| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "CLASSROOM HUMOR": |
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Classroom Humor, 2002.
An examination of the effects of instructor use of classroom humor on the stress and arousal levels of high school students.
7,521 words (approx. 30.1 pages), 18 sources, MLA, $ 165.95
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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). "
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"Building Classroom Discipline" by C. M. Charles, 1991.
This paper reviews three of the eight models of discipline favored for elementary and secondary classrooms which were discussed in "Building Classroom Discipline", by C. M. Charles.
1,350 words (approx. 5.4 pages), 1 source, $ 47.95
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From the Paper
"The textbook, "Building Classroom Discipline", by C. M. Charles, provides an overview and discussion of eight models of discipline most prominently favored for use in elementary and secondary classrooms today. This paper selects three of those models (Cantor, Jones, and Glasser) for a comparison and contrast of three aspects of discipline (rules, consequences, and positive reinforcement) and concludes with a summary of the positive and negative elements of these models with suggestions for selecting a personal classroom management plan.
The first aspect of effective discipline is rules. All the models put forth that rules are essential to an orderly classroom and that students of all ages must know what the rules are from the first day of the class meeting. Lee Cantor's method, also called assertive discipline, simply states that the teacher ... "
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Standards-Based Classroom, 2006.
A discussion regarding the advantages of a standards-based classroom versus a traditional classroom.
2,045 words (approx. 8.2 pages), 8 sources, MLA, $ 64.95
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Abstract
This paper outlines the key features of the standards-based classroom. The paper begins by defining the traditional versus standards-based classroom, highlighting the features of the standards-based classroom and then provides an overview of the key components of a standards-based classroom. The paper concludes that a standards-based classroom provides more individual learning opportunities for students in contemporary society.
Outline:
Abstract
Introduction
Standards-Based Classroom Defined
Benefits Standards-Based Classroom
Components of Standards-Based Classroom
Conclusions/Recommendations
From the Paper
"This includes grasping firm knowledge and understanding of the role technology plays not only in education, but also in every day living. Teachers are becoming increasingly aware of the implications technology has on student's achievement but also their teaching and curriculum development. More and more educational facilities are encouraging teachers to participate in elective and continuing education classes that highlight technology and promote emphasis on technological learning in the classroom. Teachers are more and more learning that technology can be an efficient tool for designing unique and individual curriculums that attend to the need of individual students but also enable more efficient monitoring, assessment and evaluation of student achievement in the classroom and outside the classroom (Ernst, Peterson & Taylor, 2005). "
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Classroom Management, 2005.
Examines the process involved in managing a classroom, especially within an urban setting.
2,065 words (approx. 8.3 pages), 15 sources, APA, $ 65.95
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Abstract
Classroom management in the current urban teaching environment must be balanced against external factors such as standardized testing and school accountability measures, as well as against factors studied in class such as social fragmentation and silencing. The classroom management process itself usually takes place in stages in which the student is taught and assessed in their ability to perform specific tasks or display their knowledge of specific subjects, so assessment is also a vital part of urban classroom management. The classroom management process is based on a combination of these external and internal factors. This paper examines the classroom management process in the way in which it progresses through various steps, based on standards that set the bar for student progress and development in urban schools. The essential steps that are a part of the classroom management process, from this perspective, are based on the urban school being either equal to or greater than the national average in producing curricula that are able to meet these standards in terms of
results. The paper examines this issue generally, as well as specifically in terms of certain expectations that are required in the disciplines for students at certain grade levels, which in turn directly affects the classroom management process in urban schools. In each of these steps, as this paper states, the role of the instructional leader is more and more about working with great facility and leadership skills on an effective team, respecting diversity and being able to implement new technologies into the urban classroom. This team develops communication patterns that integrate the curricular needs of all involved parties, including teachers, parents, students and administrators, and at each step of the process this communication is integral to developing a complete classroom management plan.
From the Paper
"The results of Alvine's study therefore focus on putting technology in the forefront of the consciousness of those individuals who will be
teachers. Alvine's students continued to support the presence of television and other media options in the classroom from the standpoint that these media would be controlled by student choices and also be the focus of discussion and communication rather than the sole classroom activity. "First, they cited the importance of maintaining schools as human communities, as places where human beings interact face to face. Second, they pointed to the value of offering students choices in what media they use to access and share information" (Alvine, 2000, p. 3). Alvine's subjects also reported that close attention would need to be paid to choice in the content of the material supplied through technology in the classroom."
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The Science and Mathematics Classroom of Today, 2005.
Shows the process of designing an effective science and math classroom for elementary students, from classroom set-up to resources.
3,650 words (approx. 14.6 pages), 11 sources, APA, $ 101.95
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Abstract
This paper summarizes the considerations and steps necessary to properly design a successful program for mathematics, science, and all content areas in the elementary classroom. It offers an overview of classroom arrangement to create a stimulating environment, evaluating materials for a content-based program, and offering a variety of assessments to evaluate student learning.
Paper Outline:
Abstract
Classroom Arrangement
Classroom Materials
Student Assessment
Conclusion
References
From the Paper
"Evertson, Emmer, and Worsham (2003) state that the logical place for a teacher to begin his or her classroom management procedures is in arranging the classroom as it occurs prior to the beginning of the school year. Reflective teachers will arrive at the school several days before their contract calls them to so that they can assess the space to plan for the best arrangement, begin to hang posters and other personal effects, and decorate bulletin boards (Eby, Herrel, & Hicks, 2002). They go on to say that the classroom appearance makes a statement to the students and others about how much the teacher cares for the environment in which the class will learn. Whether the room is tidy or neat, colorful or drab, or filled with extra items to make it livelier will set a tone."
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Responsive Classroom Approach, 2005.
An overview and analysis of an approach to teaching in the classroom termed the "responsive classroom approach".
4,000 words (approx. 16.0 pages), 1 source, APA, $ 108.95
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Abstract
This paper presents a detailed literature review on the topic of "responsive classroom approach". Using sources that research the responsive classroom approach to teaching, the author explores the approach and evaluates school climate when the approach is implemented. The author also examines the perception of school climate using responsive classroom approach from the standpoint of teachers, students and parents.
Outline
Create Rules with your Class
Keep the Rules Simple
Teacher Language is Powerful
Take Time for Reflection
Childhood Education
From the Paper
"The responsive classroom approach is one that has recently received attention nationwide in American schools. The approach deals with the social patterns of students in school. In recent years there has been attention given to school problems, including bullies, schools shootings and self esteem. With the more recent problems that have garnered national attention, school systems have turned to experts to determine how best to create a warm and welcoming school climate. Social skills may not fall under the four R's but if educators do not address the problem the repercussions could be tragic."
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Computers in Classrooms Are Ineffective Without Knowing How to Use Them, 2002.
This paper presents a discussion on the ineffectiveness of classroom computers. Billions of dollars are being spent each year nationwide on computers in the classroom and our national test scores are still declining.
2,150 words (approx. 8.6 pages), 8 sources, $ 80.95
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Abstract
This paper presents a discussion on the ineffectiveness of classroom computers. Billions of dollars are being spent each year nationwide on computers in the classroom and our national test scores are still declining. As long as the machines serve as dust collectors in the back of the classroom, we need to divert what we are spending to better uses. Lack of training, fast paced advances, and teacher apathy are all discussed.
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The Impact of Humor in Radio Advertising, 2001.
The objective of this study is to find out if the use of humor in radio advertising aids the listener in comprehension and recall.
1,715 words (approx. 6.9 pages), 7 sources, $ 55.95
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Abstract
The paper analyzes whether humor in radio advertising aids the listener in comprehension and recall. The author discusses past experimental studies that look at the effect of humor in advertising upon source credibility, comprehension, and audience preference, and compares them to the author's own method of experimentation.
From the Paper:
"The use of humor in radio advertising is not a new concept. Every year millions of dollars are spent in the development and execution of humorous advertising in the United States. It is a tool that advertisers and radio stations have been using for years to grab the attention of their listeners. They use humor to help them place a product image in the listeners mind, but does this technique really work? Advertisers use humor appeals in radio advertising in order to differentiate a product whose advertising faces a heavy amount of corporate noise. The use of humor, some advertisers feel, can help listener recall, and attitude toward the brand. Humor, however, is hard to conceptualize or put into operation."?
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Classroom Management, 2005.
A research proposal to examine how teachers can become effective at classroom management.
11,220 words (approx. 44.9 pages), 100 sources, MLA, $ 220.95
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Abstract
This paper aims to demonstrate exactly how teachers can become effective at classroom management and what skills are necessary for them to be effective at managing the classroom. To accomplish this, it examines classroom management from an open-minded perspective. The study also incorporates an exploratory approach with regard to examining how effective management skills can be adopted.
Outline
Abstract
Synopsis
Chapter 1
Introduction
Problem Statement
Importance of Study
Background to Study
Chapter 2
Literature Review
Classroom Management Defined
Why is Classroom Management Important?
Classroom Management in Action
Developing Classroom Skills
Factors Contributing to Teacher Strategies
Teaching and Classroom Management Models
Summary of Literature
Proposed Strategies for Success
Chapter 3
Methodology
Theory Building Process
Data Collection and Sample
Population Sample
Data Collection
Data Analysis
Scope and Limitations of the Study
Ethics
Implications
References
From the Paper
"The need for better instruction regarding how to effectively manage a classroom is evidenced in a majority of the literature available (Biggs, Hinson & Long, 1999; Placek & Dodds, 1988; Dembo & Gibson, 1985). Whether an education major or an experienced teacher, individuals are still attempting to identify the factors they believe to influence classroom management. Many are still struggling to define a successfully managed classroom, while others are working to identify factors that contribute to successful classroom management (Biggs, Hinson & Long, 1999). Surveys of teacher's beliefs about classroom management suggest that numerous factors may play into classroom management and the ability of teachers to manage classrooms effectively."
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The Benefits of Mixed-Grade Classrooms, 2001.
This paper describes the benefits of mixed-grade classrooms and questions the established norm of single-grade classrooms.
3,710 words (approx. 14.8 pages), 15 sources, APA, $ 102.95
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Abstract
This paper examines the research on the effectiveness of teaching in mixed-grade classrooms as compared to single-grade classrooms, with a particular emphasis on academic achievement and an even more specific math performance. The paper investigates the historical and cultural forces that shaped the one-age/one-grade classroom as a way of identifying the underlying pedagogical assumptions about the primacy of single-age teaching in he 21st century.
From the Paper
"We are now so accustomed to the idea that students should be segregated from each other along narrow age bands that must of us do not question the efficacy and the rightness of doing so. But, of course, the idea that children should be placed into grades defined by age and separated from their peers is a recent trend in education as we well know. The practice is based as much in historical and social beliefs and circumstances as it is in sound pedagogy, and recently some schools have begun to ask whether single-grade classrooms are in fact the most effective atmosphere in which to teach elementary-age students. This paper examines the research on the effectiveness of teaching in mixed-grade classrooms to that of teaching in single-grade classrooms with a particular emphasis on academic achievement and an even more specific focus on how well students in both kinds of classrooms perform in math. Before looking at how these two types of classroom environments serve their students in the 21st century, it will be useful to examine the historical and cultural forces that shaped the one-age/one-grade classroom to begin with as a way of identifying the underlying pedagogical assumptions about the primacy of single-age teaching."
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?Life In Classrooms?, 2002.
A review of the book ?Life in Classrooms? by Philip W. Jackson which focuses on the hidden elements of classroom education.
1,192 words (approx. 4.8 pages), 1 source, MLA, $ 40.95
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Abstract
This paper discusses the themes and ideas in the book, ?Life in Classrooms? by the highly acclaimed psychologist and educator Philip W. Jackson. It shows how although Jackson published this scholarly work in 1968, more than 30 years later, it is still quite relevant to our present-day classroom life and structure. It attempts to explain why Jackson considered life in a classroom quite unnatural and thus unfavorable for the proper psychological and intellectual development of a child.
From the Paper
"Keeping this in view, we realize that recent incidents of school violence may be subtly connected with this negative aspect of life in classrooms. When a child fails to make his presence felt, he resorts to violent and destructive tactics, which suddenly throw him in the spotlight. We can draw another extremely important conclusion from this group and crowd element. What schools mostly fail to understand is the fact that group operations are not always as smooth to adapt to as it appears on the surface."
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Moral Development in the Classroom, 2005.
A look at the importance of moral development in the classroom.
3,012 words (approx. 12.0 pages), 10 sources, MLA, $ 88.95
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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). "
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The Three Theories of Humor, 2005.
An analysis of the respective relevance and accuracy of three theories of humor, each being primarily determined by the issue or situation in question.
1,350 words (approx. 5.4 pages), 4 sources, $ 53.95
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Abstract
This paper examines how in a philosophical context the superiority relief and incongruity theories of humor offer revealing insights into human nature the role of humor in society and the various psychological factors that play a primary role in determining what human beings consider humorous. The superiority relief and incongruity theories of humor are all credible and relevant, for they each provide a distinct emphasis and perspective even though they all share many of the same basic characteristics of humor.
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Technology in the Classroom, 2005.
This paper examines the impact of modern technology in a classroom setting.
2,544 words (approx. 10.2 pages), 7 sources, MLA, $ 77.95
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Abstract
The writer of this well-researched paper analyzes the published results of various studies relating to the positive impact of integrating technology into the classroom. The general aim of this paper illustrates that implementing computers and computer related programs into the classroom ultimately leads to the improvement of student achievement. The writer contends and explains why technology in education cannot be effective in and of itself, as there are many important social contexts connected within the process of education. This paper details the attention that must be paid to the strategies used in teaching involving various forms of technology in the classroom. This paper explores the results of a study conducted by the Software Publishers Association which summed up 176 studies that were undertaken from 1990 to 1995 about the effectiveness of technology in schools. The summary of the report showed that technology rich environments had a positive effect regarding the performance of the students. This paper also delves into the various forms of technologies used in the classroom including internet and email, which supplies individual written answers to questions and replies from the teachers to the students. The e-mail replies received from the students can then be built into different files for the students, which can be made more sophisticated by asking the students to form a web page that best displays their work. The writer also discusses the importance of educators being flexible in the application of this particular methodology as well as keeping up to date with the latest advancements in modern technology.
Table of Contents:
Abstract
The Effective Use of Technology to Improve Student Performance in Any Classroom
References
From the Paper
"One of the simplest technologies that can be used is through Email, which supplies individual written answers to questions and replies from the teachers to the students. The replies received from the students can then be built into different files for the students, though this will require applying some high level Email software. Again the Email from the students can be made more sophisticated by asking the students to reply to questions finally forming a web page. This helps the students become more focused in their studies. The responses to the form sent out can be collected by the teacher in a file on the server, but this requires higher technology. This method helps the computer itself analyze and evaluate the responses given by the students. This can be used with multiple choice answers which can reply the results directly to the students. In case, the multiple choice use is not feasible, then short answers can be collected for evaluation by the teacher or the teaching assistant."
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Humor in "The Canterbury Tales", 2005.
An analysis of the theme of humor in Geoffrey Chaucer's "The Canterbury Tales".
3,447 words (approx. 13.8 pages), 9 sources, MLA, $ 97.95
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Abstract
This study of humor in "The Canterbury Tales" begins with an examination of the building blocks of laughter in some of the narratives and attempts to demonstrate that the humor used by Chaucer is multifaceted and sometimes equivocal. The paper then turns to the definition of "humor" in the Middle Ages and pays specific attention to instances of slapstick comedy, parody and burlesque within the tales. Finally, the paper tackles the subtleties of humor within the tales and provides some reflections on the presence of irony and satire.
From the Paper
"The readers of the Canterbury Tales are often able to elicit much laughing matter out of the pilgrims' narratives because humour in the tales is present on several levels. On the one hand, the pilgrims laugh at customs and traditions, at members of society and behaviours they condemn. They also tease each other within their own narratives and sneer at other pilgrims who are their rivals. On the other hand, the pilgrims themselves, as characters of the frame story, become subjects of mockery and this is especially valid for The General Prologue. They tell a great variety of tales, all of which could be found humorous or witty to some extent. These tales are interlinked and one of the particularities that bind them together is the use of humour. Humour gives unity to the tales and banishes uniformity. "
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