Digital Commons Network^™

The Redirect Behavior Model And The Effects On Pre-Service Teachers’ Self-Efficacy, Victoria Lentfer, Bridget A. Franks

Teacher Education Faculty Publications

The ability for a novice teacher to confidently address inappropriate behavior has a substantial impact on student achievement, teacher attrition, and the reduction of bullying instances (Allen, 2010; Marzano, 2003). Classroom management plays a critical role in the success of the student as well as the teacher. The authors propose an intervention that potentially may have considerable impact on a novice teachers’ confidence regarding classroom management. The idea of providing guidelines for novice teachers to implement while redirecting student behavior could perhaps impact self-efficacy with classroom management. This paper describes the implementation of the Redirect Behavior Model (RBM) with pre-service …

Using Group Video Self-Modeling In The Classroom To Improve Transition Speeds With Elementary Students, Matthew T. Mcniff

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Video self-modeling has been proven to be an effective intervention for individuals with a variety of disabilities and behavioral issues. Very few studies have addressed the impact of video modeling on behaviors that are displayed by groups of students and no studies have tackled the issue of group behaviors with video self-modeling as an intervention. This study focused on analyzing the effects of video self-modeling on students in an elementary classroom in order to increase the speed at which the students lined up and transitioned. Further, the study addressed the question of whether the intervention had a differential impact on …

Creating Safe, Strength-Based Classrooms, Lori Desautels

Scholarship and Professional Work – Education

Schools are not machines. Schools are a network of human beings who feel, think, behave, and function within a human system that is alive and never static. Inside living systems, we need to feel safe and felt. This system is wired to thrive, even through difficult times. We're here for deep learning, which is profoundly relational, and connection to one another is a prerequisite for our collective emotional, social, spiritual, and cognitive growth and development.

Cracking The Code Of Student Emotional Pain, Lori Desautels

Scholarship and Professional Work – Education

Every instructor wants to crack the code -- to determine just what children and adolescents need to transform feelings of defeat, cognitive and emotional exhaustion, and outright hostility into something positive. They want to connect with students whose stress response states are chronically activated. They want to help learners know that they are more than just their genetics or their history. They want to share with their most fragile students that the traumas of their past can strengthen rather than harden their minds and hearts. No one needs to live in constant conflict and pain.

An Extended Validation And Analysis Of The Early Childhood Educators' Knowledge Of Self-Regulation Skills Questionnaire: A Two Phase Study, Elizabeth Willis

FIU Electronic Theses and Dissertations

The Early Childhood Educators’ Knowledge of Self-Regulation Skills Questionnaire (ECESRQ) was devised to measure current teacher knowledge and implementation of pedagogical tools that enhance self-regulatory skills in the early childhood classroom. The purpose of the first phase of this study was to conduct test validation on the ECESRQ. The purpose of the second phase of this study was to (a) assess if teacher knowledge of self-regulation skills predicted teachers’ attitudes and beliefs in the classroom, and if (b) the results from the ECESRQ predicted knowledge of instruction of self-regulation skills.

To address the first phase of the study an exploratory …

The Study Of Pre-Service Teachers Participating In Candidate Learning Communities: A Mixed Methods Study, Barbara Sunderman

Department of Educational Administration: Dissertations, Theses, and Student Research

The purpose of this study was to examine the perceptions of instructional skill and professional dispositions of pre-service teacher education candidates’ understanding of their own teaching skills. The research examined perceptions before and after the clinical experience while participating in a Candidate Learning Community. In this mixed-methods study, perceptions were quantitatively measured with a pre-survey and a post survey of 17 participants and qualitatively described by 11 participants in follow up interviews; each intensely studied teaching skill and professional pedagogy in coursework and cooperative classrooms.

The research revealed significant increase in personal perception of teaching skills and dispositions during the …

Incentivizing Your Class: The Engagement-Based Classroom Management Model, Lori Desautels

Scholarship and Professional Work – Education

When I think of our most struggling and distracted students, I see how social pain and rejection often hijack their ability to be academically focused and successful. Optimal school performance requires positive emotional connections with those students that we want to prosper while feeling capable and competent.

When students and teachers feel this connection, we are all responding from the higher cortical regions of the brain, and our dopamine reward centers are activated by these feelings, these positive emotions. Our interactions with students are intimately connected with our own feelings and agendas. When our efforts in the classroom meet with …

Energy And Calm: Brain Breaks And Focused-Attention Practices, Lori Desautels

Scholarship and Professional Work – Education

When presented with new material, standards, and complicated topics, we need to be focused and calm as we approach our assignments. We can use brain breaks and focused-attention practices to positively impact our emotional states and learning. They refocus our neural circuitry with either stimulating or quieting practices that generate increased activity in the prefrontal cortex, where problem solving and emotional regulation occur.

Pedagogy For Librarians, Megan Hodge

VCU Libraries Faculty and Staff Publications

Most librarians are required to take classes on reference, collection development, and information organization in library school; courses on pedagogy, on the other hand, are usually optional, if they’re offered at all. This leads most librarians who end up with instruction duties to learn on the job. Activities and assessments can be learned on the fly fairly easily, but these often have little to no bearing on how much students actually absorb and recall weeks later because alone, they are usually insufficient to ensure deep learning. This chapter seeks to add the basics of pedagogy, a subject comprehensively covered in …