加拿大多伦多论文代写:严酷的事实

Keywords:加拿大多伦多论文代写

这是一个严酷的事实，在英国儿童新兴数字显示中断，或表达行为（也被称为反社会的、具有挑战性的，叛逆的，固执的，积极的，和行动的行为），除了罕见的微不足道的事件在他们的发展通常进展最典型的孩子。这样的行为已经成为学校最坚定的关注（Bullock，蕾莉，&多纳休，1983；伊万斯&伊万斯，1985；hranitz &蓝巩膜，1990）。有影响时，学校没有准备中学的行为障碍。情绪行为障碍、侵略、反抗和破坏是最常见的原因，学生不在学校做的很好。”一个教室的今天面临的最大挑战是不断的需要解决问题的行为”（加尔文，2010），根据Cowley（2001）一个好老师最重要的特点是管理好行为的能力，使有效的学习发生。这个重要的愿望可以生成学习，如果我们能让孩子集中注意力，有自律，表现自己。在这篇文章中我将讨论低电平中断（LLD）作为分类的卡佩尔（2009）。”与低水平的破坏最有效的策略是什么。YouGov的调查显示，学生在理论上落后到英语学校每天一小时的教育，因为这种分散在教室。这与每年38天的学习了。因此，小学生，一个巨大的数字被剥夺了宝贵的学习时间大量。这类行为的典型特征包括：在学生毫无意义或交谈；呼唤没有授权；在开始工作或跟踪规则畅；呈现彼此尊重和人员缺乏；不正确的装置；移动设备的使用不当（OFSTED，2014）。根据班尼特（2011）这是什么减缓教训流不吹出来的水。
加拿大多伦多论文代写:严酷的事实
It is a harsh fact that emerging numbers of children in the United Kingdom show disrupting, or expressing behaviour (also referred to as antisocial, challenging, defiant, noncompliant, aggressive, and acting-out behaviour), beyond the infrequent negligible incidents typical of most children throughout the usual progression of their development. Such behaviour has become one of the most unyielding concerns in schools (Bullock, Reilly, & Donahue, 1983; Evans & Evans, 1985; Hranitz & Eddowes, 1990).There are implications when schools fail to prepare for behaviour disorders in secondary schools. Emotional behaviour disorder, aggression, defiance and disruption are most common reasons why students don't do well in school. 'One of the biggest challenges facing the classroom today is the on-going need to address problem behaviour' (Calvin, 2010), according to Cowley(2001) one of the most essential characteristics of a good teacher is the ability to manage good behaviour, so that effective learning takes place . This vital aspiration can be generated of learning, if we can get children to focus, to have self-discipline, to behave themselves. In this essay I will discuss low level disruptions (LLD) as classified by Capel(2009) . 'What are the most effective strategies for combatting low level disruption.The YouGov investigations indicate that pupils are theoretically behind up to an hour of education every day in English schools because of this kind of distraction in classrooms. This is comparable to 38 days of learning lost each year. An enormous number of pupils, therefore, are being denied a major amount of valuable learning time. Typical features of this type of behaviour comprise pupils: talking pointlessly or conversing; calling out without authorization; being sluggish to start work or track rules; presenting an absence of esteem for each other and staff; not bringing the correct apparatus; using mobile devices improperly (Ofsted, 2014). According to Bennett (2011) this is 'anything that slows down the flow of your lesson without actually blowing it out of the water'.