Teachers can create a quiet classroom by reducing background noise, which promotes increased Attention towards learning.
O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3–8: What's Known Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, D.C.: Institute of Education Sciences, Department of Education.
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Mubayrik, H. F. B. (2018). The present and future state of blended learning at workplace-learning settings in adult education: A systematic review. Journal of Social Studies Education Research, 9(4), 247-273.
Alloway, T.P. (2006). How does working memory work in the classroom?Educational Research and Reviews, 1(4), 134-139.
Maintaining consistent classroom routines and schedules ensures that students are able to trust and predict what will happen next.
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
deRamirez, R.D., & Shapiro, R.S. (2007). Cross-language relationship between Spanish and English oral reading fluency among Spanish-speaking English language learners in bilingual education classrooms. Psychology in the Schools, 44(8), 795-806.
O'Conner, R., De Feyter, J., Carr, A., Luo, J. L., & Romm, H. (2017). A review of the literature on social and emotional learning for students ages 3-8: What's Known Teacher and classroom strategies that contribute to social and emotional learning (part 3 of 4). Washington, D.C.: Institute of Education Sciences, Department of Education.
Chen, C. H., & Yang, Y. C. (2019). Revisiting the effects of project-based learning on students' academic achievement: A meta-analysis investigating moderators. Educational Research Review, 26, 71-81.
Except where otherwise noted, content on this site is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Already a user? LOG IN
