1000 resultados para Classroom Dynamics
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Explora los problemas que tienen los profesores para manejar grupos y sugiere diversas estrategias que pueden utilizarse para liderar grupos de una manera eficaz. Examina las caractersticas de un grupo de xito. Proporciona ms de un centenar de actividades destinadas a fomentar un ambiente de grupo cohesivo y de apoyo. El manual est estructurado en tres secciones, que tratan con los procesos de formacin, mantenimiento y finalizacin de grupos. Las secciones primera y ltima son las actividades a corto plazo, con un contenido adecuado para las primeras semanas y el fin de un curso. En la seccin central, la seccin ms importante, se explora lo que se puede hacer para mantener un buen ambiente de grupo durante un largo plazo, o un ao. En cada seccin hay actividades tanto afectivas como cognitivas.
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Trabalho apresentado em XIII Congreso Internacional Galego-Portugus de Psicopedagoxa, rea 6 Formacin de profesores y agentes educativos. Universidad da Corua, 2 de Setembro de 2015.
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Relatrio de Estgio apresentado Escola Superior de Educao de Lisboa para obteno de grau de mestre em Ensino do 1. e 2. Ciclos do Ensino Bsico
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Relatrio de Estgio apresentado Escola Superior de Educao de Lisboa para obteno de grau de mestre em Ensino do 1 e 2 Ciclo do Ensino Bsico
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Rsum Cette tude quasi exprimentale consistait laborer et mettre lessai une mesure de soutien lintention denseignants dbutants ainsi qu valuer lefficacit de celle-ci. Lune des particularits de cette mesure, appele Dispositif de soutien en gestion de classe, tait quelle tait centre essentiellement sur le dveloppement de la comptence grer la classe. Lapplication du dispositif, chelonne sur une anne scolaire, portait sur une trentaine denseignants dbutants uvrant au primaire, en milieu dfavoris, Montral. Bas sur les trois phases du modle thorique dArchambault et Chouinard (2003), le dispositif se dclinait selon trois cycles de formation : ltablissement du fonctionnement de la classe, le maintien de celui-ci et le soutien la motivation scolaire, ainsi que lintervention pour rsoudre des problmes de comportement. Chaque cycle commenait par une journe de formation et dappropriation (JFA) durant laquelle il y avait prsentation dun contenu thorique puis des ateliers dappropriation. Par la suite, les enseignants effectuaient des mises en pratique dans leur classe. Pour terminer le cycle, un autre type de rencontre, la rencontre de suivi (RS), servait entre autres objectiver la pratique. Laspect original de cette mesure de soutien tait que la premire rencontre de formation tait offerte une semaine avant la rentre scolaire. Sur le thme Commencer lanne du bon pied en gestion de classe , cette journe avait pour objectif de soutenir les enseignants dbutants dans linstallation du fonctionnement de leur classe. Lefficacit du dispositif a t value sur la base de trois dimensions : ltablissement et le maintien de lordre et de la discipline, le sentiment defficacit personnelle ainsi que la motivation professionnelle. Les perceptions du groupe denseignants dbutants ayant pris part aux activits du dispositif (n = 27) ont t compares celles dun groupe tmoin (n = 44). Les participants avaient, en moyenne, 2,9 annes dexprience et leur ge variait de 23 56 ans. Les donnes ont t recueillies laide dun questionnaire auto rapport rempli en deux temps, soit au deuxime et au huitime mois de lanne scolaire. Les scores des enseignants dbutants du dispositif ont augment dans le temps pour lensemble des variables ltude. De plus, les analyses de variance mesures rptes ont rvl que le dispositif a eu une triple incidence positive, atteste par des effets dinteraction. Les enseignants dbutants engags dans la dmarche ont connu une augmentation de leur capacit implanter les rgles de classe, de leur sentiment defficacit personnelle grer les situations dapprentissage et de leur motivation professionnelle. En effet, alors que, au dbut de ltude, ils rapportaient des scores significativement infrieurs ceux du groupe tmoin, la fin, les scores taient quivalents. Les rsultats ont aussi montr que les participants du groupe exprimental se distinguaient en affichant un meilleur sentiment defficacit faire apprendre leurs lves. Ltude nous apprend galement que le sentiment defficacit personnelle faire face aux problmes de comportement et la capacit grer les comportements se sont renforcs de faon significative dans le temps chez lensemble des enseignants dbutants. Finalement, aucun changement significatif na t dtect pour deux des huit variables ltude : le sentiment defficacit personnelle avoir un effet sur le comportement des lves et lapplication des rgles de classe. En dfinitive, ces rsultats sont encourageants. Ils montrent lenrichissement professionnel que les enseignants dbutants peuvent retirer lorsquils sont soutenus adquatement. Nous croyons que la journe de formation portant sur linstallation du fonctionnement de la classe, avant la rentre scolaire, a jou un rle central dans les succs vcus par les enseignants dbutants participants. Cest pourquoi nous recommandons ce type de formation assorti dun suivi long terme, o dautres composantes entrent en jeu, afin de nourrir le sentiment defficacit personnelle et la motivation professionnelle des nouveaux enseignants.
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O presente trabalho tem por base o estudo do tipo de atitude revelada pelos docentes de 2ciclo face incluso escolar de alunos com necessidades educativas especiais. A metodologia seguida passou pela entrevista aplicada a cinco docentes de vrios grupos disciplinares, observao direta a dois docentes em contexto de sala de aula e anlise documental. A anlise dos resultados obtidos permite afirmar que os docentes esto sensibilizados para as vantagens da escola inclusiva, contudo, consideram que, para a escola inclusiva ter sucesso, imprescindvel investir na formao de professores, sobretudo, na rea das necessidades educativas especiais. Para alm de referido anteriormente salienta-se ainda, a necessidade de maior nmero de horas de apoio por parte dos docentes de Educao Especial, mais recursos materiais, turmas mais reduzidas e apoio de outros tcnicos especializados. A incluso dos alunos considerados com necessidades educativas especiais no ensino regular implica mudanas ao nvel das atitudes e das prticas pedaggicas de todos os intervenientes no processo ensino e aprendizagem, da organizao e da gesto na sala de aula e na prpria Escola enquanto instituio.
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This is work itself insert in the mathematics education field of the youth and adult education to aim to practitioners of the educational action into the mathematics area performing to with this is teaching kind, adopting to as parameter the Mathematics Molding approach. The motive of the research is to draw up a application proposal of the molding mathematics as teaching and learning geometry alternative in the youth and adult education. The research it develops in three class of the third level (series 5th and 6th) of he youth and adults education in the one school municipal from the Natal outskirts. Its have qualitative nature with participating observation approach, once performing to directly in to research environment as a mathematics teacher of those same classes. We are used questionnaires, lesson notes and analyses of the officials documents as an basis of claim instruments. The results indicates that activity used the mathematic moldings were appreciated the savoir-faire of the student in to knowledge construction process, when search develop to significant learning methods, helping to student build has mathematics connections with other knowledge areas and inside mathematics himself, so much that enlarges your understanding and assist has in your participation in the other socials place, over there propitiate to change in student and teacher posture with relation to mathematic classroom dynamics
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Ps-graduao em Psicologia - FCLAS
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<p>[EN]Web meetings have recently become a common tool for eLearning in higher education. But what are they used for? How well do they work? How do they fit into the pedagogical context? In this paper, the wider context of social and technological change over recent years is discussed and, in this light, the (mis)use of webinars to recreate traditional classroom dynamics online is held up to criticism. Possible future educational fits for this technology are indicated. </p>
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Trabalho de projeto apresentado Escola Superior de Educao de Paula Frassinetti para obteno do grau de Mestre em Cincias da Educao Especializao em Superviso Pedaggica
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The study explored how two experienced early childhood teachers support children dealing with crisis in their home environment, namely divorce, domestic violence and imprisonment of parents. The focus was on the relationship between the educational environment (organisation of space, time and relationships in an ecological perspective) and children's emotional well-being. This study builds on studies in Portugal about emotional well-being (Portugal & Laevers, 2010) and about the impact on children from imprisoned parents (Afonso, 2005, Kominsky, Pinto & Miyashiro, 2005, Tavares, 2011), domestic violence (Batista, 2014, Lisboa et al., 2002, Ribeiro, 2010) and divorce (Martons, 2010, Rego, 2008). The theoretical framework was weaved with Laevers (2004) concepts of emotional well-being and involvement and Siraj-Blatchford (2002) and Figueiredo (2013) perspective of pedagogy as including different dimensions of which the educational environment is essential. In-depth interviews with both teachers and some observations of their classroom dynamics were analysed for emerging cross themes in this qualitative study. Anonymity was preserved throughout the study by the use of codes. The study was presented to the teachers and questions were presented in advance. Both teachers expressed preference for adapting existing pedagogical tools (e.g. the classroom diary) and the daily dynamic to support children instead of using special interventions. Domestic violence was seen as the most problematic situation for its repercussions. Attention to emotional well-being, a strong relationship with the child and the families was highlighted. Pedagogy was described as answering different challenges, with a strong emphasis on children's participation. Thematising teachers' pedagogical knowledge is important.
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Interpersonal relationships in human communities gained a great value since the begging of mankind, these relationships are constructed on interaction and socialization. The educational context is not exempt of these interactive and communicative processes, and it is specifically in the classroom where they can be found. The classroom can be identified as a physical and a humane space, in which dynamics are developed from the interactions between teachers and students, learning content, learning strategies and the class environment. All of these aspects are presented in the classroom as part of the teaching and learning processes. It is interesting to analyze the classroom environment and the interactive dynamics that are developed in it, regardless of the students age, wether in the case of infants, adolescents or adults. In this particular case, we analyze the classroom environment at the university level. Understanding the interactive dynamics that are being developed in the classroom, determine whether or not an environment is appropriate for the teaching and learning processes, which must be considered, if someone chooses an integral and quality of education.
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Bullying is characterized by an inequality of power between perpetrator and target. Findings that bullies can be highly popular have helped redefine the old conception of the maladjusted school bully into a powerful individual exerting influence on his peers from the top of the peer status hierarchy. Study I is a conceptual paper that explores the conditions under which a skillful, socially powerful bully can use the peer group as a means of aggression and suggests that low cohesion and low quality of friendships make groups easier to manipulate. School bullies high popularity should be a major obstacle for antibullying efforts, as bullies are unlikely to cease negative actions that are rewarding, and their powerful position could discourage bystanders from interfering. Using data from the Finnish program KiVa, Study II supported the hypothesis that antibullying interventions are less effective with popular bullies in comparison to their unpopular counterparts. In order to design interventions that can address the positive link between popularity and aggression, it is necessary to determine in which contexts bullies achieve higher status. Using an American sample, Study III examined the effects of five classroom features on the social status that peers accord to aggressive children, including classroom status hierarchy, academic level and grade level, controlling for classroom mean levels of aggression and ethnic distribution. Aggressive children were more popular and better liked in fifth grade relative to fourth grade and in classrooms of higher status hierarchy. Surprisingly, the natural emergence of status hierarchies in childrens peer groups has long been assumed to minimize aggression. Whether status hierarchies hinder or promote bullying is a controversial question in the peer relations literature. Study IV aimed at clarifying this debate by testing the effects of the degree of classroom status hierarchy on bullying. Higher hierarchy was concrrently associated with bullying and predictive of higher bullying six months later. As bullies quest for power is increasingly acknowledged, some researchers suggest teaching bullies to attain the elevated status they yearn for through prosocial acts. Study V cautions against such solutions by reviewing evidence that prosocial behaviors enacted with the intention of controlling others can be as harmful as aggression.
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An investigation was undertaken to evaluate the role of fomites in the transmission of diarrhea in day-care centers (DCC) and to elucidate the paths by which enteric organisms spread within this setting.^ During a nine-month period (December 1980-August 1981) extensive culturing of inanimate objects, as well as children and staff was done routinely each month and again repeated during diarrhea outbreaks. Air was sampled from the classrooms and toilets using a Single-Stage Sieve Sampler (Ross Industries, Midland, VA.). Stool samples were collected from both ill and well children and staff in the affected rooms only during outbreaks. Environmental samples were processed for Shigella, salmonella and fecal coliforms while stools were screened for miscellaneous enteropathogens.^ A total of 11 outbreaks occurred in the 5 DCC during the study period. Enteric pathogens were recovered in 7 (64%) of the outbreaks. Multiple pathogens were identified in 3 outbreaks. The most frequently identified pathogen in stools was Giardia lamblia which was recovered in 5 (45%) of the outbreaks. Ten of the 11 (91%) outbreaks occurred in children less than 12 months of age.^ Environmental microbiology studies together with epidemiologic information revealed that enteric organisms were transmitted from person-to-person. On routine sampling, fecal coliforms were most frequently isolated from tap handles and diaper change areas. Contamination with fetal coliforms was wide-spread during diarrhea outbreaks. Fecal coliforms were recovered with significantly greater frequency from hands, toys and other classroom objects during outbreaks than during non-outbreak period. Salmonella typhimurium was recovered from a table top during an outbreak of Salmonellosis. There was no association between the level of enteric microbial contamination in the toilet areas and the occurrence of outbreaks. No evidence was found to indicate that enteric organisms were spread by the airborne route via aerosols.^ Toys, other classroom objects and contaminated hands probably play a major role in the transmission of enteropathogens during day-care center outbreaks. The presence of many enteric agents in the environment undoubtedly explains the polymicrobial etiology of the day-care center associated diarrhea outbreaks. ^
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"A-77 - A-87."
