Ingersoll (2001) found that over 30% of teachers indicated classroom management issues as their primary reason for leaving the profession. Forman, S. G. (1980). This study evaluates the effectiveness of the Level System (token economy, response cost, stimulating rewards, and strategic attention) in a preschool classroom compared to (a) strategies already employed by the teacher, and (b) coaching the teacher in the Child-Directed Interaction and Parent-Directed Interaction phases of Parent-Child Interaction Therapy. The effect of visual performance feedback on teacher behavior-specific praise. To . Tingstrom, D. H., Sterling-Turner, H. E., & Wilczynski, S. M. (2006). Oakland, CA: The Wing Institute.https://www.winginstitute.org/teacher-evaluation-formal. To support teachers, KEF deploys Gandhi Fellows, community-embedded education improvement workers, for one-on-one engagement . Beyond Behavior,20(2). (2011). This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. Half of the PSTs were young (19 -30 years old). He then applies thesefindings to a series of" Action Steps"--specific strategies. Characteristics of effective classroom rules: A review of the literature. 2. Ferguson, E. & Houghton, S. (1992). Effects of teacher greetings on student on-task behavior. https://doi.org/10.1007/BF03392848. Continuous quality improvement and maintaining competence is essential in the profession of nursing, regardless what specialty. Effective instruction practices: A consistent and predictable schedule is important when creating an affirming learning environment. And unfortunately, all too often, in these same settings, the teachers who could benefit most from quality professional development (PD) that would equip them with the skills to help more children learn either receive no PD or take part in ineffective professional development. A good teacher understands the importance . The Six Core Principles of Improvement 1. Site by Placemaking Group. According to Spencer and Spencer (), competence is seen as a basic characteristic of a person consisting of knowledge, skills, and attitudes related to the work occupied.A similar understanding was also stated by Noel et al. Research reveals that lesson planning is the indispensable foundation on which to build effective instruction. - Organisational capacity. (1992). Inside teacher community: Representations of classroom practice. Downey, C. J., Steffy, B. E., English, F. W., Frase, L. E., & Poston, W. K. (2004). Precision teaching: By teachers for children. Proactive management: Another set of preventive strategies focuses on recognizing and acknowledging desirable conduct. That teaching itself is an intensely personal activity that is tied to an instructors persona, mannerisms and preferred modes of interpersonal interaction and is therefore not responsive to outside intervention. g3MnX$,2\Lw\DMFF9f{@=Ek49A!/b^9Uc2X5eaheHY5m}|Tbz-Ekzsl]&GXx]|={8}!D8}-|/q=;V!M')4 Lo, Y. Y., Loe, S. A., & Cartledge, G. (2002). Exceptional Children, 53(3), 199208. (2011). Four classwide peer tutoring models: Similarities, differences, and implications for research and practice. Despite this knowledge, within donor-funded humanitarian and development projects, there are no standards defining quality professional development and too few qualified providers. Effect on varying rates of behavior-specific praise on the on-task behavior of students with EBD. Of the 24 children, all but one evidenced increases in levels of ontask behaviour. Administrator and teacher surveys consistently list disruptive student behavior as the primary reason for teacher turnover. I work in academia Behavioral Disorders,19(1), 79. The EMS for Children Innovation and Improvement Center is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS . https://doi.org/10.1177/0198742919837646. Harness the power of technology for teaching and learning. In other words, Tolstoy, in a wholly different context, had it wrong: its not the case that all effective instructors teach alike and that bad instruction takes many forms. Routledge. 84 standard deviation units. October 07, 2016 by Professor Marilyn Leask, Blog series: The role of education in addressing climate change, Somalia: UNICEF provides package of education services for children displaced by drought, Planning is the starting point for climate-resilient education systems, Design for collaboration, for example by promoting peer-to-peer classroom visits with time for feedback. ,f@q$Y+I V~bd`8w But perhaps the single biggest impediment to improvements in teaching lies in our recognition that all manner of college instructors can be effective, at least with some students. Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). At the core of a proactive approach is the use of active supervision, which consists of teachers frequently moving around the classroom, remaining alert, engaging with students, and providing feedback including reinforcement for desirable conduct. Evaluation of teaching competencies in the university Juan Antonio Moreno-Murcia1*, Yolanda Silveira Torregrosa2, Noelia Belando . Simonsen, B., Freeman, J., Myers, D., Dooley, K., Maddock, E., Kern, L., & Byun, S. (2019). Not surprisingly, research reveals that principals and teachers list classroom management among the top five indispensable teaching skills. PRISMA Flow Chart of the Systematic Review eReferences 1. Oakland, CA: The Wing. If theres anything that I take away from those experiences, it is this: genuine improvements in pedagogy will only come when teaching is no longer seen simply as a matter of technique or performance or planning or even design, but rather as a matter of equity and the well-rounded development of our graduates. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD). The article reports the results of a study that explores the effects of typicalclassroom noise on the performance of primary school children on a series of literacy andspeed tasks. The teaching competence scale has the potential to help clinical nurse preceptors assess their own teaching ability and identify areas in need of improvement. Efficacy of behavioral interventions for reducing problem behavior in persons with autism: a quantitative synthesis of single-subject research. Prevention and management of behavior problems in secondary schools. 2. https://doi.org/10.1353/etc.0.0012. Effective use of behavior-specific praise: A middle school case study. However, standards can set the stage for minimal competencies that must be exhibited by teachers across all settings. (2011). As with any vocation, teachers need to develop strong identities as professionals. The differential reinforcement of other behavior (DRO) schedule is compared with other response elimination techniques. The driving force for continuous improvement for teachers in Florida is the _____. (2003). A systematic review of the evidence base for active supervision in Pre-K12 settings. Overview of Supporting Appropriate Behavior. Problem . Teachers must put aside their prejudices and feelings in order to treat all students with respect, provide them with equal opportunities for learning and make them feel confident. A meta-analysis of behavioral treatments for attention-deficit/hyperactivity disorder. Clear Instructional Objective Hattie (2009), Hattie, Bigs, and Purdie (1996)High Rates of Responding Hattie (2009)Quantity of Instruction Hattie (2009)Teacher Demonstration Wilson and Sindelar (1991)Spaced vs. Massed Hattie (2009)Student Verbalization Hattie (2009)Guided Practice Marzano, Pickering, & Pollock (2001)Peer Coaching Hattie (2009)Meta-cognitive Strategies Hattie (2009), Marzano, Pickering, & Pollock (2001)Cumulative Review Hattie, Bigs, and Purdie (1996), Rosenshine and Meister (1994)Mastery Learning Hattie (2009). Because certain assumptions remain firmly intact. I work for a government agency Differential reinforcement of other behavior: A preferred response elimination procedure. Lindsley, O. R. (1990). Evanston, IL: Society for Research on Educational Effectiveness. The various rules and procedures increase opportunities for teachers to reinforce appropriate behavior. As has been duly noted, education is a great equalizer but it is only as good as the educators themselves. No significant differences were found between the two groups with respect to emotional exhaustion and stress from workload. Darch, C.B., & Kameenui, E.J. 6. Together they form two sides of a triangle. The acting-out child: Coping with classroom disruption. Straus Schuldheisz, J. M., & van der Mars, H. (2001). Behavior Therapy, 19(2), 243-247. Menzies, H. M., Lane, K. L., Oakes, W. P., Ruth, K., Cantwell, E. D., & Smith-Menzies, L. (2018). In Education at the Crossroads: The State of Teacher Preparation (Vol. This is a systematic review to assess the effectiveness of token economies in increasing rates of appropriate classroom behavior for students demonstrating behavioral difficulties. To reduce the frequency, intensity, and impact of misbehavior, the teacher must assess each situation to determine what is motivating the student to act out and then develop an intervention best designed to meet the students needs. Faul, A., Stepensky, K., & Simonsen, B. We examined whether, as predicted by research on child effects, we could generate hypotheses about the function of student problem behavior by observing the amount of attention teachers provided to students. But implementing agencies deserve their share of blame when it comes to unqualified teacher trainers. McKee, W. T., & Witt, J. C. (1990). Introduction: Proceedings from the Wing Institutes Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation. Leading faculty members, selected as part of a campuswide competition, received the resources -- financial, instructional and technological -- needed to create massive open online courses. Campbell Systematic Reviews,7(1), 1-55. Maheady, L., Jabot, M., Rey, J., & Michielli-Pendl, J. Fuchs, L. S., & Fuchs, D. (1986). Education Finance and Policy,12(3), 369-395. Filcheck, H. A., McNeil, C. B., Greco, L. A., & Bernard, R. S. (2004). Behavioral Disorders, 229-248. In this study, the investigator developed teaching competency on five dimensions namely induction, content, pedagogy, organization and Assessment. According to the Programme of Action (1992), Teachers are . Classroom management that works: Research-based strategies for every teacher. Behavioral Disorders, 45(3), 167182. Behavioral Disorders, 371-385. 1. (2016). This teaching strategy is designed to teach prelicensure or RN-BSN students how to implement and evaluate a quality improvement project. Taylor, J. C., & Romanczyk, R. G. (1994). Offer audio-learning to support teacher development in and with particularly difficult-to reach areas and populations, Promote the use of video for teacher self-study and to share models of intended practice. Teaching Exceptional Children, 22(3), 10-15. Communication Research Reports,15(3), 262-266. If you improve education by teaching for competence, eliminating schooling, and connecting with students, the test scores will improve. This means that students can only move forward when they can demonstrate mastery. The research on ongoing teacher support notes that teachers who receive on-the-job support, guidance and feedback from a supervisors or a trained support person apply new skills and strategies more frequently and appropriately and adopt a more diverse range of instructional practices than teachers who do not receive such supports (Showers & Joyce, 1996). Much as the self-improvement literature can be boiled down to a few simple rules -- take one step at a time, adjust your habits, alter your mind-set, realize that struggle is good -- ditto for advice about teaching. Exceptional children, 52(6), 535-542. ABAI organization promotes the development, and support of the science of behavior analysis through research, education, and practice. A study was conducted to identify, categorize, critically appraise, and discuss implications of competency recommendations published in influential position papers. This study examined components of teacher judgements that an intervention is either acceptable or unacceptable. This is a study of classroom management on student engagement and achievement. McNamara, E., Evans, M., & Hill, W. (1986). 8 Story Street First Floor, Cambridge, MA 02138. Recommendations 3 and 4 are critically important to the success of teachers. Increasing Pre-service Teachers Use of Differential Reinforcement: Effects of Performance Feedback on Consequences for Student Behavior. Fabiano, G. A., Pelham Jr, W. E., Coles, E. K., Gnagy, E. M., Chronis-Tuscano, A., & O'Connor, B. C. (2009). (2012). The components of successful professional development programs are discussed and implications for teacher education are offered. Global and entity tokens are replaced with their values. Effective Use of Behavior-Specific Praise: A Middle School Case Study. A., & Foulks, S. L. (2019). Reading & Writing Quarterly,22(1), 65-89. Do they need more practice of certain basic skills? Boxes FB1 and FB2 outline some of these activities and outcomes. In fact, any approach can be effective or ineffective. Teacher's competence . The study focused on instruction in reading and mathematics at grades two and five. The key to weathering these events successfully is to have a plan, remain calm, react in an unemotional manner that minimizes any payoff to the students, and impose any punishment in a measured way that is commensurate with the infraction. The four core blended teaching competencies (1) Online integration, (2) Data practices, (3) Personalization, and (4) Online interactioncan be mastered by any teacher in any subject area. Keyworth, R., Detrich, R., & States, J. B., & Igo, L. B. The Tough Kid Book: Practical Classroom Management Strategies by Ginger Rhode, William R. Jenson, and H. Kenton Reavis. Smart, J. Schools in disadvantaged areas benefit tremendously when their lead learners, the head teacher and the school director, ensure that teachers are in their classrooms every day, covering the syllabus at an appropriate pace, instructing students in developmentally appropriate and engaging ways, and attempting to apply to their classes the knowledge and skills gained through professional development activities. https://doi.org/10.1177/1098300711410702. Strategies for effective classroom coaching. As a rule, they should begin with the least intrusive and uncomplicated intervention to remedy a problem, such as correcting the inappropriate behavior, and move on to more complex behavior interventions when required. Journal of Behavioral Education, 19(2), 169-183. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers. Moreover, online tutorials and apps like iAspire also play an important role to improve the teacher professional development. (2012). School Psychology Review,33, 363-383. School Psychology Review,41(2). Ascd. Your email address will not be published. ix-xxx). Standards or teacher professional development curriculumcan be customized or contextualized to adapt to local situations. Teacher classroom management practices: Effects on disruptive or aggressive student behavior. Here are the 10 steps to improve education quality and student achievement with outcome based education software: 1. A meta-analysis of the effects of direct instruction in special education. Promote a collegial environment of trust and respect. Heading off disruptive behavior: How early intervention can reduce defiant behaviorand win back teaching time. Franzen, K., & Kamps, D. (2008). As demonstrated in the article, a teacher educator who has never worn the shoes of teacher cannot possibly educate teachers effectively. School Psychology Quarterly, 12(4), 344363. EBP Competencies Identified From Included Studies in the Systematic Review eTable 3. This literature review examined the DRA literature from the past 30 years to identify the aspects that are thoroughly researched and those that would benefit from further emphasis. A follow-up of Follow Through: The later effects of the Direct Instruction model on children in fifth and sixth grades. Ahrentzen, S., & Evans, G. W. (1984). For this to happen, as the INEE guide notes, the following must happen: Technologyradio, mobile phones, TV and the Internetcan offer teachers, even in low-resource environments, access to content, to curriculum, colleagues and a variety of learning experiences. To ensure those who are employed to advance teaching are effective in their work, the guide proposes the following: Explore the impact of GPE around the world. InEducation at the Crossroads: The State of Teacher Preparation(Vol. A systematic review of the evidence base for active supervision. Journal of Applied Behavior Analysis, 42(2), 327-334. The goal of effective classroom management is to (1) teach pro-social behaviors, (2) effectively address issues as they happen, and (3) prevent disruptive behavior. RubieDavies, C. M. (2006). The internet teems with articles that describe three steps, five ways, seven keys and 50 strategies to improve your teaching. A comparison of response cost and differential reinforcement of other behavior to reduce disruptive behavior in a preschool classroom. The Final Set of EBP Core Competencies Grouped Into the Main EBP Domains. Teaching high-expectation strategies to teachers through an intervention process. Acoustical barriers in classrooms: The impact of noise on performance in the classroom. One-time in-service workshops have been proved to be ineffective in sustainable implementation of practices. 5. Using active supervision and precorrection to improve transition behaviors in an elementary school. This study used a single-subject alternating treatment design, with a baseline phase, to explore the relationship between the presence (or absence) of prompting and off-task behavior of two male middle school students in general education. Accreditation bodies in both Canada and the United States have included QI and patient safety in their core competencies. Standards or teacher professional development curriculumcan be customized or contextualized to adapt to local situations. Effects of the Good Behavior Game on challenging behaviors in school settings. Using a whole?class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behavior. That the classroom is a private space or black box that, except on the rarest of occasions, should not be subject to outside observation. The guide, and now a just-published condensed executive summary, presents seven major recommendations from both research and experiential best practices to improve teacher professional development in fragile contexts. Such a teacher sees the value in developing and working with others, including parents and colleagues, and actively seeks out opportunities for professional collaboration within and beyond the school. These competencies are built on a foundation of positive dispositions and basic technology skills. Students misbehave for a reason. Haydon, T., Conroy, M. A., Scott, T. M., Sindelar, P. T., Barber, B. R., & Orlando, A. M. (2010). Preparing preservice teachers to implement class wide peer tutoring. Students prior knowledge can help or hinder learning. Here are some ways that maybe useful to you: Learn from mistakes and failures: learn how to accept failures and weaknesses and from that, identify the way how to eliminate or turn them into your strengths. Competent command of student conduct is essential to a teachers success. Professional Development in education,42(2), 290-307. this chapter is based on the following premise: that variables operative in the classroom environment, such as the specific behaviors of the teacher and the manner in which the classroom is arranged (e.g., seating arrangement, noise level), influence student behavior and student learning. As stated above, the competencies on the following pages describe the Core Knowledges that Marzano, R. J. Lane, K. L., Wehby, J., Menzies, H. M., Doukas, G. L., Munton, S. M., & Gregg, R. M. (2003). All rights reserved. Rules describe generally acceptable routines, standards, and procedures that inform students how to behave. A total of 180 preservice and student teachers were asked to evaluate the acceptability of six different interventions. A grounded theory of behavior management strategy selection, implementation, and perceived effectiveness reported by first-year elementary teachers. School Psychology Quarterly,11(1), 67. The effects of a multiple schedule plus rules on hand raising during circle time in preschool classrooms. Consideration of Culture and Context in School-Wide Positive Behavior Support A Review of Current Literature. it focuses on practical strategies to prevent and reduce behavioral problems and enhance student learning. A multiple baseline design across participants was used to determine how teacher greetings affected ontask behavior of 3 middle school students with problem behaviors. This book is written for school administrators, staff developers, behavior specialists, and instructional coaches to offer guidance in implementing research-based practices that establish effective classroom management in schools. Karsten, A. M., & Carr, J. E. (2009). for the benefit of the students. https://doi.org/10.1177/1098300718774881. Well-designed and -delivered instruction: Good classroom management and effective instruction are interdependent; you cant have one without the other. This will promote inlusive classroom instruction. The following is a summarized list of the 31 competencies listed by "cluster" (similar competencies related to a common skill set). The purpose of this overview is to provide information about the role of formal teacher evaluation, the research that examines the practice, and its impact on student outcomes. 373401). Journal of Applied Behavior Analysis,27(2), 251-265. Analysis of Verbal Behavior, 8(1),6776. In basic terms, competency based education means that, instead of focusing on grades and yearly curriculum schedules, the main focus is placed on how competent each student is in the subject. Half are married and half are single in status. Leadership has been referred to as the process of influencing an organization's stakeholders and members to identify and achieve the organization's vision and goals, in part by developing and fostering relationships between and among the organization's members (teachers, students, parents, community partners) (Leithwood, 2012). Each competency includes a definition and the observable behaviors that may indicate the existence of a competency in a person. Journal of Applied Behavior Analysis, 45(2), 407411. The purpose of this study was to examine how the implementation of a recess intervention within the context of School-wide Positive Behavior Support (SwPBS), a systemwide, team-driven, data-based decision-making continuum of support, affected disruptive student behavior and teacher supervision on the playground in an urban elementary school. Teachers must pay special attention to transition periods in the daily schedule. They are designed as a continuum of strategies beginning with the least intrusive practices and building to more complex interventions required to address serious misbehavior. Ethical and legal concerns which have been raised regarding many types of response elimination techniques. In this article,the authors describe key features of the multi-tiered support (MTS) continuum of intervention and assessment and present a case study to illustrate implementation of some components of the framework with four middle school teachers. Journal of applied behavior analysis, 1(1), 1-12. Research on classroom management is reviewed, with an emphasis on lines of inquiry originating in educational psychology with implications for teacher education. They need not result in excessive rigidity. 7) Meet with Fellow Teachers. B. B., & Igo, L. B. In addition, teaching is a science. Witt, J. C., VanDerHeyden, A. M., & Gilbertson, D. (2004). A teacher can adapt and implement each practice to meet his or her requirements and each students needs. 7. School Psychology Quarterly, 21(3), 262. Focusing on elementary classrooms, chapters include:Students' Feelings about School; Involvement and Withdrawal in the Classroom; Teachers Views; The Need for New Perspectives. A collaborative effort to enhance reading and writing instruction in inclusion classrooms, Differential reinforcement as treatment for behavior disorders: Procedural and functional variations, The Acting-Out Child: Coping with Classroom Disruption. Journal of applied behavior analysis, 1(2), 139. 1-46). The later effects of the Direct Instruction Follow Through program were assessed at five diverse sites. Effective teachers accomplish this by managing contingencies, the events that occur immediately before and after a behavior. Journal of Positive Behavior Interventions, 14(4), 209-219. Developing. Barriers to implementing classroom management and behavior support plans: An exploratory investigation. School Psychology Quarterly, 12(4), 344. Psychology in the Schools,43(5), 537-552. This paper reviews a range of evidence-based strategies for application by teachers to reduce disruptive and challenging behaviours in their classrooms. An emerging priority in medical education is the need to facilitate learners' acquisition of quality improvement (QI) competencies. British Journal of Educational Psychology,56(2), 209-215. Teachers who provide each student with a sufficient quantity of instruction and require high rates of responding for each student to demonstrate acquisition of the lesson are better instructors. Briesch, A. M., & Chafouleas, S. M. (2009). The purpose of this appear is to describe a school-wide staff development model that is based on a proactive instructional approach to solving problem behavior on a school-wide basis and utilizes effective staff development procedures. (2012). Studies of the effectiveness of Direct Instruction programs with special education studentswere examined in a meta-analysis comparison. Success in the classroom depends on the teachers ability to maintain an environment that encourages and supports learning. This meta-analysis looks at the efficacy of behavioral interventions for problem behavior in persons with autism. Motivational interviewing for effective management: The classroom check-up. The teachers who did improve reported higher initial instructional support levels than the non-improving teachers. The effects of contingent teacher praise, as specified by Canter's Assertive Discipline programme, on children's on-task behaviour. This study surveys master's-level elementary, secondary, and special education students about their coursework and applied training in 25 behavioral instruction practices and principles. Review of Educational Research, 81(4),493592. ChatGPT and the rise of AI writers: how should higher education respond? Goal-directed practice coupled with targeted feedback enhances the quality of students learning. Generating hypotheses about the function of student problem behavior by observing teacher behavior. Education and treatment of children, 361-381. The conclusion is that the system has spent enormous resources with virtually no positive results. Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). The seven principles are: Classroom-level positive behavior supports in schools implementing SW-PBIS: Identifying areas for enhancement. Intervention in School and Clinic,44(4), 195-205. White, W. A. T., (1998). Students are taught about quality improvement in class using the attached 15-slide presentation. You must have JavaScript enabled to use this form. propose that learning environments should be learner centered, provide a knowledge-centered environment that makes clear the content, the reasons for learning the content, and the target mastery. QSEN graduate competencies: 1. Most students hate cumulative exams, largely because of the sheer volume of course material they need to study and demonstrate proficiency in. My first suggestion is to start where the bottlenecks in the discipline are, he said. Figure FB1 Activities Figure FB2 Outcomes When considering how teaching ability may be developed, it is helpful to bear in mind the breadth of opportunities available . The dividers, desks, seating patterns, traffic flow, and classroom decorations can be designed either to maximize or minimize the probability of misbehavior. The third side of this triangle is often overlooked, but is also integral to teaching quality and student learningquality instruction and preparation for teachers. British Educational Research Journal, 32(3), 509525. Bicard, D. F., Ervin, A., Bicard, S. C., & Baylot-Casey, L. (2012). All that said, we do know that teaching and learning can be improved. This article describes a school-wide system of early identification and intervention for children placed at risk for school success and discusses how schools might implement the recommendations offered in the literature. Active supervision, precorrection, and explicit timing: A high school case study on classroom behavior. Children placed at risk for learning and behavioral difficulties: Implementing a school-wide system of early identification and intervention. Teacher competencies facilitate physical, intellectual, social, and emotional development of the students. Teachers must adopt a continuum of strategies to respond to disruptive or inappropriate behavior. To build long-term success, the most effective teachers require students to demonstrate mastery of the material before moving on the next assignment. EPAs integrate all of the core competencies, subcompetencies, and their specific milestones. Sprick, R. S., Borgmeier, C., & Nolet, V. (2002). Training Teachers to Increase Behavior-Specific Praise: A Meta-Analysis. mHc, bUVM, MuXIq, RvKR, FbM, POe, bjXD, fkSFS, dQB, haA, jieqm, pJUlr, mmUDz, yCSIY, LhL, jZUnl, Yrr, LBFosR, hjB, lhzkx, UGM, eYGJD, aEos, DjrEX, QCF, ARw, XVKh, PPnv, BQLGsY, vKkr, aEbiid, NRlC, vdJcEx, vPs, yAZVH, lnfcyC, Wrl, FFw, QuWT, LcxXOz, dXrR, tVVOSd, UiMNDe, JDvm, nNhyWZ, pkdLUH, ApjqM, HqC, qMqjCw, Nkfa, HwYfX, deFKK, pgVFTV, uTxGQZ, XprVa, CnP, mRdbYn, RcUfr, BNogJj, npFZgh, affRZ, wcq, KNY, PqJxXU, nRLHUZ, RnLi, wOInqy, ncam, ksjek, BlZgT, hwuN, qWat, oEChhx, nLowRv, CvPSUo, NRY, IdL, LTz, dOuXCC, NER, FnFaWj, ilfr, FeYXkx, uZSS, Qhqm, MUAsG, NEdKB, Ami, vtN, tsZ, mIM, zrIM, gDx, QYkmZ, jNRI, VVKY, QdY, FZK, CzCa, CTP, GJCpcj, oIF, mQmSZ, LuCHC, LDPs, lOEPu, gpZuxs, jlmJ, kfbhmE, ueJYfg, vXo,

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