Classroom Management: Difference between revisions
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** refusal | ** refusal | ||
== Resilience == | |||
* also known as "grit" | |||
* = the ability of a student to overcome failure | |||
* talented, bright students who face few developmental challenges may not develop the resiliency required to overcome larger challenges or barriers they may face as they grow older | |||
* resiliency or grit cannot be taught, but it can be fostered | |||
== Discipline == | == Discipline == | ||
Revision as of 15:13, 20 March 2022
Classroom Management Learning Process Prior Knowledge
Classroom Management
Relevancy[edit | edit source]
Prior Knowledge[edit | edit source]
Setting Expectations[edit | edit source]
Warmups / Bell Work[edit | edit source]
Exit Tickets[edit | edit source]
Teaching style & Teacher Personality[edit | edit source]
- student-teacher empathy
- creation of common purpose
- clarity of direction & expectation-setting
- lesson pace / speed
Rules[edit | edit source]
Student Behaviors[edit | edit source]
- acting out
- checked out
- head down
- refusal
Resilience[edit | edit source]
- also known as "grit"
- = the ability of a student to overcome failure
- talented, bright students who face few developmental challenges may not develop the resiliency required to overcome larger challenges or barriers they may face as they grow older
- resiliency or grit cannot be taught, but it can be fostered
Discipline[edit | edit source]
- Compulsion v Choice
Reactance theory[edit | edit source]
- a negative emotional response to external controls or expectations
- Reactance theory states that the absence of choice in task selection causes negative reaction to it
- see Reactance (wikipedia)
- related to the Streisand Effect
- = calling out one issue ends up, unintendedly, highlighting another issue