FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W41636710> ?p ?o ?g. }

• W41636710 startingPage "43" @default.
• W41636710 abstract "[ILLUSTRATION OMITTED] When we started teaching science, the first few weeks of school were chaotic. As new teachers, we were overwhelmed with unfamiliar administrative duties, such as reporting attendance, distributing materials, collecting fees, and surprise duties that no one had told us about. We had trouble getting our classes started, getting students into their seats, and gaining their attention. Disruptions were constant--students shouted out comments and did not complete their assigned tasks. By the end of the first week, we both felt like we were drowning. At night, we experienced regular teachermares--nightmares about being late or unprepared, not being able to find our classrooms, or losing control of our classes. Years later, we have learned to plan every last detail for those first days of school. We still have occasional teachermares, but now our initial classes run smoothly and lay the foundation for an enjoyable and successful year ahead. As science educators at the university and high school level, we have learned how to establish a safe and positive learning environment at the beginning of the school year. In this article, we describe a systematic approach to planning for the first days of school that is appropriate for today's demanding high school science classrooms. These strategies apply to any science subject and benefit student teachers, new teachers, and those teachers wishing to improve their classroom management skills. Managing today's science classroom Nowadays, science teachers face increasing challenges in the classroom--changing communities and values, burgeoning communication technologies, diverse learner needs and characteristics, and complex inquiry-based science programs. Teachers need classroom management strategies that not only address these issues, but also promote scientific literacy and productive learning environments. There is growing consensus around a preventive problemsolving approach to classroom management (Alberta Education 2008; Belvel and Jordan 2003; DiGuilio 2000; McLeod, Fisher, and Hoover 2003; Nelsen, Lott, and Glenn 2000; Tate 2007; Wong and Wong 2009). In this approach, the emphasis is on using a variety of strategies to prevent negative behavior and promote positive behavior. When a student does misbehave, the teacher intervenes using problem-solving strategies, such as helping the student accept responsibility for his or her inappropriate behavior and working with him or her to come up with a nonpunitive solution that is directly related to the problem and focuses on the situation, not the student. Examples include low-key interventions (e.g., the pause, the teacher look, proximity), limited choices (e.g., You can work quietly with your group, or work quietly next to my desk--you decide), and individual student problem-solving conferences. Frontloading: A useful preventive strategy In our first years of teaching, we learned by trial and error that concentrating preventive classroom management efforts early in the school year pays huge dividends in improved student behavior and learning later on. We call this frontloading. Frontloading involves bringing together several elements of classroom management to design and manage an effective environment for learning science; these include * organization of the physical environment, * positive relationships, * behavioral expectations, * classroom procedures, * effective instruction, and * intervention (Figure 1). All but one of these elements--intervention--are aimed at preventing inappropriate behavior and promoting appropriate behavior. Both research (Emmer, Evertson, and Worsham 2008) and personal experience confirm that establishing these key elements of classroom management in the first few classes significantly reduces misbehavior later in the school year. …" @default.
• W41636710 created "2016-06-24" @default.
• W41636710 creator A5018319507 @default.
• W41636710 creator A5078672673 @default.
• W41636710 date "2010-06-22" @default.
• W41636710 modified "2023-09-25" @default.
• W41636710 title "Frontloading Classroom Management: How to Plan for the First Class" @default.
• W41636710 hasPublicationYear "2010" @default.
• W41636710 type Work @default.
• W41636710 sameAs 41636710 @default.
• W41636710 citedByCount "0" @default.
• W41636710 crossrefType "journal-article" @default.
• W41636710 hasAuthorship W41636710A5018319507 @default.
• W41636710 hasAuthorship W41636710A5078672673 @default.
• W41636710 hasConcept C145420912 @default.
• W41636710 hasConcept C154945302 @default.
• W41636710 hasConcept C15744967 @default.
• W41636710 hasConcept C161191863 @default.
• W41636710 hasConcept C166957645 @default.
• W41636710 hasConcept C17744445 @default.
• W41636710 hasConcept C19417346 @default.
• W41636710 hasConcept C199539241 @default.
• W41636710 hasConcept C2776185021 @default.
• W41636710 hasConcept C2776505523 @default.
• W41636710 hasConcept C2777212361 @default.
• W41636710 hasConcept C2777855551 @default.
• W41636710 hasConcept C2778173179 @default.
• W41636710 hasConcept C2779923759 @default.
• W41636710 hasConcept C2780343955 @default.
• W41636710 hasConcept C41008148 @default.
• W41636710 hasConcept C77805123 @default.
• W41636710 hasConcept C95457728 @default.
• W41636710 hasConceptScore W41636710C145420912 @default.
• W41636710 hasConceptScore W41636710C154945302 @default.
• W41636710 hasConceptScore W41636710C15744967 @default.
• W41636710 hasConceptScore W41636710C161191863 @default.
• W41636710 hasConceptScore W41636710C166957645 @default.
• W41636710 hasConceptScore W41636710C17744445 @default.
• W41636710 hasConceptScore W41636710C19417346 @default.
• W41636710 hasConceptScore W41636710C199539241 @default.
• W41636710 hasConceptScore W41636710C2776185021 @default.
• W41636710 hasConceptScore W41636710C2776505523 @default.
• W41636710 hasConceptScore W41636710C2777212361 @default.
• W41636710 hasConceptScore W41636710C2777855551 @default.
• W41636710 hasConceptScore W41636710C2778173179 @default.
• W41636710 hasConceptScore W41636710C2779923759 @default.
• W41636710 hasConceptScore W41636710C2780343955 @default.
• W41636710 hasConceptScore W41636710C41008148 @default.
• W41636710 hasConceptScore W41636710C77805123 @default.
• W41636710 hasConceptScore W41636710C95457728 @default.
• W41636710 hasIssue "5" @default.
• W41636710 hasLocation W416367101 @default.
• W41636710 hasOpenAccess W41636710 @default.
• W41636710 hasPrimaryLocation W416367101 @default.
• W41636710 hasRelatedWork W1589232487 @default.
• W41636710 hasRelatedWork W164311431 @default.
• W41636710 hasRelatedWork W1880865024 @default.
• W41636710 hasRelatedWork W2000773436 @default.
• W41636710 hasRelatedWork W201284137 @default.
• W41636710 hasRelatedWork W2027153262 @default.
• W41636710 hasRelatedWork W2029966075 @default.
• W41636710 hasRelatedWork W2080685464 @default.
• W41636710 hasRelatedWork W2532674634 @default.
• W41636710 hasRelatedWork W260814012 @default.
• W41636710 hasRelatedWork W291276461 @default.
• W41636710 hasRelatedWork W2962693663 @default.
• W41636710 hasRelatedWork W2992777089 @default.
• W41636710 hasRelatedWork W302541260 @default.
• W41636710 hasRelatedWork W342142504 @default.
• W41636710 hasRelatedWork W38689091 @default.
• W41636710 hasRelatedWork W78770635 @default.
• W41636710 hasRelatedWork W85435882 @default.
• W41636710 hasRelatedWork W2189529776 @default.
• W41636710 hasRelatedWork W2602518810 @default.
• W41636710 hasVolume "77" @default.
• W41636710 isParatext "false" @default.
• W41636710 isRetracted "false" @default.
• W41636710 magId "41636710" @default.
• W41636710 workType "article" @default.