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If information and materials are beyond pupils current skill level it will
frustrate them and they may engage in behaviours that avoid
engagement in the lesson.
Pupils who are actively engaged and provided with frequent opportunities
to respond to academic tasks are less disruptive and demonstrate
improved academic skills.
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REFERENCE
Manning, M. L. , & Bucher. K. T. (2013).
Classroom management: Models.
applications, and cases (3nd ed.). Upper
Saddle River. NJ: Pearson/Merrill
Prentice Hall.