https://www.reddit.com/r/LockdownSkepticism/comments/1gycyz4/rude_behaviour_spiked_in_ontario_classrooms_after/
Rude behaviour spiked in Ontario classrooms after COVID-19: Brock research >Monday, November 04, 2024 | by The Brock News
High school students sitting at the desk in the classroom and using
smart phones with defocused teacher in the background.New Brock
University research shows incivility increased in Ontario classrooms >following school closures tied to the COVID-19 pandemic.
Incivility comes in many forms: texting instead of listening to a
teacher, interrupting classmates who are speaking, showing up late to class.
Following an unprecedented period of at-home learning due to the
COVID-19 pandemic, similar types of disruptive behaviour spiked in
Ontario classrooms, says Natalie Spadafora.
The Brock University Postdoctoral Fellow and her team examined the rate
of classroom incivility in elementary and high schools both before and
after pandemic-related school shutdowns, and saw a significant increase.
Their findings are detailed in the recently published paper Are child
and adolescent students more uncivil after COVID-19?
The research team conducted two separate studies with Ontario
participants, gathering information from 308 adolescents aged nine to 14
as well as 101 primary educators teaching Grades 1 to 3.
Brock University Postdoctoral Fellow Natalie Spadafora.Brock University >Postdoctoral Fellow Natalie Spadafora says incivility increased in
Ontario classrooms following the school shutdowns caused by the COVID-19 >pandemic.
They compared data from fall 2019 to that collected in fall 2022 to
gauge the impact the pandemic closures had on the behaviour of young >learners.
Teachers reported that incivility was happening much more frequently in >their current classrooms than it did prior to the COVID-19 school
closures, and that there was a lack of awareness of expectations in the >classroom, Spadafora says.
Adolescent students also self-reported engaging in significantly higher >levels of classroom incivility in the 2021-22 school year, while other >variables, such as bullying and friendships, remained relatively the same.
In the retrospective study, 42 per cent of teachers surveyed for the
project reported instances of classroom incivility happening daily,
compared to only six per cent prior to March 2020. Sixty-eight per cent
also rated classroom incivility as moderately or very serious in the >2021-22 school year, compared to 32 per cent before COVID-19.
Teachers expressed there was a general lack of respect, with students
also not following instructions or caring about the consequences of
their behaviour in the classroom, Spadafora says. Many students were >lacking the basic elements underlining classroom civility.
The pandemic closures, which shut down Ontario schools for about 100
days, meant children were not exposed to a typical school routine,
classroom norms and teacher direction in a classroom setting.
The primary years are a fundamental time to establish classroom
routines, behaviours and expectations, Spadafora says, adding the impact
the interruption to traditional learning has had is now making itself known.
Many teachers indicated that students did not have the opportunity to
learn and educators the chance to reinforce the rules of the
classroom that are emphasized as students move through subsequent grades.
These children missed out on the early days in the classroom where you
learn how to be in school, Spadafora says. Because of that, behaviours
you wouldnt typically see in Grade 3 are presenting themselves more >frequently.
Teachers called attention to a lack of social skills and self-regulation >amongst students, with an increase in children who were not used to
being part of a group. This resulted in teachers needing to provide
students with more coaching to work kindly and co-operatively with
others, Spadafora says.
Nearly all teachers 95 per cent reported students socio-emotional
skills were lower or much lower than past cohorts.
Spadafora says its important to pay attention to these behaviours, as >previous research by her team has indicated incivility can be a
precursor to bullying.
If incivility is heightened after the pandemic, and we know it can
predict bullying behaviour, we should be intervening more in these >lower-level behaviours, she says.
She encourages parents to talk to their children about manners and
civility in general.
It all starts with being a kind, respectful person, she says. If you
can teach your children that at a really basic level, youve laid a good >foundation for them to build from as they head into the classroom.
Spadaforas team now plans to look at whether the rise in incivility has >continued to climb beyond the period surrounding the COVID-19 school >closures, with a particular focus on the younger demographic.
Michael Ejercito wrote:
https://www.reddit.com/r/LockdownSkepticism/comments/1gycyz4/rude_behaviour_spiked_in_ontario_classrooms_after/
Rude behaviour spiked in Ontario classrooms after COVID-19: Brock research >> Monday, November 04, 2024 | by The Brock News
High school students sitting at the desk in the classroom and using
smart phones with defocused teacher in the background.New Brock
University research shows incivility increased in Ontario classrooms
following school closures tied to the COVID-19 pandemic.
Incivility comes in many forms: texting instead of listening to a
teacher, interrupting classmates who are speaking, showing up late to class. >>
Following an unprecedented period of at-home learning due to the
COVID-19 pandemic, similar types of disruptive behaviour spiked in
Ontario classrooms, says Natalie Spadafora.
The Brock University Postdoctoral Fellow and her team examined the rate
of classroom incivility in elementary and high schools both before and
after pandemic-related school shutdowns, and saw a significant increase.
Their findings are detailed in the recently published paper “Are child
and adolescent students more uncivil after COVID-19?”
The research team conducted two separate studies with Ontario
participants, gathering information from 308 adolescents aged nine to 14
as well as 101 primary educators teaching Grades 1 to 3.
Brock University Postdoctoral Fellow Natalie Spadafora.Brock University
Postdoctoral Fellow Natalie Spadafora says incivility increased in
Ontario classrooms following the school shutdowns caused by the COVID-19
pandemic.
They compared data from fall 2019 to that collected in fall 2022 to
gauge the impact the pandemic closures had on the behaviour of young
learners.
“Teachers reported that incivility was happening much more frequently in >> their current classrooms than it did prior to the COVID-19 school
closures, and that there was a lack of awareness of expectations in the
classroom,” Spadafora says.
Adolescent students also self-reported engaging in significantly higher
levels of classroom incivility in the 2021-22 school year, while other
variables, such as bullying and friendships, remained relatively the same. >>
In the retrospective study, 42 per cent of teachers surveyed for the
project reported instances of classroom incivility happening daily,
compared to only six per cent prior to March 2020. Sixty-eight per cent
also rated classroom incivility as “moderately” or “very” serious in the
2021-22 school year, compared to 32 per cent before COVID-19.
“Teachers expressed there was a general lack of respect, with students
also not following instructions or caring about the consequences of
their behaviour in the classroom,” Spadafora says. “Many students were >> lacking the basic elements underlining classroom civility.”
The pandemic closures, which shut down Ontario schools for about 100
days, meant children were not exposed to a typical school routine,
classroom norms and teacher direction in a classroom setting.
The primary years are a fundamental time to establish classroom
routines, behaviours and expectations, Spadafora says, adding the impact
the interruption to traditional learning has had is now making itself known. >>
Many teachers indicated that students did not have the opportunity to
learn — and educators the chance to reinforce — the “rules” of the >> classroom that are emphasized as students move through subsequent grades.
“These children missed out on the early days in the classroom where you
learn how to be in school,” Spadafora says. “Because of that, behaviours >> you wouldn’t typically see in Grade 3 are presenting themselves more
frequently.”
Teachers called attention to a lack of social skills and self-regulation
amongst students, with an increase in children who were not used to
being part of a group. This resulted in teachers needing to provide
students with more coaching to work kindly and co-operatively with
others, Spadafora says.
Nearly all teachers — 95 per cent — reported students’ socio-emotional >> skills were “lower” or “much lower” than past cohorts.
Spadafora says it’s important to pay attention to these behaviours, as
previous research by her team has indicated incivility can be a
precursor to bullying.
“If incivility is heightened after the pandemic, and we know it can
predict bullying behaviour, we should be intervening more in these
lower-level behaviours,” she says.
She encourages parents to talk to their children about manners and
civility in general.
“It all starts with being a kind, respectful person,” she says. “If you
can teach your children that at a really basic level, you’ve laid a good >> foundation for them to build from as they head into the classroom.”
Spadafora’s team now plans to look at whether the rise in incivility has >> continued to climb beyond the period surrounding the COVID-19 school
closures, with a particular focus on the younger demographic.
In the interim, we are 100% prepared/protected in the "full armor of
GOD" (Ephesians 6:11) which we put on as soon as we use Apostle Paul's
secret (Philippians 4:12). Though masking is less protective, it helps
us avoid the appearance of doing the evil of spreading airborne
pathogens while there are people getting sick because of not being
100% protected. It is written that we're to "abstain from **all**
appearance of doing evil" (1 Thessalonians 5:22 w/**emphasis**).
Meanwhile, the only *perfect* (Matt 5:47-8 ) way to eradicate the
COVID-19 virus, thereby saving lives, in Canada & elsewhere is by
rapidly (i.e. use the "Rapid COVID-19 Test" ) finding out at any given moment, including even while on-line, who among us are unwittingly
contagious (i.e pre-symptomatic or asymptomatic) in order to
"convince it forward" (John 15:12) for them to call their doctor and self-quarantine per their doctor in hopes of stopping this pandemic.
Thus, we're hoping for the best while preparing for the worse-case
scenario of the Alpha lineage mutations and others like the Omicron,
Gamma, Beta, Epsilon, Iota, Lambda, Mu & Delta lineage mutations
combining via slip-RNA-replication to form hybrids like "Deltamicron"
that may render current COVID vaccines/monoclonals/medicines/pills no
longer effective.
Indeed, I am wonderfully hungry ( https://groups.google.com/g/sci.med.cardiology/c/6ZoE95d-VKc/m/14vVZoyOBgAJ
) and hope you, Michael, also have a healthy appetite too.
So how are you ?
HeartDoc Andrew, in the Holy Spirit, boldly wrote:
Michael Ejercito wrote:
https://www.reddit.com/r/LockdownSkepticism/comments/1gycyz4/rude_behaviour_spiked_in_ontario_classrooms_after/
Rude behaviour spiked in Ontario classrooms after COVID-19: Brock research >>> Monday, November 04, 2024 | by The Brock News
High school students sitting at the desk in the classroom and using
smart phones with defocused teacher in the background.New Brock
University research shows incivility increased in Ontario classrooms
following school closures tied to the COVID-19 pandemic.
Incivility comes in many forms: texting instead of listening to a
teacher, interrupting classmates who are speaking, showing up late to class.
Following an unprecedented period of at-home learning due to the
COVID-19 pandemic, similar types of disruptive behaviour spiked in
Ontario classrooms, says Natalie Spadafora.
The Brock University Postdoctoral Fellow and her team examined the rate
of classroom incivility in elementary and high schools both before and
after pandemic-related school shutdowns, and saw a significant increase. >>>
Their findings are detailed in the recently published paper Are child
and adolescent students more uncivil after COVID-19?
The research team conducted two separate studies with Ontario
participants, gathering information from 308 adolescents aged nine to 14 >>> as well as 101 primary educators teaching Grades 1 to 3.
Brock University Postdoctoral Fellow Natalie Spadafora.Brock University
Postdoctoral Fellow Natalie Spadafora says incivility increased in
Ontario classrooms following the school shutdowns caused by the COVID-19 >>> pandemic.
They compared data from fall 2019 to that collected in fall 2022 to
gauge the impact the pandemic closures had on the behaviour of young
learners.
Teachers reported that incivility was happening much more frequently in >>> their current classrooms than it did prior to the COVID-19 school
closures, and that there was a lack of awareness of expectations in the
classroom, Spadafora says.
Adolescent students also self-reported engaging in significantly higher
levels of classroom incivility in the 2021-22 school year, while other
variables, such as bullying and friendships, remained relatively the same. >>>
In the retrospective study, 42 per cent of teachers surveyed for the
project reported instances of classroom incivility happening daily,
compared to only six per cent prior to March 2020. Sixty-eight per cent
also rated classroom incivility as moderately or very serious in the >>> 2021-22 school year, compared to 32 per cent before COVID-19.
Teachers expressed there was a general lack of respect, with students
also not following instructions or caring about the consequences of
their behaviour in the classroom, Spadafora says. Many students were
lacking the basic elements underlining classroom civility.
The pandemic closures, which shut down Ontario schools for about 100
days, meant children were not exposed to a typical school routine,
classroom norms and teacher direction in a classroom setting.
The primary years are a fundamental time to establish classroom
routines, behaviours and expectations, Spadafora says, adding the impact >>> the interruption to traditional learning has had is now making itself known.
Many teachers indicated that students did not have the opportunity to
learn and educators the chance to reinforce the rules of the
classroom that are emphasized as students move through subsequent grades. >>>
These children missed out on the early days in the classroom where you
learn how to be in school, Spadafora says. Because of that, behaviours >>> you wouldnt typically see in Grade 3 are presenting themselves more
frequently.
Teachers called attention to a lack of social skills and self-regulation >>> amongst students, with an increase in children who were not used to
being part of a group. This resulted in teachers needing to provide
students with more coaching to work kindly and co-operatively with
others, Spadafora says.
Nearly all teachers 95 per cent reported students socio-emotional
skills were lower or much lower than past cohorts.
Spadafora says its important to pay attention to these behaviours, as
previous research by her team has indicated incivility can be a
precursor to bullying.
If incivility is heightened after the pandemic, and we know it can
predict bullying behaviour, we should be intervening more in these
lower-level behaviours, she says.
She encourages parents to talk to their children about manners and
civility in general.
It all starts with being a kind, respectful person, she says. If you
can teach your children that at a really basic level, youve laid a good >>> foundation for them to build from as they head into the classroom.
Spadaforas team now plans to look at whether the rise in incivility has >>> continued to climb beyond the period surrounding the COVID-19 school
closures, with a particular focus on the younger demographic.
In the interim, we are 100% prepared/protected in the "full armor of
GOD" (Ephesians 6:11) which we put on as soon as we use Apostle Paul's
secret (Philippians 4:12). Though masking is less protective, it helps
us avoid the appearance of doing the evil of spreading airborne
pathogens while there are people getting sick because of not being
100% protected. It is written that we're to "abstain from **all**
appearance of doing evil" (1 Thessalonians 5:22 w/**emphasis**).
Meanwhile, the only *perfect* (Matt 5:47-8 ) way to eradicate the
COVID-19 virus, thereby saving lives, in Canada & elsewhere is by
rapidly (i.e. use the "Rapid COVID-19 Test" ) finding out at any given
moment, including even while on-line, who among us are unwittingly
contagious (i.e pre-symptomatic or asymptomatic) in order to
"convince it forward" (John 15:12) for them to call their doctor and
self-quarantine per their doctor in hopes of stopping this pandemic.
Thus, we're hoping for the best while preparing for the worse-case
scenario of the Alpha lineage mutations and others like the Omicron,
Gamma, Beta, Epsilon, Iota, Lambda, Mu & Delta lineage mutations
combining via slip-RNA-replication to form hybrids like "Deltamicron"
that may render current COVID vaccines/monoclonals/medicines/pills no
longer effective.
Indeed, I am wonderfully hungry (
https://groups.google.com/g/sci.med.cardiology/c/6ZoE95d-VKc/m/14vVZoyOBgAJ >> ) and hope you, Michael, also have a healthy appetite too.
So how are you ?
I am wonderfully hungry!
Michael Ejercito wrote:
Indeed, I am wonderfully hungry (
https://groups.google.com/g/sci.med.cardiology/c/6ZoE95d-VKc/m/14vVZoyOBgAJ >>> ) and hope you, Michael, also have a healthy appetite too.
So how are you ?
I am wonderfully hungry!
Michael Ejercito wrote:
HeartDoc Andrew, in the Holy Spirit, boldly wrote:
Michael Ejercito wrote:
https://www.reddit.com/r/LockdownSkepticism/comments/1gycyz4/rude_behaviour_spiked_in_ontario_classrooms_after/
Rude behaviour spiked in Ontario classrooms after COVID-19: Brock research >>>> Monday, November 04, 2024 | by The Brock News
High school students sitting at the desk in the classroom and using
smart phones with defocused teacher in the background.New Brock
University research shows incivility increased in Ontario classrooms
following school closures tied to the COVID-19 pandemic.
Incivility comes in many forms: texting instead of listening to a
teacher, interrupting classmates who are speaking, showing up late to class.
Following an unprecedented period of at-home learning due to the
COVID-19 pandemic, similar types of disruptive behaviour spiked in
Ontario classrooms, says Natalie Spadafora.
The Brock University Postdoctoral Fellow and her team examined the rate >>>> of classroom incivility in elementary and high schools both before and >>>> after pandemic-related school shutdowns, and saw a significant increase. >>>>
Their findings are detailed in the recently published paper “Are child >>>> and adolescent students more uncivil after COVID-19?”
The research team conducted two separate studies with Ontario
participants, gathering information from 308 adolescents aged nine to 14 >>>> as well as 101 primary educators teaching Grades 1 to 3.
Brock University Postdoctoral Fellow Natalie Spadafora.Brock University >>>> Postdoctoral Fellow Natalie Spadafora says incivility increased in
Ontario classrooms following the school shutdowns caused by the COVID-19 >>>> pandemic.
They compared data from fall 2019 to that collected in fall 2022 to
gauge the impact the pandemic closures had on the behaviour of young
learners.
“Teachers reported that incivility was happening much more frequently in >>>> their current classrooms than it did prior to the COVID-19 school
closures, and that there was a lack of awareness of expectations in the >>>> classroom,” Spadafora says.
Adolescent students also self-reported engaging in significantly higher >>>> levels of classroom incivility in the 2021-22 school year, while other >>>> variables, such as bullying and friendships, remained relatively the same. >>>>
In the retrospective study, 42 per cent of teachers surveyed for the
project reported instances of classroom incivility happening daily,
compared to only six per cent prior to March 2020. Sixty-eight per cent >>>> also rated classroom incivility as “moderately” or “very” serious in the
2021-22 school year, compared to 32 per cent before COVID-19.
“Teachers expressed there was a general lack of respect, with students >>>> also not following instructions or caring about the consequences of
their behaviour in the classroom,” Spadafora says. “Many students were >>>> lacking the basic elements underlining classroom civility.”
The pandemic closures, which shut down Ontario schools for about 100
days, meant children were not exposed to a typical school routine,
classroom norms and teacher direction in a classroom setting.
The primary years are a fundamental time to establish classroom
routines, behaviours and expectations, Spadafora says, adding the impact >>>> the interruption to traditional learning has had is now making itself known.
Many teachers indicated that students did not have the opportunity to
learn — and educators the chance to reinforce — the “rules” of the >>>> classroom that are emphasized as students move through subsequent grades. >>>>
“These children missed out on the early days in the classroom where you >>>> learn how to be in school,” Spadafora says. “Because of that, behaviours
you wouldn’t typically see in Grade 3 are presenting themselves more >>>> frequently.”
Teachers called attention to a lack of social skills and self-regulation >>>> amongst students, with an increase in children who were not used to
being part of a group. This resulted in teachers needing to provide
students with more coaching to work kindly and co-operatively with
others, Spadafora says.
Nearly all teachers — 95 per cent — reported students’ socio-emotional
skills were “lower” or “much lower” than past cohorts.
Spadafora says it’s important to pay attention to these behaviours, as >>>> previous research by her team has indicated incivility can be a
precursor to bullying.
“If incivility is heightened after the pandemic, and we know it can
predict bullying behaviour, we should be intervening more in these
lower-level behaviours,” she says.
She encourages parents to talk to their children about manners and
civility in general.
“It all starts with being a kind, respectful person,” she says. “If you
can teach your children that at a really basic level, you’ve laid a good >>>> foundation for them to build from as they head into the classroom.”
Spadafora’s team now plans to look at whether the rise in incivility has >>>> continued to climb beyond the period surrounding the COVID-19 school
closures, with a particular focus on the younger demographic.
In the interim, we are 100% prepared/protected in the "full armor of
GOD" (Ephesians 6:11) which we put on as soon as we use Apostle Paul's
secret (Philippians 4:12). Though masking is less protective, it helps
us avoid the appearance of doing the evil of spreading airborne
pathogens while there are people getting sick because of not being
100% protected. It is written that we're to "abstain from **all**
appearance of doing evil" (1 Thessalonians 5:22 w/**emphasis**).
Meanwhile, the only *perfect* (Matt 5:47-8 ) way to eradicate the
COVID-19 virus, thereby saving lives, in Canada & elsewhere is by
rapidly (i.e. use the "Rapid COVID-19 Test" ) finding out at any given
moment, including even while on-line, who among us are unwittingly
contagious (i.e pre-symptomatic or asymptomatic) in order to
"convince it forward" (John 15:12) for them to call their doctor and
self-quarantine per their doctor in hopes of stopping this pandemic.
Thus, we're hoping for the best while preparing for the worse-case
scenario of the Alpha lineage mutations and others like the Omicron,
Gamma, Beta, Epsilon, Iota, Lambda, Mu & Delta lineage mutations
combining via slip-RNA-replication to form hybrids like "Deltamicron"
that may render current COVID vaccines/monoclonals/medicines/pills no
longer effective.
Indeed, I am wonderfully hungry (
https://groups.google.com/g/sci.med.cardiology/c/6ZoE95d-VKc/m/14vVZoyOBgAJ >>> ) and hope you, Michael, also have a healthy appetite too.
So how are you ?
I am wonderfully hungry!
While wonderfully hungry in the Holy Spirit, Who causes (Deuteronomy
8:3) us to hunger, I note that you, Michael, are rapture ready (Luke
17:37 means no COVID just as eagles circling over their food have no
COVID) and pray (2 Chronicles 7:14) that our Everlasting (Isaiah 9:6)
Father in Heaven continues to give us "much more" (Luke 11:13) Holy
Spirit (Galatians 5:22-23) so that we'd have much more of His Help to
always say/write that we're "wonderfully hungry" in **all** ways
including especially caring to "convince it forward" (John 15:12) with
all glory (Psalm112:1) to GOD (aka HaShem, Elohim, Abba, DEO), in
the name (John 16:23) of LORD Jesus Christ of Nazareth. Amen.
Laus DEO !
HeartDoc Andrew, in the Holy Spirit, boldly wrote:
Michael Ejercito wrote:
HeartDoc Andrew, in the Holy Spirit, boldly wrote:
Michael Ejercito wrote:
https://www.reddit.com/r/LockdownSkepticism/comments/1gycyz4/rude_behaviour_spiked_in_ontario_classrooms_after/
Rude behaviour spiked in Ontario classrooms after COVID-19: Brock research
Monday, November 04, 2024 | by The Brock News
High school students sitting at the desk in the classroom and using
smart phones with defocused teacher in the background.New Brock
University research shows incivility increased in Ontario classrooms >>>>> following school closures tied to the COVID-19 pandemic.
Incivility comes in many forms: texting instead of listening to a
teacher, interrupting classmates who are speaking, showing up late to class.
Following an unprecedented period of at-home learning due to the
COVID-19 pandemic, similar types of disruptive behaviour spiked in
Ontario classrooms, says Natalie Spadafora.
The Brock University Postdoctoral Fellow and her team examined the rate >>>>> of classroom incivility in elementary and high schools both before and >>>>> after pandemic-related school shutdowns, and saw a significant increase. >>>>>
Their findings are detailed in the recently published paper Are child >>>>> and adolescent students more uncivil after COVID-19?
The research team conducted two separate studies with Ontario
participants, gathering information from 308 adolescents aged nine to 14 >>>>> as well as 101 primary educators teaching Grades 1 to 3.
Brock University Postdoctoral Fellow Natalie Spadafora.Brock University >>>>> Postdoctoral Fellow Natalie Spadafora says incivility increased in
Ontario classrooms following the school shutdowns caused by the COVID-19 >>>>> pandemic.
They compared data from fall 2019 to that collected in fall 2022 to
gauge the impact the pandemic closures had on the behaviour of young >>>>> learners.
Teachers reported that incivility was happening much more frequently in >>>>> their current classrooms than it did prior to the COVID-19 school
closures, and that there was a lack of awareness of expectations in the >>>>> classroom, Spadafora says.
Adolescent students also self-reported engaging in significantly higher >>>>> levels of classroom incivility in the 2021-22 school year, while other >>>>> variables, such as bullying and friendships, remained relatively the same.
In the retrospective study, 42 per cent of teachers surveyed for the >>>>> project reported instances of classroom incivility happening daily,
compared to only six per cent prior to March 2020. Sixty-eight per cent >>>>> also rated classroom incivility as moderately or very serious in the >>>>> 2021-22 school year, compared to 32 per cent before COVID-19.
Teachers expressed there was a general lack of respect, with students >>>>> also not following instructions or caring about the consequences of
their behaviour in the classroom, Spadafora says. Many students were >>>>> lacking the basic elements underlining classroom civility.
The pandemic closures, which shut down Ontario schools for about 100 >>>>> days, meant children were not exposed to a typical school routine,
classroom norms and teacher direction in a classroom setting.
The primary years are a fundamental time to establish classroom
routines, behaviours and expectations, Spadafora says, adding the impact >>>>> the interruption to traditional learning has had is now making itself known.
Many teachers indicated that students did not have the opportunity to >>>>> learn and educators the chance to reinforce the rules of the
classroom that are emphasized as students move through subsequent grades. >>>>>
These children missed out on the early days in the classroom where you >>>>> learn how to be in school, Spadafora says. Because of that, behaviours >>>>> you wouldnt typically see in Grade 3 are presenting themselves more >>>>> frequently.
Teachers called attention to a lack of social skills and self-regulation >>>>> amongst students, with an increase in children who were not used to
being part of a group. This resulted in teachers needing to provide
students with more coaching to work kindly and co-operatively with
others, Spadafora says.
Nearly all teachers 95 per cent reported students socio-emotional >>>>> skills were lower or much lower than past cohorts.
Spadafora says its important to pay attention to these behaviours, as >>>>> previous research by her team has indicated incivility can be a
precursor to bullying.
If incivility is heightened after the pandemic, and we know it can
predict bullying behaviour, we should be intervening more in these
lower-level behaviours, she says.
She encourages parents to talk to their children about manners and
civility in general.
It all starts with being a kind, respectful person, she says. If you >>>>> can teach your children that at a really basic level, youve laid a good >>>>> foundation for them to build from as they head into the classroom.
Spadaforas team now plans to look at whether the rise in incivility has >>>>> continued to climb beyond the period surrounding the COVID-19 school >>>>> closures, with a particular focus on the younger demographic.
In the interim, we are 100% prepared/protected in the "full armor of
GOD" (Ephesians 6:11) which we put on as soon as we use Apostle Paul's >>>> secret (Philippians 4:12). Though masking is less protective, it helps >>>> us avoid the appearance of doing the evil of spreading airborne
pathogens while there are people getting sick because of not being
100% protected. It is written that we're to "abstain from **all**
appearance of doing evil" (1 Thessalonians 5:22 w/**emphasis**).
Meanwhile, the only *perfect* (Matt 5:47-8 ) way to eradicate the
COVID-19 virus, thereby saving lives, in Canada & elsewhere is by
rapidly (i.e. use the "Rapid COVID-19 Test" ) finding out at any given >>>> moment, including even while on-line, who among us are unwittingly
contagious (i.e pre-symptomatic or asymptomatic) in order to
"convince it forward" (John 15:12) for them to call their doctor and
self-quarantine per their doctor in hopes of stopping this pandemic.
Thus, we're hoping for the best while preparing for the worse-case
scenario of the Alpha lineage mutations and others like the Omicron,
Gamma, Beta, Epsilon, Iota, Lambda, Mu & Delta lineage mutations
combining via slip-RNA-replication to form hybrids like "Deltamicron"
that may render current COVID vaccines/monoclonals/medicines/pills no
longer effective.
Indeed, I am wonderfully hungry (
https://groups.google.com/g/sci.med.cardiology/c/6ZoE95d-VKc/m/14vVZoyOBgAJ
) and hope you, Michael, also have a healthy appetite too.
So how are you ?
I am wonderfully hungry!
While wonderfully hungry in the Holy Spirit, Who causes (Deuteronomy
8:3) us to hunger, I note that you, Michael, are rapture ready (Luke
17:37 means no COVID just as eagles circling over their food have no
COVID) and pray (2 Chronicles 7:14) that our Everlasting (Isaiah 9:6)
Father in Heaven continues to give us "much more" (Luke 11:13) Holy
Spirit (Galatians 5:22-23) so that we'd have much more of His Help to
always say/write that we're "wonderfully hungry" in **all** ways
including especially caring to "convince it forward" (John 15:12) with
all glory (Psalm112:1) to GOD (aka HaShem, Elohim, Abba, DEO), in
the name (John 16:23) of LORD Jesus Christ of Nazareth. Amen.
Laus DEO !
Source:
https://narkive.com/LsBANovy.5
Thank you for noting that I have no COVID.
HeartDoc Andrew, in the Holy Spirit, boldly wrote:
Subject: The LORD says "Blessed are you who hunger now ..."
Shame on andrew, look at his red face.
He is trying to pull a fast one. His scripture bit is found among these:
'14 Bible verses about Spiritual Hunger'
Psalms
81:10 I am the LORD thy God, which brought thee out of the land of Egypt: >open thy mouth wide, and I will fill it.
Proverbs
13:25 The righteous has enough to satisfy his appetite, But the stomach of >the wicked is in need.
Joel
2:26 And ye shall eat in plenty, and be satisfied, and praise the name of
the LORD your God, that hath dealt wondrously with you: and my
people shall never be ashamed.
Psalms
107 For he satisfies the thirsty and fills the hungry with good things.
Acts
14:17 "Yet he did not leave himself without witness, for he did good by >giving you rains from heaven and fruitful seasons, satisfying
your hearts with food and gladness."
someone eternally condemned & ever more cursed by GOD perseverated:
HeartDoc Andrew, in the Holy Spirit, boldly wrote:
Subject: a very very very simple definition of sin ...
Does andrew's "definition" agree with scripture? Let's see in 1 John:
John wrote this to christians. The greek grammer (sic) speaks of an ongoing >> status. He includes himself in that status.
1:8 If we say that we have no sin, we deceive ourselves, and the truth is
not in us.
1:9 If we confess our sins, he is faithful and just to forgive us our sins, >> and to cleanse us from all unrighteousness.
1:10 If we say that we have not sinned, we make him a liar, and his word is >> not in us.
https://www.reddit.com/r/LockdownSkepticism/comments/1gycyz4/rude_behaviour_spiked_in_ontario_classrooms_after/
Rude behaviour spiked in Ontario classrooms after COVID-19: Brock research >Monday, November 04, 2024 | by The Brock News
High school students sitting at the desk in the classroom and using
smart phones with defocused teacher in the background.New Brock
University research shows incivility increased in Ontario classrooms >following school closures tied to the COVID-19 pandemic.
Incivility comes in many forms: texting instead of listening to a
teacher, interrupting classmates who are speaking, showing up late to class.
Following an unprecedented period of at-home learning due to the
COVID-19 pandemic, similar types of disruptive behaviour spiked in
Ontario classrooms, says Natalie Spadafora.
The Brock University Postdoctoral Fellow and her team examined the rate
of classroom incivility in elementary and high schools both before and
after pandemic-related school shutdowns, and saw a significant increase.
Their findings are detailed in the recently published paper Are child
and adolescent students more uncivil after COVID-19?
The research team conducted two separate studies with Ontario
participants, gathering information from 308 adolescents aged nine to 14
as well as 101 primary educators teaching Grades 1 to 3.
Brock University Postdoctoral Fellow Natalie Spadafora.Brock University >Postdoctoral Fellow Natalie Spadafora says incivility increased in
Ontario classrooms following the school shutdowns caused by the COVID-19 >pandemic.
They compared data from fall 2019 to that collected in fall 2022 to
gauge the impact the pandemic closures had on the behaviour of young >learners.
Teachers reported that incivility was happening much more frequently in >their current classrooms than it did prior to the COVID-19 school
closures, and that there was a lack of awareness of expectations in the >classroom, Spadafora says.
Adolescent students also self-reported engaging in significantly higher >levels of classroom incivility in the 2021-22 school year, while other >variables, such as bullying and friendships, remained relatively the same.
In the retrospective study, 42 per cent of teachers surveyed for the
project reported instances of classroom incivility happening daily,
compared to only six per cent prior to March 2020. Sixty-eight per cent
also rated classroom incivility as moderately or very serious in the >2021-22 school year, compared to 32 per cent before COVID-19.
Teachers expressed there was a general lack of respect, with students
also not following instructions or caring about the consequences of
their behaviour in the classroom, Spadafora says. Many students were >lacking the basic elements underlining classroom civility.
The pandemic closures, which shut down Ontario schools for about 100
days, meant children were not exposed to a typical school routine,
classroom norms and teacher direction in a classroom setting.
The primary years are a fundamental time to establish classroom
routines, behaviours and expectations, Spadafora says, adding the impact
the interruption to traditional learning has had is now making itself known.
Many teachers indicated that students did not have the opportunity to
learn and educators the chance to reinforce the rules of the
classroom that are emphasized as students move through subsequent grades.
These children missed out on the early days in the classroom where you
learn how to be in school, Spadafora says. Because of that, behaviours
you wouldnt typically see in Grade 3 are presenting themselves more >frequently.
Teachers called attention to a lack of social skills and self-regulation >amongst students, with an increase in children who were not used to
being part of a group. This resulted in teachers needing to provide
students with more coaching to work kindly and co-operatively with
others, Spadafora says.
Nearly all teachers 95 per cent reported students socio-emotional
skills were lower or much lower than past cohorts.
Spadafora says its important to pay attention to these behaviours, as >previous research by her team has indicated incivility can be a
precursor to bullying.
If incivility is heightened after the pandemic, and we know it can
predict bullying behaviour, we should be intervening more in these >lower-level behaviours, she says.
She encourages parents to talk to their children about manners and
civility in general.
It all starts with being a kind, respectful person, she says. If you
can teach your children that at a really basic level, youve laid a good >foundation for them to build from as they head into the classroom.
Spadaforas team now plans to look at whether the rise in incivility has >continued to climb beyond the period surrounding the COVID-19 school >closures, with a particular focus on the younger demographic.
Read more stories in: Digital Displays, Faculty & staff, Featured, Front >Page, Media release, News, Research, Social Sciences
Tagged with: child and youth studies, Natalie Spadafora
On Sun, 24 Nov 2024 13:58:44 -0500, HeartDoc Andrew
<disciple@T3WiJ.com> wrote:
Michael Ejercito wrote:
Indeed, I am wonderfully hungry (
https://groups.google.com/g/sci.med.cardiology/c/6ZoE95d-VKc/m/14vVZoyOBgAJ
) and hope you, Michael, also have a healthy appetite too.
So how are you ?
I am wonderfully hungry!
You two gooks are positively disgusting. https://postimg.cc/mhpmTPQz
On Sun, 24 Nov 2024 09:58:34 -0800, Michael Ejercito
<MEjercit@HotMail.com> wrote:
https://www.reddit.com/r/LockdownSkepticism/comments/1gycyz4/rude_behaviour_spiked_in_ontario_classrooms_after/
Rude behaviour spiked in Ontario classrooms after COVID-19: Brock research >> Monday, November 04, 2024 | by The Brock News
High school students sitting at the desk in the classroom and using
smart phones with defocused teacher in the background.New Brock
University research shows incivility increased in Ontario classrooms
following school closures tied to the COVID-19 pandemic.
Incivility comes in many forms: texting instead of listening to a
teacher, interrupting classmates who are speaking, showing up late to class. >>
Following an unprecedented period of at-home learning due to the
COVID-19 pandemic, similar types of disruptive behaviour spiked in
Ontario classrooms, says Natalie Spadafora.
The Brock University Postdoctoral Fellow and her team examined the rate
of classroom incivility in elementary and high schools both before and
after pandemic-related school shutdowns, and saw a significant increase.
Their findings are detailed in the recently published paper “Are child
and adolescent students more uncivil after COVID-19?”
The research team conducted two separate studies with Ontario
participants, gathering information from 308 adolescents aged nine to 14
as well as 101 primary educators teaching Grades 1 to 3.
Brock University Postdoctoral Fellow Natalie Spadafora.Brock University
Postdoctoral Fellow Natalie Spadafora says incivility increased in
Ontario classrooms following the school shutdowns caused by the COVID-19
pandemic.
They compared data from fall 2019 to that collected in fall 2022 to
gauge the impact the pandemic closures had on the behaviour of young
learners.
“Teachers reported that incivility was happening much more frequently in >> their current classrooms than it did prior to the COVID-19 school
closures, and that there was a lack of awareness of expectations in the
classroom,” Spadafora says.
Adolescent students also self-reported engaging in significantly higher
levels of classroom incivility in the 2021-22 school year, while other
variables, such as bullying and friendships, remained relatively the same. >>
In the retrospective study, 42 per cent of teachers surveyed for the
project reported instances of classroom incivility happening daily,
compared to only six per cent prior to March 2020. Sixty-eight per cent
also rated classroom incivility as “moderately” or “very” serious in the
2021-22 school year, compared to 32 per cent before COVID-19.
“Teachers expressed there was a general lack of respect, with students
also not following instructions or caring about the consequences of
their behaviour in the classroom,” Spadafora says. “Many students were >> lacking the basic elements underlining classroom civility.”
The pandemic closures, which shut down Ontario schools for about 100
days, meant children were not exposed to a typical school routine,
classroom norms and teacher direction in a classroom setting.
The primary years are a fundamental time to establish classroom
routines, behaviours and expectations, Spadafora says, adding the impact
the interruption to traditional learning has had is now making itself known. >>
Many teachers indicated that students did not have the opportunity to
learn — and educators the chance to reinforce — the “rules” of the >> classroom that are emphasized as students move through subsequent grades.
“These children missed out on the early days in the classroom where you
learn how to be in school,” Spadafora says. “Because of that, behaviours >> you wouldn’t typically see in Grade 3 are presenting themselves more
frequently.”
Teachers called attention to a lack of social skills and self-regulation
amongst students, with an increase in children who were not used to
being part of a group. This resulted in teachers needing to provide
students with more coaching to work kindly and co-operatively with
others, Spadafora says.
Nearly all teachers — 95 per cent — reported students’ socio-emotional >> skills were “lower” or “much lower” than past cohorts.
Spadafora says it’s important to pay attention to these behaviours, as
previous research by her team has indicated incivility can be a
precursor to bullying.
“If incivility is heightened after the pandemic, and we know it can
predict bullying behaviour, we should be intervening more in these
lower-level behaviours,” she says.
She encourages parents to talk to their children about manners and
civility in general.
“It all starts with being a kind, respectful person,” she says. “If you
can teach your children that at a really basic level, you’ve laid a good >> foundation for them to build from as they head into the classroom.”
Spadafora’s team now plans to look at whether the rise in incivility has >> continued to climb beyond the period surrounding the COVID-19 school
closures, with a particular focus on the younger demographic.
Read more stories in: Digital Displays, Faculty & staff, Featured, Front
Page, Media release, News, Research, Social Sciences
Tagged with: child and youth studies, Natalie Spadafora
Why do you have this unhealthy interest in children?What unhealthy interest?
Your kind should
never be allowed near a school, playground or wherever children
congregate.
HeartDoc Andrew, in the Holy Spirit, boldly wrote:
Subject: The LORD says "Blessed are you who hunger now ..."
Shame on andrew, look at his red face.
He is trying to pull a fast one. His scripture bit is found among these:
'14 Bible verses about Spiritual Hunger'
Psalms
81:10 I am the LORD thy God, which brought thee out of the land of Egypt: >open thy mouth wide, and I will fill it.
Proverbs
13:25 The righteous has enough to satisfy his appetite, But the stomach of >the wicked is in need.
Joel
2:26 And ye shall eat in plenty, and be satisfied, and praise the name of
the LORD your God, that hath dealt wondrously with you: and my
people shall never be ashamed.
Psalms
107 For he satisfies the thirsty and fills the hungry with good things.
Acts
14:17 "Yet he did not leave himself without witness, for he did good by >giving you rains from heaven and fruitful seasons, satisfying
your hearts with food and gladness."
someone eternally condemned & ever more cursed by GOD perseverated:
HeartDoc Andrew, in the Holy Spirit, boldly wrote:
Subject: a very very very simple definition of sin ...
Does andrew's "definition" agree with scripture? Let's see in 1 John:
John wrote this to christians. The greek grammer (sic) speaks of an ongoing >> status. He includes himself in that status.
1:8 If we say that we have no sin, we deceive ourselves, and the truth is
not in us.
1:9 If we confess our sins, he is faithful and just to forgive us our sins, >> and to cleanse us from all unrighteousness.
1:10 If we say that we have not sinned, we make him a liar, and his word is >> not in us.
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