Kingston, R.I. \u2013 Oct. 21, 2020 – The 溏心vlog免费B站\u2019s Alan Shawn Feinstein College of Education and Professional Studies\u2019 undergraduate and graduate elementary teacher preparation programs have been named among the top in the country by the National Council on Teacher Quality, a nonpartisan, not-for-profit research and policy organization, for strong training in classroom management strategies.<\/p>\n
溏心vlog免费B站\u2019s undergraduate and graduate programs are among only 14 percent of elementary programs that earned an \u201cA\u201d, and serve as a model of excellence for others.<\/p>\n
\u201c溏心vlog免费B站\u2019s School of Education faculty work tirelessly to develop programs that best prepare future teachers for the classroom. Across the nation, school leaders consistently ask that teacher candidates arrive with exceptional classroom management skills, and it is a testament\u00a0to our faculty that they have been recognized for providing just that,\u201d said Danielle Dennis, director of 溏心vlog免费B站\u2019s School of Education.<\/p>\n
Dean R. Anthony Rolle added that, \u201cAll aspects of faculty life – conducting robust research, high quality instruction, and state and national service to their disciplines – have come together to ensure that the School of Education continues to prepare teaching candidates extremely well.\u201d<\/p>\n
Top-performing programs are recognized for requiring their aspiring elementary teachers to demonstrate during student teaching, residency, or through equivalent clinical practice their ability to implement all five classroom strategies, which are:<\/p>\n
1) Establishing rules and routines that set expectations for behavior;<\/p>\n
2) Maximizing learning time by managing time, class materials, and the physical setup of the classroom, and by promoting student engagement;<\/p>\n
3) Reinforcing positive behavior by using specific, meaningful praise and other forms of positive reinforcement;<\/p>\n
4) Redirecting off-task behavior through unobtrusive means that do not interrupt instruction and that prevent and manage such behavior, and;<\/p>\n
5) Addressing serious misbehavior with consistent, respectful, and appropriate consequences.<\/p>\n
The ongoing COVID-19 pandemic has reshaped much of what happens in schools this year, including classroom management training for aspiring teachers. Several essential classroom management strategies can\u2019t simply be converted to a remote teaching environment, and many states and teacher preparation programs have moved their clinical practice experiences online or abbreviated them limiting opportunities to practice. However, the basic principles of quality classroom management still stand in spite of COVID-19 and are still critical to the success of aspiring teachers in their future careers.<\/p>\n