classroom management

The loss of student engagement during the delivery of theory based units within a (majority) practical based subject matter

The loss of student engagement during the delivery of theory based units within a (majority) practical based subject matter

This research project explores the loss of student engagement during the delivery of theory based units within a (majority) practical based subject matter. Research explores reducing and or adapting the theory content to make it more practical.

Do students engage more with lessons when a flipped classroom is implemented?

Do students engage more with lessons when a flipped classroom is implemented?

This is the technique whereby students review lesson material in advance of a class, freeing up time in the class for more student-led activities. In effect, the homework is the lesson material and what was previously done as homework is now completed in the class. I have heard about flipped classrooms and have previously conducted some basic research around the area and I’ve wondered whether I could implement something similar. However, I didn’t want to make any significant changes to my teaching without first considering the implications

How can different behavioural management techniques positively influence the learning experiences of children with ADHD?

ADHD affects everyone differently, but I have noticed that these students seem to struggle the most at finding a coping mechanism within lessons that will aid them to control their behaviour enough to enable both them to be able to concentrate to learn and also to not be a distraction to the rest of the class for them to be able to learn. This is why I have chosen the question ‘How can different behavioural management techniques positively influence the learning experiences of children with ADHD?’ for this action research project. I aim to try and find some workable solutions to this problem.

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Incorporating Games Into The Classroom

As someone entering teaching for the first time I found working at a community college to be extremely challenging. My learners had been mandated to attend college from the job centre under threat of sanction of having their benefits stopped. Their attitude was very much ready for “flight or fight” in their first days. The “New Deal” course was a roll on, roll off course and so there was no definite start and end date but a continuous stream of disgruntled learners each week to disrupt the make-up of the existing class.
It became quickly apparent that I needed to engage the learners very quickly to avoid problems. Whilst it would be nice to say that I wanted them to become motivated learners it had more to do with classroom management. Often the learners did not want to learn but simply wanted to pass their time.

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