Praxis Performance Assessment for Teachers Task 1 Contextual Factors Chart

Source of Factor Contextual and Environmental Factors

Community Type: Suburban Socio-economic: to follow Census Data on Families: Occupations: Management: 7,798/30.6% Service: 4, 64/ 6.3% Sale!: ".784/##.7% $arming: ##/."% %on!truction: #,#84/9% &ro'uction: ",338/#0.9% Income: (e!! t)an * 0,000: ,99#/9.#% * 0,000+% 4,999: ,6 0/7."% * ",000+*#4,999: #,96"/ 3.7% *#",000+*34,999: #,963/ 3.7% *3",000+*49,999: 3,4#7/ ".9% *"0,000+*74,999: 3,"93/ 6.6% *7",000+*99,999: #,378/ % * 00,000+* 49,999: ,684/7.8% * "0,000+* 99,999: "3"/#."% *#00,000 or more: 4"6/#. % Me'ian ,ou!e)ol' -ncome: *39,4" .00 Mean ,ou!e)ol' -ncome: *"",343.00 District Enrollment: 903 !tu'ent! Percent Free Lunch: "8% Percent Reduced Lunch: "% Graduation Rate: 76."% Ethnic Breakdo n: .!ian: 0 !tu'ent!/ % .frican .merican: 36#4 !tu'ent!/40% ,i!/anic: 07# !tu'ent!/ #% 0)ite: 4039 !tu'ent!/4"% 1t)er: 9" !tu'ent!/#% Percent ith !EP: unavailable Percent ELL: % Per Pupil E"penditure: *8,360.00

Community
Urban, suburban, or rural; socioeconomic; census data on families

District
Enrollment, percent free and reduced lunch; graduation rate; ethnic breakdown; percent with IEP; percent ELL; per pupil expenditure

School
Enrollment, percent free and reduced lunch; achievement scores; ethnic breakdown; percent with IEP; percent ELL; recognitions; teacher student ratio

Enrollement: 6 8 !tu'ent! Percent Free Lunch: 64% Percent Reduced Lunch: "% Ethnic Breakdo n: .!ian: 9 !tu'ent!/ % .frican .merican: #37 !tu'net!/38% ,i!/anic: 0 !tu'ent!/ 6% 0)ite: #"3 !tu'ent!/4 % 1t)er: 8 !tu'ent!/3% Percent ith !EP: Percent ELL: Reco#nitions: 2/. Teacher$Student Ratio: 3eac)er: 6.8 Stu'ent! Ethnicity: %& students ,i!/anic: 4 !tu'ent! .frican .merican: 8 !tu'ent! %auca!ian: !tu'ent! .frican/%auca!ian 4len': # !tu'ent! Lan#ua#e 'eeds: 3 5(( !tu'ent! Gender: 3 male!/ # female! !denti(ied Special 'eeds: 3 !tu'ent! get rea'ing a!!i!tance Gi(ted$G)T!S Students: 4 !tu'ent! Physical 'eeds: 2/. Cultural Characteristics: 4 ,i!/anic !tu'ent! /lace a great 'eal of im/ortance on famil6 an' e7ten'e' famil6. 3)e6 al!o feel ver6 !trongl6 about re!/ecting t)eir el'er!. Learnin# Styles: 8-nformation came from !/ea9ing wit) coo/erating teac)er: ,an'! on e7/loration: #0 !tu'ent!/80% ;i!ual: 3 !tu'ent!/ #% .u'io: # !tu'ent!/8% Prior Learnin#$E"periences: #4 !tu'ent! /a!!e' eac) gra'e level wit) !tu'ent re/eating a gra'e level )cademic Pro(iciencies: Skill Level in Math: 4elow 8 !tu'ent!, 1n level 8 !tu'ent!, Skill Level in Reading: 4elow 8 !tu'ent!, 1n level 7 !tu'ent!, .bove 0 !tu'ent! Beha*ioral Di((erences: 2o be)avioral i!!ue!:9 Stu'ent! 1cca!ional: 9 !tu'ent! 1ften: 7 Stu'ent! )reas o( !nterest: Sports: Soccer: 4 !tu'ent! 4a!9etball: 7 !tu'ent! $ootball: 6 !tu'ent! Swimming: # !tu'ent! <ancing: " !tu'ent! =6mna!tic!: !tu'ent Animals: .ll !tu'ent! re/orte' li9ing wor9ing wit) animal!

Classroom Demogra hics

Ethnicit!, language needs, gender, identified special needs including gifted, ph!sical needs, and cultural characteristics

!no"ledge of Students
Learning st!les, prior learning experiences, academic proficiencies, behavioral differences, and areas of interest

a. 1ne of t)e mo!t im/ortant factor! in m6 'i!trict i! t)e 'ifference! in occu/ation! of t)e !tu'ent!> /arent!. Mo!t of t)e occu/ation! in =reenwoo' are management an' !ale!. Stu'ie! )ave !)own t)at !tu'ent! w)o )ave /arent! w)o wor9 e7ten'e' )our! u!uall6 'o not )ave a lot of a!!i!tance wit) )omewor9, /ro?ect!, or !tu'6ing. - un'er!tan' t)at /eo/le wit) t)e!e occu/ation! often wor9 long an' un/re'ictable )our!. - ma6 )ave !ome !tu'ent! in m6 cla!! t)at are latc)9e6 c)il'ren. 3)e6 ma6 even ta9e care of 6ounger !ibling!. - will be con!ciou! of t)i! w)en a!!igning )omewor9 an' /ro?ect! t)at nee' e7tra )el/ an' re!ource!. 1ne in!tructional !trateg6 t)at - woul' em/lo6 wit) t)e!e !tu'ent! i! to tie bac9 t)e information t)at we are learning about wit) !ome of t)e ?ob! of t)eir /arent!@. 3)i! will )el/ !tu'ent! !ee an' un'er!tan' a connection between t)e information t)at we learn in cla!! an' w)at t)eir /arent! 'o for a living, or w)at t)e6 ma6 want to 'o for a living. 1ne learning activit6 t)at m6 cla!! woul' /artici/ate in i! )aving t)e /arent! of m6 !tu'ent! come in once a wee9 an' e7/lain w)at t)eir ?ob i! an' w)at t6/e of !9ill! an' e'ucation t)at t)e6 nee' to 'o t)i! ?ob. Stu'ent! nee' to un'er!tan' t)at ever6 occu/ation incor/orate! e'ucation into t)eir 'ail6 activitie!. $armer! )ave to 'eci'e )ow far a/art to /lant t)eir cro/!, )ow man6 cro/! to /lant in eac) row. 3)e6 al!o )ave to figure out )ow to ma7imiAe t)eir /rofit b6 'eci'ing )ow man6 'ifferent t6/e! of cro/! to /lant in eac) fiel'. 3)i! will o/en mo!t of t)e e6e! of t)e !tu'ent! w)en t)e6 realiAe )ow im/ortant t)e information t)at t)e6 are being /re!ente' wit) ever6'a6 i!.

b. . 'i!trict factor t)at - feel mo!t !trongl6 about i! t)at about 63% of !tu'ent! wit)in =reenwoo' <i!trict "0 ta9e a'vantage of t)e free an' re'uce' lunc) !6!tem. Bee/ing t)i! fact in min' - un'er!tan' t)at not all !tu'ent! come from a )ome w)ere t)e6 )ave an unlimite' amount of e'ucational re!ource!. Man6 !tu'ie! )ave !)own t)at !tu'ent! w)o come from low income familie! often 'o not )ave t)e re!ource! an' !c)ema of e7/erience! t)at !tu'ent! w)o come from )ig) income familie! ma6 )ave. 3o en!ure t)at m6 !tu'ent! can com/lete a!!ignment! an' /ro?ect! - will give t)em all of t)e nece!!ar6 material! to com/lete t)e!e a!!ignment!. - will al!o give t)em time 'uring cla!! to 'o an6 re!earc) t)at t)e6 mig)t

nee' to com/lete t)e /ro?ect, !ince - 9now t)at not all of m6 !tu'ent! will )ave acce!! to t)e internet. 1ne learning activit6 t)at - woul' 'o wit) t)e!e !tu'ent! i! to 'o man6 rea' alou'! about !tu'ent! in t)i! !ame economic !ituation. - woul' rea' boo9! li9e C3)o!e S)oe!C. 3)e!e t6/e! of boo9! allow !tu'ent! to relate an' un'er!tan' a c)aracter wit)out feeling attac9e' or victimiAe'. -t al!o allow! !tu'ent! w)o are not in t)i! !ame economic !ituation to begin to e7/erience w)at it mig)t be li9e b6 connecting an' forming a bon' wit) eac) of t)e!e c)aracter!.

c. 3)e !c)ool factor t)at - c)o!e i! t)e !c)ool 'emogra/)ic brea9'own. - c)o!e t)i! becau!e t)i! brea9'own i! one t)at i! 'ifferent from m6!elf an' m6 )ome 'i!trict. M6 coo/erating teac)er al!o ob!erve' t)at t)roug) )er man6 6ear! of teac)ing one of t)e bigge!t factor! to overcome i! racial an' et)nic 'ifference! becau!e !tu'ent! an' teac)er! bot) )ol' on to t)eir belief! !o !trongl6. 1ne in!tructional !trateg6 t)at - woul' em/lo6 i! learning more information on t)e 'ifferent culture! wit)in m6 !c)ool. 3)irt6+eig)t /ercent of !tu'ent! at t)i! !c)ool are .frican .merican an' !i7teen /ercent of !tu'ent! are ,i!/anic. 46 learning more information about t)e!e culture! - will un'er!tan' w)at conce/t! be)avior! t)at t)e6 fin' im/ortant. - will )ave a better un'er!tan'ing of w)at t)eir )ome life i! li9e an' w)at i! !ociall6 acce/table. - woul' u!e t)i! information w)en /lanning m6 rea'ing grou/!. Stu'ent! will be given varie! material! on 'ifferent culture! an' will rotate t)eir boo9! ever6 two wee9 !o t)at eac) grou/ of !tu'ent! )a! an o//ortunit6 to learn an' !)are information about t)eir culture. Stu'ent! will be activel6 /artici/ating in rea'ing grou/! wit) /eer! t)at are on a !imilar rea'ing an' com/re)en!ion level to )el/ ma9e !ure t)at all !tu'ent! are /artici/ating an' not being out!)ine'. 1ne !trateg6 t)at - woul' em/lo6 i! to c)oo!e c)aracter! in boo9! an' vi'eo! t)at we watc) t)at are all raciall6 'ifferent. 3)i! !)ow! t)e!e !tu'ent! t)at t)e6 are im/ortant wit)in t)e cla!!room an' wit)in t)e communit6. 3)i! activit6 will )el/ !tu'ent! feel t)at t)e6 are im/ortant an' )ave t)e o//ortunit6 to

live t)e live! t)at t)e c)aracter! in t)e!e material! live. -t al!o )el/! o/en t)e e6e! of t)e ot)er !tu'ent! an' allow! t)em to !ee t)e!e !tu'ent! a! eDual! an' relate to t)eir live! in a nont)reatening environment. - )ave !een t)at w)en !tu'ent! feel t)at t)e6 are raciall6 re/re!ente' in t)e cla!!room t)at t)eir

confi'ence goe! u/ an' t)e6 are able to relate to !9ill !et! of t)e c)aracter!. . !trateg6 t)at - woul' u!e i! to allow !tu'ent! to rea' boo9! t)at )ave raciall6 'iver!e c)aracter!. - woul' em/lo6 t)i! !trateg6 for t)e !ame rea!on!.

a.

3)e cla!!room+'emogra/)ic factor t)at - feel i! mo!t im/ortant in m6 cla!!room i! t)e language 'ifference! between m6 5ngli!) (anguage (earning !tu'ent! an' me. Multi/le !tu'ie! !)ow )ow 'ifficult t)e e'ucational life of an 5(( !tu'ent can be. 3)e6 )ave man6 factor! to overcome before being able com/re)en' an' un'er!tan' t)e mo!t !im/le of le!!on!. - )ave t)ree !tu'ent! in m6 cla!! w)o receive 5(( !u//ort an' one more !tu'ent w)o!e )ome language i! S/ani!). 1ne in!tructional !trateg6 t)at - will u!e wit) t)e!e !tu'ent! i! to intro'uce an6 material t)at - believe ma6 be confu!ing or )ar' to un'er!tan' a 'a6 or two before we begin t)e material. Stu'ent! will be given rea'ing a!!ignment! in a'vance !o t)at t)e6 )ave time to become familiar wit) t)e material before we begin. Stu'ent! will al!o be rea' te!t! an' a!!e!!ment! out lou' to en!ure t)at t)e6 un'er!tan' w)at t)e Due!tion! are a!9ing. 3)i! will )el/ me evaluate t)e !tu'ent!@ 9nowle'ge of t)e material an' not ?u!t t)eir abilit6 to rea' an' un'er!tan' 5ngli!). 1ne learning activit6 t)at - feel woul' reall6 benefit t)e!e !tu'ent! i! to be /artnere' wit) an 5ngli!) !/ea9ing !tu'ent w)o i! )ig)l6 literate an' )a! a goo' gra!/ an' un'er!tan'ing of t)e correct grammar an' !entence !tructure. 46 con!tantl6 !/ea9ing wit) t)i! !tu'ent it i! inevitable t)at t)e!e !tu'ent! will Duic9l6 /ic9 u/ t)e language, e7/an' t)eir vocabular6, an' Duic9l6 un'er!tan' t)e i'iom! of t)e culture.

b.

1ne 9nowle'ge+of+!tu'ent! factor t)at - feel i! ver6 im/ortant wit)in m6 cla!!room i! t)e be)avioral 'ifference! in m6 cla!!room. M6 coo/erating teac)er feel! t)at t)i! i! a big i!!ue wit)in our cla!!room. S)e al!o feel! t)at it nee'! to be /u!)e' an' enforce' 'ail6 to en!ure t)at t)e !tu'ent! will be !ucce!!ful in mi''le !c)ool an' t)roug)out t)eir e'ucation. - am in a fift) gra'e cla!!room an' t)e !tu'ent! are wor9ing on t)eir in'e/en'ence an' rea'6ing t)em!elve! for t)e rigor of mi''le !c)ool. Some of t)e!e !tu'ent! )ave /rove' t)at t)e6 are rea'6 for mi''le !c)ool b6 /roving t)at t)e6 /ut fort) effort in t)eir

!c)ool wor9, li!ten, are organiAe', an' are re!/on!ible. 1ne in!tructional !trateg6 t)at i! being em/lo6e' in our cla!!room i! a rewar' !6!tem ba!e' on t)e be)avior! of t)e !tu'ent!. 3)e !tu'ent!@ name! are /lace' in a buc9et ever6 time t)e6 are caug)t 'oing !omet)ing t)at fit! our be)avioral !6!tem. 3)e !tu'ent! love t)e /riAe! an' are e7tremel6 motivate' to )ave t)eir name! 'rawn. 1ne learning activit6 t)at we went over wit) t)e !tu'ent! i! to go t)roug) eac) of t)e four main be)avioral Dualitie! t)at we are loo9ing for. 3)e!e main be)avior! are re!/on!ibilit6, li!tening, being organiAe', an' /utting wort) effort into t)eir e'ucation. -n grou/! t)e !tu'ent! create' a Cloo9! li9eC li!t an' a C'oe!n@t loo9 li9eC li!t for eac) be)avioral Dualit6. Stu'ie! )ave !)own t)at t)i! )el/! t)e !tu'ent! to create t)eir own un'er!tan'ing of w)at eac) of t)e four Dualitie! loo9! li9e an' )ow t)e6 can 'i!/la6 eac) of t)e!e wit)in t)e cla!!room.

c. 3wo im/ortant re!ource! t)at - woul' u!e wit)in m6 cla!!room are t)e (uc6 %al9in! rea'ing an' writing

!6!tem an' our Me'ia S/eciali!t. 3)e (uc6 %al9in! !6!tem i! one t)at =reenwoo' <i!trict "0 )eavil6 !u//ort! an' i! beginning to im/lement in all of t)eir elementar6 !c)ool!. 3)e (uc6 %al9in! rea'ing an' writing !6!tem !u//lie! !tu'ent! wit) !mall bite! of information t)at i! ea!il6 com/re)en!ible an' t)en give! t)em t)e o//ortunit6 to wor9 an' /rogre!! on t)eir !9ill!. -t )el/! to a!!e!! w)at level t)e !tu'ent! are on an' /u!)e! t)em to continue climbing an' ma9ing e'ucational gain!. -t i! al!o ver6 beneficial w)en our me'ia !/eciali!t come! an' wor9! wit) t)e !tu'ent!. S)e i! ver6 u/ to 'ate on all of t)e newe!t an' mo!t beneficial tec)nolog6 to u!e in t)e cla!!room. S)e recentl6 wor9e' wit) t)e !tu'ent! on ma9ing an online boo9 trailer. 3)i! wa! a fun wa6 for t)e !tu'ent! to !)owca!e t)eir 9nowle'ge of 'ifferent boo9! w)ile /racticing t)eir com/uter !9ill!, w)ic) will !oon be e!!ential w)en being a!!e!!e' t)roug) Smarter 4alance. '. .not)er re!ource t)at !tu'ent! woul' benefit from i! 3)e Mu!eum, a mu!eum in t)e )eart of =reenwoo'. 3)i! i! reall6 beneficial to t)e !tu'ent! in m6 cla!! w)o are vi!ual an' )an'! on learner!. 3)ere are man6 activitie! on t)i! web!ite t)at t)e !tu'ent! can /artici/ate in an' learn from. 3)i! re!ource i! bot) a /)6!ical /lace w)ere !tu'ent! can go for fiel' tri/! an' a virtual tour t)at can be

acce!!e' at http://www.emeraldtriangle.sc/museum/E hi!its"#hangingE hi!its.asp . 3)e 'i!trict - am currentl6 !tu'ent teac)ing at i! /u!)ing for teac)er! to im/lement tec)nolog6 into t)eir cla!!room!. 3)e 'i!trict believe! t)at t)i! will /re/are !tu'ent! for t)eir future career! an' i! a !im/le wa6 to reac) !tu'ent! t)at i! on t)eir intere!t an' e'ucational level. 3)e!e tour! allow !tu'ent! to go into t)e mu!eum an' interact wit) t)e e7)ibit!. 3)i! give! t)em a more aut)entic e7/erience b6 allowing t)em an!wer Due!tion! an' /la6 game!, rat)er t)an ?u!t viewing material.

A.

3o /romote m6 !tu'ent!@ engagement an' learning - woul' tr6 to )onor an6 reali!tic reDue!t to t)e /rom/t, CSc)ool woul' be better if...E $or e7am/le, one /articular !tu'ent !ai' t)at !c)ool woul' be better if Cwe coul' !/en' more time 'oing e7/eriment!C. - will wor9 to incor/orate a! man6 )an'! on or e7/eriment li9e activitie! a! /o!!ible. Stu'ent will 'o e7/eriment! in t)i! cla!!room an' will u!e t)i! o//ortunit6 a! a c)ance to wor9 on t)eir writing !9ill!. 3)e6 will write u/ t)eir fin'! an' create man6 ?ournal entrie! on t)i! to/ic. 3)e !tu'ent! recentl6 com/lete' a )an'! on activit6 w)ere t)e6 cut u/ writing /rom/t! to 'etermine w)at information wa! im/ortant an' w)at information wa! fluff. 3)i! )el/e' t)e !tu'ent! learn )ow to accuratel6 an!wer writing /rom/t!. -t i! im/ortant to incor/orate t)e !tu'ent!> !ugge!tion! into 6our cla!!room to !)ow !tu'ent! t)at t)eir o/inion i! vali' wit)in t)e cla!!room. 3)i! al!o !)ow! t)em t)at t)e6 get to ma9e !ome of t)e 'eci!ion! about t)eir e'ucation. M6 coo/erating teac)er believe! t)at t)e more voice t)at t)e !tu'ent! )ave wit)in t)e cla!!room t)e more engage' t)e6 are.

B.

1ne ver6 im/ortant Due!tion t)at - a!9e' m6 !tu'ent! on t)eir intere!t inventorie! wa! about t)eir e'ucational nee'! in grou/ !etting. 3)i! information i! im/erative w)en tr6ing to in'ivi'ualiAe eac) !tu'ent@! e'ucational e'ucation. 3o en!ure t)at eac) !tu'ent i! )aving )i! or )er nee'! met it i! im/ortant to 'etermine w)at environment t)e6 learn t)e be!t in an' combine t)i! information to )el/ eac) !tu'ent grow. . /articular !tu'ent !ai' t)e6 learn be!t in /artner!, t)e6 t)en learn be!t

in'ivi'uall6, ne7t in !mall grou/!, followe' b6 w)ole cla!! in!truction, an' la!tl6 in large grou/!. 3o )el/ meet t)e nee'! an' t)e reDue!t of t)i! !tu'ent - woul' fin' a /artner t)at wor9! well wit) t)i! !tu'ent. - woul' ma9e !ure t)at t)e6 are be)aviorall6 com/atible an' are able to !ta6 on to/ic an' focu!e' w)ile wor9ing toget)er. 3)e!e !tu'ent! woul' al!o /u!) eac) ot)er to wor9 to t)eir )ig)e!t level!. -t woul' be mo!t beneficial to )ave t)i! !tu'ent /artnere' wit) a !tu'ent t)at i! wea9 in 'ifferent area!. 3)i! will allow t)e !tu'ent! to teac) eac) ot)er. - woul' t)en continue to move 'own t)e gra'ient an' allow! t)e !tu'ent to wor9 in'ivi'uall6 at time!. -t woul' be beneficial to /erform a !mall w)ole cla!! le!!on at t)e beginning of a /erio' an' t)en brea9 off into t)e t6/e of grou/ing t)at benefit! eac) !tu'ent be!t.

.. M6 met)o' of communication a''re!!e! bot) m6 S/ani!) an' 5ngli!) !/ea9ing !tu'ent! an' familie!. 0it)in m6 cla!!room 6% of m6 !tu'ent! are 5ngli!) (anguage (earner!. 3)e 'emogra/)ic 'ifference of language between me an' !ome of m6 !tu'ent! i! one t)at can be 'ifficult to overcome. 46 !en'ing out m6 /arent intro'uction letter in bot) 5ngli!) an' S/ani!) it !)ow! /arent! t)at - am o/en to communicating an' overcoming 'ifference! in culture to )el/ benefit t)e !tu'ent! wit)in m6 cla!!room. 3)i! al!o im/rove! t)eir un'er!tan'ing an' engagement. -t )el/! to minimiAe t)e fear create' b6 )aving a language barrier. -t al!o )el/! /arent! to feel t)at t)e6 can freel6 communicate wit) t)e teac)er.

4. 3)i! intro'uction letter fo!ter! interaction! between t)e !tu'ent! an' m6!elf. 3)i! i! ac)ieve' t)roug) t)e 'i!tribution of t)e letter. - rea' t)e information to t)e !tu'ent! an' we )a' a 'i!cu!!ion about me an' m6 intere!t!. - tol' t)e !tu'ent! w)ere - am !tu'6ing at an' w)at m6 ma?or i!. - tol' t)em a little about m6 famil6 )i!tor6 an' w)ere - wa! rai!e'. 0e t)en 'i!cu!!e' )obbie! t)at - en?o6 an' )ow - !/en' m6 free time w)en - am not at !c)ool. 3)en t)e !tu'ent! tol' me a little bit about t)eir live! an' t)eir intere!t!. 3)e !tu'ent! were t)en allowe' to a!9 an6 Due!tion! t)at t)e6 mig)t )ave about m6 /re!ence

in t)e room. Some !tu'ent! a!9e' about t)e 'uration of time t)at - will be in t)eir cla!!room, )ow man6 le!!on! - will be teac)ing, an' w)at !ub?ect matter - will be teac)ing on. 3)i! /arent letter fo!ter! communication wit) t)e !tu'ent! an' familie! b6 /utting t)e /arent! at ea!e wit) m6 /re!ence in t)e cla!!room. - al!o en!ure' t)at t)e confi'entialit6 of t)eir !tu'ent will not be com/romi!e' becau!e of m6 /re!ence. - al!o inclu'e' m6 e+mail a''re!! w)ere - can be reac)e' at an6time for t)e Due!tion!, comment!, or concern!. 3)i! communication i! o/en to bot) t)e /arent! an' t)e !tu'ent!. .. 3)e mo!t im/ortant rule in our cla!!room i! t)at bull6 li9e be)avior will not be tolerate'. 3)i! i! a rule t)at all of t)e !tu'ent! benefit from. 3)i! rule allow! t)e !tu'ent! to feel !afe in t)e cla!!room an' aroun' t)eir /eer!. -t )el/! t)em to rela7 an' focu! on t)eir e'ucation rat)er t)an t)eir !afet6. -t al!o allow! for man6 'ifferent grou/ing! an' /artner!)i/! among t)e !tu'ent!. 3)e!e 'ifferent /airing! give !tu'ent! t)e o//ortunit6 to wor9 wit) !tu'ent! of 'ifferent bac9groun'! an' !)are t)eir i'ea!. -t al!o give! !tu'ent! t)e o//ortunit6 to a!9 Due!tion! w)en t)e6 are confu!e' or unclear about a !ub?ect. 3)i! benefit! ot)er !tu'ent! becau!e !tu'ent! u!uall6 )ave t)e !ame general Due!tion!, but !ome !tu'ent! are too !)6 to e7/re!! t)eir nee'!. -t al!o )el/! !tu'ent! to feel /art of t)e cla!!room b6 !)aring t)eir i'ea! an' connection! wit)out our fear of being /ic9e' on or laug)e' at. 3)e!e connection! )el/ t)e !tu'ent! to ma9e meaning out of t)e information t)at t)e6 are receiving. 4. . ver6 im/ortant tec)nolog6 rule t)at our cla!!room enforce! i! t)at !tu'ent! are never to give out /er!onal information t)roug) t)e internet. 3)e !tu'ent! in our cla!!room )ave an almo!t unlimite' acce!! to t)e internet t)roug) t)eir /er!onal 'evice!. 3)e6 al!o wor9 on t)e %)rome/a'! 'ail6. 3)e!e !tu'ent! wor9 wit) t)e internet for !everal )our! eac) wee9. 3)e !tu'ent! are u!uall6 given a mat) le!!on an' are t)en allowe' to e7/lore an' fin' game! an' e7erci!e! to )el/ t)em cement or e7/an' t)eir 9nowle'ge. 3)e !tu'ent! are given a lot of free'om of c)oice to fin' an' recommen' !ite! for t)eir /eer!. 3)e !tu'ent! )ave been in!tructe' multi/le time! )ow to fin' a !afe web!ite. 3)e6 al!o 9ee/ a tec)nolog6 ?ournal w)ere t)e6 9ee/ t)eir u!ername!> an' /a!!wor'!> to web!ite! t)at t)e6 regi!ter for. 3)e!e u!ername! are often fictitiou! an' cannot be trac9e' bac9 to t)e in'ivi'ual !tu'ent. Stu'ent! 9now never to /ut t)eir /er!onal information in t)eir /rofile! !uc) a!F t)eir a''re!!, /)one number, or 'ate of

birt). 3)i! )el/! t)e !tu'ent! an' /arent! to feel t)at t)eir !tu'ent! are !ecure an' )ave /ro/er e'ucation on internet !afet6. 3)i! allow! t)e !tu'ent! to e7/lore wit)out an7iet6 or fear an' focu! on t)eir learning. %. . be)avior met)o' t)at we u!e in our cla!!room i! t)at t)e !tu'ent! in t)e cla!!room !it on e7erci!e ball!. Man6 !tu'ie! )ave !)own t)at t)e!e ball! )el/ !tu'ent! wit) .<</.<,<. -t allow! t)em movement an' a c)ance to fi'get an' get out a little bit of energ6 w)ile !till focu!ing on t)e le!!on! t)at are being taug)t. 3)e ot)er !tu'ent! in t)e cla!!room reall6 en?o6 t)e!e ball! a! well. 3)e !tu'ent! un'er!tan' t)at t)e!e ball! are a /rivilege t)at )a! to be earne' an' can be ta9en awa6. 3)e i'ea of )aving t)eir ball ta9en awa6 from t)em i! enoug) to get t)e !tu'ent! rig)t bac9 on trac9. -t i! a !im/le be)avior mo'ification t)at 'oe! not involve wal9ing la/! at rece!! an' ta9ing awa6 /)6!ical time for t)e !tu'ent!. 3)i! met)o' in!tea' give! t)e !tu'ent! more /)6!ical movement t)roug)out t)e 'a6.