Intensity
Intensity is the severity of the behavior being observed whether it is minor or extreme. Severity of Disruptive Behavior Rating Rubric: 1. Behavior is confined only to the observed student. May include such behaviors as: refusal to follow directions, scowling, crossing arms, pouting, or muttering under his/her breath. Behavior disrupts others in the student’s immediate area. May include: slamming textbook closed, dropping book on the floor, name calling, or using inappropriate language. 2. Behavior disrupts everyone in the class. May include: throwing objects, yelling, open defiance of teacher directions, or leaving the classroom. 3. Behavior disrupts other classrooms or common areas of the school. May include: throwing objects, yelling, open defiance of school personnel’s directions, or leaving the school campus. 4. Behavior causes or threatens to cause physical injury to student or others. May include: display of weapons, assault on others. http://cecp.air.org/fba/problembehavior2/text2.htm
Onset-rime Phonics Instruction
Onset-Rime Phonics Instruction allows children to learn to identify the sound of the letter or letters before the first vowel (the onset) in a one-syllable word and the sound of the remaining part of the word (the rime).
Metacognition
Metacognition can be defined as "thinking about thinking." Good readers use metacognitive strategies to think about and have control over their reading. Before reading, they might clarify their purpose for reading and preview the text. During reading, they might monitor their understanding, adjusting their reading speed to fit the difficulty of the text and "fixing up" any comprehension problems they have. After reading, they check their understanding of what they read.
Peer=Mediated Peer-Mediated Instruction can encourage the development of classrooms as mathematical communities by allowing students to work Instruction
together to communicate about and experiment with their own solutions to mathematical situations (Buchanan & Helman, 1993; NCTM, 1989, 1991; Scheid, 1994). Rather than being teacher-directed, peer-mediated learning arrangements provide students with the opportunities to work in groups to formulate and pose questions; share ideas; clarify thoughts; and experiment, brainstorm, and present solutions with peers (Lo, Wheatley, & Smith, 1994).
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