Teachers

Matthew Lynch published in Digital Age Teachers, Teachers

TPaCK Framework: Everything You Need to Know

In the TPACK, or Technological, Pedagogical, and Content Knowledge Framework, teachers need to recognize the relationship between content and pedagogy. A solid understanding of the interconnectedness of technical know-how, pedagogical know-how, and knowledge of the material itself/content is critical to the active utilization of edtech. The framework was introduced by Matthew J. Koehler and Punya Mishra n 2006.

The TPACK framework has three components. These include:

Technological knowledge: It helps teachers utilize and combine technology with teaching. Teachers can use their knowledge and comprehension of tools to teach.

Pedagogical knowledge: It stands for the art and practice of teaching. Pedagogy not only stands for the accuracy of knowledge but the teaching’s effectiveness on the student’s learning. A teacher might know everything but doesn’t know how to teach.

Content knowledge: It refers to the teacher’s knowledge of the subject matter to be taught or learned. This knowledge will include knowledge of ideas, concepts, frameworks, and theories.

TPACK is a crucial element of the education system today as it includes the increasing demand for the utilization of technology in the classroom and continuing the focus on the content and the way educators teach it. Therefore, it sets both education and the students up for the future.

The teacher must be fully knowledgeable and up to date with the curriculum and the elements of TPACK to successfully incorporate it into their lessons. Students of the millennium perform better through technology and quite often find direct teaching and the content stale. Therefore, by adding the technology element to the already present PCK model, educators can make the students more engaged in their learning.

The TPACK approach doesn’t view the knowledge areas in isolation. Instead, it emphasizes the intersections of the knowledge areas as the following:

·         Technological Content Knowledge (TCK): Understanding how the technology tools available to teachers can transform or enhance the content, how it’s delivered to pupils, and how the students can interact with it.

·         Pedagogical Content Knowledge (PCK): Knowing the best practices for teaching particular content to particular students.

·         Technological Pedagogical Knowledge (TPK): Knowing how to utilize the technology tools as a vehicle to the learning experiences and outcomes teachers want.

Probably the most obvious benefit of the TPACK framework is that it allows teachers to reflect on and examine their practice and the way technology is integrated into the classroom. It also recognizes the crucial intersections between tech, pedagogy, and content.

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Matthew Lynch published in Behavior Management, Teachers

22 Ways to Teach Students to Take the Consequences of Their Behavior Seriously

Turbocompressors

Are you looking for ways to teach students to take the consequences of their behavior seriously? If so, keep reading.

1. Make the consequence of a behavior obvious by identifying the consequence as it occurs and discussing alternative behavior that would have prevented the particular consequence.

2. Praise those students in the classroom who engage in appropriate behavior.

3. Give the learner an easily grasped list of consequences for unacceptable behavior.

4. Make sure that the learner knows the relationship between unacceptable behavior and the consequences that follow.

5. Get the learner to review the consequences of their behavior with someone they trust. Get the learner to consider various choices they could have made and the various outcomes.

6. Get the learner to make a list of consequences associated with regularly occurring behaviors (e.g., by disrupting others, the learner will be perceived as unmannerly; by behaving aggressively, the learner will cause people to avoid him/her).

7. Show the learner when they failed to consider the consequences of their behavior, what they did wrong, what they should have done, and why.

8. Make sure that consequences are delivered continuously for behavior demonstrated (e.g., appropriate behavior results in positive consequences, and unacceptable behavior results in negative consequences).

9. Every time a consequence is delivered, whether it is positive or negative, have the learner explain to you why they think it happened.

10. Give a learning experience that emphasizes the cause-and-effect relationship between unacceptable behavior and the inevitability of some form of consequence (e.g., both negative and positive behaviors and consequences).

11. Talk with the learner to explain(a) what they are doing wrong (e.g., taking action before thinking about what they are doing) and (b) what they must be doing (e.g., considering consequences, thinking about the correct response, considering other persons, etc.).

12. Take the learner away from the learning experience until they can demonstrate appropriate behavior and self-control.

13. Praise the learner for engaging in appropriate behavior: (a) give the learner a concrete reward (e.g., classroom privileges, passing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

14. Urge the learner to avoid ingesting any substance (e.g., drugs, alcohol, cold remedies, etc.) that might further alter their capacity and ability to keep self-control.

15. Tell the learner that it is their behavior that determines whether consequences are positive or negative.

16. Give the learner logical consequences for unacceptable behavior(e.g., for disturbing others during group learning activities, the learner should have to leave the learning experience).

17. Provide a routine (schedule) that will minimize erratic or impulsive behavior that may result in negative consequences.

18. Talk with the learner about the need to avoid situations in which they may take part in risky behavior (e.g., if they are more likely to drive fast when their friends are in the car, do not drive with friends in the car; abstain from drinking alcohol during parties, etc.).

19. Make sure the learner does not become involved in overstimulating learning activities.

20. Give the learner many chances for social and academic success.

21. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

22. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

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Matthew Lynch published in Digital & Mobile Technology, Teachers

RAT Model: Everything You Need to Know

This model incorporates a unique approach whereby teachers are able to assess their own technology assimilation rates in the classroom. This model states that digital technology needs to be considered to potentially Replace, Amplify or Transform the classroom and was developed by Dr. Joan Hughes.

Replacement denotes the utilization of technology as a substitute for previous educational teaching methods and uses it as a means to an end. However, it does not in any way, interfere with the instructional practices and they are still the same as before.

Amplification denotes that although the primary tasks given are still the same, technological approaches help in increasing the productivity, efficacy and effectiveness of delivery of the subject matter.

Transformation denotes the usage of technological approaches to reinvent curricula and study methods, making it more effective.

With regards to the above three approaches for the RAT model, the two most beneficial ones are the amplification and transformation approaches in the model. While using this model, it is pertinent for teachers to evaluate their own implementation of technology in the classroom.

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Matthew Lynch published in Child Development, Teachers

23 Ways to Support Students Who Exhibit Self-Destructive Behavior

Are you looking for ways to support students who exhibit self-destructive behavior? If so, keep reading.

1. Give the learner a selection of optional learning activities to be performed (e.g., if a learning experience results in self-destructive behaviors, an optional learning experience can be substituted).

2. Teach the learner appropriate ways to deal with anxiety, frustration, and anger (e.g., move away from the stimulus, verbalize unhappiness, select another learning experience, etc.).

3. Teach the learner problem-solving skills: (a) find the problem, (b) find goals and objectives, (c) create strategies, (d) create a plan for action, and (e) carry out the plan.

4. Provide a consistent daily routine (schedule).

5. Refrain from discussions or prevent stimuli in their surroundings that remind the learner of unpleasant experiences/sensitive topics (e.g., divorce, death, unemployment, alcoholism, etc.).

6. Do not criticize. On occasions where correcting the learner, be honest yet compassionate. Never cause the learner to feel bad about themselves.

7. Intervene early and often when there is a problem to prevent more severe problems from happening.

8. Make sure the learner does not become involved in overstimulating learning activities.

9. Always treat the learner with the utmost respect. Talk objectively at all times.

10. Convey your feelings in a socially acceptable way.

11. Teach the learner to think before acting (e.g., they should ask themselves, “What is happening?” “What am I doing?” “What should I do?” “What will be best for me?”).

12. Let the learner voice their opinion in a situation to avoid becoming angry or upset.

13. Provide consistent expectations to lessen the likelihood of the learner hurting themselves.

14. Praise the learner for demonstrating appropriate behavior based on the duration of time the learner can be successful. As the learner shows success, slowly increase the amount of time required for reinforcement.

15. Praise those students in the classroom who engage in appropriate behaviors.

16. Create classroom rules: • Complete every assignment. • Remain in your seat. • Finish tasks. • Meet task expectations. • Raise your hand. Examine rules often. Praise students for following the rules.

17. Talk with the learner to explain(a) what the learner is doing wrong (e.g., hurting self) and (b) what the learner should be doing (e.g., talking about the situation, demonstrating self-control, problem-solving, etc.).

18. Praise the learner for engaging in appropriate behavior: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

19. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

20. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

21. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

22. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

23. Consider using a school counseling app. Click here to view a list of apps that we recommend.

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Matthew Lynch published in Early Childhood & K-12 EdTech, Teachers

16 Ways to Teach Students to Embrace Tasks and Learning Experiences

Are you looking for ways to teach students to embrace tasks and learning experiences? If so, keep reading.

1. Show the learner that work not done during work time must be done during other times (e.g., leisure time, break time, after school, etc.).

2. Give the learner a responsibility to be performed at several times throughout the day.

3. Show tasks and duties in the most attractive and exciting manner possible.

4. Talk regularly with the learner to maintain their involvement in tasks, duties, etc.

5. Make the appropriate adjustments in their surroundings to prevent the learner from experiencing stress, frustration, anger, etc., as much as possible.

6. Let the learner attempt something new in private before doing so in front of others.

7. Find variables in their surroundings that cause the learner to avoid situations, tasks, or duties; lessen or remove these variables from their surroundings.

8. Diversify the learner’s tasks and duties so the learner does not get tired of doing the same things.

9. Restrict the number of tasks and duties for which the learner is responsible. As the learner shows the capacity and ability to finish duties on time, slowly increase the number of tasks and duties.

10. Make sure the learner has all the appropriate learning materials to get tasks and duties done on time.

11. Do not accept excuses. The learner must know that, regardless of the reasons, it is appropriate that they take responsibility for not turning in a task, losing pencils, etc.

12. Take into account those things the learner may be trying to avoid. If something unpleasant is causing the learner to pretend to be sick, do all you can to eliminate or lessen the cause.

13. Provide the learner a special job for tasks (e.g., collecting math papers, passing out learning materials, sharpening pencils, etc.) to do when the learner finishes their work.

14. Provide instructions in a compassionate rather than menacing manner (e.g., “Please turn in your math paper.” rather than, “You had better turn in your math paper or else!”).

15. Sit down with the learner and discuss a list of tasks, duties, etc., that they need to do.

16. Consider using one of the apps and tools from our many app lists. These apps are designed to help students who are experiencing academic difficulties.


28 of the Best Apps for Kids in Kindergarten

28 of the Best Apps for Kids in the First Grade

39 of the Best Apps for Kids in the Second Grade

53 of the Best Apps for Kids in the Third Grade

37 of the Best Apps for Kids in the Fourth Grade

25 of the Best Apps for Kids in the Fifth Grade

28 of the Best Apps for Kids in the Sixth Grade

35 of the Best Apps for Kids in the Seventh Grade

28 of the Best Apps for Kids in the Eight Grade

27 of the Best Apps for Kids in the Ninth Grade

33 of the Best Apps for Kids in the Tenth Grade

20 of the Best Apps for Kids in the Eleventh Grade

14 of the Best Apps for Kids in the Twelfth Grade

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Matthew Lynch published in Parenting, Students, Teachers

Students Are Viewing Porn at School. How Teachers and Parents Can Stop Them

There is a lot of debate in schools today on what is and isn’t appropriate to watch at school. One of the most controversial topics is pornography. It can be difficult to prevent students from viewing porn at school, and there is a lot of debate on whether or not schools should be involved. Unfortunately, pornography has become so widespread that educators have a hard time addressing it. In this article, we’ll explore the truth about pornography in schools, what educators can do about it, and what parents can do.

The Truth

25 percent of teenagers said they had viewed pornography at school, according to research released on Jan. 10 by Common Sense Media, a nonprofit that studies the effect of technology on youth.

This trend is worrying because it suggests that pornography is becoming more normalized and accepted among students. It may also contribute to an increase in sexually transmitted infections (STIs), as students are likely learning about STIs through watching pornography.

While educators may not be able to stop all students from viewing pornography at school, they can work to create a safe and healthy environment for all students. 

What Educators Can Do

Educators must be aware of this problem and take steps to prevent it. One way to stop students from viewing pornography at school is to create a campus policy prohibiting pornography. This policy can be enforced through bans on pornography in libraries and school computers. Another way to prevent pornography from being viewed at school is to educate students about the dangers of pornography. Students must be aware that pornography can harm their mental and physical health.

Educators can also talk to students about the fact that pornography is a form of exploitation. Pornography is often used to exploit women and girls. In addition, educators can talk to students about the fact that pornography is a form of violence against women. Students need to be educated about the fact that pornography is a form of sexual exploitation.

Educators can also talk to students about the fact that pornography is a form of addiction. Pornography is an addictive substance, and students need to be educated about the fact that pornography can be a form of addiction.

Overall, educators must know that pornography is a big issue on college campuses. They need to take steps to prevent pornography from being viewed at school and to educate students about the dangers of pornography. 

What Parents Can Do

Parents can do a lot to prevent their children from viewing pornography. Here are some tips:

1. Educate your children about the dangers of pornography. Explain to them why it is harmful and why it is important to avoid it.

2. Set clear rules about Internet usage. For example, make sure your children know that they cannot access pornography unless they are allowed to by you.

3. Talk to your children about healthy sexual relationships. Teach them about the importance of consent and how to respect their partners.

4. Help your children to identify pornography addiction. If your child shows signs of addiction to pornography, encourage them to seek help.

5. Stay up-to-date on the latest Internet safety tips. Familiarize yourself with the latest safeguards and trends so you can help your children stay safe online.    

Conclusion

Porn in school is a huge problem, but as this article demonstrates, there are lots of things that educators and parents can do to solve the problem.

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Matthew Lynch published in K-12, Teachers

19 Ways to Teach Students to Respond Appropriately to Constructive Criticism

Are you looking for ways to teach students to respond appropriately to construction criticism?? If so, keep reading.

1. Make sure the learner receives sufficient, positive reinforcement whenever they are responding appropriately.

2. Assess criticism to make sure it is constructive and positive.

3. Get the learner to question anything they do not understand while performing tasks.

4. Urge the learner to check and correct their own work.

5. Show the learner that constructive criticism is meant to be helpful, not menacing.

6. Minimize the emphasis on competition and perfection. A highly competitive atmosphere or repeated failure may cause the learner to react in unacceptable ways to constructive criticism from others.

7. Make the appropriate adjustments in their surroundings to prevent the learner from experiencing stress, frustration, anger, etc.

8. Give the learner academic tasks that can be self-reviewed.

9. Observe the learner while they are performing tasks to monitor quality.

10. Give the learner clearly stated criteria for acceptable work.

11. Make sure that constructive criticism is tactfully conveyed.

12. Assist at the same time constructive criticism is delivered.

13. Require a demonstration of capacity and ability rather than having the learner perform the entire task or learning experience again (e.g., work a few problems correctly rather than repeating the entire task).

14. Select a peer to model appropriate responses to constructive criticism for the learner.

15. Get the learner to question any directions, explanations, and instructions not grasped.

16. Consider using a classroom management app. Click here to view a list of apps that we recommend.

17. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

18. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

19. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

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Matthew Lynch published in K-12, Teachers

13 Strategies to Help Students Who Are Easily Confused

Are you looking for strategies to help students who are easily confused? If so, keep reading.

1. Get the learner’s vision reviewed if it has not been recently reviewed.

2. Make sure that all directions, explanations, and instructions are delivered concisely.

3. Teach the learner instruction-following skills (e.g., stop doing other things; listen to what is being said; do not begin until all information is delivered; question any directions, explanations, and instructions you do not understand).

4. Teach the learner to rely on environmental signals when moving about the school and related areas (e.g., look for signs, room numbers, familiar surroundings, etc.).

5. Make sure the learner knows how to ask questions, ask for instructions, etc.

6. Teach the learner a survival/directional word vocabulary (e.g., ladies, gentlemen, push, pull, left, right, etc.).

7. Get the learner to orally repeat/rephrase instructions and information given so that the instructor can give clarification and redirection of the given information.

8. Get the learner to practice discovering several places in the school building before or after school or during classes when few other students are in the halls.

9. Get the learner to practice discovering places in the school building by following oral instructions, written instructions, instructions from teachers or other students, etc.

10. Get the learner to follow a schedule of daily activities as they move from space to space in the school.

11. Pair the learner with a peer who has a similar class schedule to have a peer who can direct the learner if they get lost or confused.

12. Get the learner to learn to use a floor plan to find specific rooms, hallways, and areas while following their daily class or work schedule.

13. Make sure the learner has designated teachers or peers who act as a source of information within the school.

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Matthew Lynch published in Child Development, Teachers

21 Ways to Support Kids Who Express Concerns About School, Home, or Personal Relationships

Are you looking for ways to support students who express concerns about home, school or personal relationships? If so, keep reading.

1. Give the learner positive feedback that indicates they are successful, competent, essential, valuable, etc.

2. Request support from the school counselor, the principal, other teachers, etc., to help the learner deal with fears and concerns about school, home, and personal problems so they can concentrate at school.

3. Urge the learner to use problem-solving skills: (a) find the problem, (b) find goals and objectives, (c) create strategies, (d) create a plan of action, and (e) carry out the plan.

4. Give praise and recognition as often as possible.

5. Use the learner’s accomplishments (e.g., publicly or privately depending on what is more appropriate).

6. Urge participation in school and extracurricular learning activities.

7. Attempt several groupings to ascertain the situation in which the learner is most successful.

8. Show respect for the learner’s opinions, responses, suggestions, etc.

9. Refrain from the discussion of topics sensitive to the learner (e.g., divorce, death, unemployment, alcoholism, etc.).

10. Give the learner chances for special project duties, leadership, etc.

11. Give the learner as many enjoyable and exciting learning activities as possible.

12. Praise the learner for improvement rather than expecting excellence.

13. Always treat the learner with the utmost respect. Talk objectively at all times.

14. Maintain trust and confidentiality with the learner at all times.

15. Urge participation in school and extracurricular learning activities.

16. Give chances for tutoring from peers or a teacher.

17. Select a peer to sit/work directly with the learner.

18. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

19. Consider using a socio-emotional learning app. Click here to view a list of apps that we recommend.

20. Consider using an emotional intelligence app. Click here to view a list of apps that we recommend.

21. Consider using a school counseling app. Click here to view a list of apps that we recommend.

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Matthew Lynch published in Behavior Management, Teachers

29 Strategies to Help Students Who Respond Inappropriately to Praise

Are you looking for strategies to help students who respond inappropriately to praise? If so, keep reading.

1. Embody appropriate ways to respond to interactions with other students or teachers.

2. Recognize and praise the learner when they will most likely be able to demonstrate an appropriate response (e.g., when the learner is not being singled out in a group).

3. Recognize and praise the learner in private. The public aspect of praise or recognition is often the cause of the unacceptable response.

4. Give the learner many chances for social and academic success so they may learn how to respond appropriately.

5. Assess the appropriateness of the social situation concerning the learner’s capacity and ability to function successfully.

6. Distribute praise and recognition equally to all members of the class.

7. Give praise or recognition for smaller increments of success so that the learner may slowly become accustomed to the recognition.

8. Give praise and recognition as a natural consequence for appropriate behavior.

9. Attempt several groupings to ascertain the situation in which the learner is most comfortable.

10. Make sure that reinforcement is not provided for unacceptable behavior(e.g., paying attention to the learner only when they respond improperly to praise or recognition).

11. Utilize alternative forms of praise or recognition that are not menacing to the learner (e.g., written notes, telephone calls to parents, display of work done well, etc.).

12. Show praise with a matter-of-fact delivery and avoid exaggerated exclamations of success.

13. Utilize feedback related to performance (e.g., test scores, grades, etc.) in place of praise or recognition. As the learner becomes more capable of accepting praise and recognition, slowly deliver oral praise and recognition.

14. Instead of emphasizing winning or “beating” other students in competition, urge individual success or progress that may be enjoyed privately rather than publicly.

15. Always treat the learner with the utmost respect. Talk objectively at all times.

16. Maintain trust and confidentiality with the learner at all times.

17. Make sure that other teachers and school staff members who work with the learner know that the learner does not respond properly to praise and recognition.

18. Praise those students in the classroom who respond properly to praise or recognition.

19. Teach the learner acceptable ways to express displeasure, anger, frustration, etc.

20. Praise the learner for responding properly to praise or recognition: (a) give the learner a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the learner an informal reward (e.g., praise, handshake, smile, etc.).

21. Draft an agreement with the learner stipulating what behavior is required (e.g., saying “thank you” when given praise or recognition) and which reinforcement will be implemented when the agreement has been met

22. Praise the learner for responding properly to praise or recognition based on the number of times the learner can be successful. As the learner shows success, slowly increase the number of times required for reinforcement.

23. Talk with the learner to explain(a) what the learner is doing wrong (e .g., behaving improperly when recognized by others) and (b) what the learner should be doing (e.g., saying “thank you,” smiling, etc.).

24. Convey your feelings in a socially acceptable way.

25. Connect with the parents to disseminate information about the learner’s progress. The parents may reinforce the learner at home for responding properly to praise or recognition at school.

26. Consider using a classroom management app. Click here to view a list of apps that we recommend.

27. Consider using an adaptive behavior management app. Click here to view a list of apps that we recommend.

28. Consider using Alexa to help the student learn to behave appropriately. Click here to read an article that we wrote on the subject.

29. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

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