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How to Choose the Right Classroom Management Software for Your Needs
When it comes to managing a classroom, having the right classroom management software can make a huge difference. With so many options available, it can be difficult to know which one is best for your needs. Here are some tips to help you choose the right classroom management software for your needs.
Know Your Needs
The first step in choosing the right classroom management software is to know your needs. Think about what features you need and how you will use the software. Consider things like how many students you have, how often you need to use it, and what type of data you need to track. Knowing your needs will help narrow down your choices and make it easier to find the right software for your classroom.
Once you know what features you need, it’s time to start researching different options. Look at reviews from other teachers who have used the software and read up on any features that are important to you. You should also look into pricing and any additional features that may be included with the software. This will help you get a better idea of which one is best for your needs.
Test It Out
Finally, once you’ve narrowed down your choices, it’s time to test out the software. Most companies offer free trials so that you can get a feel for how the software works before committing to it. This is a great way to make sure that it meets all of your needs and that it’s easy for both students and teachers to use.
Choosing the right classroom management software can be a difficult task but with these tips, you can make sure that you find one that meets all of your needs. Take some time to research different options, consider what features are important, and test out any free trials before making a decision. With these tips, you’ll be able to find the perfect classroom management software for your needs in no time.
This text was generated using a large language model, and select text has been reviewed and moderated for purposes such as readability.
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Handbook of classroom management: Research, practice, and contemporary issues
Although there can be no dispute that schools must do all that can be done to ensure the safety of learning environments, controversy has arisen about the use of zero tolerance policies and procedures to achieve those aims. In response to that controversy, and to assess the extent to which current practice benefits students and schools, the American Psychological Association convened a task force to evaluate the evidence and to make appropriate recommendations regarding zero tolerance policies and practices. An extensive review of the literature found that, despite a 20-year history of implementation, there are surprisingly few data that could directly test the assumptions of a zero tolerance approach to school discipline, and the data that are available tend to contradict those assumptions. Moreover, zero tolerance policies may negatively affect the relationship of education with juvenile justice and appear to conflict to some degree with current best knowledge concerning adolescen...
In addition to our appreciation of the many contributions of the APA staff named above, the Zero
The 'school-to-prison pipeline' now commonly refers to the impact of zero tolerance and other harsh exclusionary discipline policies on school suspensions and expulsions, especially felt among minority students of color in the United States. Abundant evidence now concludes that such students are suspended, expelled, disciplinarily referred and arrested at rates far exceeding either their representation in the population or that of their white peers. Restorative justice practices have emerged as an increasingly popular response to racial disparity in school discipline, supported by research, state and federal governmental initiatives. However, the capacity of restorative justice to limit the school-to-prison pipeline may remain unfulfilled unless it can disrupt current social-organizational structures that maintain racial inequity in institutional structures. This paper considers the effectiveness of restorative justice in schools as an alternative to overly punitive discipline policy and as a strategy for reducing racial disciplinary disparity. It then considers organizational and cultural impediments to implementing restorative justice to overcome racial disciplinary inequity for school-based youth and asserts that restorative justice must strive for more than incremental change inside existing systems.
Children & Schools
David R . Dupper
Abstract. Discipline practices in schools affect the social quality of each educational environment, and the ability of children to achieve the academic and social gains essential for success in a 21st century society. We review the documented patterns of office discipline referrals in 364 elementary and middle schools during the 2005–2006 academic year. Data were reported by school personnel through daily or weekly uploading of office discipline referrals using the Web-based School-wide Information System. Descriptive and logistic regression analyses indicate that students from African American families are 2.19 (elementary) to 3.78 (middle) times as likely to be referred to the office for problem behavior as their White peers. In addition, the results indicate that students from African American and Latino families are more likely than their White peers to receive expulsion or out of school suspension as consequences for the same or similar problem behavior. These results extend a...
National Education Policy Center
Yolanda (Yoli) Anyon , Jessica L Yang , Malina Pauline , Alyssa Rosch
Purpose: School discipline reformers have presumed that such work is largely a technical task, emphasizing discrete changes to discipline policies and protocols. Yet prior theory and research suggest that emphasizing technical changes may overlook additional and important aspects of reform, namely, the normative and political dimensions within which technical aspects are embedded. Although this earlier work appears relevant to contemporary school discipline reform, the extent to which this theory extends to school discipline remains unestablished. The purpose of this article is to show how this earlier line of theory extends to the topic of school discipline. Method: We draw on data collected as part of a qualitative study in which we conducted semistructured interviews and focus groups with 198 educators from 33 public schools on the topic of school discipline. We applied an equity-minded reform theory to examine technical, normative,
Handbook of school …
Equity & Excellence in Education, v47 n4 p546-564 2014
Mariella I . Arredondo, Ph.D.
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Marcus Rausch , Gayle Dow
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Dorothy E Hines , Dorinda J Carter Andrews
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Yolanda (Yoli) Anyon , Jeanette McQueen , Jeffrey Jenson , Jordan Farrar , John Simmons
H Theixos, PhD , K. Borgwald
Rachel Flynn , Rachel Lissy
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Pamela Fenning , Jill Sharkey
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