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Connecting Research to Practice for Teacher Educators Classroom Management:

Conclusion. Connecting Research to Practice for Teacher Educators Classroom Management:. Key Personnel. DeAnn Lechtenberger — Principle Investigator Nora Griffin-Shirley — Project Coordinator Doug Hamman — Project Evaluator Tonya Hettler—Business Assistant

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Connecting Research to Practice for Teacher Educators Classroom Management:

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  1. Conclusion Connecting Research to Practicefor Teacher Educators Classroom Management:

  2. Key Personnel DeAnn Lechtenberger — Principle Investigator Nora Griffin-Shirley — Project Coordinator Doug Hamman — Project Evaluator Tonya Hettler—Business Assistant Financial Support for Project IDEAL is provided by the Texas Council for Developmental Disabilities, with Federal funds* made available by the United States Department of Health and Human Services, Administration on Developmental Disabilities. *$599,247 (74%) DD funds; $218,725 (26%) non-federal resources. The views contained herein do not necessarily reflect the position or policy of the funding agency[s]. No official endorsement should be inferred.

  3. Conclusion • Educators have long been aware that behavior problems can keep students from experiencing the benefits of a productive classroom ((Darch & Kame’enui, 2004). • Teachers have also learned the value of a smooth-running, on task, and positive environment. • In addition, teachers have learned the value of instruction that is engaging and involved in preventing unacceptable behavior.

  4. Conclusion (cont.) • Decisions that teachers make before the beginning of school regarding how the classroom will operate and how students will interact with others during the school year are critical for a positive learning environment. • These decisions will also have far-reaching implications for the success of the school year.

  5. Conclusion (cont.) • Putting together a cohesive plan rather that reacting to behavior situations allows time for the teacher to respond thoughtfully when problems arise. • The time to think first establishes a foundation of values and beliefs about working with children and allows teachers to create a satisfying learning environment.

  6. Conclusion (cont.) Classroom management teaches students to manage their own learning environment, their own behavior, and their social interactions with others.

  7. Contact Information DeAnn Lechtenberger, Ph.D. Principle Investigator deann.lechtenberger@ttu.edu Tonya Hettler Business Assistant tonya.hettler@ttu.edu Webpage: www.projectidealonline.org Phone: (806) 742-1997, ext. 302

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