]According to Transforming Education, "Self-Efficacy is the belief in one’s ability to succeed in achieving an outcome or reaching a goal. This belief, specific to a task or an area of knowledge or performance, shapes the behaviors and strategies that help one pursue their goal. High self-efficacy reflects confidence in the ability to exert control over one’s own motivation, behavior, and environment, and allows students to become advocates for their own needs and supports. Research suggests that self-efficacy can boost student achievement, foster emotional health and well-being, and serve as a valid predictor of motivation and learning. Studies also have shown that students with high levels of self-efficacy participate more in class, work harder, persist longer, and have fewer adverse emotional reactions when encountering difficulties than students with lower self-efficacy. "
If you would like additional information on how to help your students develop self-efficacy: https://www.transformingeducation.org/self-efficacy-toolkit/
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Jingle Punks Hipster Orchestra is a fun Pandora station with instrumental classics. Have a listen!
I was observing in a wonderful Kdg classroom and she was using "peace out guided meditation" from YouTube. Her students LOVED it, so I wanted to pass it along to you. Just Google, peace out guided meditation.
Also, a 2nd grade teacher uses mind yeti videos that her students also love! Just Google it. A third grade teacher says that her students also love Cosmic Kids Zen Den. She also has some really cool yoga videos that follow kid friendly stories/topics like Minecraft, Star Wars, Harry Potter, Frozen, etc. Here is a plethora of behavior strategies and is an excellent resource for teachers. Disrespect, defiance, anxiety, frustration and impulsive behaviors are common in our everyday classrooms. Here are some possible solutions. Check it out!
https://www.pbisworld.com/ Here are some strategies to help your students become interested!
https://needsfocusedteaching.com/classroom-management-strategies-dealing-with-students-who-have-no-interest-in-the-lesson/
Research has long supported the idea that students benefit from “doing.” Regular practice with reading and re-reading increases comprehension and fluency (National Reading Panel, 2000), as well as builds vocabulary and knowledge (Cunning & Stanovich, 1998). Students also need ample time to connect reading and writing to speaking and listening, integrating their literacy skills (see Appendix A). This is especially important for younger children and English Language Learners, whose oral language far outpaces the ability to read and write (Fisher, Frey, & Rothenberg, 2008).
As we all do our best to help students meet the high bars we set in our literacy classrooms, could it be that we’re missing out on opportunities for kids to do the very work that will help get them there? By: Tori Filler Here are a few behavior incentives that we use at Pauline Central.
Here is a great blog site that was shared with me today. It covers behavior expectations with great visuals.
https://www.whatihavelearnedteaching.com/how-to-build-character-in-your-classroom/ Behavior Expectations for Dismissal
Behavior Expectations for Bathroom Behavior Expectations for Cafeteria |
AuthorDawn Tush Archives
February 2020
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