Assignment # 1: Classroom Management Plan - FEAP (a) 2. a., b., c., d., e., f., h.
Rationale: Organization and adaptation of resources, management of teacher and learner communication and behavior are among the most important skills that a teacher can develop. Basing instructional decision-making on research conducted by leading theorists provides a foundation that supports instructional design, a student-centered learning environment, and facilitates effective instructional delivery and assessment. Having a classroom management plan will not only create routines and expectations, but will allow the teacher to teach and the students to learn.
Description: Â Create a detailed researched-based classroom management plan that supports the differing needs and diversity of learners (FEAP (a) 2. h.) maintains a student centered learning environment that is safe, organized, equitable, flexible, and collaborative (FEAP (a) 2.f.), conveys high expectations to all learners (FEAP (a) 2.c.) , manages individual/class behaviors (FEAP (a) 2.b.), organizes, allocates, and manages the resources of time, space, and attention in the learning environment (FEAP (a) 2.a.). You will identify the linkage(s) between recognized theorists and elements of the Classroom Management Plan that is designed.
Directions: Your Classroom Management Plan must include:
1. Â Theoretical Introduction: Create a Theorist Matrix which includes but is not limited to Kounin, Jones, Ginott, Dreikurs, Glasser, and Canter. Columns in the Matrix should appear as:
1. Â Â Name of Theorist/ Title of Theory
2. Â Â Brief historical backgroundÂ
3. Â Â Basic overview of the theoryÂ
4. Â Â Practical application- Identify a minimum of three theory-related classroom management strategies. Â There should be a stated linkage between the theory-based strategy and the pre-service teacher Statement of Status of Eligibility content area and level.
2. Â Â Personal Philosophy: Provide a narrative personal philosophy of classroom management. Identify connections between research based theories in the Theorist Matrix, be sure to discuss how you will design and structure your learning environment based on the theories. Include an explanation of how this philosophy impacts the physical arrangement of the classroom. Â Discuss the theorist with which you identify and your plans to connect with your students. Find your classroom management style by taking the following survey: http://www.cbv.ns.ca/sstudies/gen3.doc
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3.Plan for Organizing Resources: This is a narrative and a classroom map focusing on the resources of time, space and attention (FEAP (a) 2.a.). The narrative should identify the daily schedule appropriate for the Statement of Status of Eligibility (SSE) certification area and grade levels; availability and storage location of print and hands-on materials including texts, workbooks, kits, and manipulatives; availability and storage of media and materials including computers and SMART boards; furniture placement, including desks, tables, chairs, cabinets, shelving units. (Resources of Space) (FEAP (a) 2.a.) The narrative must clearly identify accommodations for the differing needs and diversity of students (FEAP (a) 2.h.). The narrative should be accompanied by a classroom map to scale. Create a drawing/collage of your â€˜idealâ€™ classroom for display in class. Use these measurements and features: 30â€™x40â€™; windows down one exterior wall, and two hallway doors on the opposing wall. Placements of features described in the narrative should be included. The map will be presented is class. You may create either a poster size presentation with a scale (1/2â€ =1â€™), or a digital presentation.
4.Behavior Management Plan:
a.State five behavioral expectations in positive terms.
b.Identify positive consequences. State your plan for consistent recognition of positive behaviors.
c.Provide developmentally appropriate consequences for when a student chooses to not meet stated expectations. Plan a sequentially more severe list of consequences for repeated negative choices Have an â€œemergencyâ€ clause.
d.Establish classroom procedures so that daily activities become routine:Â
i.Starting the day, taking attendance, and dismissing class.
ii.Entry and exit procedures at the beginning and end of class as well as during class (e.g., going to restroom or drinking fountain).
iii.Movement within the class.
iv.Transitions between subjects/activities.
v.Social interaction within the class Â permissible and not permissible.
vi.Getting and storing materials and personal items.
vii.Quieting the class, including signals for attention.
viii.Responding to interruptions from visitors and from students.
ix.Calling on students.
x.Collecting and returning homework.
xi.Make-ups Â Â homework and tests.
xii.Emergencies for student and campus safety-e.g. fire drill, tornadoes, Code Red (campus lockdown with immediate danger), Code Yellow (campus lockdown, danger is not immediate). (Resources of Time and Attention). (FEAP (a) 2.a.)
e.The description of the Behavior Management Plan must clearly:
i.Address the cultural, linguistic and family background of the students. (FEAP (a) 2.d.)
ii.Support the health, safety and welfare of students.
iii.Provide an explanation of the ways in which the Plan will be clearly communicated to learners and their families.
f.Include a PowerPoint presentation intended for students, families, and colleagues, suitable for use in an Open House presentation to parents and families. Â The PowerPoint will be presented in class using clear, acceptable oral and written communication skills. Â (FEAP (a) 2.e.) All the scored components in the Rubric should be clearly identifiable in the PowerPoint.
|Due By (Pacific Time)||02/25/2015 12:00 am|
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