Pointers for Midterms - Special Topics in Education PDF

**UNIT 1 MENTAL HEALTH** Ed 114 SPECIAL TOPICS IN EDUCATION **WHAT IS MENTAL HEALTH?** Ed 114 SPECIAL TOPICS IN EDUCATION **Mental health** refers to the maintenance of successful mental activity. This includes maintaining productive daily activities and maintaining fulfilling relationships with...

**UNIT 1 MENTAL HEALTH** Ed 114 SPECIAL TOPICS IN EDUCATION **WHAT IS MENTAL HEALTH?** Ed 114 SPECIAL TOPICS IN EDUCATION **Mental health** refers to the maintenance of successful mental activity. This includes maintaining productive daily activities and maintaining fulfilling relationships with others. It also includes maintaining the abilities to adapt to change and to cope with stresses. **Mental health** includes our emotional, psychological, and social well-being. It also helps determine how we handle stress, relate to others, and make healthy choices. Mental health is important at every stage of life, from childhood and adolescence through adulthood. Ed 114 SPECIAL TOPICS IN EDUCATION **POOR MENTAL HEALTH MENTAL ILLNESS**Ed 114 SPECIAL TOPICS IN E A person can experience poor mental health and **not be diagnosed** with a mental illness. Likewise, a person diagnosed with a mental illness can experience periods of physical, mental, and social well-being. Ed 114 SPECIAL TOPICS IN EDUCATION **Why is mental health important for overall health?**Ed 114 SPECIAL TOPICS Mental and physical health are equally important components of overall health. **DEPRESSION** - diabetes, heart disease, and stroke. **CHRONIC CONDITIONS** - mental illness.Ed 114 SPECIAL TOPICS IN EDUCATION **Can your mental health change over time?** Ed 114 SPECIAL TOPICS IN **Yes**, it's important to remember that a person's mental health can change over time, depending on many factors. When the demands placed on a person exceed their resources and coping abilities, their mental health could be impacted. Ed 114 SPECIAL TOPICS IN EDUCATION **WHAT IS MENTAL ILLNESS?**Ed 114 SPECIAL TOPICS IN EDUCATION **Mental illness** is a general term that refers to a group of illnesses, in the same way that heart disease refers to a group of illnesses and disorders affecting the heart. **Mental illness** is a health problem that significantly affects how a person feels, thinks, behaves, and interacts with other people.Ed 114 SPECIAL TOPICS IN EDUCATION **What do we know about the causes of mental illness? (FACTS)** The symptoms of mental illness are a result of abnormal brain functioning. Mental illness is a brain disorder. Mental illness is rarely if ever caused by stress aloneEd 114 SPECIAL TOPICS IN EDUCATION **What do we know about the causes of mental illness?** **(FALLACIES)** It is not the consequence of poor parenting or bad behavior. It is not the result of personal weakness or deficits in personality. It is not the manifestation of malevolent spiritual intent. Only in exceptional cases is it caused by nutritional factors. It is not caused by poverty.Ed 114 SPECIAL TOPICS IN EDUCATION **TYPES OF MENTAL ILLNESS**Ed 114 SPECIAL TOPICS IN EDUCATION **1. Anxiety disorders:** People with anxiety disorders respond to certain objects or situations with fear and dread, as well as with physical signs of anxiety or panic, such as a rapid heartbeat and sweating. Ed 114 SPECIAL TOPICS IN EDUCATION **2. Mood disorders:** These disorders, also called affective disorders, involve persistent feelings of sadness or periods of feeling overly happy, or fluctuations from extreme happiness to extreme sadness. Ed 114 SPECIAL TOPICS IN EDUCATION **3. Psychotic disorders:** Psychotic disorders involve distorted awareness and thinking. Two of the most common symptoms of psychotic disorders are hallucinations and delusions.Ed 114 SPECIAL TOPICS IN EDUCATION **4. Eating disorders:** Eating disorders involve extreme emotions, attitudes, and behaviors involving weight and food.SPECIAL TOPICS IN EDUCATION **5. Impulse control and addiction disorders:** People with impulse control disorders are unable to resist urges, or impulses, to perform acts that could be harmful to themselves or others. Ed 114 SPECIAL TOPICS IN EDUCATION **6. Personality disorders:** People with personality disorders have extreme and inflexible personality traits that are distressing to the person and/or cause problems in work, school, or social relationships. In addition, the person\'s patterns of thinking and behavior significantly differ from the expectations of society and are so rigid that they interfere with the person\'s normal functioning. Examples include antisocial personality disorder, obsessive compulsive personality disorder, histrionic personality disorder, schizoid personality disorder, and paranoid personality disorder. Ed 114 SPECIAL TOPICS IN EDUCATION **7. obsessive-compulsive disorder (OCD):** People with OCD are plagued by constant thoughts or fears that cause them to perform certain rituals or routines. The disturbing thoughts are called obsessions, and the rituals are called compulsions. An example is a person with an unreasonable fear of germs who constantly washes their hands. Ed 114 SPECIAL TOPICS IN EDUCATION **8. Post-traumatic stress disorder (PTSD):** PTSD is a condition that can develop following a traumatic and/or terrifying event, such as a sexual or physical assault, the unexpected death of a loved one, or a natural disaster..Ed **UNIT 2 GLOBAL / DIGITAL CITIZENSHIP**UNIT 2 GLOBAL / DIGId 114 SPECIAL TOPICS IN EDUCATION **5 TOPIC IDEAS** **I.** PERSONAL RESPONSIBILITY **II.** GLOBAL CITIZENSHIP **III.** DIGITAL CITIZENSHIP **IV.** ALTRUISTIC SERVICE **V.** ENVIRONMENTAL STEWARDSHIPUNIT 2 GLOBAL / DIGITAL d 114 SPECIAL TOPICS IN EDUCATION **I. PERSONAL RESPONSIBILITY**UNIT 2 GLOBAL / DIGITAL CITIZENSHIP What is Personal Responsibility? When you have a sense of personal responsibility, it means you are willing to accept and live by society's established standards of individual behavior. UNIT 2 GLOBAL / DIGITAL Being able to see that your decisions have a direct impact on your life's events is what being able to accept personal responsibility is all about. It doesn't matter where you fall on the spectrum of the simplicity of your life, you are able to see that you create both the good and the bad circumstances. UNIT 2 GLOBAL / DIGITAL **8 Qualities of Someone Who Has a Sense of Personal Responsibility** UNIT 2 GLOBAL / DIGITAL **1. Strong Communication Skills** You can't have personal responsibility if you\'re not aware of the things that you're responsible for. UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **2. Ability to Create Boundaries** It is important to not over-commit yourself when you're aiming to gain a sense of personal responsibility. UNIT 2 GLOBAL / DIGITAL TIZENSHIP **3. Humility** You will achieve more success in life when you're fully honest with yourself and other people, which may require stepping away from your pride to admit when you've made a mistake.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **4. Ability to Control Impulses** It's difficult to accept your own fault in creating your life's negative outcomes, however, it's easy to make poor decisions when you're presented with a last minute choice. UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **5. Courage** It can be scary to accept your failures, but creating a sense of internal dishonesty can lead to irritation. UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **6. Persistence** Regardless of the struggles that you face, you must continue moving forward toward having a sense of personal responsibility. UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **7. Be Your Authentic Self** When you have personal responsibility, you don't react to the things around you; you simply act. UNIT 2 GLOBAL / DIGITAL **8. Be Organized** If you have a sense of personal responsibility, you are able to keep your life organized by using whatever avenue works best for you, whether that's planners, calendars, apps, or something else. UNIT 2 GLOBAL / DIGITAL CITIZENSHIP Ed 114 SPECIAL TOPICS IN EDUCATION **II. GLOBAL CITIZENSHIP**UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **What is Global Citizen?** A global citizen is someone who is aware of and understands the wider world -- and their place in it. They take an active role in their community and work with others to make our planet more peaceful, sustainable and fairer. UNIT 2 GLOBAL / DIGITAL **What is Global Citizenship?** Global citizenship is all about encouraging young people to develop the knowledge, skills and values they need to engage with the world. And it\'s about the belief that we can all make a difference. Global citizenship programs develop students\' knowledge, skills, attitudes and values Education for global citizenship is not an additional subject - it\'s a framework for learning, reaching beyond school to the wider community. UNIT 2 GLOBAL / DIGITAL **Global citizenship helps young people to:** Build their own understanding of world events. Think about their values and what\'s important to them. Take learning into the real world. Challenge ignorance and intolerance. Get involved in their local, national and global communities. Develop an argument and voice their opinions. See that they have power to act and influence the world around them.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **III. DIGITAL CITIZENSHIP**UNIT 2 GLOBAL / DIGITAL CITIZENSHIP Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **The Nine Elements of Digital Citizenship** UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **1. Digital Access (full electronic participation in society)** Technology users need to be aware that not everyone has the same opportunities when it comes to technology. Working toward equal digital rights and supporting electronic access is the starting point of Digital Citizenship. UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **2. Digital Commerce (electronic buying and selling of goods)** Technology users need to understand that a large share of market economy is being done electronically. Legitimate and legal exchanges are occurring, but the buyer or seller needs to be aware of the issues associated with it. Users need to learn about how to be effective consumers in a new digital economy. UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **3. Digital Communication (electronic exchange of information)** One of the significant changes within the digital revolution is a person's ability to communicate with other people. In the 21st century, communication options have exploded to offer a wide variety of choices (e.g., e-mail, cellular phones, instant messaging). The expanding digital communication options have changed everything because people are able to keep in constant communication with anyone else. UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **4. Digital Literacy (process of teaching and learning about technology and the use of technology.)** A renewed focus must be made on what technologies must be taught as well as how it should be used. Learners must be taught how to learn in a digital society. In other words, learners must be taught to learn anything, anytime, anywhere. As new technologies emerge, learners need to learn how to use that technology quickly and appropriately. Digital Citizenship involves educating people in a new way--- these individuals need a high degree of information literacy skills. UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **5. Digital Etiquette (electronic standards of conduct or procedure.)** Technology users often see this area as one of the most pressing problems when dealing with Digital Citizenship. We recognize inappropriate behavior when we see it, but before people use technology they do not learn digital etiquette (i.e., appropriate conduct). UNIT 2 GLOBAL / DIGITAL **6. Digital Law (electronic responsibility for actions and deeds.)** Digital law deals with the ethics of technology within a society. Unethical use manifests itself in form of theft and/or crime. Ethical use manifests itself in the form of abiding by the laws of society. Users need to understand that stealing or causing damage to other people's work, identity, or property online is a crime. UNIT 2 GLOBAL / DIGITAL **7. Digital Rights & Responsibilities (those freedoms extended to everyone in a digital world.)** Just as in the American Constitution where there is a Bill of Rights, there is a basic set of rights extended to every digital citizen. Digital citizens have the right to privacy, free speech, etc. Basic digital rights must be addressed, discussed, and understood in the digital world. With these rights also come responsibilities as well. Users must help define how the technology is to be used in an appropriate manner. In a digital society these two areas must work together for everyone to be productive. UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **8. Digital Health & Wellness (physical and psychological well-being in a digital technology world.)** Eye safety, repetitive stress syndrome, and sound ergonomic practices are issues that need to be addressed in a new technological world. Beyond the physical issues are those of the psychological issues that are becoming more prevalent such as Internet addiction.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **9. Digital Security (self-protection) (electronic precautions to guarantee safety.)** We need to have virus protection, backups of data, and surge control of our equipment. As responsible citizens, we must protect our information from outside forces that might cause disruption or harm.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP E **IV. ALTRUISTIC** **SERVICE**UNIT 2 GLOBAL / DIGITAL CITIZENSHIP Ed 114 SPECIAL TOPICS IN EDUCATION **What Is Altruism?** Altruism is the unselfish concern for other people---doing things simply out of a desire to help. It involves acting out of concern for the well-being of other people. UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **4 TYPES OF ALTRUISM**UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **1. Genetic / Kin altruism:** As the name suggests, this type of altruism involves engaging in altruistic acts that benefit close family members. For example, parents and other family members often engage in acts of sacrifice in order to provide for the needs of family members. UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **2. Reciprocal altruism:** This type of altruism is based on a mutual give-and-take relationship. It involves helping another person now because they may one day be able to return the favor.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **3. Group-selected / Cultural altruism:** This involves engaging in altruistic acts for people based upon their group affiliation. People might direct their efforts toward helping people who are part of their social group or supporting social causes that benefit a specific group.UNIT 2 GLOBAL / DIGITAL **4. Pure altruism:** Also known as moral altruism, this form involves helping someone else, even when it is risky, without any reward. It is motivated by internalized values and morals.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **Explaining Altruistic Behavior** While we may be familiar with altruism, social psychologists are interested in understanding why it occurs. What inspires these acts of kindness? What motivates people to risk their own lives to save a complete stranger? Altruism is one aspect of what is known as prosocial behavior.UNIT 2 GLOBAL / DIGITAL We\'re not sure why altruism exists, but psychologists have suggested a number of different explanations.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **1. Evolution** Psychologists have a long debate whether some people are just born with a natural tendency to help others, a theory that suggests that altruism may be influenced by genetics. Kin selection is an evolutionary theory that proposes that people are more likely to help those who are blood relatives because it will increase the odds of gene transmission to future generations, thus ensuring the continuation of shared genes. The more closely the individuals are related, the more likely people are to help.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP Ed 114 SPECIAL TOPICS IN EDUCATION **2. Brain-Based Rewards** Altruism activates reward centers in the brain. Neurobiologists have found that when a person behaves altruistically, the pleasure centers of their brain become more active.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **3. Environment** Interactions and relationships with others have a major influence on altruistic behavior, and socialization may have a significant impact on altruistic actions in young children.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **4. Social Norms** Society\'s rules, norms, and expectations can also influence whether or not people engage in altruistic behavior. The norm of reciprocity, for example, is a social expectation in which we feel pressured to help others if they have already done something for us.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **5. Incentives** While the definition of altruism involves doing for others without reward, there may still be cognitive incentives that are not obvious. UNIT 2 GLOBAL / DIGITAL CITIZENSHIP Ed 114 SPECIAL TOPICS IN EDUCATION **6. Empathy** People are more likely to engage in altruistic behavior when they feel empathy for the person in distress, a suggestion known as the empathy-altruism hypothesis. Essentially, seeing another person in trouble causes us to feel upset, distressed, or uncomfortable, but helping them reduces these negative feelings.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP Ed 114 SPECIAL TOPICS IN EDUCATION **Fostering Altruistic Behavior** **Finding inspiration:** Look to inspirational people who engage in altruistic acts. **Practicing empathy:** Rather than distancing yourself from others, practice empathy by building connections and putting a human face on the problems you see. **Setting a goal:** Find ways that you can regularly perform random acts of kindness for others. Look around you for people who may need help, or look for ways that you can volunteer in your community.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **V. ENVIRONMENTAL STEWARDSHIP**UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **What is Environmental Stewardship?** Environmental stewardship is a responsible use and protection of the natural environment through conservation and sustainable practices to enhance ecosystem resilience and human well-being. Stewardship of the environment refers to protecting the environment through recycling, conservation, regeneration and restoration.UNIT 2 GLOBAL / DIGITAL It refers to the human responsible consumption, protection of the natural environment or corrective activities that could be achieved through conservation efforts and sustainable practices. Environmental stewardship dealing with man's relation to land and to the animals and plants which grown upon it.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP Ed 114 SPECIAL TOPICS IN EDUCATIO **4 TYPES OF** **ENVIRONMENTAL** **STEWARDSHIP**UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **1. Restoration and Protection** It is the action that assist in the recovery or preservation of an ecosystem that have been degraded, damaged or destroyed.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **2. Everyday Choices** Actions that reduce resource inputs and emissions per unit of output through technological change and consumer purchasing, use and disposal behavior.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP Ed **3. Community Awareness** Actions that inform others in an effort to convince them to take an action to address community level environmental issues.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP Ed 114 SPECIAL TOPICS IN **4. Civic Action** Actions that inform public or organizational policy decisions that can improve environmental outcomes for many people or organizations.UNIT 2 GLOBAL / DIGITAL CITIZENSHIP Ed 114 SPECIAL TOPICS IN **How to be an environmental steward?** 1. Ditch the Bottled Water 2. Recycle 3. Bring your own plastic alternatives 4. Start a Zero waste challenge 5. Start composting 6. By local food (or grow your own)UNIT 2 GLOBAL / DIGITAL CITIZENSHIP **Benefits of Implementing an** **Environmental Stewardship Program** 1\. Economic Benefits 2\. Human Health Benefits 3\. Protection and Conservation of the Environment **UNIT 3 TECHNOLOGY** **IN DIFFERENT** **ALTERNATIVE** **SYSTEM**UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN **4 TOPIC IDEAS**UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM **4 TOPIC IDEAS** **I.** INTRODUCTION TO WEB-BASED INSTRUCTION **II.** THE PRACTICE OF BLENDED LEARNING **III.** TEACHING IN AN ONLINE ENVIRONMENT **IV.** ONLINE COURSE DESIGN AND ASSESSMENTUNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM **I. INTRODUCTION** **TO WEB-BASED** **INSTRUCTION**UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM ** Web-based Learning** Web-based learning is one way to learn, using web-based technologies or tools in a learning process. In other words, learner uses mainly computers to interact with the teacher, other students and learning material. UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN **Web-based learning** **can be also formal or** **informal.** UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN **1. Formal web-based learning-** is purposed and learning activities are organized by teachers. **2. Informal learning-** takes place while you are searching material from the Internet. It is self- paced, depending on your goals and ambition to learn.UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN ** Web-Based Instruction** Refers to providing a learning environment that is mediated and supported via the Internet/Intranet and connected to a computer with hyperlinks to resources outside the instructional domain. (Pawar, 2001; Sekar and Devanathan, 2011) The instruction is designed so that the computer displays lessons in response to learner/user interactions (Farid, 2008).UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS Khan (1997) defines Web-Based Instruction (WBI) as: "\...a hypermedia-based instructional program which utilizes the attributes and resources of the World Wide Web to create a meaningful learning environment where learning is fostered and supported."UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS Instructional design is a systematic process that Instructional designers should follow in order to achieve the creation of efficient and effective instruction.UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **2 TYPES OF WEB** **BASED INSTUCTION** UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **1. Asynchronous:** In asynchronous the education module is to be installed from a particular website and then we can unpack it offline on our machine. In this case there is no mutual interaction of student with teacher. **2. Synchronous:** In synchronous type there is synchronization among the students and teacher on-line. This synchronous web based education provides the most emerging concept of E-leaning.UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **THE ROLE OF THE TEACHER IN WEB BASED** **INSTRUCTION METHOD** The teacher must be a guide in the use of the tools, that means to assure the correct usage of each one of these resources. As the technology advances everyday the teacher has to catch up to the current technology that is the master piece in this method. It is necessary for the teacher to choose the best programs, platforms, and other tools for the correct students' skills development and entertainment as well due to this method it is a essential part.UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS ** ADDIE Model** ADDIE model was initially developed by Florida State University. This model originally contained several steps under the five original phases (Analyze, Design, Development, Implementation, and Evaluation)UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **1. Analyze** - Analysis refers to the gathering of information about the learner, the task to be completed, and the projects overall goals.UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **2. Design-** In this phase, instructional designer begin to create his project. -Deciding the specific learning objectives and structure of the content. UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **3. Development -** Related to the creation of the activities being implemented. This stage is where the blueprints in the design phase are assembled.UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **4. Implementation** - The actual delivery of the course, including any prior training or briefing of learner support staff, and student assessment.UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **5. Evaluate** - The final phase, evaluate, ensures the materials achieved the desired goals.UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **II. THE PRACTICE** **OF BLENDED** **LEARNING**UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **1. What is Blended Learning?** Blended learning is an approach to learning that combines face-to-face and online learning experiences. Ideally, each (both online and off) will complement the other by using its particular strength. Blended learning is a learning approach that combines traditional face-to-face teaching method with online-based instructions.UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS This refers to a learning delivery that combines face-to-face with any or a mix of online distance learning, modular distance learning, and TV/ Radio-based Instruction. Blended learning will enable the schools to limit face-to-face learning, ensure social distancing, and decrease the volume of people outside the home at any given time.UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **2. Distance Learning (MDL, ODL,)** Offline - students are provided with printed materials, books, modules, take home activity sheet, self-learning kit or worksheet. Online - students are provided with non-printed materials, e-books and learning management system (e.g., Google Classroom, Edmodo, etc.) -includes Educational Video Conference (e. g. Google Meet, Zoom, Facebook Messenger, etc.).UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **3. Traditional Classroom Learning** Physical interactions with students and teachers Face-to face classesUNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **BENEFITS OF ADAPTING BLENDED** **LEARNING** 1\. Enhances Safety 2\. Promotes Autonomy 3\. Improves Feedback system 4\. Boost Efficiency 5\. Allows FlexibilityUNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **CHALLENGES IN BLENDED LEARNING** 1. Online Resources 2. Offline Resources 3. School Readiness 4\. Parents InvolvementUNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **III. TEACHING IN** **AN ONLINE** **ENVIRONMENT**UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **What is Online Environment?** 1.The alternative learning space created by educators and students using digital tools and virtual class sessions due to the shelter-in-place, quarantines, and stay-at-home orders. 2.The use of a computer-based internet learning environment in which a class between teacher and students is taking place. This is used interchangeably with virtual environment in this chapter. 3.The virtual space in which a computed defined system can function being connected to other(s) connected systems through a communication electronic channel and sharing content. UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS Problems?UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **5 Keys to Effectiveness in Teaching in** **an Online Environment** 1. Communicate Frequently 2. Choose Words Carefully 3. Give Students Structure 4. Be Quick to Offer Support 5. Be Flexible UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **IV. ONLINE** **COURSE DESIGN** **AND ASSESSMENT** UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **Online Course Design and Assessment** It includes purposeful learning, organizing, sequencing, and pacing course content. It requires a combination of technical skills, pedagogical expertise, and an understanding of the needs and characteristics of the target audience.UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS The use of various multimedia elements, such as videos, images, and interactive activities, can help to make the course more dynamic and engaging for learners. It is also important to regularly **assess** and update the course to ensure that it remains relevant and effective.UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **Backward Design** Backward design refers to a way designing a course or lesson, where you start from the end of your course. You consider your learning goals or the \"big ideas\" \-- what your students will know at the end. Then working backwards, you consider what will demonstrate that your students have achieved those goals.UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **1. Determine Learning Goals** **and Objectives** **2. Plan Assessments** **3. Plan Learning Activities**UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **4 Types of** **assessment in** **online learning** UNIT 3 TECHNOLOGY IN DIFFERENT ALTERNATIVE SYSTEM Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **1. Diagnostic Assessment** **2. Formative Assessment** **3. Summative Assessment** **4. Authentic Assessment** **UNIT 4 TEACHING** **MULTI-GRADE** **CLASSES**UNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **2 TOPIC IDEAS**UNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **2 TOPIC IDEAS** I. MULTI-GRADE CLASSROOM II\. LEARNING DIFFICULTIES AND SOLUTIONS IN MULTI-GRADE TEACHERUNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **I. MULTI-GRADE** **CLASSROOM**UNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **MULTI-GRADE CLASSROOM** It is a classroom wherein two or more grade levels are combined together and handled by one teacher only. UNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS The Multi Grade System has been implemented since 1920's. The multi grade system has been with us for quite sometime but it is very obvious that we have not regarded it as a very viable alternative delivery system to provide access to basic education as well as quality education by providing complete grade levels in all public elementary schools. UNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS While DECS (now DepEd) officials then had always recognized the existence of multi grade classes, it was only under the leadership of Secretary Armand Fabella (1993-1994) that the multi grade program was launched as a systematic and viable means of meeting the goal and providing education for all. The existence of the multi grade classes in our country is also embodied under the provision of the Philippine Constitution.UNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS Considering the present thrusts of the government to make at least elementary education truly accessible to all particularly to children in remote barangays, a policy has been made and declared to build a school in all school-less barangays where enrolment and population growth trends warrant the establishment of a new school, and develop and /or implement the Multi grade System of Delivery, so as to enable children to complete their elementary schooling particularly in areas where it is uneconomical to put up a six-classroom building. UNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS From then on, multi grade classes became truly a part of our educational system. At present, some of these multi grade classes were already converted to mono-grade classes due to increase of enrolment while other areas of the country are just starting to put up multi grade classes.UNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **STRUCTURE IN MULTI-GRADE** **CLASS** When you have a wide range of age, ability, maturity and interests among the class, it is very important that your classroom is highly organized and structured. UNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **ROUTINES IN MULTI-GRADE CLASSROOM** 1\. Planning and Organization 2\. Classroom structure should be well arranged 3\. Schedule must be prepared 4\. Visuals should be displayed in an appropriate way 5\. Data must be according to the mental level of the students of different grades 6\. Work task can also be helpful for the students 7\. Communication status should be effective and same to every student without any favouritismUNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **ADVANTAGES IN** **MULTI-GRADE TEACHING** ✿ Student learn from other grade ✿ Positive social climate and behavior ✿ Lengthen teacher to student relationshipUNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **II. LEARNING** **DIFFICULTIES AND** **SOLUTIONS IN** **MULTI-GRADE** **TEACHING**UNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **1. LEARNERS** ✿ Requires more discipline, greater concentration and more focus ✿ Less reliance on direct supervision by teacher ✿ Requires more initiative and resourceful to function effectively ✿ May receive less individual attention from a less experienced teacher UNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **2. TEACHERS** ✿ Requires more careful study of learner's developmental characteristics across the age levels involved in the class, approaches and strategies ✿ Lack of proper resources and lack of enough number of organized workshops ✿ Lack of enough support from key stakeholders ✿ More meticulous and systematic record keeping to keep track of student progress, curriculum development and implementation UNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **3. COMMUNITY AND SCHOOL SYSTEM** ✿ Student achievement maybe poor in programs do not have the required resources and teachers are not properly trained ✿ Requires investment in training of teachers, supervisors and administrative personnelUNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **Problems of Multi grade education in the Philippines.** a\. There is a serious shortage of teachers, especially skilled teachers for MGT. b\. Teachers of MGT are working in different isolated conditions. c\. The training of teachers for MG classes does not meet the requirement in either quality or quantity. d\. Most of the MG schools lack textbooks, guidebooks and reference material. e\. Multi grade classes are in very bad conditions. UNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **Characteristics of successful multi grade teachers** a\. Well-organized b\. Creative and flexible c\. Willing to work hard. d\. Resourceful. e\. Self directed. f\. Willing to work closely with the community. g\. Strong belief in the importance of cooperation and personal responsibility in the classroom with the ability to develop these characteristics in pupils. h\. Prior successful experience at the grade levels to be taught. UNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS **POSSIBLE** **SOLUTIONS**UNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS 1\. Multigrade teachers must be trained to give different lessons at the same time to pupils at different grade levels. 2\. Children sit in grade-groups facing their own blackboard (BB) 3\. If there are two grade groups in the class the BB are placed either end of the classroom with children facing opposite directions. 4\. During the lessons the teacher moves frequently between the different groups. UNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS 5\. Give reading instructions to one grade; give dictation to the other grade. 6\. One grade is copying handwriting math exercises from the BB, the other grade will be instructed on a new math item. UNIT 4 TEACHING MULTI-GRADE CLASSES Ed 114 SPECIAL TOPICS IN EDUCATION BATANGAS STATE UNIVERSITY ARASOF -- NASUGBU CAMPUS 7\. The extra work involved in multigrade teaching must be recognized by giving teachers 50% additional salary for two grades and 75% for three or more grades. 8\. Teachers in multigrade classrooms must receive a lot of support and must meet regularly with teachers from other multigrade schools. **Classroom Management** Classroom management is a broad term that encompasses the preventative and responsive strategies teachers use to support and facilitate both academic and social/emotional learning in the classroom (Everston & Weinsten 2006, p. 4). Classroom management is distinct from classroom discipline. **Classroom discipline** is the responsive actions taken by teachers with an aim to change student behaviors (Woolfolk Hoy & Weinstein 2006, p. 181). In recent years research about classroom management has highlighted the importance of preventative strategies, while also acknowledging that responsive strategies have their place in maintaining an environment conducive to learning. **Effective classroom management** creates a learning environment in which students are encouraged to be engaged in lesson activities, motivated to learn and prosocial, and disengaged and disruptive behaviors that are detrimental to learning are calmly corrected (Sullivan et al. 2014). **Preventative classroom management strategie**s create positive environments that support students to engage in learning and prosocial behaviors. Preventative classroom management strategies increase the amount of time for instruction, minimize disruptions and reduce the amount of time teachers spend on responding to inappropriate behaviors (Skiba et al. 2016; Osher et al. 2010; Sugai & Horner 2008; Kern & Clemens 2007). Some researchers frame preventative strategies as teacher-orientated processes that provide predictability and consistency so students know what is expected of them and what to expect in the learning environment (for example, Conroy et al. 2008; Kern & Clemens 2007). Others frame preventative strategies as student-orientated processes that guide and support students' development of social, emotional, and cognitive self-regulation skills (for example, Freiberg & Lamb 2009; Powell & Tod 2004). Effective preventative classroom management strategies include encouraging a positive social and emotional classroom climate, using structured instruction, using rules and routines, providing pre-corrections to remind students of expectations, and actively supervising the classroom to ensure all students are supported to stay engaged in learning. **Responsive classroom management strategies** address student behaviors that may impact their own and other students' learning. Responsive classroom management strategies include effectively correcting inappropriate behaviors. Effectively correcting inappropriate behaviors supports students to re-engage in learning, minimizes distractions and maintains a positive classroom climate. Responsive classroom management strategies may also involve using praise and rewards to recognize appropriate student behaviors. **Approaches to Classroom Management** 1\. The self-discipline approach is built on the premise that students can be trusted to reflect upon and regulate their behaviors to benefit themselves and others. Advocates for this democratic view of classroom management argue that teachers need to exhibit the dispositions of respect, realness, trust, acceptance, and empathy toward students so they can build and establish working teacherstudent relationships. 2\. Teachers who use the instructional approach to classroom management prevent most management problems by actively engaging students in high-interest lessons geared to meet their interests, needs, and abilities. Thus, students are motivated to attend class, positively participate in activities, and manage their own behavior. 3. The desist approach to classroom management gives the teacher full responsibility for regulating the classroom. The teacher establishes and enforces a set of specific rules to control student behavior in the classroom. Because the desist approach models of classroom management give teachers power to deal forcefully and quickly with misbehavior, they can be viewed as power systems. This approach probably is the most widely used classroom management strategy in today's schools. **Behavior** **Behavior** is the reactions and actions of an individual or group to other individuals or groups of people, events, or the environment. It is influenced by many things like age, personality, interactions with others, culture, home environment and gender. Student behavior is the way children and young people behave at school. In schools, there is often positive student behavior, poor student behavior and anti-social student behavior. Positive behavior includes cooperating, paying attention in class and sharing with classmates. Poor student behavior includes talking when supposed to be working, and being late in class. Antisocial behavior is a behavior that is harmful and not accepted in society, such as drug and alcohol use, graffiti and bullying. Research studies and evidence-based best practices have identified the following principles in relation to students' behavior.  Behavior is learned and therefore can be unlearned.  Each student is unique and therefore requires an individualized approach based on the purpose or function of the student's behavior.  The first step of an intervention is to identify the purpose or function that the current behavior serves.  Behavior is influenced by the type of reinforcements or other consequences received after the behavior occurs.  Teachers and school-based teams need observational data to determine the function of the behavior and the effects of antecedents and consequences surrounding that behavior.  Teachers and school-based teams need to understand the function of behavior in order to select appropriate teaching strategies.  Altering the setting or environment may improve student behavior.  Data collection is the basis for initial decision making as well as for continuously monitoring the programming.  Teachers and school-based teams can enhance their competency and capacity for meeting the learning needs of students with behavior disabilities by working through a process that consists of: -understanding and observing behaviors -implementing positive behavior supports -matching appropriate teaching strategies to student needs. **How Can Behavior Affect Academics?** 1\. Students who behave disruptively by bullying other students, talking during lectures or by requiring the teacher to interrupt lessons to discipline them can have a negative effect on an entire classroom. A 2010 study published in \"American Economic Journal: Applied Economics\" found that disruptive students can lower the test scores and academic achievement of an entire classroom. Teachers who have disruptive students in their classroom may have to spend additional time on behavioral management, reducing the time the teachers spend teaching. 2\. Students with poor impulse control have more difficulty motivating themselves to study, do homework and listen in class. This can decrease their ability to excel academically, even when they perform well on IQ and achievement tests. Wang and Aamodt emphasize that rule-setting and teaching frustration tolerance play critical roles in helping children develop impulse control. 3\. Student motivation can determine whether a student studies or does her homework, whether she seeks additional help when she needs it and how carefully she listens in class. A 2006 paper published in \"Annual Review of Psychology\" emphasized the role that student motivation plays in learning and found that unmotivated students tend to perform more poorly. 4. Learning disorders and mental health problems such as attention deficit disorder, dyslexia, autism and oppositional defiant disorder can dramatically affect student behavior. Students with oppositional defiant disorder, for example, struggle to accept authority and may frequently defy teachers and parents, according to \"Child Psychology.\" Students who need mental health interventions, occupational therapy or psychoactive drugs may behave poorly in class even when teachers have excellent classroom control. This can affect these students\' ability to learn, and students with some disorders may be unable to achieve good grades in typical classrooms. **Behavior Management** Behavior management is a whole school approach. It includes creating a positive environment for learning and uses strategies that encourage positive behavior in schools. It also involves a range of strategies to reduce the chance of poor or antisocial behavior. Behavior Management is also about having effective ways to deal with poor behavior so that students can learn from their mistakes and at the same time, take responsibility for wrong doing. It also recognizes that sometimes there are underlying causes for poor student behavior, like lack of supervision and parental guidance, family and relationship problems, peer pressure, illness and death amongst family members, drug and alcohol abuse and economic hardship that students need help to deal with. **Six Principles of Behavior Management** Principle 1: Negative consequences sometimes change behavior, but they do not change attitude. Principle 2: Only positive reinforcement strategies produce long-term attitudinal change. Principle 3: Negative consequences do not improve the behavior of impulsive children and frequently increase the frequency and intensity of misbehavior. Principle 4: Cognitive control of behavior can be learned through the use of appropriate positive reinforcement systems. Principle 5: Positive reinforcement systems must be incremental in nature such that the child can directly observe even small improvements in behavior. Principle 6: You must always reinforce the final compliance with adult authority no matter how long it takes to get there. **Behavior Management Plan** A behavior management plan is a plan made up of procedures that are in place to hold students accountable for their behavior, encourage positive behavior, and to eliminate scolding or lecturing, which is rarely, if ever, effective in changing behavior. A behavior management plan is not synonymous with discipline. Discipline is one aspect of a behavior management plan. A behavior management plan is developed long before the first student walks through your door in August. A good behavior management plan will consist of procedures, rules, and consequences. Students must be made aware of these from the beginning of the school year. In some cases, the students can help you develop these. When they contribute to the development of the plan, they feel more ownership and are far more likely to comply. To write your behavior management plan, there are a few simple steps to be followed: 1\. Develop procedures --What is the procedure for turning in papers? Sharpening pencils? Going to the bathroom? Lining up? Silent reading time? Think these through ahead of time, communicate the procedure to your students, and, most importantly, practice the procedure with them several times. 2\. Write rules -- It helps if you write the rules with your students. Students consistently come up with more rules than you could ever imagine on your own. However, it is best to have only a handful (4-5) of rules. The rules students come up can often be sorted into the four or five major rules that you want to have for your class. It also helps to state rules in a positive manner. For example, "always walk in the hallways" instead of "no running" or "raise your hand and wait to be called on" instead of "no talking out". 3\. Establish consequences -- Students should be informed on day one of what the consequences are for rules broken or procedures mishandled. This should also be clearly communicated to parents. Consequences will depend on the grade level and school, but should include things like time out, notes home, calls home, detention, etc. 4\. Make time for praise and rewards -- Students need to be recognized when they are doing something right, especially those students that struggle with behavior. Catch them being good, reward them and praise them for it, and it could make a huge difference in their behavior and how they respond to you. **Behavior Management Policy** A behavior management policy outlines rules as well as acceptable and non-acceptable conduct that can help to address and correct student behavior. It consists of mission statement, expectations and rules, procedures, consequences, and crisis plan. **Discipline** Discipline comes from the word 'disciple' which means 'to instruct'. School discipline is about teaching children the rules of acceptable behavior, and helping them to understand what is expected of them in their society. Effective discipline ensures there is a sense of order amongst students and school are safe places where learning can take place without interference. School rules and behavior management policies are part of discipline. Often when people talk about discipline, they really mean 'punishment' which is one method to enforce discipline by negative or harmful means. **Punishment** Punishment is when a negative and unpleasant consequence is given to an individual so that they will not repeat the same behavior again. Often punishments are ineffective and even harmful because they based using fear and discomfort as a strategy to control students and do not provide an opportunity for the student to learn alternative behavior. Corporal punishment (using physical force against a student) is not permitted by the Department of Education. **Counselling** Counselling is a process that helps people to cope with issues and reach decisions affecting their lives. It involves the counsellor talking with a person (client) in a way that helps that person explore their problems, understand the contributing factors and identify ways to change or improve their behavior, character, values or life circumstances. It does not involve giving advice or making judgements. People usually seek counselling when they are experiencing distress, change or when there has been a crisis. **Guiding Principles of Behavior Management Policy** Principle 1: Right to education Principle 2: Right to respect, equality and fairness Principle 3: Right to a safe learning environment Principle 4: Right to good quality education Principle 5: Right to fair and consistent rules Principle 6: Right to a school behavior management policy Principle 7: Right to access counselling and referral services Principle 8: Best practice and cooperation Principle 9: Personal responsibility **Responsibilities of the Stakeholders in Behavior Management Policy** 1\. It is the responsibility of the Principal/Head teacher/Master teacher to implement the school behavior policy consistently throughout the school, and to report to higher authorities, when requested, on the effectiveness of the policy. 2\. It is the responsibility of class teachers to ensure that the school rules are enforced in their classes, and that their classes behave in a responsible manner during lesson time. 3\. Support staff should provide a positive model of behavior and ensure high expectations are made explicit to the children. They should inform class teachers of any inappropriate behavior. 4\. Parents are expected to adhere to the policy and support the actions of the school. **Proactive and Reactive Behavior Management Strategy** **Proactive behavior management strategies** are ones which a teacher or school puts in place to reduce the risk of behavior problems and encourage good behavior. This is essentially planning for good behavior. **A reactive behavior management strategy** is one which is used when there is an incidence of inappropriate behavior and which seeks to stop or reduce that behavior and help the student to improve. **Peer Education** Peer education is an approach to health promotion in which community members and or groups are supported to promote health-enhancing change among their peers. Peer education is the teaching or sharing of health information, values, and behavior in educating others who may share similar social backgrounds, geographical settings, age or life experiences. It is argued that rather than health professionals educating members of the public, the idea behind peer education is that ordinary lay people are in the best position to encourage healthy behavior to others of a similar age, background, and social circumstances. It is supported by the adage 'send a thief to catch a thief'. It is evident that peer education has become a popular prevention strategy in the broad field of HIV prevention especially in developing countries and among special groups like adolescents, sex workers, injecting drug users, and members of the LGBTQAI community. Peer education is also associated with efforts to prevent tobacco, alcohol, and other drug use among young people. Peer educators can be effective role models for young adolescents by promoting healthy behavior and serving as an accessible and approachable health education resource among the youths' networks. According to Advocates for Youths, peer education draws on the credibility of young Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 10Module in Management of Students' Behavior and Wellness people among their peers, leverages the power of role modelling, and provides flexibility in meeting the diverse needs of other youths. **Theoretical Perspectives Underpinning the Concept of Peer Education** 1\. The first theoretical underpinning is Albert Bandura social learning theory which claims that modelling is an important component of the learning process. It is based on the notion that people observe behavior taking place and then go on to adopt similar behavior. In the context of peer education, youths will observe the behavior of peer educators and learn the behavior as well as adopting that positive behavior. 2\. The second theoretical underpinning for peer education concept is the role theory by Sarbin and Allen (1968) which is based on the concept of social roles and role expectations where peer educators will adapt to the role expectations of a tutor and behave appropriately as tutors and then develop a deeper understanding and commitment to the role of a tutor. 3\. The third theoretical perspective on peer education is Sutherland differentiation association theory which posits that through interaction with others, individuals learn the values, attitudes, techniques, and motives for behavior, positive or negative. **Who is involved in peer education?** 1\. Peers - someone who belongs to the same social group as another person or group. The peer group may be based on age, sex, job, culture or other factors. 2\. Peer Educator -- student who undergoes training to become a peer educator in their school 3\. Peer Education Advisor -- teachers trained in peer education who support peer educators. **Conflict Resolution** Conflict resolution is a constructive process for handling emotion-laden disagreements. This process encourages assertive communication and the expression of feeling, but it does not permit that typical verbal free-for-all which blocks the resolution of conflict which tends to be very destructive of relationships. It is about solving conflicts without resorting to shouting, fighting, sarcasm and other harmful behaviors. 1\. Some skills to help resolve conflict  Stay calm and keep the student calm  Ask questions to obtain correct information  Be assertive in what you want, why you  Understanding want it and state how you feel  Decision-making  Treat people with respect  Analyzing the problem  Listening attentively  Separate the problem from the person  Showing empathy 2\. Assertive communication This model is about expressing your feelings and needs and at the same time remain respectful of the other person and not saying or doing hurtful things. It is helpful to use assertive communication to resolve problems.  Explain your feelings and the feelings of others "I feel frustrated/unhappy/hurt when....", "It hurts me when...". Your talking is stopping your friends from working". Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 11Module in Management of Students' Behavior and Wellness Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 12  Make your request "I would like you to...", "Could you please...", "I would like it better if you\..."  Ask how the other person feels about the request "How do you feel about that?", "Is that ok with you?", "What do you think?"  Listen carefully to their answer  Accept their agreement with thanks "Thanks for understanding -- let's get back to work", "Great -- I appreciate that" 3\. Win-win This is a strategy used mostly when dealing with adults in which you negotiate a solution to their needs and yours. It is useful to identify what both parties actually want. A compromise can usually be reached were both parties are satisfied with the outcomes and their needs are met. This is a win-win approach because both parties win. **Life Skills** Life skills are important skills that a person should have in day-to-day life in order to live a better and positive life style by meeting the daily demands and challenges of our lives. They include attitudes and skills related to living with ourselves, relating to other people and relating to the environment around us. The skills include the ability to communicate with well with others, make good decisions that help bring benefits, solve problems and act more responsibly. Some people encounter problems in life because they lack the life skills. Lacking life skills could lead to making wrong decision, or not communicating well with other opposite sex. Key life skills for young people include Assertiveness Problem-solving Decision making Self-esteem, self-worth and self confidence Communication Empathy Resisting peer pressure Negotiate risk behaviors Activity: Mind Map Directions: Make a mind map of all the proactive activities and strategies that can be used in the classroom and in the school. Make sure to include the following details: Name of strategy: Key points: How does it promote positive student behavior? When is it appropriate to use? **Intervention Strategies** According to Marzano, there are five types of interventions: teacher reaction, tangible recognition, direct cost, group contingency, and home contingency. 1\. A teacher's reaction involves a verbal and physical acknowledgment that provides a consequence for unacceptable behavior. Making eye contact with a student, shaking your head, or having a private verbal reminder are some of the consequences. Stating the desired appropriate behavior and simply asking the student to stop also fall under this category. Stimulus cueing is a prevention action that cues the inappropriate behavior before it begins. 2\. Many teachers, especially those in the younger grades, have used tangible recognition. A tangible item can be a token, ticket, marble, or a goal sheet. Tokens are most effective when they are given for positive behaviors and taken away during negative behaviors. Explain the expectation with the students before passing the tangible item to students. Do not use the item to bribe or coerce student behavior.Module in Management of Students' Behavior and Wellness 3\. Sometimes students have a tough time accepting the expectations and need more of a direct cost. A direct cost focuses more on the negative consequence. 4\. Group contingency involves everyone within the classroom. As a class, everyone must aim to conquer a classroom goal. There are two types of group contingencies, interdependent and dependent.  Interdependent techniques "require every student in the group to meet the behavioral criterion for the group to earn credit". One example is raising the hand in the class. If everyone raised their hand, the class would earn group recognition.  Dependent techniques "require specific individuals...to meet the behavioral criterion of the group to earn credit". Using the dependent techniques can involve one student or a small group of students and provides more peer pressure. An example of this is the "Pressure Points." If every student cleans up after class, the whole class earns "pressure points" that can be used for no homework passes, postponing a test, etc. 5\. A home contingency is making the student's parents aware of their positive and negative behaviors. This is a strategy that many teachers use because it can produce quick, powerful results. Teachers can send home premade notes or make a quick phone call. **Behavior Intervention Plan** A Behavior Intervention Plan (BIP) takes the observations made in a Functional Behavioral Assessment and turns them into a concrete plan of action for managing a student\'s behavior. A BIP may include ways to change the environment to help prevent the behavior from starting in the first place, provide positive reinforcement to promote good behavior, employ planned ignoring to avoid reinforcing bad behavior, and provide support needed so that the student will not be driven to act out due to frustration or fatigue. It is a formal document that outlines the following:  Target behaviors  Specific goals that are measurable  Intervention description of how it will be done  When the intervention starts and how often it will be done  Method of evaluation  Persons responsible for each part of the intervention and evaluation  Data from evaluation Activity: Document Analysis. Directions: Click the link: Behavior Intervention Plans (BIP) for Your Students (verywellfamily.com). From the Sample Behavior Intervention Plans, choose one and identify the target behaviors, goals, and the intervention. **Categories of Disciplinary Behaviors** 1\. Reinforcement--recognition or reward for positive behavior or for the timely cessation of negative behavior. 2\. Punishment --some type of negative consequences for inappropriate behavior. 3\. No immediate consequence --no immediate consequences for inappropriate behavior but involves some type of reminder of inappropriate behavior. 4\. Combined punishment and reinforcement--recognition or reward for appropriate behavior in conjunction with consequences for inappropriate behavior. **Assertive Discipline** Assertive Discipline is a systematic approach to classroom behavior management. Assertive discipline teaches effective ways of discouraging unwanted behavior without alienating Prepared by: Mr. Michael John V. Francisco, LPT, M.A.ED., 13Module in Management of Students' Behavior and Wellness teachers from students, and effective ways of rewarding good behavior in order to encourage students to do right every time. **Principles of Assertive Discipline** The teacher is in control of the class -- well planned, well prepared and well trained Have a classroom management plan Maximize teaching and learning to reduce problem times Promote effective student learning and friendly environment Reinforce positive student behavior Deal with negative behavior quickly, calmly, consistently and assertively **School-Based Counselling** School-based counselling is a professional activity, delivered by qualified practitioners in schools. Counsellors offer troubled and/or distressed children and young people an opportunity to explore and understand their difficulties within a relationship of agreed confidentiality. **Use of School-Based Counselling** Some students behave poorly because they have personal problems. Since 2000, the Department of Education, through the Guidance Branch has been training teachers to take on the role of volunteer school counsellors. At the end of 2009, around 520 school counsellors have been trained. School counsellors are trained in basic counselling skills that they can use to support students who are experiencing personal or academic problems and need emotional support. Counselling is a process of "helping people to help themselves". Counselling relies on counsellors being non-judgmental, showing empathy, and maintaining confidentiality. School counsellors can help students with poor behavior by supporting them with any underlying problems, such as family conflict, violent relationships, peer pressure. Counselling is not a sanction but rather a complimentary behavior management strategy. For example, a student who is a bully and has punched another student would require a sanction for breaking school rules but they may also see the counsellor to try understand why the bullying behavior is happening and to help the student to try and change. However, not all students who show poor behavior require counselling. Due to the nature of the counselling relationship, (empathy, non-judgmental and confidential) counsellors cannot be disciplinarians. To do so would destroy the trust the student has in the counsellor and make the counsellor ineffective. Counsellors may be requested to give input into discipline hearings but would only be able to give information with the consent of the student. Counsellors cannot take part in making decisions about sanctions, or expulsion. They may however, make recommendations.