasts intrinsic motivation that comes from enjoyment versus extrinsic motivation focused on rewards. References are provided on active learning, intrinsic motivation, and involving students in their learning.
Leadership for learning can be described in three dimensions: instructionally focused leadership, leadership for school improvement, and leadership for learning. Effective educational leaders demonstrate behaviors across eight major dimensions: vision for learning, instructional program, curricular program, assessment program, communities of learning, resource acquisition and use, organizational culture and production emphasis, and environmental context. These leaders develop a shared vision, oversee rigorous instructional and curricular programs, use data to drive improvement, and create a culture of continuous learning and stakeholder engagement.
The document outlines five measures of teacher effectiveness: student achievement, delivery quality, comprehensive teacher appraisals, parent and community involvement, and professional development. It discusses using data and classroom climate to measure student achievement. Delivery quality is measured through lesson versatility, tailoring to learning styles, creativity, and resource use. Comprehensive teacher appraisals incorporate measures from students, peers, self-evaluations, and supervisors. Parent and community involvement examines programs engaging parents and communities. Professional development assesses plan completion and positive development attitudes.
Engaging students in active learning 2009BDDusbiber
The document discusses engaging students in active learning. It states that engaging students is the responsibility of faculty, staff, and administration. The campus environment should create opportunities for collaborative knowledge construction, skill building, and critical thinking. When considering learning environments, adult learners and underrepresented students benefit from faculty interaction and peer projects. Commuter students are less involved in extracurricular activities but work as hard as other students. The document recommends collaborating across departments to implement workshops, learning communities, service learning, internships, and programs to support student leadership development and career opportunities.
Module 2 effective school systems - march 2015pippaprincipal
The document provides an overview of a professional development session on leading effective schools and school systems. The session aims to enrich participants' understanding of actions taken by top-performing school systems as identified in the McKinsey report, including developing teachers into instructional leaders and ensuring every child receives high-quality instruction. Participants will also learn about system leadership, effective school leadership, and reflecting on improving their own practices.
This document discusses best practices in education. It introduces the State Education Resource Center (SERC) which researches, compiles, and promotes effective practices to improve educational opportunities for all students. SERC has identified nine standards found in high-performing schools that improve student performance, including clear focus, high standards, strong leadership, supportive learning environments, parent/community involvement, monitoring and assessment, aligned curriculum and instruction, professional development, and flexible time and structure. The document provides details on each of the nine standards and defines best practices as those supported by research evidence and proven successful in different settings.
This document discusses the importance of assessment in kindergarten and engaging families in the assessment process. It outlines how assessment establishes appropriate placement, aids in curriculum selection, and allows for referrals. The document also discusses how teachers can involve families by having them take notes at home, work on areas of weakness, and provide activities over breaks. It emphasizes communicating results to families and the importance of culturally responsive teaching that incorporates student diversity.
(2) UbD 2 0 Template for 2012 Magnet Summer Institutecamachch
The professional development outline is for a Magnet Schools summer institute targeting K-5 instructional staff. Participants will learn to plan and teach using the principles of UbD, culturally responsive pedagogy, and the Teaching As Leadership framework. They will understand how the school environment impacts student learning and that effective teaching requires intentional planning. Participants will know how the brain develops and learns, and will gain skills in relationship building, environment design, communication, checking for understanding, goal setting and backwards planning using the UbD framework.
Discussion on the dynamics for teacher-student relationship, with specific reference to the advantages and disadvantages along with case study and group discussion
This document discusses using the Danielson Framework for Teaching to change school culture. It recommends analyzing the current culture, decoding the framework to develop common understandings, creating an observation and coaching system, and encouraging personalized professional development. The framework can shift from an evaluation tool to one that drives cultural change when school leaders work with teachers to define expectations for each component, develop artifacts of proficient practice, and facilitate goal-setting focused on growth. Regular observations and meaningful conversations about practice can then support teacher development and transformation of the school culture.
EDUCARNIVAL 2016 at IIT DELHI - Presentation by Tiina MalsteEduexcellence
This document discusses the key components of a good school from the Finnish perspective. It identifies that every student has the right to reach their full potential and that responsibilities are shared between students, parents, teachers, and the school. It emphasizes the importance of professional teachers who are competent, collaborative, creative, and reflective. It also notes some characteristics of the Finnish education system compared to international approaches, such as customizing teaching and learning, encouraging creative and risk-taking, and emphasizing shared responsibility and professionalism over standardized testing.
What Impact Does School Environment Have on Student Achievement?noblex1
A professional learning community is more than simply a collection of teachers working in the same building. A learning community comes together around people from every part of the school working collaboratively at all levels. That collaborative work is founded in what we call reflective dialogue, meaning staff conversations about issues and problems related to students, learning, and teaching.
Professional learning communities are characterized by:
- a principal who shares leadership, power, and authority and participates collegially by encouraging staff involvement in decision making;
- a shared vision developed from staff's unswerving commitment to students' learning and consistently articulated and referenced for the staff's work;
- opportunities for teacher-to-teacher visitation and observation accompanied by feedback and assistance as needed;
- sharing of personal practice;
- sharing of success stories and celebration of achievements.
What Are the Benefits of a Professional Learning Community for Teachers?
Teachers who view their schools as professional learning communities report fewer feelings of isolation, are more likely to see themselves as "professionally renewed," and view their work as more satisfying. In addition:
- teachers are more committed to the goals and mission of the school, and they work with more vigor to strengthen the mission.
- sharing good teaching practices helps create greater knowledge and beliefs about teaching and learners.
From the perspective of staff morale, teachers report feeling energized when they have increased opportunities for professional conversations with other teachers. The existence of a professional learning community encourages risk taking and innovation by teachers, one reason improvement efforts seem to be more productive in schools of this type.
What Are the Benefits for Students?
The characteristics of a professional learning community translate into concrete benefits for students, including academic gains in mathematics, science, history, and reading. These gains tend to be greater in schools structured as professional learning communities than they are in traditional schools, and the schools tend to demonstrate smaller achievement gaps between students from different backgrounds. These schools also are reported to have lower dropout rates, fewer missed classes, and lower rates of absenteeism.
How Can Principals Create Professional Learning Communities?
Leadership is essential for professional learning communities to be effective. Principals need to provide opportunities for teachers to meet and share effective practices, develop interdependent teaching roles, and grow personally and professionally.
Source: https://ebookschoice.com/what-impact-does-school-environment-have-on-student-achievement/
One teacher leads instruction while the other circulates and assists
students as needed. This allows for more individualized attention.
Parallel: Both teachers lead small groups of students through the same lesson
simultaneously. This allows for a lower student-teacher ratio.
Station: Students rotate between stations, each manned by one of the teachers.
This allows for differentiation and multi-modal instruction.
Team: Both teachers share the instruction of students equally, bouncing ideas
and responsibilities fluidly between them. This models collaboration.
Options:
Co-teaching
Student
Collaboration
1. The document discusses modern instructional approaches for cooperative learning. It defines cooperative learning as students working in small groups to help each other learn and divide work to complete tasks.
2. Cooperative learning involves positive interdependence where students rely on each other to achieve goals, individual accountability, and face-to-face interaction to provide support and feedback. It helps develop social skills like leadership and communication.
3. The conclusion states that cooperative learning is effective because it makes learning active and interesting for students. It can be used across subjects and helps students learn from each other through problem-solving and decision making. The teacher takes on a facilitator role rather than solely controlling the class.
Creating the environment for learning. This is for an effective teacher-student relationship. To encourage students to discover their potential by assisting them to the learning process through an effective learning environment.
The document discusses collaborative learning, which involves groups of learners working together to solve problems or complete tasks. Some key points:
- Collaborative learning has principles like students teaching each other and taking responsibility for their own and others' learning.
- The teacher takes a facilitating role rather than close monitoring. They provide instructions and allow student groups to work independently.
- When used effectively it can develop students' thinking and social skills while increasing retention, but some students may feel uncomfortable in groups or some may dominate without letting others contribute.
This document discusses cooperative learning and its benefits. It defines cooperative learning as students working together in small groups to help each other learn. The document outlines several benefits of cooperative learning, including promoting academic achievement, developing social skills, and enhancing satisfaction with the learning experience. It also describes the steps to implementing cooperative learning, such as assigning group goals and roles. While cooperative learning has advantages, it also presents challenges like managing noise levels and assessing individual learning. Overall, the document advocates for cooperative learning as an effective teaching method.
This document discusses cooperative learning and its benefits. It defines cooperative learning as students working in small groups to help each other learn. When students work cooperatively, they learn important social skills like cooperation, compromise, and communication. The document also lists several steps to effective cooperative learning, including setting a group goal, assigning roles, working together, and evaluating their work. While cooperative learning has challenges like managing noise and conflicts, it can increase student achievement when implemented properly in any subject or grade level. Research shows cooperative learning promotes academic and social skills when groups are diverse and hold members accountable.
The essential-guide-to-professional-learning---collaboration-2Rhiannon Mackenzie
This document discusses the importance of collaborative professional learning among teachers. It defines collaboration as joint planning, decision making, and problem solving with common goals and high levels of trust. The benefits of collaboration include improved teacher learning and whole-school improvement. Effective collaboration is data-driven, focused on improving teaching practice and student outcomes. The school leader plays a key role in developing a collaborative culture through building trust, supporting collaboration time, and distributed leadership. Common collaborative approaches used in schools include peer observation, instructional coaching, professional learning communities, and learning walks. A case study example demonstrates how a collaborative inquiry approach improved student spelling at one school.
Cooperative learning involves students working together in small groups to complete tasks and work towards common goals. It has several key elements, including positive interdependence, individual accountability, face-to-face interaction, appropriate use of collaborative skills, and group processing. Research shows that cooperative learning improves problem-solving, critical thinking, and leads to higher academic achievement compared to individual learning. There are different types of cooperative learning including formal, informal, and group-based learning. Effective implementation involves pre-planning, introducing activities, monitoring groups, assessment, and group processing.
The document discusses the key concepts of professional learning communities (PLCs) based on the work of Richard DuFour, Robert Eaker, and Rebecca DuFour. It summarizes four sessions on introducing PLCs, focusing on learning rather than teaching, developing a culture of collaboration, and focusing on results. The sessions describe cultural shifts needed for PLCs including ensuring all students learn through collaboration, common assessments to identify struggling students, and using data to improve teaching practices.
Classroom management presentation patrick jacksonShelly Santos
The document discusses applying choice theory to classroom management. It argues that the goal of classroom management should be to improve student learning, not just control student behavior. It advocates for creating a safe and respectful learning environment through developing relationships with students, understanding behaviors as a form of communication, and respecting student diversity. The document also outlines how choice theory principles like survival, love and belonging, power, freedom and fun can be applied to classroom management strategies.
Professional Development Collaborative MaterialPeachy Essay
This document provides information on a professional development collaborative material about collaboration between general and special education teachers. It will cover pre-service and in-service gaps impacting collaboration, appropriate accommodations to support student performance, and three collaborative models - team teaching, parallel teaching, and station teaching. Participants will apply what they learn through a "stump your partner" case study activity to assess comprehension. The goal is for collaborative teams to effectively share resources and strategies to address the needs of all students.
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
This document discusses approaches to improving school-wide discipline through social-emotional learning programs. It notes that principals must implement programs to reduce problem behaviors, optimize student achievement, and meet the needs of difficult students. Effective programs incorporate efforts between the classroom, home, school, and district to teach social-emotional skills and promote success. Research shows that social-emotional variables have a profound impact on academic performance, and establishing nurturing learning environments improves student outcomes. Alternatives to suspension and expulsion, such as counseling, community service, and behavior monitoring are recommended to address problem behaviors in a constructive manner.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
This document discusses teaching approaches for mathematics education. It begins with an introduction on the importance of mathematics for students' futures and how they learn mathematics through constructive processes. There are many types of teaching approaches discussed, including constructivism and cooperative learning. Constructivism involves students actively building their own understanding through experiences. Cooperative learning involves putting students in small groups and creating positive interdependence and individual accountability to promote learning. Examples of classroom activities that use these approaches are provided.
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The document outlines strategies for building an adaptive school. It discusses having adaptive and resilient schools that are optimistic, decisive, have integrity and open communication. Adaptive school leaders build empowered teacher teams, support learners, enable student voice, collaborate globally, and focus on equity outcomes for all students. This requires building commitment to common goals through evidence and success sharing, valuing differences, listening to build understanding, and achieving authentic outcomes for students and teachers. Specific actions outlined include valuing teachers, visiting classrooms, pursuing individual students, partnering teachers with at-risk students, alternative learning days, end-of-year reflection, leveraging crises positively, and finding challenges to address.
This document discusses effective classroom management strategies. It suggests that classroom management should shift from controlling student behavior to creating learning-centered classrooms that foster student engagement, autonomy, and a sense of community. Key recommendations include establishing clear classroom procedures and rules developed collaboratively with students, providing students autonomy over their learning, promoting mastery of skills, and ensuring classroom tasks have real-world purpose and meaning. Effective classroom management is presented as central to improving student learning outcomes.
How To Sell Hamster Kombat Coin In Pre-marketSikandar Ali
How To Sell Hamster Kombat Coin In Pre Market
When you need to promote a cryptocurrency like Hamster Kombat Coin earlier than it officially hits the market, you want to connect to ability shoppers in locations wherein early trading occurs. Here’s how you can do it:
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Search for cryptocurrency boards, social media groups (like Discord or Telegram), or special pre-market buying and selling structures wherein new crypto cash are traded. You can search for forums or companies that focus on new or lesser-acknowledged coins.
Join the Right Communities: If you are no longer already a member, be a part of those groups. Be active, share helpful statistics, and display which you recognize your stuff.
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Be short to reply to any questions capability customers may have. They may need to realize how the coin works, its destiny capability, or technical details. Make positive you have got the answers equipped.
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How To Sell Hamster Kombat Coin In Pre Market
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How To Sell Hamster Kombat Coin In Pre Market
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How to Make a Field Storable in Odoo 17 - Odoo SlidesCeline George
Let’s discuss about how to make a field in Odoo model as a storable. For that, a module for College management has been created in which there is a model to store the the Student details.
Life of Ah Gong and Ah Kim ~ A Story with Life Lessons (Hokkien, English & Ch...OH TEIK BIN
A PowerPoint Presentation of a fictitious story that imparts Life Lessons on loving-kindness, virtue, compassion and wisdom.
The texts are in Romanized Hokkien, English and Chinese.
For the Video Presentation with audio narration in Hokkien, please check out the Link:
https://vimeo.com/manage/videos/987932748
APM event held on 9 July in Bristol.
Speaker: Roy Millard
The SWWE Regional Network were very pleased to welcome back to Bristol Roy Millard, of APM’s Assurance Interest Group on 9 July 2024, to talk about project reviews and hopefully answer all your questions.
Roy outlined his extensive career and his experience in setting up the APM’s Assurance Specific Interest Group, as they were known then.
Using Mentimeter, he asked a number of questions of the audience about their experience of project reviews and what they wanted to know.
Roy discussed what a project review was and examined a number of definitions, including APM’s Bok: “Project reviews take place throughout the project life cycle to check the likely or actual achievement of the objectives specified in the project management plan”
Why do we do project reviews? Different stakeholders will have different views about this, but usually it is about providing confidence that the project will deliver the expected outputs and benefits, that it is under control.
There are many types of project reviews, including peer reviews, internal audit, National Audit Office, IPA, etc.
Roy discussed the principles behind the Three Lines of Defence Model:, First line looks at management controls, policies, procedures, Second line at compliance, such as Gate reviews, QA, to check that controls are being followed, and third Line is independent external reviews for the organisations Board, such as Internal Audit or NAO audit.
Factors which affect project reviews include the scope, level of independence, customer of the review, team composition and time.
Project Audits are a special type of project review. They are generally more independent, formal with clear processes and audit trails, with a greater emphasis on compliance. Project reviews are generally more flexible and informal, but should be evidence based and have some level of independence.
Roy looked at 2 examples of where reviews went wrong, London Underground Sub-Surface Upgrade signalling contract, and London’s Garden Bridge. The former had poor 3 lines of defence, no internal audit and weak procurement skills, the latter was a Boris Johnson vanity project with no proper governance due to Johnson’s pressure and interference.
Roy discussed the principles of assurance reviews from APM’s Guide to Integrated Assurance (Free to Members), which include: independence, accountability, risk based, and impact, etc
Human factors are important in project reviews. The skills and knowledge of the review team, building trust with the project team to avoid defensiveness, body language, and team dynamics, which can only be assessed face to face, active listening, flexibility and objectively.
Click here for further content: https://www.apm.org.uk/news/a-beginner-s-guide-to-project-reviews-everything-you-wanted-to-know-but-were-too-afraid-to-ask/
Codeavour 5.0 International Impact Report - The Biggest International AI, Cod...Codeavour International
Unlocking potential across borders! 🌍✨ Discover the transformative journey of Codeavour 5.0 International, where young innovators from over 60 countries converged to pioneer solutions in AI, Coding, Robotics, and AR-VR. Through hands-on learning and mentorship, 57 teams emerged victorious, showcasing projects aligned with UN SDGs. 🚀
Codeavour 5.0 International empowered students from 800 schools worldwide to tackle pressing global challenges, from bustling cities to remote villages. With participation exceeding 5,000 students, this year's competition fostered creativity and critical thinking among the next generation of changemakers. Projects ranged from AI-driven healthcare innovations to sustainable agriculture solutions, each addressing local and global issues with technological prowess.
The journey began with a collective vision to harness technology for social good, as students collaborated across continents, guided by mentors and educators dedicated to nurturing their potential. Witnessing the impact firsthand, teams hailing from diverse backgrounds united to code for a better future, demonstrating the power of innovation in driving positive change.
As Codeavour continues to expand its global footprint, it not only celebrates technological innovation but also cultivates a spirit of collaboration and compassion. These young minds are not just coding; they are reshaping our world with creativity and resilience, laying the groundwork for a sustainable and inclusive future. Together, they inspire us to believe in the limitless possibilities of innovation and the profound impact of young voices united by a common goal.
Read the full impact report to learn more about the Codeavour 5.0 International.
Open Source and AI - ByWater Closing Keynote Presentation.pdfJessica Zairo
ByWater Solutions, a leader in open-source library software, will discuss the future of open-source AI Models and Retrieval-Augmented Generation (RAGs). Discover how these cutting-edge technologies can transform information access and management in special libraries. Dive into the open-source world, where transparency and collaboration drive innovation, and learn how these can enhance the precision and efficiency of information retrieval.
This session will highlight practical applications and showcase how open-source solutions can empower your library's growth.
Dr. Nasir Mustafa CERTIFICATE OF APPRECIATION "NEUROANATOMY"Dr. Nasir Mustafa
CERTIFICATE OF APPRECIATION
"NEUROANATOMY"
DURING THE JOINT ONLINE LECTURE SERIES HELD BY
KUTAISI UNIVERSITY (GEORGIA) AND ISTANBUL GELISIM UNIVERSITY (TURKEY)
FROM JUNE 10TH TO JUNE 14TH, 2024
Benchmarking Sustainability: Neurosciences and AI Tech Research in Macau - Ke...Alvaro Barbosa
In this talk we will review recent research work carried out at the University of Saint Joseph and its partners in Macao. The focus of this research is in application of Artificial Intelligence and neuro sensing technology in the development of new ways to engage with brands and consumers from a business and design perspective. In addition we will review how these technologies impact resilience and how the University benchmarks these results against global standards in Sustainable Development.
Topics to be Covered
Beginning of Pedagogy
What is Pedagogy?
Definition of Pedagogy
Features of Pedagogy
What Is Pedagogy In Teaching?
What Is Teacher Pedagogy?
What Is The Pedagogy Approach?
What are Pedagogy Approaches?
Teaching and Learning Pedagogical approaches?
Importance of Pedagogy in Teaching & Learning
Role of Pedagogy in Effective Learning
Pedagogy Impact on Learner
Pedagogical Skills
10 Innovative Learning Strategies For Modern Pedagogy
Types of Pedagogy
3. • Classroom management involves creating expectations for students and adhering
to those expectations .
• These expectations include how the classroom is arranged, how the teacher
presents her/himself as an education professional, and how students will
demonstrate what they have learned.
• All of these factors contribute to creating an environment for students in which
they feel safe and comfortable. By establishing these feelings, teachers are able
to teach freely and students are able to learn freely (they feel less
pressure/anxiety and are not afraid to ask questions).
• One strategy to ensure classroom management is being utilized is to create a
management plan. This plan can include a seating chart, class breaks, bathroom
policies, and noise levels.
• By creating a plan ahead of time, a teacher can establish a routine and
expectations that the students will be able to follow and adhere to from day one
which also establishes consistency in their educational development.
5. • Teacher collaboration involves teachers working together to create consistency in
a student's educational routine and promotes student achievement. An example
of teacher collaboration that has been growing in recent years is the utilization of
"professional communities".
• Professional communities are created based off of teachers' sense of belonging,
the teachers' pride in their school, and the acceptance of the school's mission
("Science Daily", 2013). This process allows teachers to collaborate to establish
their teaching methods and discuss what is working for their students and what is
not.
• In these collaborations, teachers can focus on reflection of themselves and their
staff members in a safe environment. Ultimately, the desired outcome is that
teachers will be able to develop a consistent teaching strategy that they enjoy
utilizing and that students are responsive to.
7. When students find their school environment to be supportive and caring, they are more
likely to develop positive attitudes toward themselves and prosocial attitudes and
behaviors toward others (Schaps, 2005). These students are more likely to become
engaged in, and committed to, the school and, therefore, inclined to behave in accord
with its expressed goals and values (Schaps, 2005).
When the school and students collaborate, the student:
1. Becomes engaged in school
2. Acts in accord with school goals and values
3. Develops social skills and understanding
4. Contributes to the school and the community
• When the community collaborates to support learning, students achieve more in
school, stay in school longer, and enjoy the experience more (O'Keefe, 2011).
• Engaging families and communities in student learning is a core strategy for school
reform, and its impact on a school's prospects for success are powerful (National
Education Association, 2011).
9. A community can be a great resource when completing projects and connecting
them to real-life situations, and working together will only enhance the concept of
teamwork and thinking beyond the classroom (Wagner, 2011).
When the community engages in student learning:
• Positive impact on students' academic learning
• Improves students' ability to apply what they have learned in "the real world"
• Positive impact on academic outcomes such as demonstrated complexity of
understanding, problem analysis, problem-solving, critical thinking, and cognitive
development
• Improved ability to understand complexity and ambiguity
11. • "Group management skills“
To communicate effectively in small groups, students need practice communicating
and receiving feedback. Explicit communication skills hone in on specifics that
promote healthy student relationships and collaborations. Research on managing
student teams notes that effective skill development of teamwork and group work
requires the instructors to promote individual accountability, the use of
interpersonal skills, and chances for self-assessment of personal and team
functioning (Woods, Felder, Rugarcia, & Stice, 2005).
• "Self-reflection“
It is important to have students reflect on group work. Development of this skill
enhances critical teamwork skills. The teacher can create relevant prompts to
guide them in processing the group assignment. This form of journaling encourages
self-reflection and allows students to see teamwork issues in new ways, create
resolutions, and provide opportunities to share thoughts with their group (Team
work skills, n.d.).
13. • Homework is an extension of the classroom and students are expected to
perform new skills at home.
• Many times they need help at home as well.
• Knollmann and Wild (2007) found students enjoyed doing homework with the
help of a parent more than doing it by themselves (p.63).
15. • Collaboration from all parties plays a huge part
in the success of the student. When one
component is missing it can hinder the student’s
ability to learn effectively.
17. Classroom management
Bean, S. (n.d.). Classroom management to promote learning. ReCAPP.
Retrieved from http://recapp.etr.org/recapp/index.cfm?fuseaction=pages.EducatorSkills
Detail&PageID=78
Teacher collaboration
Teacher collaboration, professional communities improve many elementary school
students' math scores. (2013, June). Science Daily.
Retrieved from http://www.sciencedaily.com/releases/2013/06/130605130219.htm
School Relationships
Schaps, E. (2005). The Role of Supportive School Environments in Promoting
Academic Success. Retrieved from https://www.collaborativeclassroom.org/research-
articles-and-papers-the-role-of-supportive-school-environments-in-promoting-
academic-success
18. Student
Woods, D. R., Felder, R. M., Rugarcia, A., & Stice, J. E. (2005). The future of
engineering education: Part 3. Developing critical skills. Chemical Engineering
Education, 34(2), 108-117
Team work skills: being an effective group member. (n.d.). University of Waterloo.
Retrieved September 5, 2015 from https://uwaterloo.ca/centre-for-teaching-
excellence/teaching-resources/teaching-tips/tips-students/being-part-team/teamwork-
skills-being-effective-group-member
Family
Knollmann, M. & Wild, E. (2007). Quality of parental support and students' emotions
during homework: Moderating effects of student motivational orientations. European
Journal of Psychology of Education, 22(1), 63-76.
Crawford, P.A., & Zygourias-Coe, V. (2006). All in the family: Connecting home and
school with family literacy. Early Childhood Education Journal, 33(4), 261-267.
19. Community
Bandy, J. (2015). What is Service Learning or Community
Engagement? Retrieved from http://cft.vanderbilt.edu/guides-sub-
pages/teaching-through-community-engagement/
National Education Association. (2011). Collaborative Strategies to
Advance Student Learning. Retrieved from
http://www.nea.org/assets/docs/Family-School-Community-Partnerships-
2.0.pdf
O'Keefe, B. (2011). Five Steps to Better School/Community
Collaboration. Retrieved from http://www.edutopia.org/blog/school-
community-collaboration-brendan-okeefe
Wagner, A. (2011). Five Steps to Better School/Community
Collaboration. Retrieved from http://www.edutopia.org/blog/school-
community-collaboration-brendan-okeefe#comment-78420