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Crime prevention through environmental design (CPTED) is an agenda for manipulating the built environment to create safer neighborhoods. It originated in the contiguous United States around 1960 when urban designers recognized that urban renewal strategies were risking the social framework needed for self-policing .
Positive behavior interventions and supports (PBIS) is a set of ideas and tools used in schools to improve students' behavior.PBIS uses evidence and data-based programs, practices, and strategies to frame behavioral improvement relating to student growth in academic performance, safety, behavior, and establishing and maintaining positive school culture.
Classroom management is the process teachers use to ensure that classroom lessons run smoothly without disruptive behavior from students compromising the delivery of instruction. It includes the prevention of disruptive behavior preemptively, as well as effectively responding to it after it happens.
Proponents of project-based learning cite numerous benefits to the implementation of its strategies in the classroom – including a greater depth of understanding of concepts, a broader knowledge base, improved communication, and interpersonal/social skills, enhanced leadership skills, increased creativity, and improved writing skills.
Natural surveillance is a term used in crime prevention through environmental design (CPTED) models for crime prevention. Natural surveillance limits the opportunity for crime by taking steps to increase the perception that people can be seen.
The Oscar Newman HUD paper that is linked claims crime decreases in a case-study neighborhood of Dayton, OH. However, the physical CPTED interventions were part of a package of strategies that were more properly called management, not design. Management is consistent with a general understanding of how CPTED is implemented.
Typical examples include the honor-roll student being expelled from school under a "no weapons" policy while in possession of nail clippers, [39] or for possessing "drugs" like cough drops and dental mouthwash or "weapons" like rubber bands. [1] A related criticism is that zero-tolerance policies make schools feel like a jail or a prison.
These strategies include assigning highly committed individuals as project directors or coordinators; encouraging support and cooperation from school administrators, community members and principals; motivating and gaining the support and enthusiasm of teachers; training which will provide knowledge, skills, and desire to continue further ...