Erica Korleski and Maria Oelrich Classroom Management for Elementary and Intermediate Students Kindergarten and 4th

grade Lee Antonello 1. Standards: InTASC Standard # Learning En!ironments" The teacher #orks #ith others to create en!ironments that su$$ort indi!idual and colla%orati!e learning& and that encourage $ositi!e social interaction& acti!e engagement in learning& and self moti!ation' InTASC Standard #4 Content Kno#ledge" The teacher understands the central conce$ts& tools of in(uiry& and structures of the disci$lines he or she teachers and creates learning e)$eriences that make these as$ects of the disci$line accessi%le and meaningful for learners to assure mastery of content' Intasc Standard #* +lanning for Instruction" The teacher $lans instruction that su$$orts e!ery student in meeting rigorous learning goals %y dra#ing u$on kno#ledge of content areas& curriculum& cross"disci$linary skills& and $edagogy& as #ell as kno#ledge of learners and the community of conte)t 2. Teaching Model: ,irect Instruction Interacti!e Instruction 3. Objectives: Students #ill %e a%le to list effecti!e classroom strategies they might use in their classrooms' 4. Materials and Technology: " " " " " " " Com$uter and +ro-ector +re.i $resentation +a$er and $encil for each team' /Teacher $asses out a sheet of $a$er to each team for 0ally ta%le /Students should ha!e their o#n $en or $encil sheets of %utcher $a$ers 12 sheets of $a$ers Mr' Sketch markers' 3 $ieces of #hite $a$er

5. Instructional Procedures: a' Moti!ation4 Engagement5 " 6$on arri!al& Students #ill ha!e assign seating'

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712 7min88' Le ov !oo" and #agan $or ations: Student #ill think a%out #ays to form the #ord 9Lee': After#ards& the students #ill get u$ and form in their grou$s the #ord 9Lee': Students #ill only use their %odies' The students #ill finish and return to their seats' 7; 7min8'8 The teacher #ill ask students5 9#hat is the $ur$ose of forming the #ord 9lee:< =hat does this acti!ity mean to you or to a classroom<: +ossi%le res$onse5 Team %uilding& classroom %uilding' The teacher #ill use thin"%&rite% 'ound'obin (#agan)' The teacher #ill gi!e the discussion to$ic and students #ill #rite do#n the idea they had like to share %efore 0ound0o%in' This #ay students ha!e the change to articulate their thought %efore sharing' The teacher #ill e)$lain that classroom %uilding is one 7of !ery many8 crucial com$onents of classroom management'

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%' Acti!ities or learning e)$eriences5 " 7; minutes8 The teachers #ill introduce the lesson %y gi!ing a %rief o!er!ie# of the to$ics #e #ill %e co!ering #ith the +re.i' " " The teachers #ill start $resenting 9the organi.ation4 classroom flo#: $ortion of the +re.i' 7>2 minutes8 Each team #ill %e $ro!ided a sheet of chart $a$er and #ill %e gi!en time to think and to design an ideal classroom according to the grade they #ere assigned' /num%er >s #ill share their team?s $oster' /Students #ill com$are the different results' =hat #as similar %et#een grades and #hat #as different' Teacher #ill call sticks 7@rou$ Alerting techni(ue8 /The teacher #ill collect $osters and direct students to focus their attention %ack to the $resentation' 71; 7min8'8Teacher #ill go o!er the 0ules and +rocedures $ortion of the +re.i' The teacher #ill create a (uick anchor chart in regards of the information' Then& the students #ill send%a%*roble ("agan)' As a grou$& students #ill generate t#o case scenarios5 one $ositi!e and one negati!e' +ro%lems are 9sent: to other teams to sol!e' After $ro%lems are sol!ed the follo#ing teams& the class #ill regrou$ and share different ans#ers' /The teacher #ill redirect attention to the +re.i once acti!ity is finished' 712 minutes8 The teacher #ill direct students? attention %ack to the $resentation and go o!er the 9+lanning and Conducting instruction: $ortion on an anchor chart' Teacher #ill go o!er the different com$onents for $lanning and conducting instruction' Teacher #ill direct students to rally ta%le' @i!e a sheet of $a$er to the num%er ?s' Instruct students to #rite do#n an e)am$le of ho# they ha!e used the 9#ithitness: or 9o!erla$$ing: strategy or an e)am$le of their mentor teacher using one of the strategies'

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712 minutes8 The teacher #ill $resent the 9Ongoing $rocess: $ortion of the +re.i' Student #ill +ind the $ib (#agan)' The students #ill #rite three statements5 t#o true and one false' They $ass their list to student num%er t#o' Student num%er t#o #ill read the list and look for the fi%' Student three #ill coach' 712 minutes8 Closure5 Students #ill share t#o classroom management as$ects that they think are crucial for good classroom'

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E)tension5 Aigsa# $ro%lem sol!ing' Students #ill organi.e in a se(uence the $ro%lems #ithout sharing #ith teammates #hat their cards say' ,. -cco odations: The lesson has accommodations for di!erse learners' The lesson accommodates of kinetic& !isual& and auditory learners throughout different acti!ities' The lesson does not ha!e accommodations for ELL ho#e!er the lesson can %e ada$ted %y sim$lifying instruction or using sim$le !oca%ulary' Another #ay to ada$t the lesson #ould %e to ha!e demonstrated the instruction for ELLs' Bor e)am$le& if the ELL is re(uire to #rite something& the teacher #ill %ring a $re"#ritten e)am$le of such $ortion of the lesson' .. -ssess ent and /valuation o+ Learning: Bormati!e5 O%ser!ation& note"taking #orksheet& and de!elo$ment throughout the acti!ity' Summati!e5 7; minutes8 The teacher #ill gi!e the students an assessment' 0. !o e&or" -ssign ent: A #orksheet similar to test& if needed' 1. 'e+lection: To %egin #ith& the engagement #as successful' It #as interesting to see our colleagues #ork together in a team%uilding acti!ity' Co#e!er& it #as much (uicker than antici$ated& #hich ironically #orked out #ell %ecause #e almost run out of time' The organi.ation and classroom flo# $ortion #ent #ell' It #as interesting to see the different grade le!els interact' They accurately $ointed out differences and similarities of the classroom?s %lue$rints' Bor the 0ules and $rocedures& instructions #ere not clear and it reflected on the students& ho#e!er& at the end it had a $ositi!e turn out #hen it #as modify' This #as a learning e)$erience to %etter $ace the lesson as #ell as fle)i%ility' Bor the $lanning and conducting instruction $ortion #as nice to hear feed%ack from students' Bor the ongoing $rocess $ortion #as much (uicker than antici$ated due to time constrictions' At the same& it #as successful %ecause students got the change to share their kno#ledge' Lastly& this $ortion %ecame closure %ecause of time'

O!erall& e!eryone #as acti!ely engage and the lesson #ent #ell' The assessment reflects this idea %y ha!ing an DD'DEF success on the (ui. %y ha!ing an outcome of 444' On the other hand& one student needs different engagement acti!ities to gras$ the conce$t %ecause of an outcome of 44'