Abstract This paper discusses the need to address the mental health problems of Ontario's children and youth. The author provides statistics showing the vulnerability of North American children to mental health problems and discusses the stigma and lack of resources and educational support for this population. The author describes the existing services, which are fragmented and uncoordinated, and concludes with the finding that there is an appalling lack of resources at the primary prevention level of mental health issues concerning children.
Outline:
Stigma
Education
Conclusion
From the Paper "Due to various intricate factors such as media misrepresentation, fear, and ignorance, individuals and society have misguided perceptions surrounding people with mental illness. These misconceptions lead to stigmatizing this population causing prejudice and discrimination. Children with mental illness and their families frequently find the stigma attached to the illness more difficult to overcome than the illness itself. It can often affect children's attitudes and actions surrounding: who to and how to disclose information regarding their illness, medication compliance, privacy, interaction within social relationships, amongst others, leading to denial of the illness and self-defeating behaviours."
Tags:anxietybullyingvandalismclassroom-readyteacher, high school, school-based
Abstract This paper examines how, in today's society, bullying can be defined much differently than in former decades; bullying today has become much more severe, and even life threatening. It looks at how, while school-aged children are being bullied daily, many parents, teachers, and counselors are unaware of the problem. In order to fully understand why bullying is harmful, it considers what bullying is, why some children more susceptible, and what the signs are that a child is being bullied. It also looks at how one can prevent bullying and help children deal with it and the importance of putting a stop to it.
From the Paper "To help children cope with bullying, the parent should first reinforce what has been taught; if a child is being verbally abused, try to encourage him or her to ignore the bully. If ignoring the bully does not work, children should then be encouraged to speak with their teachers, guidance counselors, or other authority figures. Parents should remain calm and not overreact when children speak to them about being bullied. It may be a parent's first instinct to go to school and try to take care of it, but depending on the severity of the bullying, this may not be the best idea. However, if the bullying continues or gets physical, then a parent must intervene. Parents should first speak with their child's teacher, counselor, or principal, and if necessary, they should contact the bully's parents."
Abstract A discussion of effective managing and controlling of the classroom environment. Without effective classroom management, the quality of teaching cannot be ensured. This is the reason for which experts give considerable attention to this issue and it is considered to be one of the primary factors which contributes to the quality of education. The three main issues are: organization of classroom activities, effective communication and monitoring of classroom activities. Teachers must be aware of the reasons that lead to poor performance among the students or create misbehavior in their attitude.
From the Paper "While considering the issue of classroom management, it is important for the instructor to respond effectively to the problems that occur during the conduction of the class. Furthermore, the instructor should also make sure that an effective strategy is adopted to prevent the frequent occurrence of problems so that class discipline is maintained. Moreover, it is also necessary for the teacher to have a clear vision of his goals and objectives, which he or she wants to accomplish. The structure of the course to be taught should be base on these objectives. In the absence of a clear vision, the instructor will not be able to effectively manage the course and this will affect his/her quality of teaching as well as the performance of students."
Abstract This paper takes an in-depth look at how and to what extent bullying can negatively impact the bully, the victim, and the social structure in which bullying occurs. The paper reviews literature on bullying that addresses its effects on psychosocial development as well as its long-term effects over the course of a lifetime. The paper also focuses on bullying in school and a curriculum that may help to reduce bullying. The paper concludes by presenting an experimental model, already proven effective in the field, which involved a conflict resolution training program for students, teachers, staff, and community members.
Table of Contents:
Introduction
Understanding Bullying Bullying and Appropriate Psychosocial Development
Curriculum Design and Bullying Conclusion
From the Paper "Bullying has historically been recognized as a common outcome when children are allowed to interact in social settings. In 1987, Besag noted that "one of the major difficulties in considering bullying is that it is not a phenomenon which is easily defined and measured" (p. 9). Attempts to define bullying become "cumbersome" and the efforts taken to summarize all forms of behavior that are linked to bullying are so diverse that attaching a specific term to these reduces the applicability of effective measurement (Besag, 1987). Instead, it is best to approach bullying as a "problem to be considered within the context of normal social behavior, where often both the bully and the victim have become enmeshed in a process of maladaptive social functioning" (Besag, 1987). If this maladaptive social functioning is not curtailed through external intervention or through internal resolution, it may "suddenly escalate into crisis" (Besag, 1987). This requires that bullying be identified and responded to as representative of issues found within problematic social interaction between two or more persons."
Abstract This paper discusses the trend towards Internet-based learning and Internet-readyclassrooms. The paper discusses how technology can be used within a classroom setting and the ease with which the changes toward Internet-ready classes can be made. The paper also looks at the benefits of the use of these Internet-readyclassrooms to enhance and supplement traditional teaching and learning models.
From the Paper "It is clear from this argument that I advocate the commitment and investment to internet-based learning and internet-ready classrooms, as well as of the benefits of the use of these classrooms to enhance and supplement traditional teaching and learning models. The horizon is clearly before us: students are increasingly computer and informational technology literate, and they do, in many cases, arrive in our educational system with experience in using the technology that we are now debating about bringing to them on a daily basis. The issue to my mind, then, is not whether our district should commit to a policy of bringing ourselves into the wired generation, but when we will begin moving on to a thoughtful and transparent discussion of how we will use these classrooms with the still very real pressures of workload and the like. The internet is here and with us to stay, how we use it will shape the conditions of our own future."
Abstract Marilyn Curtain-Phillips' article, "The Causes and Prevention of Math Anxiety" attempts to explain the causes of math anxiety among students young and old alike. This paper shows how the
article suggests that while math anxiety is something that is tangible and real, it is also something that can be conquered when it is approached from the right perspective.
From the Paper "Curtain-Phillips then goes on to suggest that teachers should alter the manner in which they teach math in order to help students feel more successful and realize higher levels of achievement in the classroom and out. The authors cites research conducted by Spikell in 1993 which suggests that students are more able to comprehensively learn actively rather than passively, meaning lessons should be presented in a manner that engages students actively. The article points out that lessons in math should be taught from a visual and special, logical and mathematical, body and kinesthetic, musical as well as verbal and linguistic perspective so that everyone is able to grasp information based on the manner in which they learn best."
Abstract In this article, the writer notes that the classrooms of today are filled with students of diverse cultures, socioeconomic status, race and ethnicity, and learning and physical ability. The writer discusses that the topic of bullying has emerged in the past few years as an issue of growing concern among students, parents, and school administrators alike. The writer explains that bullying can best be defined as repeated oppression, physical or psychological, of a less powerful person by a more powerful person or group. This paper examines bullying in terms of gender differences, both "bully" and "victim" characteristics, and the causes and consequences of bullying for all those involved. The writer concludes that the problems associated with bullying must not become accepted in the educational system, and remain an obstacle to fostering human learning and development.
Outline:
Introduction
Gender Differences
Characteristics of Bullies Characteristics of Victims
Consequences of Bullying Conclusion
From the Paper "The various types and methods of bullying also vary with boys and girls. Research by Chu indicates that boys are the primary bullies and victims on the streets, playgrounds and schools, whereas girls are the primary bullies and victims of bullying performed online. According to Chu, nearly one third of the eighth grade girls surveyed reported being bullied online in the previous two months. This is comparable to the 10% of boys bullied online. The reason for the difference between the gender in bullying online is that online, an individual's identity can be hidden, and girls may feel more comfortable being the bully if no one knows their real identity. Rigby indicates that girls are usually more empathetic than boys, both in recognizing the emotion someone else is having, and in feeling that same emotion themselves. Furthermore, research indicates that girls are generally more empathetic than boys toward the victims of aggression. Thus, gender does account for the differences between bullying."
Abstract The paper presents case histories, successes and failures of the use of technology in the classroom. The paper contends that for many educators, technological advances will make the work of teachers and the education of students easier. Technological advances will allow teachers to adequately prepare their charges for the world which awaits them, emotionally, logically and technology-wise. The paper highlights that technology will never be able to replace teachers and we must remember that technological and media advances are simply tools for the teachers to use. The paper reveals that a study shows how students who are involved in media and technology programs are more excited about the educational process and tend to place greater emphasis on work quality.
Outline:
Introduction
Historical Perspective
Steps in the Integration of Technology into the Classroom Application of the Theoretical to Daily Practice
Critical Appraisal
Literature on technology in the classroom Teachers on the cutting edge
Financial Aspects of Technology in the Classroom Behavior
From the Paper "Today's teachers face even greater challenges than others in the history of their profession. Not only are professional teachers asked to do more with more students, more with psychopathology, more with students who have significantly dysfunctional family background, but teachers must also teach to a level of testing set by many who are non-educators while staying abreast of the latest in their fields. To some educators, it would seem that the addition of technology and the incorporation of technology and media into the classroom an impossible task."
Tags: computer, curriculum, educator, teacher, media
Abstract This paper discusses the issue of differentiated instruction in the classroom. The paper contends that the success of differentiated instruction rests ultimately in the hands of teachers who, for better or for worse, will decide its fate. The paper explains that the attention that teachers find in the use of differentiated instruction is a direct result of actual use of the program's constituent elements. If differentiated instruction serves teachers well and provides them with both the growth in student understanding and concept mastery that they desire, along with the achievement of standardized testing accomplishment, teachers will rally around the idea and see that it is promoted.
Outline
Introduction and Statement of Problem
What is Differentiated Instruction?
Why is it so Important in Today's Classroom?
What is Keeping Teachers from Using Differentiated Instruction?
Encouraging more Differentiated Instruction in the Classroom Examples of Successful Differentiation
High School Differentiation
District Wide Differentiation
High School Algebra II Differentiation
1st Grade Differentiation
Conclusion
From the Paper "The differentiation and variety that are but some of the special qualities of humanity too often are lost in the demand for higher scores, better results and more efficient techniques. The gap that exists between the cold, mechanical apparatus of standardized education and the infinitely varying nature of the child results in a theft from society of the educated progeny that it so desperately needs and of the joy and ecstasy of the learning process that children should be enjoying. In many ways "[T]he urgent drives out the important; the future goes largely unexplored; and the capacity to act, rather than the capacity to think and imagine becomes the sole measure for leadership." (Davies 196) This as true for business CEOs as it for those who are charged with the noble and awesome responsibility of educating the nation's young. Worse yet, the gap between true educational success and the call by the unfeeling standardizing machine seem to be growing wider. But a method capable of closing this gap and preventing the losses that society and children so often experience may be nearer than many educators had supposed."
Abstract This paper explores past studies and analyzes the results of those studies to determine how teachers feel about inclusion for the purpose of special education. The writer concludes that study of literature overwhelmingly supports indicates that teachers believe in the concept of inclusion. The studies all indicate that teachers like what inclusion classrooms do for their students and they would not give up the classroom. It points out that studies also indicate however, that teachers do not believe they are receiving enough training in how to teach an inclusion classroom and that this lack of support and training prevents them from being the most effective inclusion teachers that they can be. The writer further concludes that additional study is needed to determine exactly what areas of support and training the teachers believe are missing and how they feel this can be best remedied.
From the Paper "More than four decades ago in the Brown vs. Board of Education decision of the Supreme Court the face of special education changed forever. With the sound of the gavel and one voting panel special education students were ordered out of the secret classrooms down the hall and into the classrooms and cafeterias with their regular education counterparts. Later, legislation was passed that mandated equality even more specifically. IDEA (Individuals with Disabilities Education Act) provide mandates that special education students receive their education in the least restrictive environment possible. For millions of special education students across the nation this meant allowing them into the regular classroom, either for part of the day or the entire school day. The concept of inclusion was met with excitement by some and trepidation by others. More than four decades later inclusion is a way of life for special education and regular education departments. The success or failure of inclusion programs is significantly dependant on the teachers who implement it. Regular education teachers work with special education teachers to incorporate the special education students into the regular education classrooms as often as possible. If a student believes that a teacher is supportive of his or her needs and education efforts the student will feel more comfortable and put forth effort. Because the success or failure of inclusion is largely dependent on those who are charged with its delivery, it becomes important to measure teacher attitudes about inclusion."
Abstract The author of this paper states that motivation and learning have long been inter-related and continues by positing that the two concepts are mutually interdependent since how much a person learns depends on how much the person is motivated and studies and, the more the person learns, the higher the motivation to study further. To put it in less complex terms, students who enjoy school life and show a willingness to make the most of the school environment are more likely to learn. In the paper, the author discusses various theories of motivation. This is followed by a discussion on research pertaining to the area of teacher expectancy and its effects. Finally, the writer attempts to arrive at some practical suggestions, which teachers, reflecting upon their own classroom practices, might find useful to enhance student motivation in the classroom. The paper includes one table.
Contents:
Introduction
Theories of Motivation
Person-as-machine theories - psychoanalytical and behavioural theory
Person-as-Rational-Thinker - cognitive theory of achievement motivation
Attribution Theory
Self-efficacy Theory and Self-worth Theory
Achievement Goal Theory
Cognitive theory and the primary school child
Teacher expectations - theory and research
Factors affecting teacher expectations
Teacher behavior toward high- and low- expectancy students
Teacher expectations and motivation - personal experience and classroom practice
Motivation and teacher expectations
Conclusion
Bibliography
From the Paper "At this point I'd like to share some of my own personal experience. My interest in this area arose from the fact that I experimented with my expectations during the past scholastic year. I don't know if it is the case elsewhere, but at our school, on the first day, it is common practice for teachers to exchange information about their students. Since I teach the higher class, in primary school, I am always on the receiving end and listen to my colleagues' evaluations of my new students, their family history and other details. To be honest I find this practice unnerving. I would have seen my students for barely a couple of hours and would like to form my own impressions of them.
"Last October, I decided to pay attention to their comments in so far as to delineate those students whom other teachers classified as low-achievers or not motivated. I then embarked on a mission to try to convey to these students high-expectations. There was a girl I particularly targeted. She was very creative but I knew she had achieved poorly the previous year and had not shown much involvement in class. As I started to expect more out of her and gave her support and encouragement, her attitude changed completely. By the end of the year she was one of the average students as regards achievement tests and her project work was so good that we held an exhibition which featured primarily her work."
Abstract Previous researcher has indicated that stress can have a negative impact on student classroom performance. Other studies have indicated that humor can have a beneficial impact on student learning outcomes. However, little prior research has examined the links between humor and classroom stress. This study examines the effects of instructor use of classroom humor on stress among high school students. Fifty-four students in two high school classes were surveyed to determine their levels of stress and arousal. The classes were evenly divided along gender lines (28 males, 26 females). The classes were also mixed ones containing both juniors (n=20) and seniors (n=34). One class was led by a teacher who regularly employed humor in her presentations; this was the experimental group (n=26). A second class was led by a teacher who did not utilize humor in his presentations; this was the control group (n=28). Two hypotheses were proposed, one that stress levels would be lower in the humor classroom, one that arousal levels would be higher in the humor classroom. Both hypotheses were strongly supported at or near the p=.01 level. The paper concludes by noting some limitations that should be addressed in future studies.
From the Paper "This review of literature will consider the general nature and source of stress and its effects; it will also examine stressors associated with the educational environment and the processes of learning that directly impact upon the capacity of students to function efficiently and at full potential. Issues related to how humor can be used to reduce stress or ameliorate its effects will be considered. To the degree possible, classroom or instructional use of humor will be considered.
The term "Stress" has historically been used to refer both to adjustive demands placed on an organism and to then organism's internal responses to such demands (Coleman, 2000). Stress is generally regarded as the outcome or artifact of frustration, conflict and pressure, each of which is can be omnipresent within the school or classroom environment. Generally, theorists argue that frustration occurs when one's strivings are thwarted, either by obstacles that block progress toward a desired goal or by absence of an appropriate goal (Coleman, 2000). Conflict arising from the simultaneous occurrence of two or more incompatible needs or motives: the requirements of one preclude satisfaction of the other(S). Stress may also stem from pressures to achieve specific goals or to behave in particular ways; such pressures may originate from internal or external sources (Coleman, 2000; Davison & Neale, 1989). "
Abstract Moral development in the classroom remains a crucial component of our nation's educational system. With occurrences such as the Columbine school shooting, continual reports on student teacher affairs, issues such as teen pregnancy, and drug abuse, it is no surprise that America feels that children are lacking moral development in the classroom. This paper explains that although critics may argue that moral development begins at home, moral development should coincide in the classroom, as well. It concludes that since students spend a huge portion of their day in a classroom environment, it only makes sense that classrooms promote morality and ethicality.
Moral Development
What is Morality Good For?
Teachers Three Classroom Settings
What Constitutes a Moral Environment?
What is meant by a Moral Child?
Philosophy of Morality
Virtue Ethics: Benefits and Drawbacks
What is Meant by Wrong?
Religion
Community
Who has the Final Say in Morality?
From the Paper "What exactly is moral development? Well, basic human nature is naturally good. Human nature often leans toward the good in every situation and prefers the good to the bad, for the most part. Plato in his Symposium described his "Staircase of Love Theory," in which he formulated the notion that the notion that human beings are attracted to the good the same way the lover is attracted to the beloved. Just as physical limbs and mental and social capacities are developed, so is morality. Both individually and socially the human being matures his moral conscious and character (Reimer, 1979). "
Abstract This paper researches the different ways to have good management both in the elementary and in the middle-school classroom. It then examines inclusive education and how it is best managed. Finally, this paper discusses how to combine good management skills with inclusive education. Teachers will always strive to find the best combination for their students because their success is the number one goal of the American public school system. Educating teachers on management skills and inclusive skills is the only way for them to succeed at managing inclusive classrooms. This paper aims to educate these teachers, school administrators and parents; all of whom have the same goal for the students in their lives.
Outline
Abstract
Elementary Level Management
Middle-School Level Management
Inclusion in the Classroom Conclusion
From the Paper "Elementary level children range in age of four all the way to sometimes twelve years of age. These students are at a crucial time in both their personality and physical development. Generally, teachers may spend more waking hours with these children than their parents do so it is crucial that teachers work as effectively as possible. Most of this effectiveness is keeping organization in the classroom through good management skills. In order to adequately manage the elementary level classroom the teacher must look at organizing their classroom and supplies, choosing rules and procedures, managing student work, planning and conducting instruction, maintaining appropriate student behavior and managing problem behaviors, and managing special groups."
An analysis of the strengths and weaknesses of the educational system that impact teacher attitudes toward mainstreaming special needs children into the general education classroom.
Abstract This paper discusses teacher attitudes toward mainstreaming special needs children into the general education classroom. It discusses the need to create collaborative and supportive systems where teachers do not feel isolated and unsupported in the classroom so that they can effectively overcome barriers to learning that may exist, as well as overcome the largest barrier - the resistance to change. The paper also looks at the strengths and weaknesses of the system.
Table of Contents:
Introduction
Perception is Key
Strengths and Weaknesses
Theory and Practice
Action Learning
Action Research
Conclusion
From the Paper "Learning in the workplace has increased in both efficacy and application with regard to the teaching classroom. This is in part in response to mandates that forced the system to reevaluate the preparedness of teachers in the filed, with regard to mainstreaming students. Different schools and districts of course vary in effectiveness, both by self and outside evaluation in both instructing special needs children and in supporting teachers to do so. Creating collaborative and supported system where teachers do not feel isolated an unsupported in the classroom is essential to overcoming barriers to learning that may exist as well as to overcome the largest barrier the resistance to change. The strengths and weaknesses of the system as it stands are therefore variable to place and time but the classroom itself, if supported is one of the best learning environments for teachers that exists as the experience of teaching cannot be explained in theory as well as it can be lived in the classroom."
