Results 1–10 of 16 for "Curriculum"X related to "Letters: April 2006" Refine Your Search Refine Your Search TopicEducation (15)Children (5)Learning & memory (4)Law & psychology (2)Bullying (1) 4 more... [+] Personality (1)Suicide (1)Teens (1)Testing issues (1)Hide detailsDocument TypeCurriculumXAuthor/ContributorArnold, J. David (1)Benjamin, Ludy T. Jr. (1)Brabeck, Mary (1)Dwyer, Carol (1)Graham, Sandra (1) 8 more... [+] Jeffrey, Jill (1)Kratochwill, Tom (1)Leal, Linda (1)Lucariello, Joan (1)McCombs, Barbara (1)Puente, Antonio E. (1)Semrud-Clikeman, Margaret (1)Woods, Paul I. (1)Hide details Results 1–10 of 16 Previous 1 2 Next Relevance Title A-Z Title Z-A Newest First Oldest First Sort by: 1.Bullying: A Module for TeachersIt is estimated that 40-80 percent of school-age children experience bullying at some point during their school careers and 10-15 percent may be either chronic victims or bullies themselves.Curriculum 2.Classroom ManagementTeachers concerned with classroom management typically need help with two issues: preventing discipline problems and dealing with current discipline problems. Researchers have established two systems to help promote an orderly learning environment: positive behavior support, and social and emotional learning. Curriculum 3.Developing Responsible and Autonomous Learners: A Key to Motivating StudentsResearch has shown that motivation is related to whether or not students have opportunities to be autonomous and to make important academic choices. Having choices allows children to feel that they have control or ownership over their own learning. This, in turn, helps them develop a sense of responsibility and self-motivation.Curriculum 4.Research in Brain Function and LearningIt is important for teachers and parents to understand that maturation of the brain influences learning readiness. For teachers, this is especially important when designing lessons and selecting which strategies to use.Curriculum 5.Practice for Knowledge Acquisition (Not Drill and Kill)Researchers who have investigated expert and novice performance have uncovered important distinctions between deliberate practice and other activities, such as work, play and rote repetition.Curriculum 6.How Do My Students Think: Diagnosing Student ThinkingTeachers and researchers generally refer to preinstructional knowledge as preconceptions. Pre-assessment of student academic skills and student knowledge may not accurately reflect actual pupil skill and knowledge.Curriculum 7.Activity 3.1: Symptoms of Dissociative DisordersSymptoms, such as hypervigilance, difficulty concentrating, exaggerated startle response, and confusion, were reported by over half the respondents one week after the 1989 San Francisco quake. Curriculum 8.Using Praise to Enhance Student Resilience and Learning OutcomesPraise is constructive feedback given to students by teachers and others on specific academic products. Praise refers only to positive feedback; feedback alone can be either positive or negative.Curriculum 9.Activity 1.2: Understanding Abnormal Behavior: Wearing the Other ShoeStudents tend to form stereotypes about mental illness and distance themselves rather than confront and understand this complex, abstract set of behaviors. One way to sensitize students to abnormal behavior is to have them view it from the perspective of the person who is mentally ill.Curriculum 10.Discussion/Essay Questions for An Introduction to the Field of PsychologyCurriculum Previous 1 2 Next Relevance Title A-Z Title Z-A Newest First Oldest First Sort by: ADVERTISEMENT Results 1–10 of 16 for "Curriculum"X related to "Letters: April 2006"