College Quarterly - Articles - Managing Disruptive Behaviour in the Classroom College Quarterly Summer 2011 - Volume 14 Number 3 Managing Disruptive Behaviour in the Classroom By Catherine Deering, Ph.D. Abstract Both faculty and students at many colleges and universities report numerous incidents of disruptive and uncivil behaviour. Both faculty and students at many colleges and universities report numerous incidents of disruptive and uncivil behaviour(Bjorkland & Rehling, 2010; Seeman, 2010; Clark & Springer, 2007). Why is it important to confront disruptive behaviour in the classroom? This article presents a number of strategies for preventing and managing disruptive behaviour in the classroom, based on insights from theories and research on communication and group dynamics. Strategies for Managing Disruptive Behaviour Establish a confident, dominant leadership style. First impressions count. Engage students in a relaxed class atmosphere. The best instructors have a balance between authoritative and nurturing leadership styles. Deflect power struggles. Conclusion
NATRI Conference Presentations View online reports generated by the National Assistive Technology Research Institute (NATRI) and its partner projects. Those who have registered at the NATRI Home page will receive e-mails when additional presentations are posted. NOTE: Presentations open in an external window. Please close the window to return NATRI. TED/TAM 2006: AT Training at IHE’s - What’s Happening? ACRES 2006: Assistive Technology Service Delivery in Rural School Districts (PDF : 9.2 Mb | PPT : 1.9 Mb) CSUN 2006: The National Assistive Technology Research Institute's "Top Ten" List of Findings (PDF : 12.5 Mb | PPT : 2.2 Mb) ATIA 2006: Using Assistive Technology Implementation Plans (PDF : 8.6 Mb | PPT : 1.9 Mb) TED/TAM 2005: AT Service Providers: What Do They Do? CTG 2005: Nationwide Use of Assistive Technology Implementation Plans (PDF : 5.6 Mb | PPT : 2.4 MB) NCTI 2004: Working with Schools: Innovative Research Options (PDF : 1.2 Mb | PPT : 220 Kb) • Return to Top •
Mathematics | Home | Mathematics For more than a decade, research studies of mathematics education in high-performing countries have concluded that mathematics education in the United States must become substantially more focused and coherent in order to improve mathematics achievement in this country. To deliver on this promise, the mathematics standards are designed to address the problem of a curriculum that is “a mile wide and an inch deep.” These new standards build on the best of high-quality math standards from states across the country. They also draw on the most important international models for mathematical practice, as well as research and input from numerous sources, including state departments of education, scholars, assessment developers, professional organizations, educators, parents and students, and members of the public. The math standards provide clarity and specificity rather than broad general statements. The Common Core concentrates on a clear set of math skills and concepts.
Transition Planning for Students with Disabilities Simply put, transition is helping students with disabilities and their families think about their life after high school and identify long-range goals designing the high school experience to ensure that students gain the skills and connections they need to achieve these goals the provision of funds and services to local school districts to assist in the transition process. This transitional process will include many facets of planning for the future and should be fully understood by everyone concerned each step of the way. Planning for the future is an investment in a child's well being! A postsecondary transition plan must include measurable postsecondary goals for students based on age-appropriate transition assessments related to training/education, employment and, independent living skills (if appropriate) and a description of transition services including courses of study needed to assist the students in reaching their goals. What is Indicator 14? New DPI Discretionary Grant
Evidence-Based Practice Evidence-Based Practice topic editor: Sue Goode Most recent additions to this page: Recent federal legislation has focused on the importance of building a strong base of scientific evidence to inform educational policy and practice. As such, the Institute of Education Sciences (IES) was established within the U.S. What is evidence-based practice? NECTAC has compiled a list of selected resources on Defining, Understanding, and Implementing Evidence-Based Practice . Where do you find early childhood evidence-based practices? The resources below provide information on evidence-based practices in areas specific to early childhood care and education, professional development, early intervention and early childhood special education (EI/ECSE). Multiple Early Childhood Topics Autism Early Child Identification Early Childhood Transition Early Literacy Home Visiting Inclusion Professional Development School Readiness Screening, Assessment, Evaluation Instruments Social Emotional Intervention for Young Children
Behaviour management top tips | Education Support Partnership – supporting you to feel your best Disruptive pupil behaviour is a frustration for many teachers. In fact, 70% of teachers told us they had considered quitting the profession over poor behaviour. (Teacher Support Network and Family Lives Behaviour survey 2010) Poor behaviour is a barrier to learning and can easily threaten the health and wellbeing of teachers. On top of other pressures that can occur, the result is lost teaching days, unhappy teachers and failing students. Our top tips outline four basic approaches found to improve classroom behaviour: 1. Classrooms become more orderly places when rules are clearly stated and perform even better when rules have been negotiated, discussed and justified. Here are 10 steps to improving rules and procedures: Create rules and express them positively. 2. Think about the style of relationship you have with your pupils or students. How do you increase your dominance and assertiveness? For the class or group For you Eye contact: holding eye contact expresses dominance. Then: 1. 2. 3. 4.
California Community Colleges Alternate Media Guidelines Available as a PDF Document California Community Colleges Guidelines for Producing Instructional and Other Printed Materials in Alternate Media for Persons with Disabilities April 2000 Chancellor’s Office California Community Colleges This document has been developed by the Chancellor’s Office based on the recommendations of a Special Alternate Media Workgroup established by the Consultation Council to advise the Chancellor on this subject. ©2000 by the Chancellor's Office, California Community Colleges. Readers are advised that the fair use provisions of the U.S. Questions on the content of this publication should be addressed to Scott Hamilton, Coordinator, Disabled Students Programs and Services, at the address provided above; telephone Guidelines for Producing Instructional and Other Printed Materials in Alternate Media for Persons with Disabilities April 2000 Developed By: The Chancellor's Office In Collaboration with the Alternate Media Workgroup Table of Contents Part I. A. B. C. D. E. 1. 2.
Literature Circle Extension Projects Literature circles offer students the opportunity to extend and develop interpretation through artistic forms of response. Ending a literature circle unit with an extension project provides readers additional ways to revisit what they've read, continue the conversations (and the discoveries), and create even more meaning. Extension projects are not art activities for their own sake. A good extension project will keep the thinking and response alive even after students have finished a book. The goal is to lure students back into the book to cement, enhance, and even reinvent what they gained from their first visit. Planning Projects includes forms to download and print Evaluating Projects includes forms to download and print
Transition Services As most adults know from their own experience, the period known as adolescence is probably the most difficult and unsettling period of adjustment in one's development. It is a time filled with physical, emotional, and social upheavals. Until a child leaves secondary school, a parent experiences a sense of protective control over the child's life. This protective guidance normally involves educational, medical, financial, and social input to assist the child's growth. When the child leaves this setting, a parent undergoes a personal struggle in "letting go." For the child with a disability, this developmental period can be fraught with even greater apprehension, for a variety of reasons. Since planning for the future of a student with disabilities can arouse fear of the unknown, a parent may tend to delay addressing these issues, and instead focus only on the present. To top
Identifying and Implementing Educational Practices Supported By Rigorous Evidence: A User Friendly Guide - Appendix A: Where to find evidence-based interventions The following websites can be useful in finding evidence-based educational interventions. These sites use varying criteria for determining which interventions are supported by evidence, but all distinguish between randomized controlled trials and other types of supporting evidence. We recommend that, in navigating these websites, you use this Guide to help you make independent judgments about whether the listed interventions are supported by "strong" evidence, "possible" evidence, or neither. The What Works Clearinghouse ( established by the U.S. The Promising Practices Network ( website highlights programs and practices that credible research indicates are effective in improving outcomes for children, youth, and families. Social Programs That Work (
Better Classes Improve Behavior of Special Needs Kids Updated January 14, 2016. Inappropriate curriculum and instruction can lead to many types of problem behaviors in students with learning disabilities, while the right classes may prevent special needs children from acting out. Determine if there's a link between a special needs child's behavior problems and her classwork, with this overview. Why Students With Learning Disabilities Act Out Students with learning disabilities may act out in class for any number of reasons, but the roots of some behavior problems are more common than others. For instance, students bored by a curriculum that is beneath their ability or by material they simply don't find interesting may be embarrassed they have to complete such coursework. continue reading below our video Loaded: 0% Progress: 0% As a result, they may feel defensive and disrupt the classroom to protect their egos or attempt to restore their "image" before classmates. The Roots of Problem Behaviors in Special Needs Children
Electronic & Information Technology (Section 508) Homepage The Board’s Section 508 Standards apply to electronic and information technology procured by the federal government, including computer hardware and software, websites, phone systems, and copiers. They were issued under section 508 of the Rehabilitation Act which requires access for both members of the public and federal employees to such technologies when developed, procured, maintained, or used by federal agencies. The Section 508 Standards are part of the Federal Acquisition Regulation (FAR) and address access for people with physical, sensory, or cognitive disabilities. They contain technical criteria specific to various types of technologies and performance-based requirements which focus on functional capabilities of covered products. The Board is updating the section 508 standards, which were issued in 2000, jointly with its Telecommunications Act Accessibility Guidelines.
Assessments The Project has compiled the following assessment materials, which we use in our professional development services. Please free feel to download, distribute and use most of the assessment materials in your work. However, you will note that the Spelling Assessments require that you log in to your account in order to access these materials. The authors have approved access to this assessment tool only for schools that are receiving professional development services from our staff. Please send comments or questions to assessment@readingandwritingproject.com.