Posted: March 25th, 2015

Classroom Management

Classroom Management

Secondary School

You are a teacher with six sections of approximately 20 students each. In all of these sections, the students differ greatly in their academic and social skill levels.

Some of the students seem to immediately grasp the subject matter, others seem to understand the material part of the time, and others never seem to understand the

material. Alex continually talks loudly out of turn and off topic, and spends class time flirting with girls. Liz does not stay in her seat and wanders around the room

distracting other students. Often when Liz starts wandering, you notice several other students will do the same. James can get out of control (although not

frequently), shouting profanities at other students or you and refusing to participate in class. Tasha constantly demands your attention to confirm that she is doing

her work correctly. Usually, Wilson barely talks in class, but when you discussed yesterday’s topic he became enthusiastic and more engaged.

Requirements:
A.  Analyze one student, for your chosen grade level, from the chosen scenario above by doing the following:

Note: While the scenario only broadly outlines grade levels (i.e., elementary and secondary), your responses should be written with respect to the specific grade level

you intend to teach (e.g., first grade, fifth grade, tenth grade).

1.  Explain how the student’s behavior is disruptive to the classroom environment.
2.  Discuss a possible antecedent of the student’s behavior.
3.  Discuss a possible consequence of the student’s behavior.
4.  Discuss an instructional intervention that could mitigate the student’s behavior.
5.  Explain how the outcome could change if the teacher in the scenario applied the instructional intervention from part A4.
a.  Include two sources to support your explanation in part A5.

B.  Explain your personal philosophy of classroom management (suggested length of 1–2 pages) as it relates to the following points:
?  self-management
?  self-efficacy
?  student engagement and motivation
1.  Include two sources to support your explanation in part B.

C.  Discuss two techniques the teacher could use to create an emotionally safe classroom for the student you chose in part A.
1.  Include two sources, one to support each technique in part C.

D.  Discuss how to incorporate various types of technology to enhance the following topics, using one student from your chosen grade level and scenario as an example

for each topic:
1.  teaching
2.  learning
3.  engagement
4.  motivation

Evidence-based strategies and materials related to classroom management, engagement, and motivation form a foundation from which teachers can create an emotionally

safe classroom where all students can learn. This foundation includes designing classroom management plans that include procedures and policies (e.g., policy for late

work, process for taking attendance, use of technology, managing misbehaviors) that promote self-awareness, self-management, self-efficacy, and self-esteem and that

encourage interaction, motivation, and engagement.

Demonstrate your knowledge of evidence-based strategies and materials related to classroom management, engagement, and motivation and demonstrate you can apply this

knowledge to the grade level you desire to teach. Highlight specific aspects of the chosen scenario to relate it more specifically to the grade level you desire to

teach. (I desire to teach 6 grade)

Scenario 1:

Ms. Smith is a teacher with a class of 20 students who vary greatly in their academic and social skill levels. Some of the students are very good in all subjects, some

are good in mathematics but do not read well, others are good readers but do not do as well in mathematics, and a few are struggling with everything. Because Ms. Smith

has had problems in the past with students not completing homework on time or thoroughly, she has developed the following procedures to which she strictly adheres.

At the beginning of the year, she verbally explains her homework policy. She also gives her students handouts for themselves and for their parents with all the

information explained. Throughout the year, when students are not following the policies, she refers them back to the handout.

She has a section of the whiteboard devoted to homework information. On this section, she details exactly what needs to be done, when it needs to be done, how many

points it is worth, and any other pertinent information. She expects students to read and understand this without devoting class time to it.

All homework assignments must be put into the inbox on the right-hand side of her desk at the beginning of class. All late assignments without acceptable excuses have

5% deducted for each day late. The only excuses accepted are notes from parents or doctors with legitimate reasons for why the student could not have done the

homework. Then, the new due date is up to the discretion of the teacher. Typically, a one- or two-day extension is granted.

All graded homework assignments must be picked up from the graded homework basket on the left-hand side of her desk at the beginning of class. This is the

responsibility of every student. If graded assignments are not picked up within two days, Ms. Smith takes them out of the graded homework basket, and students must ask

her for them after class.

If students believe a mistake has been made in the grading of any assignment or exam, they may make a formal appeal. They have two class sessions after they get their

work back to submit an appeal. The appeal should consist of a sentence or two explaining why they believe their answer is correct, and they must support this with the

textbook, notes, or other reasoning. The original answer must be stapled to the back of the grade appeal.

A.  Discuss how a homework policy from above (1 page) promotes best practices by doing the following:
1.  Explain how the policy encourages positive social interaction in the classroom for your desired grade level.
2.  Explain how the policy encourages self-motivation in the classroom for your desired grade level.
3.  Explain how the policy encourages active engagement in the classroom for your desired grade level.
4.  Include two sources to support your discussion.