Download e-book for iPad: Educational Change: From Traditional Education to Learning by Clifford H. Edwards

By Clifford H. Edwards

ISBN-10: 160709987X

ISBN-13: 9781607099871

ISBN-10: 1607099888

ISBN-13: 9781607099888

ISBN-10: 1607099896

ISBN-13: 9781607099895

Academic switch: From conventional schooling to studying groups outlines the transition of curriculum and guide in addition to lecture room self-discipline traditionally. a number of self-discipline techniques are defined that modify of their functions by way of the measure of instructor keep watch over and scholar self-direction. a variety of concerns are pointed out which impression decorum within the faculties, specifically the No baby Left in the back of Act and linked standardized trying out. the necessity for swap within the faculties is designated in addition to the appropriateness of relocating from conventional lecture room guideline to democratic self-discipline as utilized in studying groups. the character of lecture room self-discipline is defined in reference to particular parts of studying groups. while studying groups are hired at school, the management constructions has to be replaced. the character of relationships among institution studying groups and groups outdoors the college also are defined. This booklet explains how the educational group method of schooling may be effectively carried out with the adjustments that may be required of either lecturers and scholars in making linked adjustments.

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Read e-book online Educational Change: From Traditional Education to Learning PDF

Academic switch: From conventional schooling to studying groups outlines the transition of curriculum and guideline in addition to lecture room self-discipline traditionally. quite a few self-discipline techniques are defined that fluctuate of their purposes by way of the measure of instructor keep watch over and scholar self-direction.

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Issues Regarding Discipline 19 ify students’ disruptive behavior (Skinner, 1953). A second general approach was championed by Carl R. Rogers. He supported a teacher role of encouragement, trust, and facilitation. Whereas Skinner believed student behavior must be carefully controlled, Rogers advocated a process called actualization. He believed children could be helped to become more responsible through teacher encouragement and guidance. Using this process, teachers could help their students become self-disciplined (Rogers, 1969).

Individual rights are to be protected except when the rights of the entire school community take precedence over them. With Judicious Discipline, school operations and expectations are based on democratic principles. Rules and definitions of inappropriate student behaviors are clearly stated in terms of how they violate compelling school interests. Any student violation of rules results in the application of logical consequences rather than punishment. Students have the right to appeal any action taken to regulate their classroom behavior (Gathercoal, 1990, 2001).

This is particularly true of children. They find it hard to explain their motives and usually rationalize while making excuses. Supposedly this justifies the teacher’s responsibility of helping children understand their ambiguous motives. Landau believes that explanations of consequences need to be given to students so that they can visualize their Issues Regarding Discipline 31 intentions and understand the appropriateness of the consequences imposed on them. Without the teacher’s help, Landau believes students are unable to understand the real purpose of consequences.

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Educational Change: From Traditional Education to Learning Communities by Clifford H. Edwards


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