Sign Up Now
Get instant access to over 1 million+ study documents
OR
Already registered? click here to login
By creating your account, you agree to our terms of service, privacy policy and student honor code.
¶ … ness is a preventative model of classroom management. Rather than focus on repercussions and consequences of behavioral problems, with-it-ness requires teachers to maintain conscious awareness and control in their classrooms to prevent problems from erupting in the first place. Teachers will notice that as they become more tuned into their students, they can detect warning signs that preclude an outburst. For example, a student who has stopped paying attention to the teacher's lecture might be writing a note to her friend; a boy who looks agitated might be having difficulty understanding the lesson but is too embarrassed to say so. With-it-ness therefore depends on nonverbal communication skills as well as keen awareness: to be able to notice and interpret various types of body language or changes in appearance in their students. Preventing the problem may involve verbalizations such as asking a student directly if something is wrong, or in some cases a meaningful glance or physically approaching the student's desk will take care of the problem.
Practicing with-it-ness may require teachers to play a more active role in their classrooms, such as by paying attention to students when they walk in, walking around the room periodically, or ensuring eye contact throughout the day. For early childhood educators, with-it-ness may also extend beyond classroom hours, as teachers have a responsibility to notice when their students might be having troubles at home. Watching young students during lunch hour or recess may offer cues to their future behaviors in the classroom.
With-it-ness becomes a teaching mindset. Not a specific set of rules or steps, with-it-ness must be practiced and perfected over time. However, teachers can learn how to become more with-it in their classrooms simply by using all of their senses when they teach. Maintaining contact with students and being acutely aware of the environment, teachers who practice with-it-ness assume greater responsibility for their classrooms and as a result, feel less like victims and less helpless when behavioral problems do occur. Moreover, practicing with-it-ness will minimize the severity of behavioral problems because the teacher will have nipped in the bud most foreseeable problems.
(d) Retribution serves towards a constructive purpose of -- as Braithwhite calls it -- 'restorative shame' rather than 'stigmatizing shame' In 1988, John Braithwaite published "Crime, shame, and Reintegration" where he introduced his idea of restorative shaming (Braithwaite, 1997). The conventional criminal justice stigmatizes the individual in that it not only makes him a pariah of society thereby making it harder to reform himself, but also crushes his esteem, causing others
Ahrq.gov/clinic/uspstfix.htm, through the National Guideline Clearinghouse at http://www.guideline.gov. Evidence-based findings concerning chlamydia screening and treatment of PID contained in the peer-reviewed and scholarly literature. The additional resources cited at Appendix a will also be consulted. 3. Identify a specific group of people that are being affected by the disease/condition. The screening guidelines published by the USPSTF recommend that the following specific groups of women should be routinely screened, whether or not they are
Air traffic has continued to increase and it now constitutes a considerable proportion of the travelling public. The amount of long-hour flights has increased significantly. Based on the International Civil Aviation authority, air traffic can be anticipated to double amid till 2020. Airline travel, especially over longer distances, makes air travelers vulnerable to numerous facets that will impact their health and well-being. Particularly, the speed with which influenza spreads and
The Foundation called specific attention to the prospect of institutional and policy-level strategies to increase the participation of under-represented minorities in the health professions. In response, the Institute Committee on Institutional and Policy-Level Strategies for Increasing the Diversity of the U.S. Healthcare Workforce came out with a report, entitled "In the Nation's Compelling Interest: Ensuring Diversity in the Health Care Workforce." The Committee consisted mostly of academicians, two of
Identification of Key Results Results of this research highlight the need for a comprehensive approach to addressing the public health concern of obesity. Although obesity and its defining features like BMI are causally related to lifestyle factors like diet and activity levels, the research shows that the situation is more complex than that. There is a range of socioeconomic, ethnic, cultural, and political variables that also affect the prevalence of the
4) II. Peter Senge - the Learning Organization Peter Senge, who describes himself as the "idealistic pragmatist" states that learning organizations are: "...organizations where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning to see the whole together." (1990: p.3) the learning organization in the view of