Reverse integration is a program that includes typically developing learners in a self-contained special education class (Perles,2012). It is a program also known as reverse inclusion was designed to foster positive support and interaction among typically-abled and disabled learners. Typically, this practice are being used to pre-school and kindergarten age in order to develop positive social culture among learners. Furthermore, the reverse integration is a program of interaction targeting academic and social goals for each learner (Baker,2015). The social and academic benefits of inclusion of students with disabilities in regular classes have been well documented (Drasgow&Stoxen,2003).
Teachers play a crucial role in second or foreign language learning. Their characteristics, personality traits, behaviors, strategies and teaching methodologies along with other related factors determine their effectiveness in class and the impact they have on their students' attitudes and achievement. Some of the features that contribute directly to effective teaching are feeling responsibility for the classroom and students’ success, using personal experiences as examples in teaching, being not only planned but also flexible and spontaneous when necessary, be responsive to situations and students’ needs, and looking for the best solution in conflict situations. Effective teachers know about how each student perform in class that they
Student are engage in activities and program that are run by school that can be help them to discover their abilities and further development. Particularly in peer interaction, social interaction and interpersonal relationship are formed in school. School areas become exploration and socialization for adolescence to experiment with different role, relation and value. We saw in practicum the teacher gives good appreciation to student for completing the homework that appreciation make happiness on child face. So the positive feedback play important role of adolescence identity
Krause, Duchesne and Bochner (2013) view a classroom as where teachers create enabling environment for students to know how to use the available time and resources, and also cooperate with their class mates to achieve quality learning. Carter and Carter (2011) specified three goals of classroom management. These are creating and maintaining a highly supportive learning environment; promoting a safe classroom community that enhances and maintain students’ interest, motivation and involvement in the learning process (UNDP,
Job Description Post Title: Class teacher Purpose of the job: To meet the requirements of a teacher as set out in the School Teacher Pay and Conditions Document and have due regard to the Teacher Standards (2012). Behaviour and Safety • Encourage high standards of behaviour to ensure that effective learning can take place • Demonstrate positive attitudes, values and behaviour which are expected of pupils, so as to be a good role model to children • Establish a safe and stimulating environment for pupils, rooted in mutual respect • Use praise, sanctions and rewards consistently and fairly • Maintain good relationships with pupils, exercise appropriate authority and act decisively when necessary • Be responsible for promoting and safeguarding the welfare of pupils within the school, raising any concerns following school procedures •
Parental involvement in school activities in collaboration with the community, in identifying and integrating resources and services strengthen school programs, family practices, and children’s learning and development (Epstein & Sheldon, 2005:117). Accordingly, schools have required giving information for pupils and families on community social support, and other programs as well as community activities that have linked to learning skills and talents. This is beneficial to the school and its students to set up a stronger connection and relationship with organizations in the community and use community resources more to their advantage (Guolaug,
Purkey (1992) discusses the four basic assumptions of trust, respect, optimism, and intentionality related to this theory. These key elements are important to promote this fulfilling school experience for all involved. First of all, Trust is a crucial component that must be present in the classroom (Purkey, 1992). The students need to have a sense of trust that they are in a safe environment and will be treated without prejudice. Likewise, there needs to be the feeling of trust between the teachers, and between the teachers and the administrative staff.
The core objective of this study is the investigation into the association between peer influence and academic performance. There have been studies on the various means through which peer groups can influence students’ academic performance. There is every tendency that the kinds of friends adolescents keep in school shaped their appreciation for their academic and academic achievement. According to Ryan (2000), the peer groups are influential regarding changes in students’ intrinsic value for school (i.e. liking and enjoying) as well as achievement (i.e.
These aspects of peer relationships are imperative to the academic success of students. Welch (2014), states that recent research indicates that happy secure students learn and work better than unhappy insecure ones. Welch (2014), states that peer relationships have many positive properties, however friends can also be liabilities and cause negative emotions. These negatives typical appear through bullying, harassment and conflict. Welch (2014), indicates that the presence of negative relationships can inhibit learning and
Children learn in different ways and at different rates with their own interests and preferences. Classroom management is critical to enjoying positive relationships with students. Consequently, these are necessary for student success (Driscoll & Pianta, 2010 ). Since literatures propose that a good teacher-student relationship will more likely to: (a) improve the academic success of the students, (b) teachers will put a great effort and persist if classroom difficulties are experienced, and (c) students have positive thought patterns and emotional reactions to learning and knowledge (Hamre, Pianta, Downer, & Mashburn, 2008), the relationship between teacher-student relationship and the academic success of students will be evaluated and described