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Find Support. What's New? Your whole school can use your trial, so make the most of it. Thank you for accepting cookies You can now hide this message or find out more about cookies. Hide More Info. Noting that the most frequent misbehavior can be somehow objectively observed, a particular behavior is regarded as the most disruptive or unacceptable depending on the teachers' subjective judgment and values, professional training, and years of teaching experiences.
Therefore, this study recruited teachers with different years of teaching experiences and training background, in order to get a comprehensive view of the issue. It is a descriptive and exploratory qualitative research study. Academically, the present findings would add to the local literature, as recent research studies on this topic are scanty in Hong Kong [ 8 , 9 ]. Even though there were some studies, they were conducted a decade ago [ 4 , 12 ] and limited to focusing on the mainland China educational settings [ 5 , 18 ].
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Practically, it was expected that the findings would have profound importance to counseling and guidance work in the school context. Three schools, each admitting students having low, medium or high academic competencies, were invited to join this study. In total, twelve teachers 5 males and 7 females participated in this study. Four of them were members of the school counseling team and three were members of the discipline team. The average of their teaching experiences was 9.
Their participation was voluntary and written consent from the school principals and the interviewees were obtained prior to data collection. Issues of anonymity and confidentiality in handling the data were also clearly explained at the beginning of each interview.
A self-constructed semistructured interview guide was used for each individual interview. In the interview guide, questions and prompts used to explore the interviewees' perceptions of students' problem behaviors and their management strategies in the classroom and school contexts. They were invited to use real-life examples to further illustrate their views. Each interview was conducted by two trained interviewers in Cantonese the mother tongue of both the interviewers and interviewees. The interviews were audio-taped with informants' prior consent and transcribed in verbatim after the interview.
As many questions were covered in the interview guide, only data related to the following questions were analyzed in this paper. In the classroom, what student problem behaviors are there? Please list out as many as possible and describe. Among these problem behaviors, which are the most disruptive to teaching and learning? Findings pertinent to teachers' perceptions of students' problem behavior inside classroom are reported in this paper. Data was analyzed by using general qualitative analyses techniques [ 20 ].
First level of coding was conducted by a colleague who has a Bachelor degree of Psychology and teaching experiences. Further checking and second levels of coding and categorization were conducted by the first author, in which similar codes were grouped to reflect higher-order categories of theme. The coding and categorization were finalized with consensus among the coders and further checked by a colleague with a Bachelor degree of Psychology and professional counseling training.
As the code and categorization were inductively derived from the data, both intra- and interrater reliability on the coding were calculated to ensure the credibility of the findings. In the reliability test, 20 raw responses were randomly selected for each rater to code without referring to the original codes. The intrarater reliability tests were conducted by the two coders independently; whereas the interrater reliability tests were conducted by two colleagues one has a Master degree and several years of teaching experiences and one has a Bachelor degree independently.
Table 1 summarizes 88 responses regarding students' problem behaviors inside classroom reported by 12 informants. The responses were classified into 17 main categories, and 6 of them were further divided into subcategories. Teachers reported that students would do something in private which was unrelated to the lesson, such as reading, drawing, and doing other homework.
Some teachers pointed out that it was a rising phenomenon that students liked to use electronic devices, such as mobile phone for texting people inside or outside classroom, playing electronic games, surfing webpage, or listening to music. In response to this phenomenon, there were regulations in some schools prohibiting students to switch on their mobile phones inside school.
For instance, a teacher mentioned that refusing to follow instructions was a disobedient and disrespectful behavior. Teacher B02 commented that. They won't listen to teacher's opinion. They will insist to do what they think…These behaviors are mainly perceived in lower competent classes at the moment. Another teacher illustrated that disrespecting teachers meant rudeness, talking back, and confronting teachers. As remarked by Teacher C If the teacher commented on, the student would be enraged and hostile, and then disputed against the teacher. Scolding teacher was unusual, unless the student was agitated.
At the school level, I think there were less than five cases of scolding teacher in an academic year. Quite rare. When arguing, students usually had poor attitudes, especially boys. Hence, teachers would scold at them, and the students would become hostile, temper-losing… more seriously, they would knock tables or throw books to express their anger. But this situation was very rare; say one to two cases a year. Some teachers also regarded failure to submit assignments on time in a habitual manner as one of the problem behaviors, as reflected in the following narrative:.
You need to chase after them for the homework…I think Form 1 Grade 7 students are more likely to fail to submit their homework. A teacher mentioned that. When other classmates had wrong answers, he would immediately call out and point out their mistakes. These students are quite disruptive. A teacher explained that. I have to stop the chatting, otherwise I cannot teach and the students who chat will miss the content of the lesson.
If I do nothing, other students will imitate and join the conversation…As the classroom is small, others can still hear even you talk in a low voice. Moreover, students are very attentive to the surroundings. As revealed in the interviews, such behavior indicated that students lacked proper attitudes and values in interpersonal relationships as well as in their morality. Teacher C04 remarked that. The underlying reasons of these behaviors are simple.
For instance, chatting in the middle of lesson could take place because they feel bored; or they just pop up some ideas to share with their neighbors. However, if they argue back or disrespect their teachers, it is something related to their attitudes and values. So I think this is the biggest problem…Normally, they behave offensively against individual teachers, a certain kind of teachers including those who are too gentle or those who are rigid but not convincing. This is something that I cannot accept…It is obvious that he does not hold a point but still insists he is correct.
Among these verbal aggressive behaviors, teachers revealed that they could not accept students speaking foul language and teasing others, particularly insult would hurt the bullied. If they are out of seat, they may act out. There is a greater chance that they will distract other students and so the whole class. I think it is inactive during lesson. To me, it is misbehavior although it is not obvious.
If there are a number of passive students in my class, it is hard for me to teach them.
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No matter how and what I teach, they just do not want to learn. The book includes a number of activities for preservice and inservice teachers, and a number of activities to use with K students. This page book is for teachers, parents, and others interested in improving K education. It is based on 17 recent IAE Newsletters. The overarching message is that students need to learn to identify, access, understand, and use information that is both valid and credible.
They are based on good reasoning, careful research, accurate information, and informed judgment. A research instrument or test is considered to be valid if it adequately measures what it purports to measure. Credible is an adjective meaning believable, plausible, tenable, likely, probable, reasonable, and so on. A person who routinely makes invalid allegations and claims is considered to not be credible. This introduction to brain science is specifically designed for preservice and inservice K teachers, for teachers of these teachers, and for parents.
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Here are two important and unifying questions addressed throughout the book:. Each chapter is relatively self-contained, and ends with a section on References and Resources related to that chapter. This lists all of the videos referenced in the book, organized by the chapter in which they appeared. The intended audience for this page book is preservice and inservice K teachers, teachers of teachers, parents of school-age children, and others interested in our educational system.
The book has multiple authors, although Moursund and Sylwester together have written more than half of the chapters. The book's 22 chapters are arranged into four sections that describe major societal changes from the Industrial Revolution to the expected Technological Singularity a possible time in the future when computers will be smarter than humans. This short book was specifically written for preservice and inservice PreK teachers in all subject areas, and for their teachers. It uses problem solving as a unifying theme as it examines roles of computer technology in the content, pedagogy, and assessment aspects of schooling.
We want students to be prepared for responsible adulthood, careers, further education, and a lifetime challenge of increasingly rapid technological change. Word document. This book is designed for people interested in exploring ways that informal and formal education can help all of us to deal more easily with the complexity of many of our problems and tasks.
Progress in research and development helps to simplify some complex problems, and also can add to the complexity of others. For example, our authors consider the rapidly growing understanding of the human brain. They explore some of the ways in which the education profession has had to shift its perspective from a lack of understanding of functional brain organization to one in which such understanding can help to provide a foundation for improving our educational systems.
These are only two of the complexities we are working to understand and master. This is a detailed syllabus for a week three quarter hours or two semester hours graduate course developed by David Moursund. The course was offered through the University of Oregon Continuation Center as a distance education course Spring term, The course is designed for inservice elementary school teachers with an interest in improving their knowledge and skills in teaching math. The materials are suitable for self-instruction.
Morality is a human issue because we're a social species. Researchers thus wonder if morality emerged when social mammals discovered the values of cooperative behavior, or sometime after humans arrived. Chapters synthesize recent biological consciousness research and chapters biological morality research. Chapter 7 presents the alternate historical philosophical and theological perspective of consciousness and morality. The scholars whose work is synthesized don't necessarily agree with each other, but that's all right. Collegial disagreements tend to move a field forward.
The CCSS will likely become a significant area of national curricular and testing concern in the years ahead. This book is an experiment in a new way to put together an edited collection of writings. Chapter 11 of the book contains a brief introduction to a number of topics that are suitable for making into additional chapters. Potential authors should contact David Moursund moursund uorgon.
This short book is designed to help preservice and inservice teachers of math become better math teachers. Both elementary school and secondary school teachers of math should find the content useful. That page is consistently one of the most popular of the content pages in the IAE-pedia. This free page book contains a series of 20 IAE Newsletters that explore various elements of the educational issues that will confront our society during the 21st century. The principal focus of the series is on the dramatic developments currently occurring in the cognitive neurosciences and computer technology.
These promise to play an especially significant role in reshaping educational policy and practice. The authors of the articles are all widely known and respected for their work in the areas in which they write. They were asked to select a general issue that they consider important to 21st century education and to discuss the elements that they consider especially significant to educators. Some authors focus on simply exploring the issue itself and others also suggest educational applications.
This book is designed for use in the preservice and inservice education of elementary school teachers whose duties include teaching math. The book provides an introduction to brain science and mind topics important to math teaching and learning. The goal of the book is to improve the quality of math education that elementary school students are receiving. In this reprinting of the original book, a few errors have been corrected, the Index has been expanded, a small set of more recent references has been added, and the final chapter has been reconstructed from notes written in This book is specifically designed for use in the preservice and inservice education of elementary school teachers whose duties include teaching math.
The book contains a large number of links to materials currently available on the Web and an extensive index. This book is designed to help math tutors and their tutees to become better at their respective and mutual tasks. The intended audiences for this book include volunteer and paid tutors, preservice and inservice teachers, parents and other child caregivers, students who help other students peer tutors , and developers of tutorial software and other materials.
This book was created for preservice and inservice teachers with the goal of improving the informal and formal math education of preK-8 students. The authors emphasize using simple, inexpensive games to provide students with learning environments that help to increase their levels of math maturity. The focus is on learning for understanding that will last a lifetime. The book is for all adults who are interested in working with children to help improve their science and technology education. It contains a large number of examples and links to other materials.
Some can be used independently by children, and some are best used with a child and adult working together. It is especially aimed at three audiences:. This course is specifically designed for inservice teachers of math and science. The focus is on increasing K-8 student levels of math maturity, with an emphasis on computational thinking and problem solving across the curriculum.
Course participants must have email and Web access as well as access to elementary or middle school students in order to carry out a number of the course assignments. Time and Quality Requirements: The total expectation is hours of effort. The course syllabus is based on dividing the hours of the course into 10 Units Lessons of about 12 hours each. This is a graduate course. The expectations and standards will be similar to those in other graduate-level courses in high quality colleges and universities.
Participants are expected to have the maturity and interest to take personal responsibility for their own learning and to do high quality work in the assignments. This page book has an 8th grade reading level and is written specifically for young teenagers. Its goal is to help these students learn to take more responsibility for their own education. By age 13, many students are beginning to have the mental maturity to take such a major role. Preservice teachers, inservice teachers, and parents will also find the book useful. This book is written for people who are interested in helping children learn through games and to learn about games.
The intended audience includes teachers, parents and grandparents, and all others who want to learn more about how games can be used effectively in education. Special emphasis is given to roles of games in a formal school setting. Education has many goals, and there is a huge amount of research and practitioner knowledge about teaching and learning.
This book is well-rooted in this research and practitioner knowledge. Five of the important ideas that are stressed include:. This short page book is intended primarily for preservice and inservice teachers of K students, and the teachers of these teachers. In this book, the term problem solving includes posing and solving problems, posing and accomplishing tasks, posing and answering questions, and posing and making decisions.
Problem solving is an integral component of every academic discipline. Humans solve problems using their physical and mental capabilities, and tools that they have developed. The Information Age has brought us a wide range of computer-based tools that are powerful aids to problem solving. Now, more than ever, it is important to stress problem solving and higher-order critical thinking throughout our educational system.
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This short book is for undergraduate and graduate college and university students, and for others thinking about enrolling in higher education courses. The information and ideas presented will help college students to obtain an education that will be useful throughout their lives in our rapidly changing Information Age world. Change is one of the themes of this book. We are living at a time of a rapid technological change. The rate of change is increasing.