In additional circumstances, a student may joke and or make humorous sounds during independent
seatwork in order to gain teacher and peer attention (Carr et al., 1985; Kilgus, Fallon, & Feinberg, 2016).
I remember that whenever she would teach one class, the other one had to do a
seatwork so she could focus on discussing a topic, then she would do so alternately.
Academic self-efficacy affects cognitive strategy use and self-regulation through the use of metacognitive strategies, and self-efficacy is associated with in-class
seatwork and homework, exams and quizzes, and essays and reports.
seatwork, for example--and is starting to be able to also differentiate between good questions and bad.
Results indicated that higher levels of student self-efficacy and an intrinsic value of the presented task (a belief that the task is interesting and important) were correlated with higher levels of cognitive strategy use by students, higher levels of metacognitive activity, higher levels of student self-regulation, and higher levels of student achievement in a variety of tasks including
seatwork assignments, quizzes, teacher-made tests, lab problems, and essays.
In the meantime, Brenz has stopped attending school although he continues to study from home with the help of his mother who regularly consults his teachers about his
seatwork, assignments and projects.
Too often, preservice teachers show up to a classroom only to find that the students are taking a test, doing
seatwork, or engaging tin other forms of inactive learning.
Differential effects of seating arrangements on disruptive behavior of fifth grade students during independent
seatwork. J Applied Behav Analysis.
Based on baseline observations, 70.2% of observational intervals included large-group instruction, 9.4% included small-group instruction, and 43.8% included independent
seatwork. (Each 10-min interval could include more than one instructional format.) Small-group instruction most often involved laboratory activities.
From
Seatwork to Feetwork: Engaging Students in Their Own Learning appears in its second updated edition to provide revised strategies that have been proven in the classroom to involve students as active learners.
It consisted of behaviors and characteristics in the following categories: interactions (e.g., with student(s)-instructional, with student(s)-managerial), setting (e.g., whole class, individual), instructional orientation (e.g., direct instruction,
seatwork), nature of interaction (e.g., questioning, explaining), purpose of interaction (e.g., focus on content, redirect student thinking), and instructional technology (e.g., to present material, as a communication tool).
The National Association for Educators of Young Children (NAEYC, 2014) expressed concerns that K-12 teaching practices are not aligning practices to the developmental domains and are instead stressing use of developmentally inappropriate instructional strategies like worksheets and
seatwork. TK program's intent is to instead allow flexibility for the educator to use DAP.