THE BRIDGE to LEARNING is you the TEACHER!
DOI:
https://doi.org/10.14738/assrj.74.8081Keywords:
Classroom Arrangement, Instructional Models, Instructional Time, Learning Activities, Organizational patterns, Presence and Proximity, Reflection, Procedures, Rules, Intrinsic Motivation, Routines, TeachingAbstract
Teachers in today’s classrooms are called to “build a bridge” in order to best meet the needs of their students. Through organizing a classroom, building procedures and rules, fostering intrinsic motivation in students, providing engaging lessons that attain meaningful objectives all while self-reflecting and adjusting along the way are just some of the steps taken by classroom teachers each day in order to best “build a bridge” and meet their students’ needs. Teachers with well-planned and thoughtfully organized classrooms that are constructed with a foundation of support, lead students with routines to succeed. Through accepting feedback and engaging in self-reflection, teachers can adjust lessons and management techniques throughout the school year based on students’ response and achievement. This article provides a guided approach for teachers from setting up the classroom, establishing rules and procedures, to the organization and delivery of content area in a manner that best supports the successes of all students involved.
References
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Yunker, B. (1999-2000). EPY 332, Curriculum Guide: Motivate. Jacksonville State University.
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4 Brainpop Educators. Concept attainment learning strategy. Retrieved from https://educators.brainpop.com/teaching-tip/concept-attainment/
5 Explanations of and Assessments in Cooperative Learning. Retrieved from http://wh-magazine.com/educational-philosophy/explanations-of-and-assessments-in-cooperative-learning
6 Anylogic. Why use simulation modeling? Retrieved from https://www.anylogic.com/use-of-simulation/
7 Mondal, S. Bruner’s concept attainment model. Retrieved from https://www.slideshare.net/Sahin12/concept-attainment-model-42987280
8 pedagogiayandragogia2016. Classroom management stategies. Retrieved from https://sites.google.com/site/pedagogiayandragogia2016/classroom-management-stategies
9 Edgenuity. The role of the teacher in a blended learning classroom. Retrieved from file:///C:/Users/Charles%20Notar/AppData/Local/Microsoft/Windows/INetCache/IE/KNM25PCC/Role-of-the-Teacher.pdf
10 Kumar, M. Historical method in research. Retrieved from https://www.slideshare.net/manukumarkm/historical-method-in-research
11 pbisworld. Non-Verbal cues & signals. Retrieved from https://www.pbisworld.com/tier-2/non-verbal-cues-signals/
12 theteachertoolkit . Non-Verbal signals. Retrieved from http://www.theteachertoolkit.com/index.php/tool/non-verbal-signals
13 Garrett, S. Proximity control in the classroom: Meaning & strategy. Retrieved from https://study.com/academy/lesson/proximity-control-in-the-classroom-meaning-strategy.html
14 Davis, D. K. Top ten strategies for teachers. https://dkdavis.weebly.com/proximity-and-mobility.html
Burden, K., Kearney, M., Schuck, S., & Burke, P. (2019). Principles underpinning innovative mobile learning: Stakeholders' priorities. TechTrends: Linking Research & Practice to Improve Learning, 63(6), 659-668.
Classroom Learning Activities Center for the Enhancement of Learning & Teaching. (2010). Classroom learning activities. Retrieved from file:///C:/Users/Charles%20Notar/AppData/Local/Microsoft/Windows/INetCache/IE/HEANZM44/activelearningtipsheet_march2010.pdf
Cruickshank, D. R., Jenkins, D. B., & Metcalf, K. K. (2006). The Act of Teaching. (4th). Boston: McGraw Hill, 380-381.
Darch, C. B., & Kame’enui, E. J. (2004). Instructional Classroom Management (2nd ed.). Columbus, OH: Pearson/Merrill Prentice Hall.
Davidson, J., Isom, A., Mitchell, A., Roper, J., Shelton, K., Uline, C., & Notar, C. E. (2007). Pumped: Motivation as the foundation for learning, a review of research literature on motivation and who is responsible for it. Asian Social Science, 3(11), 128-131.
Denton, P. (2013). The power of our words: Teacher language that helps children learn. (2nd ed.). Center for Responsive Schools, Inc.,
Dillion, R. (2018). Room for improvement: Becoming more intentional about classroom design can help teachers manage behavior, build community, and improve learning. Educational Leadership, 76 (1), 40-45.
Emmer, E. T., Evertson, C. M., Sanford, J. P., Clements, B. S., & Worsham, M. E. (1984). Classroom management for secondary teachers. Prentice-Hall, Inc., Englewood Cliffs, New Jersey 07632
Epanchin, C., Townsend, B., & Stoddard, K. (1994). Constructive classroom management: Strategies for creating positive learning environments. Pacific Grove, CA: Brooks/Cole Pubishing Co.
Grossman, J. B. (2002). The test of time: Predictors and effects of duration in youth mentoring relationships. American Journal of Community Psychology, 30(2), 199-219.
Hollis, K. (2014). Benefits of critical reflection – what are the outcomes produced by CR? Retrieved from https://kristinahollis.wordpress.com/2014/05/13/benefits-of-critical-reflection-what-are-the-outcomes-produced-by-cr/
Jimenez, R. (2015). Why Reflect? The Role of Reflection in the Learning Process - Tip #68. Retrieved from https://vignettestraining.blogspot.com/2015/10/why-reflect-role-of-reflection-in.html
Larman, C. (2000). The System Behavior Model: What it does. Retrieved from https://Lee, S. J., & Reeves, T. C. Foundations of learning andinstructional design technology: Chapter 7 Edgar Dale and the Cone of Experience. Retrieved from https://lidtfoundations.pressbooks.com/chapter/edgar-dale-and-the-cone-of-experience/
Lester, R. R., Allanson, P. E., & Notar, C. E. (2017). Routines are the foundation of classroom management. Education, 137(4), 421-435.
Levin, J., & Nolan, J. F. (2014). Principles of classroom management: A professional decision-making model. (7th ed.). N.Y.: Pearson.
Lucariello, J. M., Nastasi, B. K., Dwyer, C., Skiba, R., DeMarie, D., & Anderman, E. M. (2016). Top 20 psychological principles for PK–12 education. Theory into Practice, 55(2), 86-93.
Mertler, C. A. (2003). Classroom assessment: A practical guide for educators. Los Angeles: Pyrczak Publishing, 7.
Murray, K. (2018). Adding a little classroom magic for learning: Creating spaces to promote student engagement. Teachers Matter, 40, 6-8.
Notar, C. E., & Barkley, J. M. (2009). Lesson organization: Big vision step-by-step execution. Education, 130(2), 163-171.
Notar, C. E., Uline, C. S., & Eady, C. K. (2008). What makes an “effective” leader: The application of leadership. International Education Studies, 1(3), 25-29.
Notar, C. E. (2019). Authentic education, competency-based learning, differentiated instruction, experiential education, learning/student-centered learning, performance-based education, proficiency-based learning. International Journal of Social Science and Business, 4(2), 114-132.
Patterns of Organization. Retrieved from http://faculty.washington.edu/ezent/impo.htm
Persaud, C. (2018). Instructional strategies: The ultimate guide. Retrieved from https://tophat.com/blog/instructional-strategies/
Smaldino, S. E., Russell, J. D., Heinrich, R., & Molenda, M. (2005). Instructional technology and media for learning. (8th ed.). Columbus, OH: Pearson Merrill Prentice Hall.
Suits, B. K. J. (1983). Redirection of student attention using verbal and nonverbal cues. A thesis submitted to the Division of Curriculum and Instruction in partial fulfillment of the requirements for the degree of Master of Ed. in Reading. University of North Florida College of Education. April, 1983.
Taylor, C. S., & Nolen, S. B. (2005). Classroom assessment: Supporting teaching and learning in real classrooms. Columbus, OH: Pearson/Merrill Prentice Hall.
Tjelle, H. (2016). What is the historical method and how does it compare to the scientific method? Retrieved from https://www.quora.com/What-is-the-historical-method-and-how-does-it-compare-to-the-scientific-method
Yunker, B. (1999-2000). EPY 332, Curriculum Guide: Motivate. Jacksonville State University.
Wong, H. K., & Wong, R. T. (2009). The first days of school: How to be an effective teacher. Mountain View, CA: Harry K. Wong Publications.
1 Chapter 1 – Overview of Cooperative Learning. Retrieved from file:///C:/Users/Charles%20Notar/AppData/Local/Microsoft/Windows/INetCache/IE/VVT924HV/CoopLearningHandbook1999.pdf
2 Legal Dictionary. (2014) Jurisprudence. Retrieved from https://legaldictionary.net/jurisprudence/
3 Pam, N. (2013). Jurisprudential teaching model. Retrieved from https://psychologydictionary.org/jurisprudential-teaching-model/
4 Brainpop Educators. Concept attainment learning strategy. Retrieved from https://educators.brainpop.com/teaching-tip/concept-attainment/
5 Explanations of and Assessments in Cooperative Learning. Retrieved from http://wh-magazine.com/educational-philosophy/explanations-of-and-assessments-in-cooperative-learning
6 Anylogic. Why use simulation modeling? Retrieved from https://www.anylogic.com/use-of-simulation/
7 Mondal, S. Bruner’s concept attainment model. Retrieved from https://www.slideshare.net/Sahin12/concept-attainment-model-42987280
8 pedagogiayandragogia2016. Classroom management stategies. Retrieved from https://sites.google.com/site/pedagogiayandragogia2016/classroom-management-stategies
9 Edgenuity. The role of the teacher in a blended learning classroom. Retrieved from file:///C:/Users/Charles%20Notar/AppData/Local/Microsoft/Windows/INetCache/IE/KNM25PCC/Role-of-the-Teacher.pdf
10 Kumar, M. Historical method in research. Retrieved from https://www.slideshare.net/manukumarkm/historical-method-in-research
11 pbisworld. Non-Verbal cues & signals. Retrieved from https://www.pbisworld.com/tier-2/non-verbal-cues-signals/
12 theteachertoolkit . Non-Verbal signals. Retrieved from http://www.theteachertoolkit.com/index.php/tool/non-verbal-signals
13 Garrett, S. Proximity control in the classroom: Meaning & strategy. Retrieved from https://study.com/academy/lesson/proximity-control-in-the-classroom-meaning-strategy.html
14 Davis, D. K. Top ten strategies for teachers. https://dkdavis.weebly.com/proximity-and-mobility.html
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Published
2020-05-05
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Notar, C. E., & Sorbet, S. R. (2020). THE BRIDGE to LEARNING is you the TEACHER!. Advances in Social Sciences Research Journal, 7(4), 462–482. https://doi.org/10.14738/assrj.74.8081
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