Positive and constructive feedback is a form of positive reinforcement essential to effective instruction and classroom management. This article provides practitioners with a range of realistic positive and constructive feedback strategies and descriptions of how such feedback can be implemented in schools and classrooms, with a special focus on…

To stem the tide of students dropping out, many schools and districts are turning to early warning systems (EWS) that signal whether a student is at risk of not graduating from high school. While some research exists about establishing these systems, there is little information about the actual implementation strategies that are being used across…

This guide presents information and clinical tools to implement the Anger Coping Program, an empirically supported intervention for students in grades 3-6. Practitioners are taken step by step through setting up treatment groups, teaching vital skills for reducing aggression and disruptive behavior, and building strong partnerships with teachers…

This article reviews literature on the behavior of deaf adolescents; pinpoints problems in students' lack of social skills, decision making, and lack of goal orientation; and offers guidelines for teaching values in tandem with decision-making skills. Six sample lessons are briefly outlined, on defining problems, predicting consequences,…

Principles of teaching students with special needs the processes for self-regulation of their behavior are offered, for the four components of self-instruction, goal setting, self-monitoring, and self-reinforcement. Forms of self-instruction are described, with examples, and sample recording systems are provided. (DB)

Discusses the use of correspondence training in the classroom to improve learning outcomes. Defines the training as an experimental behavioral strategy that takes into account the degree to which people achieve what they are aiming to do. Concludes from research involving middle school students that the subjects achieved a better work output in…

In 1982-83, a study was undertaken at the City Colleges of Chicago (CCC) to ascertain the attributes and learning processes of high-achieving students of relatively low aptitude so that these attributes and processes might be taught to other students to improve their achievement. Interviews were conducted with 26 CCC students who belonged to or…

Defines self-regulated learning as a problem-solving or goal-directed process orchestrated by the student but influenced by others in the student's environment. Discovers that self-regulating programs in Japan and the United States are remarkably similar with some differences. Praises Japanese instructors' emphasis on effort over ability. (MJP)