We found 25 results that contain "classroom interventions"

Classroom norms. Norms and expectations should take into account different cultural and communication styles, gender differences, language needs, and the desire to challenge stereotypes. Students should be involved in setting classroom norms to generate buy-in.

What are the famous top 5 children cartoons ?
If a student is not responsive to behavioral strategies and interventions, more intensive interventions, such as functional behavior assessment and behavior intervention plans, should be considered (see Practical FBA).

No one intervention is universally effective for all students with ADHD. A combination of research-based and promising practices is recommended.

Here are several of these practices:

Critical Component #4: Social and Emotional Safety
Creating a safe climate takes time and work. These are some of the most important components:

Active teaching of social-emotional skills
Attention to creating positive relationships
Bullying prevention and intervention

Faculty/Staff with Undergraduate Learning Assistants (ULAs) - We are piloting some resources to help prepare ULAs and Faculty/Staff with ULAs for being in the classroom. You can find some guidance and resources here: https://ulaatstate.commons.msu.edu/ More to come!
Faculty/Staff with Undergraduate Learning Assistants (ULAs) - We are piloting some resources to help prepare ULAs and Faculty/Staff with ULAs for being in the classroom. You can find some guidance and resources here: https://ulaatstate.commons.msu.edu/ More to come!
Faculty/Staff with Undergraduate Learning Assistants (ULAs) - We are piloting some resources to help prepare ULAs and Faculty/Staff with ULAs for being in the classroom. You can find some guidance and resources here: https://ulaatstate.commons.msu.edu/ More to come!

Faculty/Staff with Undergraduate Learning Assistants (ULAs) - We are piloting some resources to help prepare ULAs and Faculty/Staff with ULAs for being in the classroom. You can find some guidance and resources here: https://ulaatstate.commons.msu.edu/ More to come!

Faculty/Staff with Undergraduate Learning Assistants (ULAs) - We are piloting some resources to help prepare ULAs and Faculty/Staff with ULAs for being in the classroom. You can find some guidance and resources here: https://ulaatstate.commons.msu.edu/ More to come!

Faculty/Staff with Undergraduate Learning Assistants (ULAs) - We are piloting some resources to help prepare ULAs and Faculty/Staff with ULAs for being in the classroom. You can find some guidance and resources here: https://ulaatstate.commons.msu.edu/ More to come!

Without saying a word, classrooms send messages about diversity, relationship building, communication, and the roles of teachers and students. The classroom setup should be student-centered. Specifics will vary from teacher to teacher and class to class, but common elements include the following:

It is recommended that rising educators visit the same learning environment (and not their own classrooms where they are students) as observers at least two times for at least 40 minutes per visit. These observations will form the source material for demonstrating what the rising educator learned about classroom culture in the micro-credential submission.

Identify a student with a disability in your classroom. Specifically, identify a student who has difficulty in a typical classroom setting demonstrating knowledge. For example, the student might not be able to respond through typical response formats like written tests. To protect the privacy of your student, please use a first name only, or else use an alias.

Describe the student you selected, making sure to include:
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