Download 25 Biggest Mistakes Teachers Make and How to Avoid Them by Carolyn M. Orange PDF

By Carolyn M. Orange

This up to date variation of the bestseller is helping lecturers turn into extra delicate educators through spotting educating errors and studying greater how you can deal with not easy and annoying events.

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They try to create a supportive environment that encourages participation. Resourceful teachers would develop some systematic technique for making sure that each student is called on at some point in time (Weinstein, 1996). The purpose of questioning is to ascertain a student’s level of understanding. This includes all students, not just the popular students or the smart students. Wise teachers would never assume that the lower achieving students would probably have wrong or “silly” answers and avoid calling on them.

Turn-of-the-century teaching (1890s– 1930s) featured a similar technique where students had to literally toe the line and recite their lessons. During this period, teachers told students how and where to sit or stand, if and when to talk, and so on. Students often waited for the teacher to give the signal to start and the student “body” was expected to move in lock-step fashion as one (Cuban, 1984). The coach publicly ridiculed the unsuspecting student who was unaware of the practice. Perhaps the coach would have been a little more lenient if he had been aware that the student was new, but given his strong need for control and his tendency toward loud reprimand, I doubt it.

If assertive discipline were viewed through a lens of Behavioral Learning Theory, the “ABCs” of assertive discipline would be as follows: (A = antecedents) Teachers establish rules, give clear explanations of the rules, and teach students how to behave appropriately; (B = behavior) students make choices about following the rules; and, if they don’t follow the rules, (C = consequences) assertive teachers follow through with appropriate consequences. They warn against passive or hostile consequences.

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