Classroom Mangement

For this assignment, use the same grade level you selected in Topic 2 and the “Class Profile.” Identify seven classroom management procedures that accomplish the following:

1. Establish routines;
2. Optimize time for instruction;
3. Allow the learning environment to operate efficiently;
4. Address digital citizenship, including the safe, ethical, and legal use of technology and digital information;
5. Create a classroom environment that is conducive to learning; and
6. Consider additional concerns that may arise in the classroom consistent with the class profile and grade level.

1. In a total of 350-500 words, write a detailed step-by-step process that identifies how you will teach and practice each procedure.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

2.

Standards assessed in the field experience:

InTASC: 1(a), 1(e), 2(a), 2(b), 2(g), 2(h), 3(a), 3(d), 3(e), 3(j),3(k), 9(l), 10(l)

ACEI: 1, 3.2, 3.4, 5.1, 5.2

Spend 5 hours observing and interviewing a certified teacher in grades 1-8 about the teacher’s classroom management plan, the school’s behavior expectations for students, the school’s behavior management program, and how these expectations are apparent across the campus and in the classroom.

Your interview questions and observation should probe:

• The type, number, and degree to which the expectations are stated in positive language and the rationales for these expectations.
• The forms and locations in which the expectations are posted on the school grounds and in the classroom.
• How expectations are initially taught, reinforced, and monitored school-wide and at the individual classroom level for students who start the academic year at the school site or later in the year.
• When differentiation is appropriate for teaching and reinforcing those expectations, including examples of that differentiation.
• How classroom and school-wide behavioral expectations are communicated to students and families.
• The teacher’s reflections on the overall degree of effectiveness of her or his classroom management plan.
• Recommendations for change of the classroom’s management plan based on personal experiences.

Ask additional questions as appropriate. Retain a copy of the questions asked and responses received.

After the interview and observations, complete the following tasks in 250-500 words:

• Summarize what you found from your  interview and observations;
• Draw conclusions from your summary;
• Apply the conclusions you have drawn to your practices as a future educator.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

3.

For this assignment, use the same grade level you selected in Topic 2 and the “Class Profile.”

In a 250-300 word essay, create your own rules, consequences, and rewards system by doing the following:

1. Choose or create your own set of 3-5 rules with consequences for your future classroom.
2. Research various models of consequence ladders and choose one or create your own based on your research.
3. Describe where and how you will document the consequences.
4. Choose or create your own reward system.
5. Describe where and how you will document the rewards.

Include a minimum of three scholarly references.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

Class Profile

 

Student Name	English Language Learner	Socio-economic Status	Ethnicity	Gender	IEP/504	Other	Age	Reading Performance Level	Math Performance Level	Parental Involvement	Internet Available at Home
Arturo	Yes	Low SES	Hispanic	Male	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Med	No
Bertie	No	Low SES	Asian	Female	No	None	Grade level	One year above grade level	At grade level	Low	Yes
Beryl	No	Mid SES	White	Female	No	NOTE: School does not have gifted program	Grade level	Two years above grade level	At grade level	Med	Yes
Brandie	No	Low SES	White	Female	No	Tier 2 RTI for Math	Grade level	At grade level	One year below grade level	Low	No
Dessie	No	Mid SES	White	Female	No	Tier 2 RTI for Math	Grade level	Grade level	One year below grade level	Med	Yes
Diana	Yes	Low SES	White	Female	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Low	No
Donnie	No	Mid SES	African American	Female	No	Hearing Aids	Grade level	At grade level	At grade level	Med	Yes
Eduardo	Yes	Low SES	Hispanic	Male	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Low	No
Emma	No	Mid SES	White	Female	No	None	Grade level	At grade level	At grade level	Low	Yes
Enrique	No	Low SES	Hispanic	Male	No	Tier 2 RTI for Reading	One year above grade level	One year below grade level	At grade level	Low	No
Fatma	Yes	Low SES	White	Female	No	Tier 2 RTI for Reading	Grade level	One year below grade level	One year above grade level	Low	Yes
Frances	No	Mid SES	White	Female	No	Diabetic	Grade level	At grade level	At grade level	Med	Yes
Francesca	No	Low SES	White	Female	No	None	Grade level	At grade level	At grade level	High	No
Fredrick	No	Low SES	White	Male	Learning Disabled	Tier 3 RTI for Reading and Math	One year above grade level	Two years below grade level	Two years below grade level	Very High	No
Ines	No	Low SES	Hispanic	Female	Learning Disabled	Tier 2 RTI for Math	Grade level	One year below grade level	One year below grade level	Low	No
Jade	No	Mid SES	African American	Female	No	None	Grade level	At grade level	One year above grade level	High	Yes
Kent	No	High SES	White	Male	Emotion-ally Disabled	None	Grade level	At grade level	One year above grade level	Med	Yes
Lolita	No	Mid SES	Native American/ Pacific Islander	Female	No	None	Grade level	At grade level	At grade level	Med	Yes
Maria	No	Mid SES	Hispanic	Female	No	NOTE: School does not have gifted program	Grade level	At grade level	Two years above grade level	Low	Yes
Mason	No	Low SES	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Nick	No	Low SES	White	Male	No	None	Grade level	One year above grade level	At grade level	Med	No
Noah	No	Low SES	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Sharlene	No	Mid SES	White	Female	No	None	Grade level	One year above grade level	At grade level	Med	Med
Sophia	No	Mid SES	White	Female	No	None	Grade level	At grade level	At grade level	Med	Yes
Stuart	No	Mid SES	White	Male	No	Allergic to peanuts	Grade level	One year above grade level	At grade level	Med	Yes
Terrence	No	Mid SES	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Wade	No	Mid SES	White	Male	No	None	Grade level	At grade level	One year above grade level	Med	Yes
Wayne	No	High SES	White	Male	Learning Disabled	Tier 3 RTI for Math	Grade level	One year below grade level	Two years below grade level	High	Yes
Wendell	No	Mid SES	African American	Male	Learning Disabled	Tier 3 RTI for Math	Grade level	One year below grade level	Two years below grade level	Med	Yes
Yung	No	Mid SES	Asian	Male	No	NOTE: School does not have gifted program	One year below grade level	Two years above grade level	Two years above grade level	Low	Yes

 

 

 

© 2014. Grand Canyon University. All Rights Reserved.

© 2015. Grand Canyon University. All Rights Reserved.