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"Teacher Behavior"
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Creating calm classrooms : teacher behavior and management practices that work
\"Creating Calm Classrooms focuses exclusively on how to make any teacher an effective classroom manager and teacher\"-- Provided by publisher.
Book
A simple teacher behavior recognition method for massive teaching videos based on teacher set
The analysis of teacher behavior of massive teaching videos has become a surge of research interest recently. Traditional methods rely on accurate manual analysis, which is extremely complex and time-consuming for analyzing massive teaching videos. However, existing works on action recognition are difficultly transplanted to the teacher behavior recognition, because it is difficult to extract teacher’s behavior from complex teaching scenario, and teacher’s behaviors are given professional educational semantics. These methods are not adequate for the need of the teacher behavior recognition. Thus, a novel and simple recognition method of teacher behavior in the actual teaching scene for massive teaching videos is proposed, which can provide technical assistance for analyzing teacher behavior and fill the blank of automatic recognition of teacher behavior in actual teaching scene. Firstly, we discover the educational pattern which it be named “teacher set”, that is, the spatial region of the video of the whole class where teachers should exist. Based on this, the algorithm of teacher set identification and extraction (Teacher-set IE algorithm) is studied to identify the teacher in the teaching video, and reduce the interference factors of classroom background. Then, an improved behavior recognition network based on 3D bilinear pooling (3D BP-TBR) is presented to enhance fusion representation of three-dimensional features thus identifying the categories of teacher behavior, and experiments show that 3D BP-TBR can achieve better performance on public and self-built dataset (TAD-08). Hence, our whole approach can increase recognition accuracy of teacher behavior in the actual teaching scene to utilize the deep integration of educational characteristics and action recognition technology.
Journal Article
How can I help? : a teacher's guide to early childhood behavioral health
\"A resource for teachers of young children, including descriptions of common mental and behavioral disorders, suggestions for working with children and families, and tools for promoting wellness\" -- Provided by publisher.
Book
The positive and negative effects of teacher attitudes and behaviors on student progress
The attitudes and behaviors of teachers directly influence the cognitive, affective, and social development of students. These effects may be positive or negative and may last a long time. The aim of this study is to examine teacher behaviors and attitudes that can negatively or positively affect student progress. Using a qualitative research approach, the study adopted a basic interpretative research design. The study involved 229 undergraduate students studying at two state universities in Türkiye. Under the headings of positive and negative themes, participants explained the most influential teacher behaviors and attitudes they encountered in primary, secondary, or high school. A total of 183 positive and 187 negative narratives were analyzed. Positive teacher behaviors and attitudes were grouped under three categories: effective communication and ethical attitude, professional competence and dedication, and individual support and trust. Students have been found to be more confident, motivated, and satisfied with their learning, and are more likely to trust their teachers when they exhibit these behaviors. Negative behavior and attitudes were classified into discrimination and injustice, classroom management and communication problems, and occupational incompetence and irresponsibility. In addition to reducing students' motivation to learn, self-confidence, and respect for teachers, these negative behaviors impede their social development.
Journal Article
Reducing Violence in Non-controlling Ways: A Change Program Based on Self Determination Theory
This paper presents and examines the first school change program focusing on violence and caring based on self-determination theory (Deci & Ryan,
2012
). The program aimed at promoting teachers' capacity to cope with violence and enhance caring without becoming more controlling. Comparisons of the effects of a 22-month-long program in three intervention schools and three control schools indicated that the program (a) reduced violent student behavior and controlling teacher behavior and (b) enhanced caring student behavior and active teacher response to violence. The results suggest that exposure to self-determination theory (SDT) concepts may promote a firm, yet non-controlling, teacher response to violence. More generally, the results highlight the potential for incorporating SDT ideas in violence reduction programs.
Journal Article
Teaching adolescents and young adults with autism spectrum disorder : curriculum planning and strategies
\"Teaching Adolescents and Young Adults with Autism Spectrum Disorder supports teachers in preparing secondary students with autism spectrum disorder (ASD) to succeed in school, work and beyond. Focused on enabling students to successfully pursue further education and meaningful career paths, chapters incorporate person-centered, student-directed planning into instructional programming throughout the text. Featuring helpful vignettes to demonstrate concepts in action, curriculum areas address community living skills, academics, social communication and interaction, and career preparation. Grounded in current research and Universal Design for Learning practices, this guide is an essential resource for educators, therapists, and anyone seeking to create fluid, adaptable programs for students with autism spectrum disorders\"-- Provided by publisher.
Book
Integrating video analysis of teacher and student behaviors to promote Preservice teachers’ teaching meta-strategic knowledge
Teachers need to notice and interpret student behavior as part of their everyday classroom work. Current teacher education programs often do not explicitly focus on helping pre-service teachers learn to analyze and interpret student behavior and understand how it may influence teachers’ teaching behaviors, which in turn may affect students’ thinking and achievements. Using a quasi-experimental design, the current study examined a systematic reflective approach promoting dual learning from both teacher and student perspectives in authentic videotaped classrooms. More specifically, the study examined how this dual reflective “professional vision” framework influenced pre-service teachers’ actual ability to explicitly teach meta-strategic knowledge (MSK) to students. Results indicated that pre-service teachers whose video-analysis reflected on both teachers’ and students’ behaviors demonstrated greater improvement in their MSK-teaching, and their students showed better MSK achievements, compared to pre-service teachers whose video-analysis reflected only on teachers’ behaviors. The current study suggests the need to integrate systematic dual reflective professional vision approaches – that analyze not only teachers’ but also students’ behaviors – into teacher preparation programs as a means for developing pre-service teachers’ capacity to promote students’ MSK.
Journal Article
Teachers gaming the system: exploring opportunistic behaviours in a low-stakes accountability system
Based on the theoretical approaches of social capital and institutional trust, this paper seeks to identify contextual factors and conditions behind teacher behaviours which aim to alter the results of standardised tests in the Italian low-stakes accountability system. Numerous studies report significant factors associated with student cheating, but research into the factors of teacher-led opportunistic actions is scarce. Logistic regression models with fixed-effects at classroom level, with interaction terms, were carried out to identify factors increasing the likelihood of teacher misbehaviour. Models included approximately 79,100 primary, lower and upper secondary classrooms. Indicators of teacher cheating were estimated through algorithms based on suspicious answer strings from standardised tests. The results suggest that teacher cheating may be understood as a form of support for the most vulnerable students, since it is, to a greater extent, found helping low-income students, grade-retained students, as well as students in socially homogenous school settings. The findings also reveal that teacher cheating is consistently related to collectively share non-civic-minded behaviours and practices undertaken by teachers, which do not match legal requirements, such as within-school social segregation and exclusion of students from tests. Heterogeneous effects show that, even in classrooms with external controllers, the lower the civic capital in a school, the more misbehaviour are found. Relevant implications for research, social theory and policy are discussed.
Journal Article
Influence of Teacher Behaviors on Student Activities in Information-Based Classroom Teaching
Under the background of teaching requirements comprehensively satisfied by information hardware, clarifying the influencing factors of teaching behaviors on student activities in the information-based teaching, as well as the influence mechanism. In this paper, a mediator model was established. Next, the collaboration degree in the teaching process was taken as the influencing factor and information monitoring was used as the mediating variable to discuss the effect of teaching behaviors on student activities in the classroom teaching process. Subsequently, the structural equation model (SEM) was used to mine the relationship between teaching behaviors and student activities and the influence on student activities. It was discovered that the overall Cronbach’s a value of questionnaires was 0.920, indicating a favorable questionnaire reliability; the KMO value was 0.916, which represents excellent questionnaire validity; three factors—teachers’ teaching behaviors, collaboration degree, and media monitoring—have shown positively strong correlations with student activities. The research results have provided realistic examination for enriching information-based classroom factors like teaching concepts, teaching resources and teaching quality, mine the existing problems and further provide reform orientation for promoting the high-efficiency development of information-based teaching, completing the effective engagement between information technology and specialized courses, and integrating abundant information-based teaching resources.
Journal Article