Unit 4 Assignment 4B

12/20/2014

Classroom Management Notebook

Part 2

Lorand Irinyi

National University

Class: TED626-65466-1412

Instructor: Robert Birdsell

Abstract
This paper is the continuation (Part 2, Sections 5, 6, 7, and 8) of Classroom Management
Notebook (Part 1, Sections 1, 2, 3, and 4) dealing with the following issues:
Section 5: Strategies for Dealing with Challenging Students and Situations
Section 6: Utilizing the Support of Other Educators and Caregivers
Section 7: Legal Issues Regarding Learning Environment
Section 8: Professional Dispositions and Growth Plan

Section 5: Strategies for Dealing with Challenging Students and Situations

Hierarchy of interventions
Dealing effectively with disciplinary issues, especially situations involving
challenging students and situations, is of vital importance for maintaining an optimal
teaching/learning environment in any classroom. Research focused on these matters
estimated that only about half of all classroom time is used for instruction, and
disciplinary problems occupy most of the other half (Marzano et al., 2009, p.27). As
defined by Levin and Nolan (2000) a discipline problem is one that:

interferes with the teaching act

interferes with rights of others to learn

creates a psychologically unsafe environment

creates a physically unsafe environment

destroys property.

Disciplinary problems manifest themselves in various forms and levels of severity,

requiring from me, the teacher, to deal with each problem differently, with distinct levels
of reactions and corrections, and each with its own consequences. Short of situations that
would endanger, in an immediate and clear manner, the safety of anyone in the
classroom, physical or otherwise - my interventions to disruptive behavior would
follow a hierarchy. This hierarchy would be starting with non-verbal, followed by verbal,
and if need would require it, management intervention involving school administration.

I will make all reasonable efforts to prevent any disciplinary issue from degenerating,
and actually, I will make all efforts so that they dont materialize, to begin with. I
understand that effective classroom management, as Levin and Nolan (2000) point out,
is the result of effective instruction, an engaging curriculum, positive student-teacher
relationships, clear expectations and procedures, and a safe and positive school climate.
I will frontload the classroom management issues and will try to anticipate their
occurrence and will have preventive measures in place. Levin and Nolan (2000) state
that, effective classroom managers will spend the majority of their time planning and
implementing measures to prevent misbehavior and support students before minor offtask behavior or disruptions become major discipline problems. I am of the firm opinion
that this is a wise and accurate statement, which I intend to follow closely. The great
majority of discipline problems (almost 97%) in classrooms can, according to research as
Levin and Nolan (2000) point out, either be prevented or redirected to positive behavior
with the use of a preplanned hierarchy of interventions.
The first level is of this hierarchy is non-verbal interventions, and, according to Levin
and Nolan (2000), includes elements like:

planned ignoring, (this technique is based on the rules of extinction, but only used

if the minor infractions are not likely to escalate or spread to others)

signal interference, (with this technique, a non-verbal signal will be provided that

lets the misbehaving student know s/he needs to get back on task)
proximity, (making eye contact with the offending student and moving closer to
her/him).

Although Levin and Nolan (2000) also suggested touch interference (in which case the
teacher uses a light, non-aggressive tap on the students shoulder or back), I will refrain
from using this technique to avoid any misinterpretation - cultural, or otherwise of
making physical contact with a student. The aim of discipline is to decrease disruption to
teaching and/or learning. Keeping this in mind, according to Levin and Nolan (2000),
non-verbal intervention strategies have several advantages. Among them are:

disrupting the learning and/or teaching process is less likely

hostile confrontations with students are minimized

students are provided with an opportunity to self-correct

I, the teacher, am left with a maximum number of alternative interventions to

employ.

When non-verbal interventions are ineffective, I will move to the next level of
intervention, namely Verbal Skills. The use of verbal interventions is particularly
important when misbehavior is potentially

harmful to a student and/or

disruptive for a large number of students in the class.

There are many verbal intervention choices that I can use. I can ask questions
regarding established classroom rules and procedures; I can use I messages; I can give
direct orders. What is important is that, I aim to keep verbal interventions as private and
brief as possible. My goal is to stop the behavior and redirect the student(s). As Levin and
Nolan (2000) point out, with adolescents, it is critical that you avoid embarrassing a

student in front of his/her peers. You also want to diffuse any sort of anger or verbal
defiance. To get into a confrontation, especially an open/public one is
counterproductive, because it backs the student into a corner, and the result of that is
often a power struggle that will only exacerbate the problem. My requests/demands will
have positive phrasing to elicit cooperation. I am going to take into consideration the
nature of the discipline problem that will need verbal intervention from me, as well as the
individual student(s) causing the problem. I will use the most fitting verbal intervention
both for the occasion and the student(s). Some students respond better to direct appeal,
some to reminder of rules, some to explicit redirection, and some to the I messages.
In the event verbal intervention would not solve the problem and/or the situation
would deteriorate further I would use the choice strategies. I would give the student the
choice to determine the consequences for his/her disruptive actions and the next steps that
would follow. The choices would be his/her stopping the disruptive behavior immediately
or my contacting administrative and/or security personnel. I would not vacillate or be
indecisive once the situation would have reached this stage. At this stage there are no
more second chances, the choice will be made by the student(s) or the students actions.
Once administration has been notified, I would also notify the parents, guardians, or
responsible adults. I will make all reasonable efforts to work with the students parents,
family, guardians, or responsible adults to positively influence student behavior.
Strategies for building relationships
It is vital that I, the teacher, build positive relationships with my students, because as
Marzano et al.(2009) state, a critical aspect of effective classroom management, after

rules and procedures and disciplinary interventions, is teacher-student relationships

(p.41). Actually, one might make the case that teacher-student relationships are the
keystone for the other factors (Marzano et al., 2009, p. 41). I think it is true for all
human relationships, to generalize for all parameters. There is a fundamental difference,
though, when it comes to teacher-student relationships. I am the teacher and I am in
charge, and this must be clear and well understood by all. Marzano et al. (2009) state that,
the core of effective teacher-student relationship is a healthy balance between
dominance and cooperation (p. 49). Once I have established and implemented rules and
procedures, as well as positive and negative consequences, I will have communicated my
dominance. Marzano et al. state that, at least two other areas are important to this
communication: exhibiting assertive behavior and establishing clear learning goals (p.
49). This is critical that I do this before I could successfully build positive relationships
with my students. They must understand clearly that I am in charge and that I care about
them and their learning before they would respond positively to my efforts to build
positive relationships with them. I will try to find out about them, and their interests,
academic and personal, as much as I can to show that I care about them not only as
students, but also as people. I will do this knowing full well that all students appreciate
the personal attention of the teacher (Marzano et al., 209, p. 53). This is clear intuitively,
I think. I will build a positive learning environment in my classroom by building positive
relationships with my students, signaling that I care about their success academically as
well as socially. This, as research shows, and I believe intuitively, will reduce classroom
management problems both in their number of occurrence and their seriousness. I will
make extra effort to get to know as much as I can about students who might be difficult to

work with, or who continually act out in my classroom. This will help me not only to
get to know them as people, but to identify the sources/reasons of their behavior in my
classroom, and help resolve issues that might cause them to act up. This will serve a
dual purpose: to help the students and to prevent the disruption of the teaching/learning
process in my classroom. Relationship building, Levin and Nolan (2000) state, is a four
step process. Applying the Four-Step Process, I, the teacher, have to:

Ask myself why and what purpose the students behavior is serving
Develop a sense of empathy and connection to the student
Observe cues and behaviors regarding the personality of the student
Monitor your own interactions with the student.

This requires that I recognize and be aware of the needs of different types of students and
address their needs accordingly. That, I develop a sense of empathy with the student(s);
that I observe cues and behaviors regarding their personality and focus on their positive
traits. I will also have to monitor my own behavior and interactions with the student(s) to
determine if my own disposition influences my interaction with the student(s). I fully
understand that it is a two-way interaction to build positive relationships with my
students.
Breaking the cycle of discouragement
Levin and Nolan (2000) argue that many of our repeat offenders (or chronic behavior
problems) suffer from low self-esteem and have a low success-to-failure ratio. Their
need for a sense of significance, a sense of competence or mastery, a sense of power or
independence and a sense of virtue and generosity have not been fulfilled. These
students are caught in a cycle of discouragement.

It is imperative that this cycle of discouragement be broken. What is important in these

situations, as Levin and Nolan state, is to use management techniques to stop the
inappropriate behavior and, simultaneously engage in behaviors that will help meet the
students needs for feelings of significance, competence, power and virtue. In this way,
we can begin to break the cycle of discouragement. I will use Richard Curwin and
Allen Mendlers Discipline with Dignity 6-Step Process, in tandem with Barbara
Clorosos Brick Wall, Jellyfish, Backbone Model, to break the cycle of
discouragement. The primary step is to build a sense of dignity, to provide a sense of
hope. I think it is very important that students have a sense of hope before taking the next
step, which is to teach students to take responsibility for their action, and to have a plan
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to solve their problems. Applying Curwin and Mendlers Discipline with Dignity I will
provide Positive Prevention Factors, which are: warmth, clearly defined limits, a
democratic atmosphere, a sense of accomplishment, skills recognizing and resolving
conflicts, and focus on the positive. I know that it takes time and patience; that it takes a
caring and dedicated teacher to implement consistent and frequent interventions to help
students in changing their behavior. I think applying the abovementioned techniques and
methods will help breaking the cycle of discouragement, and help students achieve
academic success as well as social success, and will build in my classroom a community
of learning.

Section 6: Utilizing the Support of Other Educators and Caregivers

Identifying Needs
Being a teacher is more, much more than just teaching ones content subject to
students. As Marzano et al. (2009) point out public school teachers must deal with all of
Americas children with the exception of incarcerated teens and children and teens in
mental hospitals (p. 45). This means that, teachers have to identify students with
behavioral issues in their classrooms as early and accurately as they can, in order to
create and maintain an optimal teaching/learning environment for the benefit of all
students, including the chronically misbehaving students themselves. Identifying students
with behavioral issues is something pretty much all teachers will have to deal with,
because, as Marzano et al. (2009) point out, in general, between 12 and 22 percent of all
children in school suffer from mental, emotional, or behavioral disorders, and relatively

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few receive mental health services (p. 47). These are sobering statistics, and as Marzano
et al. (2009) state, the Association of School Counselors notes that 18 percent of
students have special needs that require extraordinary intervention and treatment that go
beyond the typical resources available to the classroom teacher (p. 47). Even if it is not
usually considered part of the regular job of classroom teachers, addressing these severe
issues is unfortunately a reality in todays schools (Marzano et al., 2009, p. 48).
Identifying early and accurately students with behavioral issues and the nature of and
source of their behavioral issues is vital for optimal classroom management because each
behavioral issue required a different reaction/strategy from the classroom teacher. This is
important because as Marzano et al. (2009) state, that the most effective classroom
managers tended to employ different strategies with different types of students, whereas
ineffective managers did not. Specifically, effective managers made distinctions about the
most appropriate strategies to use with individual students based on the unique needs of
those students (p. 48). Studies show that there are five major categories of high-need
students, which are:
1. Passive, with two subgroups: a) Fear of Relationship
b) Fear of Failure
2. Aggressive, with three subgroups: a) Aggressive-Hostile
b) Aggressive-Oppositional
c) Aggressive-Covert
3. Attention Problems, with two subgroups: a) Attention Problems - Hyperactivity
b) Attention Problems Inattentive
4. Socially Inept
Each of the abovementioned behavioral issues manifest different characteristics, and need
to be addressed differently. It is important that each students needs/problems I address
individually and discretely. Levin and Nolan (2000) state that, for the students who are

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chronically disruptive, a well-managed, private conference with the teacher is a sign of

care and respect. In order to really turn these students around, you [I, the teacher] will
need to employ intensive and frequent intervention techniques. In essence, I have to be
with it and pay attention to all small details, like not returned, or poorly completed
homework. This may be sign of incipient behavioral problems, which I will have to
investigate further to identify the source and nature of the behavioral issues. This could
be a sign of behavioral or learning problem. The important thing is to pay attention to
even seemingly small details and to preempt any/all issues that might be exacerbated by
not addressing them in a timely and accurate manner. I will have to administer various
assessments to the student(s) to determine if the observed problem is a learning disability
or behavior problem. This will assist me in determining if there is a need for additional
assistance/accommodation. For instance, modifying academic lessons, prepare an IEP,
refer student(s) for additional testing, or make classroom accommodations according to
various demonstrated needs.

Documentation
No matter whether the issue to be addressed is behavioral, or learning needs issue, all
observations and findings will have to be documented as accurately as possible with all
the relevant information. The information to be documented will have to include all
observables, namely, what the student(s) did, when, where, how, and as far as I could
establish, why. That is, I must document all students disciplinary/learning problems,

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citing date, time, incident, persons involved in the incident, and steps taken to
correct/remedy the situation. All methods attempted at correcting the students
behavioral/learning issues will be named and identified, as well as the students responses
to those methods. In addition to this, I will ask student(s) to fill out a self-analysis form
requiring their take on what caused the problem, and what they think they could have
done differently to prevent the problem from occurring and/or changing their behavior so
that the problem will not occur in the future. All documentation/information will be
stored separately form students academic records and will be kept in strict confidentiality
to protect everyones privacy.
Referral Process
There might come a time when, despite our best efforts, we, classroom teachers, not
being professionals in behavioral/learning sciences, will need outside assistance to deal
with behavior/learning issues in our classrooms. According to Levin and Nolan (2000),
two general guidelines should drive our decision to seek outside assistance. The first
condition for considering a referral is when we have worked our way through all of the
hierarchical interventions and the student shows no improvement. The second condition
is when improvements have been observed, but the student continues to manifest
problems that disrupt either teaching or learning. In both cases, we must be very honest
with ourselves about the amount of time we have given for the strategies to take effect.
With any intervention, we must allow sufficient time for the student to change his/her
behavior. The following outside resources we, classroom teachers, have recourse to:

School administration
School counselor

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School psychologist
Parent/Primary caregiver

Chronic misbehavior requires the involvement of the site administrator. Anytime I

might be contemplating removing a student from the classroom for an extended period of
time, make a change of placements, or institute in-school, or out-of-school suspensions,
the decision must be approved and supported by the site-administrator. In the event of
very deviant behavior, and/or expulsion, action is needed at the district or board level.
If I think that, the assistance of a school counselor may be needed, I will have to
present data on the students behavior and everything that I have done to manage the
problem. All the documentation and data, discussed in the previous section, will provide
the needed examples. The counselor can provide the needed objective perspective in the
situation, offer some great strategies, and/or work more closely with the student.
If there are indications that the students problems appear to be the result of
personality disturbances or family problems, I should seek the help of a school
psychologist. The initial role of the school psychologist is to evaluate and diagnose the
student. Although the psychologist will conduct an independent diagnostic study,
documentation data gathered by me, the teacher, the counselor, and the administrator will
form the foundation upon which the study rests. In cases that involve students with
special needs, particularly those diagnosed with behavior disorders, it is best to seek the
assistance of the Student Study Team.
Parents, or primary caregiver, are often those at home who have information that may
be very useful in determining next steps to support the student. The importance of having

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a very solid home-school relationship cannot be overstated. When assistance of the home
is sought, it is always best to start positively and seek their help (and information), rather
than tell them what I think is the problem.
Before seeking outside help, and making formal referral, I would consult with other
educators and work with them to try to find out and understand why students are not
learning, and/or acting out, and find a solution, if possible.

Section 7. Legal Issues Regarding Learning Environment/Discipline

FERPA
The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. 1232g; 34
CFR Part 99) is a Federal law that protects the privacy of student education records. The
law applies to all schools that receive funds under an applicable program of the U.S.
Department of Education. FERPA gives parents certain rights with respect to their
children's education records. These rights transfer to the student when he or she reaches
the age of 18 or attends a school beyond the high school level. Students to whom the
rights have transferred are "eligible students."
Compelling State Interests/Duty of Care
State legislatures pass laws to address matters of public interest and concern. The
California Constitution is unequivocal: "A general diffusion of knowledge and
intelligence" is essential to the "preservation of the rights and liberties of the people."
Therefore, it says, the state shall provide a free education to its children. In California, it

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is the California Department of Education that is responsible for overseeing the state's
interest in having an educated citizenry. Besides setting content standards for students,
the state also has compelling interests in, and duties to ensuring that, in addition to free
education, all students have access to a learning environment from K 12 that is free
from discriminatory attitudes and practices and acts of hate violence, and directs schools
to adopt policies that guarantee this. It is the duty and responsibility of every school
district to educate and protect its students.
Student Rights
Every student in California has a fundamental constitutional right to an adequate
education that prepares him or her to graduate from high school qualified for a 4-year
state university, a living wage job, and active participation in civic life. Every student has
a further right to educational opportunities equal to those provided to most of the students
in the State. Students, parents and members of the community at large have a right to
know what they may expect California's system of public education to provide for each
student in California, in accord with these fundamental constitutional principles. These
abstract rights must be understood as giving to every student in any public elementary or
secondary school in California a right of access to each of the following:

A clear statement of the academic standards that both define what students are
expected to know, and be able to do at every educational level, and specify the
basic conditions for learning that students, and families, can expect from the
educational system.

Adequate learning materials and resources.

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A suitable learning environment and school classrooms, buildings, and facilities

that enable learning and health.

High quality teachers and counselors.

A course of instruction that will enable all students who wish to do so to compete
for admission to any public university in the state and participate actively in
Californias civic life.

A safe and supportive school environment.

Fair and authentic assessment that is used to measure and improve the quality of
education students receive and supplementary educational services that respond to
identified student needs.

Regular public forums that allow students and parents to communicate their
experiences.

Access to mediation services to resolve conflicts with teachers, principals, or

other school personnel.

IDEA, or Individuals with Disabilities Education Act, was originally enacted by Congress
in 1975 to ensure that children with disabilities have the opportunity to receive a free
appropriate public education, which is their right. IDEA mandates an Individualized
Education Program (IEP) for students with disabilities. An IEP defines the individualized
objectives of a student who has been found with a disability, as defined by federal
regulations. The IEP process is meant to be deliberate and equitable, and the individualized
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program plans that it generates are the means by which the educational concepts outlined in
the law are guaranteed to each student and that student's family. The formation of an
individualized program involves seven steps. These steps are:
1

Pre-referral
The major purposes of this stage of the IEP process are to document and explain
students' difficulties and challenges; to test the effectiveness of classroom
accommodations and modifications; to assess the power of various instructional
interventions; and to monitor students' progress.

Referral
If pre-referral interventions are unsuccessful, an individual is referred for special
education services. Referrals can come from parents, a social service agency, public
health nurses, day care professionals, or a doctor.

Identification
The purpose of this step in the IEP process is to determine whether a youngster has a
disability, whether special education is required, and what types of services are needed.
Evaluations are conducted by multidisciplinary teams made up of professionals who have
expertise in each area of concern.

Eligibility

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The information from the assessment step is used to identify students who actually
have a disability and qualify for special education services. For those students, the IEP
committee then determines what components of the full range of special education and
related services are needed so that an appropriate education can be planned for and
ultimately delivered. The education of those students who do not meet the eligibility
requirements remains the responsibility of general educators.
5

Development of the IEP

For those students who qualify for special education, the next step requires that
parents and the IEP Team make decisions about appropriate education, services, and
placement. The assessment results are used to help make these decisions. It is at this point
that the IEP Team begins its work to outline the individualized education needed by the
student of concern. Collectively, the team membersincluding parents and the individual
(if appropriate)now use the knowledge they have gained to identify resources needed
for that student to access the general education curriculum, determine the appropriate
goals for that individual, and then turn all of that knowledge into a good educational
program for the student.

Implementation of the IEP

Once the IEP is developed, the student's services and individualized program begin.
The IEP now lays out what constitutes an appropriate education for the student, the extent
to which the student participates in the general education curriculum, the

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accommodations the student receives both for instruction and for testing, and the array of
multidisciplinary services from related service providers that support the student's
educational program.
7

Evaluation and reviews

In most states, students' IEPs are reviewed annually. The purpose of the IEP review
meetings is to ensure that students are meeting their goals and making educational
progress.
Teacher Rights
Some of the most basic rights that teachers have extend from the rights that workers,
in general, experience. For example, teachers have a right to work in an atmosphere free
from discrimination and harassment. Teachers have a right to be free from workplace
bullying. Given the varying dynamics of forces that are exerted upon teachers such as
students, administration, and/or parents of students, teachers might experience different
aspects of bullying in the workplace and have a right to be free from these conditions.
Unique to teaching is a right to teach a class free from distraction. Sometimes, students
seek to challenge the teacher's authority and seek to disrupt teacher instruction and the
learning of other students. Parents can be disagreeable when seeking to remedy their
children's behavior when it is disruptive. It is in this light where teachers have a right to
demand their right to "teach in an atmosphere of order and attention." In the midst of
seeking to deliver the high quality of instruction within their vocation, teachers often find
that some students are not simply willing to adhere to understood expectations of

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classroom decorum. In such cases, teachers have a right to enlist administrative and
parental help.
In the classroom teachers have the right to:

Suspend students from class for two days.

EC 48910

Be informed of students violent, criminal, harassing, or threatening conduct.

EC 49079

Make the final decision as to student grades.

EC 49066

Be notified within a reasonable time before a parent visits your classroom.

EC 49091.10

Keep accurate and on-going records of student discipline.

Concerning parents:

Parents are liable for willful misconduct of minor children that causes injury.
EC 48904

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A parent who disrupts a class or school activity is guilty of a misdemeanor.

EC 44811

Teachers should keep a record of all parent and administrator meetings on file at
home.

If a parent meeting becomes unpleasant, immediately stop and demand the attendance
of a representative or administrator.

Although, in general, I will follow school/district rules and/or policies regarding

students use of cell phones in classroom, I will not allow it in my classroom during the
instructional period. Students caught cheating during an in-class assessment will be
referred to the central office and will get a failing grade for the assessment; and I will
have a parent-teacher conference with the students parents/legal guardian.
Students, who I believe have plagiarized their academic work, will have to redo the work
for half credit, or will get no credit at all for the work; and I will have a parent-teacher
conference with the students parents/legal guardian. In the event students would
plagiarize their academic work again, they will be referred to the front office for gross
ethical violation and will get a failing grade for the class.

Section 8: Professional Dispositions and Growth Plan

By the end of this course I will have finished all the prerequisite classes needed for my
student teaching, which I plan to start in fall 2015 semester at one of the local high

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schools. I will be teaching high school physics. I am working towards my Masters

degree in Education with a Single Subject Credential.
The goals for the coming months I have set for myself to achieve my plan to start my
student teaching, and to complete my degree are as follows:

I will complete my required TPA1 and TPA2.

I will complete my required classes for my Masters degree.

I will accomplish these goals by working on my TPA1 and TPA2 two hours a day in
January; and starting February, I will start taking my required classes online and complete
all the assigned work for each class, one after the other, the same way I have completed
all my previous classes.
This is a reasonable workload for the achievement of my planned goals. Giving a
month for the TPA1 and TPA2, with two hours of work each day, is fair and attainable.
The Masters classes will follow the same pattern that all the previous classes had that led
me to this stage in my educational course/development. I know the load that I will have
to deal with. I am fully confident that I will be able to achieve my planned goals.
I will know that I will have succeeded achieving my goals by passing my TPA1 and
TPA2 by the end of January 2015; and I will know that I will have successfully
completed my Masters classes by getting good grades for my class work at the end of
each class/course. I will have achieved all my listed planned goals by the end of May
2015, and having achieved them will prepare me to be a successful high school physics
teacher.

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References
California Department of Education. (n. d.). Discipline. Retrieved from
http://www.cde.ca.gov/search/searchresults.asp?
cx=001779225245372747843:gpfwm5rhxiw&output=xml_no_dtd&filter=1&num=2
0&start=0&q=discipline%20california%20department%20education
California Department of Education. (2012, July 03). Duty to protect students.
Retrieved from http://www.cde.ca.gov/re/di/eo/dutytoprotect.asp
California Education Law, Retrieved from
http://www.leginfo.ca.gov/cgi-bin/calawquery?codesection=edc&codebody=&hits=20

Curwin, R.L., Mendler, A.N., Mendler, B., (2008). Discipline with dignity: New
challenges, new solutions. Alexandria, VA: Association for Supervision and
Curriculum.

Levin, J. & Nolan, J. F., (2000). Principles of classroom management: A professional

decision-making model. Boston, MA: Allyn and Bacon.

Levin & Nolan (2000). Managing student behavior part 1. [PowerPoint Lecture].
Retrieved from National University website:
http://vizedhtmlcontent.next.ecollege.com/CurrentCourse/ppt2/index.htm

Levin & Nolan (2000). Managing student behavior part 2. [PowerPoint Lecture].
Retrieved from National University website:
http://vizedhtmlcontent.next.ecollege.com/CurrentCourse/ppt3/index.htm

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Levin & Nolan (2000). Managing student behavior part 3. [PowerPoint Lecture].
Retrieved from National University website:
http://vizedhtmlcontent.next.ecollege.com/CurrentCourse/ppt4/index.htm

Marzano, R. J., Marzano, J. S., Pickering, D. J., (2009). Classroom Management that
Works. Upper Saddle River, New Jersey: Pearson Education, Inc.

U.S. Department of Education. (2014, June 02). Family Educational Rights and Privacy
Act (FERPA). Retrieved from
http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html

Assignment 4B: Classroom Management Notebook

pt.2

Grading Criteria/Rubric
Outstanding
5.0

Commendable
4.5

25

Satisfactory
3.5-4.0

Unsatisfactory
0-3.0

Content,
Organizatio
n and
Usefulness
x4

Elaborates and
provides
excellent
resources for
future reference.
Statements are
supported
extensively from
course
materials.
Notebook is well
organized, looks
professional, and
is extremely
functional for
other new
teachers.

Provides detail
for all sections
and information
requested.
Support and
resources are
excellent.
Organization
closely follows
guidelines.
Notebook is
organized, looks
professional,
and is functional
for other new
teachers.

Some sections
are weak;
support for
statements
may be
lacking.
Follows the
general outline
for the
notebook, but
could be more
professional.
Notebook is not
very functional
for other new
teachers.

Sections are
missing and/or
extremely weak.
Support for
statements is
lacking.
Notebook is not
functional for
other new
teachers.

Writing
Convention
s & APA
Format
x1

Strong
sentences and
varied
transitions.
Flawless
spelling,
punctuation, and
capitalization.
Excellent
application of
APA guidelines.

Sentences are
varied and well
constructed.
Nearly flawless
spelling,
punctuation and
capitalization.
Good use of APA
guidelines.

Few careless
spelling or
punctuation
errors.
Inconsistent
and/or
inappropriate
use of APA may
be present.

Many careless
spelling and/or
punctuation
errors.
Inconsistent
and/or
inappropriate
use of APA
guidelines.
Overall, the
notebook is not
extremely
functional and/or
lacks support.

Total Points = 25 /25

This will be a fine resource for your successful teaching career.
Congratulations!

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