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above). Seating Edward near the teachers desk results in less external distraction, more hands-on management, and while the teacher may need to review instructions because of the lack of proximity to the chalkboard, Edward will have fewer distractions and be able to focus more on his work.
While there is no "ideal" classroom seating arrangement because of the differences in the classroom makeup, age of students, and activities, I believe that the classroom should not be static. Student desks are easily moved, and as long as the teacher's desk, computer station and chalkboard remain stable, then I would likely have two ways of organizing the room: Note, however, that the groups would not be static in their composition; allowing for a more frequent and robust exchange of ideas, styles, etc. For the start of the school year, I would likely management the groups a bit more closely than as the year progressed; also understanding that there might be groups of three, of two, or in some cases, odd numbers.
A -- Lecture, film, presentation or group even in which I wanted all eyes on me, minimal collaboration, testing, individual work, etc. Note that in this arrangement student contact is limited, students who are behavior or attention problems would be seated in the first two rows.
C. Finally, after many activities, it is helpful to have a roundtable group discussion, modified as follows to allow for both a focus and a large group collaboration:
REFERENCES
Jones, F. (2004, September 4). Do Seating Arrangements and Assignments = Classroom Management? Retrieved January 2011, from Education World: http://www.educationworld.com/a_curr/curr330.shtml
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REFERENCES
Jones, F. (2004, September 4). Do Seating Arrangements and Assignments = Classroom Management? Retrieved January 2011, from Education World: http://www.educationworld.com/a_curr/curr330.shtml
E
E
..control the environment by implementing a logical system (the teacher's, of course) of conditioning." (Tauber, 1999, p. 19) in this context the teacher is seen as an "interventionist" in that he or she has to control and dictate the learning and behavioral environment. "By accepting a position as a teacher, a person has not only the right but an 'obligation' to modify student behavior" (Axelrod, 1977, p. 158). In essence
It is a quantitative instrument, that has been statistically validated, and probably most appropriate as an instrument to ensure adherence to certain state and/or national standards. MCC -- Dialogue approach to rating a teacher's performance. Both qualitative and quantitative in nature, does encourage robust dialogue between teacher and observer, and more self-analysis from the instructor. Essentially an evolving template that can be used in multiple grades, classrooms, and subject areas.
This perspective suggests the necessity of distinguishing between the intended use (and real affordances) of an object and its perceived affordances. For instance, affordances presented by a knife are defined by the individual who uses it, not necessarily by its designer. More specifically, although a designer envisaged the knife as a cutting tool, the user might not utilize the knife for cutting. While Gibson (1979) suggests that the knife
Classroom Media Citizens in Twenty-first century find the technological advancements as an inexorable support. Justified access; connectivity to technological advancement along with adequate training need to be provided to teachers in order to make them capable of utilizing the available technology to the fullest possible utilization of skills. Naisbitt states that Computers provide a cost effective method of personalizing education even though its capital intensive nature cannot be denied. Simplifications of
lessons observed varied depending on the school. In high school, the aims were to learn about the history of art, whereas in younger grades such as elementary and early middle school years, the aim was explorative creativity and self-expression. Common Core Standards addressed: The National Core Art Standards (2015) were addressed including "generate and conceptualize artistic ideas and work," "organize and develop artistic ideas and work," and "refine and complete
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