Definition Of Lower Extreme In Math latest 2023

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Children’s Behaviour Should Be ‘Marked’ Like Math Or Science

“Marking” children’s behavior could mean visualizing children wandering around with ticks and crosses all over them – and that’s not quite what I mean. There’s probably something written somewhere about not being allowed to write anywhere about kids and I guess they’re right!

Think about what you are doing when you record child labor. It’s about letting them know when they’re right. You tell them that you are satisfied with them and acknowledge the effort they have made in class and also that they have gained an understanding of the subject. You also let them know what they need to accomplish to move to a higher level of understanding of a subject.

It is also a fact that children also need to know when something is wrong in their workbooks. This may be due to an error or misunderstanding of an instruction. It is also true that sometimes the child did not try hard enough to listen or follow instructions. The grading work ensures that there has been a complete understanding of the subject and that there are no misconceptions about the methods or the subject. So if you feel when grading a child’s work that they don’t understand, you can give additional instructions, lower the level of work, or give more practice.

I’m certainly not one of those people who thinks you shouldn’t mark work that’s incorrect. If something’s wrong, fix it – that’s an important lesson in life. What I wouldn’t do is mark an entire page with crosses if I see that a child “didn’t understand”. But it still has to be repeated and corrected once the child has understood. I always tell kids I’m ok with them if they don’t understand something – it could be because I’m not explaining it very well or it’s just an area of ​​work they find difficult. But don’t expect me to be too happy with them if they don’t try hard enough. It’s not acceptable.

So what does this have to do with child behavior and managing child behavior in the classroom? Well, they need to know when their behavior is good and also when it’s bad. You can’t just assume that children understand what you expect of them. You have to be very clear and regularly reinforce your expectations. When asked how they should behave, many children, especially very young ones, simply reply that they should “be good”. But their definition of good behavior may be contrary to yours! The difference is that behavior is not taught as an individual subject like math or science. Successful behavior management and classroom monitoring is done minute by minute throughout the day – you must always be alert and ready to ‘mark’ children’s behavior, letting them know when they are right or wrong.

Effective behavior management is not difficult. When you do it right and you do it well, it really is very easy – but you need to know what to do from the start to ensure that high standards of behavior in your classroom and your school are achieved. Nothing else should do – it is all too easy to lower behavioral expectations to those demanded by some children, but as seen in so many schools, this is the path to chaos. Remember that adults should set the standards, not children!

A problem in many schools, with many teachers and principals, is that they don’t know what steps to take to manage children’s behavior. Behavior Bible will tell you how and fill you with excitement and confidence…

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