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EEA202 Dot Point Summary - Coggle Diagram
EEA202 Dot Point Summary
Origins of Inappropriate behaviour (Hicks [L1], 2021, P.16)
Psychological: Emotional abuse, ASD, ADHD, ODD, Self-esteem issue
Environmental: Home environment, SES, cultural norms, Ethnic and religious values, school policy, Classroom environment, Teacher attitudes
Developmental: Cognitive ability, Age and experience, Moral + Social + Emotional development
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Classroom Climate
Active Listening (Hicks, [L2], 2021, P.7]
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Also includes non-verbal responses such as: Eye contact, body language and attentive facial expression
A profile for students to introduce themselves (Hicks [L2] , 2021, P.4)
Favourite school subjects, topics and activities
favourite pastimes, hobbies, sports and games
The student preferred name, maybe a photo of them
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I-Message (De Nobile et al., 2021, pp. 68-75)
I-messages are messages that allow for the speak to use their voice to give reasons as to why they may be feeling a certain way and also to address that their needs are important
Classroom Culture (De Nobile et al., 2021, pp.84-85)
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Three levels of Classroom Culture (De Nobile et al., 2021, p.70)
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Lyford Model
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Lyford model below, helps teachers with the essential elements to provide and develop a classroom management plan (De Nobile et al, 2021, pp.12-13)
The four preventative practise listed below (De Nobile et al. 2021, pp.29-30)
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AITSL Teaching Standards (Australian Institute for Teaching and School Leadership, 2017)
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3.5 Demonstrate a range of verbal and non-verbal communication strategies to support student engagement
1.1 Demonstrate knowledge an understanding of physical social and intellectual development and characteristics of students and how these may affect learning
Intervention and response (Hicks [L1], 2021, P.21)
Low: Eye contact, hand signal, pause, quiet naming
Medium: Warning, Refer to rules, Offer choices, Time-out
High: Detention, Referral to higher authority, Parent interview
Classroom interaction scale (Tan et al., 2019, p. 434)
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Social support, social initiation, conflict resolution
Social cues identification, social flexibility, social insight
The 10 component model of Communication (De Nobile, 2021, pp.48-49)
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Explicit Instruction (Archer & Hughes, 2013, pp.2-6)
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6 Teaching functions
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- Weekly and monthly reviews
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AITSL Standard 4.2 Manage classroom activities (AITSL, 2017)
Differentiation (Tomlinson & Moon, 2013, pp.1-2)
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Below is in relation to Learning profile, Readiness and Interest
Pedagogy, which is at the heart of teaching (De Nobile et al. 2021)
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Gagne's nine events of instructional model (De Nobile et al., 2021 pp.131-132)
- Gain the attention of students
- Inform students of the lesson
- Stimulate recall of prior learning
- Present the stimulus material
- Provide guidance about what is to be learned
- Elicit the student performance
- Provide feedback about performance
- Assess the students performance
- Enhance retention and transfer
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