Good behavior is best achieved by clearly stipulated rules and consequences.
When communicating with parents, records and documentation of student performance and behavior in class are most essential.
Variety is most important in the subject matter and activities in which students engage.
My teaching style is most unique from the teachers I have had in the way I organize my classes through use of technology.
Students should always have a say in major changes to the everyday operations of class.
The most promising idea for improving schools is the adoption of individualized education plans (IEP's) that focus on strengths/weaknesses/needs/interests for challenged and *conventional* students alike.
I often like to rotate the location of students' seats so they can work with different partners throughout the year.
I feel that peers and classmates' possible influences on student performance should be considered as an important factor in deciding their placement.
In cooperative learning groups, it is vital to have both advanced and struggling students working together in the same setting.
When someone enters my room, the first thing they notice is the physical structure (e.g. chairs are arranged in a circle).
If a student requests to work with particular individuals on a team project, I usually grant the request if they work well together.
The use of computer technology to facilitate the exchange of ideas and information on the internet is highly contributive to what is taught in class.
Instead of shouting, teachers should model desired behavior and solve problems by openly communicating with students.
Whenever a student is discussed, an explanation of the learning goals and achievements of the student should be the primary focus.
I try to address multiple intelligences (learning styles) in my class lessons by using several different formats for communicating information.
In order to liven up the class, I like to use student-centered activities such as role-enactment, student debates, and peer teaching.
Sometimes students offer suggestions for educational activities they would like to do or auxiliary topics they wish to learn. I try to accomodate these requests when there is time.
In recognizing that not every student learns the same way, I set expectations and academic goals that are most appropriate to their learning level, even if that means that the expectations across the class are not uniform.
The principal/vice-principal's support is vital to ensure that the classroom remains consistent with school policy.
Teachers should never make important educational decisions with parents alone, but with the consultation of other teachers, administrators, counselors, and other professionals in the community.
I spend much of my after school time meeting with other faculty members to discuss policies and possible improvements.
I like to communicate what happens in my classroom by use of a class webpage, or frequent informative letters to parents.
At meetings to decide students' placement (for support programs, advancement or retention), the student should be present.
Team-teaching (groups of different subject teachers sharing students in common and working with each other regularly) is a good idea for most schools.
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