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Introduction of classroom management issues
Short note on classroom management
Short note on classroom management
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Recommended: Introduction of classroom management issues
This artifact is a classroom management plan that I completed in one of my special education courses with one of my peers. This classroom management plan represents how I plan on setting up my future classroom, the expectation I will have in my classroom and how I will deal with behaviors when they do occur. Within this plan I have a behavior contract a way for me as a teacher to monitor how many times I have to redirect a student. This artifact would fit in standard #3: learning environments since it demonstrates how I plan on managing my classroom in the future. By having a plan, it will allow me to have something to refer to and be able to gain control in my classroom very early on in the school year. This is an example of my best work since
In my Teaching Professions with Field Experience class, we were to create two lesson plans throughout the semester; one that involved the use of technology and the other without. The rules that went along with the lesson plans were as follows: the speaker is supposed to act out the lesson that they have prepared and their classmates were supposed to act accordingly to what grade level the lesson pertained to. Lastly, during the presentations, the students were to write three good qualities the speaker or the presentation had. In addition, they had to write one wish which was something a student thinks would make the lesson better. For the first project lesson I constructed, I incorporated the use of technology to discuss the identification and use of monochromatic colors for the sixth grade level.
The case study that I chose was the case of “The Solar System”. Out of all the three lesson plans, I found Mr. Johnson’s lesson plan to be the most interesting and elaborate. It also included innovative ways to touch on multiple learning styles using both text and visuals.
The physical layout in this classroom consists of the students’ desks in small groups around the classroom and three small group tables at the front of the room, side of the room, and back of the room. There are also cabinets up againt the walls and drawers in the counter in the back of the room. They have the alphabet twice on the wall and numbers one through twenty on the wall, along with pictures that show each number. The room is not very colorful because it is a bluish white color, but the things on the wall make it more comfortable. There is a master schedule on the wall as well. There are labels around the entire room like wall, chair, desk, window, door, etc. There is a Smartboard in the front of the room behind one of the group tables, and two computers beside it. There is also a board behind the Smartboard. To the right of the Smartboard in the c...
I will collaborate with the support staff in the building, families and plan daily activities to bring the vision of inclusion to my classrooms vision of success. I’ll lead small groups that are comprised of Special needs and general education students working to improve specific needs. When planning classroom duties all students will be assigned different jobs at the beginning of the week. Each student will be Special Student of the day at some point throughout the year. When Support Staff comes in the room to work with those in special education, they will pull general education students with prior approval in the group so that the special education student isn’t singled out. Every student in my r room will be included in sharing family activities with the class and take on the responsibility of line
List any special features of your school or classroom setting (e.g., charter, co-teaching, themed magnet, remedial course, honors course) that will affect your teaching in this learning segment.
“Power is exercised only over free subjects, and only insofar as they are free. By this we mean individual or collective subjects who are faced with a field of possibilities in which several ways of behaving, several reactions and diverse compartments may be realized.” (Foucault)
My artifact is a behavioral management plan used during my practicum experience, and a lesson plan used during my student teaching experience. The behavioral management plan is intended for students in pre-k/kindergarten. The plan follows the theories of Piaget, Kolberg and Erikson. It shows preventive strategies to assist the management of the students in the summer practicum such as, using proximity, intervening early, gaining attention, facilitating students, having routines, stating rules and reinforcing positive behaviors. The plan is to assure that the students know their roles as well as the classroom rules and expectations. The lesson plan during my student teaching experience is on adjectives for a 3rd -5th grade autistic support classroom.
The first artifact I chose was an article review I did on development with music for early childhood development: birth to age 6. I Chose this article review because it’s a great article in showing the many ways music can help build children's social-emotional, physical, cognitive, language and literacy development. What I learned from this article is that there are any ways children can develop their skills by using creative new ways for instance like the music in the article that hit five different areas of development just by using music nothing else so think of all the cool other ways as a teacher that you could come up with in help to promote approached yet creative and fun ways of development.
Sayeski, K. L., & Brown, M. R. (2011). Developing a classroom management plan using a tiered
All effective educators need to find ways to motivate their students. The kids that fill our classrooms have different strengths and weaknesses. It is critical that teachers recognize the strengths and weaknesses of their students so they can use the right classroom management strategies to motivate their kids. In this particular case, the student named Jodie is inattentive and uninterested and neither the teacher intern or classroom teacher have a clue how to handle this situation. Ms. Marcia Thomas, who is the young intern feels that Jodie is just a problem child that lacks motivation and there is nothing she can do for this particular student. Ms. Thomas and the lead teacher Ms. Egan both lack the needed classroom management strategies that are necessary to motivate and engage students in a positive learning environment.
Wiggins, G., & Mctighe, J. (2005). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
Classroom management is an important component of successful teaching. It is that teachers create and maintain appropriate behavior of students in classroom settings. (1…) Kessler (2012) mentions that “[s]tudies suggest that up to 51% of children may have a diagnosable mental health disorder, many of which involve severe impairment at home or school” (Kessler et al., 2012). Classroom management is defined as “ [c]lassroom management is the term educators use to describe methods of preventing misbehavior and dealing with it if it arises. In other words, it is the techniques teachers use to maintain control
The evaluation document is a representation of my present teaching ability, and the target areas that I will improve on. I taught the Hooke’s lab investigation, so I grouped students in pairs and had them work in their lab stations. Given the lab stations set up–in aisles–, I decided to have three groups of students work on each side of the aisles; however, the aisles were narrow and the students barely had space to move through them. I did not ask the students to move to other areas of the classroom to prevent losing their focus, but this is something I will be more cautious about in the future. I have to provide a safe classroom environment that allows students to have ample space to work in, so I will verify that I provide the needed space in future classes. I originally thought that proximity would enable adjacent groups to discuss their findings with each other, but even I had a hard time walking through the aisles to reach struggling groups.
In this assignment, I worked with students that had been removed from their regular school setting due to discipline issues. The assigned to my caseload were students with disabilities and the school was required by law to provide education opportunities in the least restrict environment possible. Each student would come to an off-site location and receive one on one instruction for two hours per day.
The teachers were giving the students positive reinforcement throughout the day. In class we talked about how positive reinforcement helps the students to succeed in their classes. Another ah-ha moment was the environment of the classroom. The classroom had no windows at all. In class we talked about what kinds of things are distracting to students with ASD in classrooms and one of those things are the windows in classrooms. The third ah-ha moment was the parent sheets that the teacher and the school provide for the parents. In class we talked about how parent involvement is very important for the students with disabilities. The teacher fills out the parent involvement paper that lets the parents know how the child did in school this week and what their child needs to improve on. The students must give their paper to their parents to look at when they get home. The things that I had learned during my observation experience that I will use in the future for my classroom will be including student learning objectives in the classroom, using positive reinforcement, and get the parents more involved in their child’s education. I will go over with the students what the student learning objectives are in the beginning of class so the students will know what they will be doing and what they will be learning throughout the day. I also will use positive