An informative account on good teaching strategies to promote classroom discipline.
Written in 2008; 1,666 words; 8 sources; APA; $ 54.95
Paper Summary:
The paper states that classroom discipline has been a topic of much research for many years. Many scholars have offered their discipline models each believing it would provide a classroom that is well-managed and one that would provide a maximum learning situation. The paper records the names of many great teachers of discipline and comments that they all offer a focus, logic, and implementation strategies. The paper states that these models appear very effective, but they cannot stand by themselves without good classroom teaching practices. The paper concludes that with good teaching practices and one or more of these models, teachers can create the best classroom setting for learning.
Outline:
Abstract
Co-operative Learning
What Research Shows
Differentiation
The Gifted Learner
Classroom Practice
Differentiated Learning
Conclusion
From the Paper:
"Research shows there are many benefits to this teaching practice. Cooperative learning, the Johnsons discovered, has many positive outcomes. Their research shows that cooperative learning improves students' efforts to achieve. They work harder, achievement levels go up, material is remembered longer, higher-level reasoning is used more, and it provides not just external motivation but also intrinsic motivation. What interests the Johnsons even more is that cooperative learning methods also improve interpersonal relationships among those working together. Students working cooperatively tend to like each other better, including groups with both able-bodied students and students with disabilities, groups with students of different ethnic backgrounds, and groups with both genders."
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