Professional Documents
Culture Documents
Wilson
EDEC
50663
Application
Assignment
#1
A.
Classroom
Context
• This
classroom
is
a
5th
grade,
general
education
class
that
is
primarily
middle-‐class,
with
students
of
diverse
races
and
ethnicities.
The
class
is
mid-‐sized,
with
about
25
students,
and
the
students
switch
halfway
though
the
day
to
another
classroom
for
English
Language
Arts.
This
classroom
specializes
in
math
and
science,
splitting
instructional
time
in
half,
with
math
being
first.
B.
Classroom
Organization
• Seats
will
be
arranged
in
a
modular
format,
with
4-‐5
students
per
group.
Since
most
teacher-‐led
discussions
will
take
place
at
the
side
whiteboard,
the
groups
will
be
arranged
so
that
students
are
parallel
to
the
whiteboard
and
if
there
are
5
students,
one
will
be
facing
the
whiteboard.
In
other
words,
no
students
will
have
their
back
to
the
whiteboard.
Arranging
seating
this
way
will
prevent
students
from
having
to
turn
all
the
way
around
and
get
behind
taking
notes,
and
will
accommodate
the
group
discussions
that
take
place
during
instruction.
Since
science
lessons
are
based
mainly
around
experiments,
this
desk
arrangement
also
allows
experiments
to
be
done
in
small
groups
so
that
each
student
can
participate
fully
in
the
hands-‐on
activities.
• This
classroom
will
use
a
magnet
board
with
numbered
magnets
to
indicate
when
students
are
leaving
and
entering
the
classroom.
This
board
will
be
divided
into
fourths,
with
two-‐fourths
being
for
restroom
(girls
and
boys),
one-‐fourth
for
nurse,
and
one-‐fourth
for
office.
Students
will
move
the
magnet
with
their
assigned
number
into
the
section
to
which
they
are
going.
This
will
indicate
to
the
teacher
that
there
is
a
student
missing,
give
their
location,
and
keep
only
one
student
out
of
the
classroom
at
a
time.
Since
this
is
a
routine
procedure,
it
also
eliminates
students
from
having
to
ask
the
teacher
and
interrupt
class
or
work
time
any
time
they
have
to
use
the
restroom.
• There
will
be
a
missing
work
bin
at
the
front
of
the
room
with
a
file
for
each
day
of
the
week.
Students
know
that
when
they
miss
a
school
day
they
need
to
go
straight
to
the
bin
and
find
the
papers
they
missed
from
the
correct
file.
The
teacher
will
automatically
put
papers
in
the
bin
as
they
pass
them
out
to
the
class,
so
that
it
is
a
seamless
process.
• In
the
middle
of
each
group,
there
will
be
a
bin
that
will
house
any
papers
that
students
need
to
use
for
the
day.
These
will
be
filled
before
students
enter,
so
that
less
instructional
time
is
wasted
passing
out
papers.
If
needed,
these
bins
will
contain
any
extra
supplies
students
may
need
to
complete
the
class
activities,
such
as
scissors,
glue,
etc.
In
addition,
these
bins
will
be
used
to
collect
homework
and
any
other
papers
that
need
to
be
collected,
as
to
maximize
instructional
time
once
again.
C.
Encouraging
Appropriate
Behavior
1.
Token
economy
a. Students
collect
tickets
for
participating
in
academic
discussion
and
completing
homework
on
time.
For
example,
if
a
student
submits
homework
on
time,
they
earn
1
ticket.
If
they
fail
to
submit
homework
on
time,
they
do
not
lose
any
tickets,
but
they
do
not
get
any
either.
If
a
student
is
called
on
or
volunteers
to
present
their
work
during
math
and
they
do
an
excellent
job
justifying
and
explaining
their
thinking,
they
earn
2
tickets.
If
a
student
responds
to
that
student
using
“accountable
talk”,
they
earn
1
ticket.
The
tickets
are
only
used
for
academic
contexts,
such
as
presenting
work
to
the
class,
doing
homework,
or
asking
academic
questions.
There
are
various
rewards
for
certain
amounts
of
tickets,
with
fewer
tickets
earning
a
piece
of
candy,
to
more
tickets
earning
a
lunch
with
the
teacher
or
wearing
a
hat
in
class.
b. This
system
will
encourage
students
to
be
active
participants
in
the
classroom.
This
not
only
makes
them
excited
to
share
thinking,
participate
in
discourse,
and
ask
questions,
which
will
facilitate
their
learning
and
make
the
classroom
environment
more
rigorous,
but
it
will
also
enable
them
to
earn
rewards
by
doing
so.
This
type
of
system
is
also
age-‐appropriate
because
it
challenges
students
to
use
their
thinking
to
earn
rewards,
not
just
their
behavior.
Students
want
to
earn
tickets
because
they
want
to
earn
the
rewards,
so
they
will
be
motivated
to
collect
tickets
and
inherently
use
these
academic
skills
to
do
so.
2.
Chant
responses
to
quiet
a. When
students
are
too
loud,
the
teacher
will
yell,
“Shark
Bait!”
and
students
are
expected
to
respond,
“Hoo
ha-‐ha!”
and
then
immediately
be
quiet.
The
teacher
or
another
student
can
give
this
cue,
if
the
noise
level
is
too
high
or
if
the
teacher
is
trying
to
talk
but
students
are
talking
over
her.
b. Students
of
this
age
will
enjoy
the
response
because
they
have
most
likely
seen
or
heard
of
Finding
Nemo,
where
this
was
taken
from.
In
addition,
since
most
students
will
participate
in
the
response,
it
will
be
very
obvious
if
a
student
isn’t
participating,
since
there
is
silence
following
the
response.
This
eliminates
the
teacher
having
to
yell
over
students
to
get
their
attention,
and
is
something
that
fifth
graders
will
still
participating
in
without
feeling
like
they
are
being
babied.
3.
Jar
of
rocks
a. A
large
glass
jar,
labeled
“Class
gems”
will
start
completely
empty
at
the
beginning
of
the
year.
When
students
are
on
task
or
quiet
for
an
entire
lesson,
or
when
other
students
hold
each
other
accountable
to
be
quiet
(e.g.
a
student
leading
the
shark
bait
chant),
the
teacher
puts
a
handful
of
rocks
(gems)
in
the
jar.
These
gems
can
be
removed
on
especially
rowdy
days
when
the
teacher
has
to
use
the
chant
response
more
than
three
times
in
a
class
period.
This
is
a
group
contingency,
so
gems
are
only
removed
or
added
when
the
majority
of
the
class
is
participating
in
the
behavior.
When
the
jar
is
full,
students
get
a
pizza
party
during
their
last
class
period
on
the
Friday
of
the
week
that
the
jar
was
filled.
This
reinforcer
focuses
only
on
classroom
behaviors,
such
as
staying
on-‐task,
not
talking
out
of
turn,
and
accountability.
Also,
since
students
switch
classrooms
for
half
the
day,
the
jar
is
only
used
for
the
homeroom
class.
b. A
pizza
party
on
a
Friday
is
something
all
students
will
definitely
look
forward
to
and
want
to
earn,
and
even
just
getting
gems
put
into
the
jar
will
be
exciting
for
them.
Since
students
know
that
their
gems
are
reliant
on
the
fact
that
they
demonstrate
appropriate
classroom
behaviors,
they
will
be
motivated
to
stay
quiet,
respond
to
chants
the
first
time,
hold
each
other
accountable,
and
staying
on
task
during
instruction
time.
The
gems
are
earned
when
students
demonstrate
positive
behavior,
encouraging
these
behaviors
to
occur
more
often
over
time.
4.
The
discipline
book
a. At
the
front
of
the
classroom,
there
is
a
folder
with
papers
in
it
that
are
used
for
discipline.
There
is
a
column
for
the
student’s
name,
a
column
for
the
discipline
code
they
have
violated,
and
a
column
for
teachers
to
use.
The
discipline
codes
could
be
DP
for
disruption,
OT
for
off
task,
NFD
for
not
following
directions,
and
DR
for
disrespectful.
When
students
violate
a
rule,
they
are
asked
to
sign
the
book.
Students
must
write
their
name
and
discipline
code,
and
the
teachers
go
back
and
review
the
book
to
determine
punishment.
If
students
have
to
sign
the
book
more
than
one
time
during
a
class
period,
they
must
walk
laps
during
recess.
b. This
is
an
age-‐appropriate
way
to
keep
students
accountable
for
their
own
individual
behavior.
Not
only
will
students
not
want
to
receive
a
punishment
such
as
walking
during
recess,
but
in
fifth-‐grade
it
will
also
most
likely
be
embarrassing
to
them
to
have
to
walk
to
the
front
of
the
class
and
sign
the
book.
To
avoid
signing
the
book,
students
will
want
to
demonstrate
correct
behaviors.
5.
Screens
down
a. Since
the
class
uses
iPads
for
a
majority
of
their
instruction
and
learning
activities,
they
need
to
be
on
their
desks
during
class
time.
There
is
a
poster
on
the
board
at
the
front
of
the
room
at
all
times,
and
it
is
a
traffic
light.
On
the
green
light,
it
says
“Tech
on”,
the
yellow
light
reads,
“Tech
later”,
and
the
red
light
reads,
“No
tech”.
When
the
teacher’s
magnet
is
on
the
green
light,
students
can
have
their
iPads
out
and
screens
up,
since
that
means
they
are
using
them
for
instruction.
When
the
yellow
light
is
on,
students
may
have
them
on
their
desks
but
they
must
be
screens
down.
When
the
red
light
is
on,
the
iPads
are
either
locked
in
the
cart
or
they
must
be
put
inside
students’
desks.
Students
know
that
if
the
light
is
yellow
or
red
and
they
are
caught
using
the
iPad,
they
have
to
sign
the
book.
b. This
encourages
students
to
obey
the
technology
rules
because
they
will
not
want
to
sign
the
book.
Rather
than
the
teacher
having
to
dictate
whether
they
can
use
their
iPads
or
not,
or
where
they
should
be
located
at
any
given
time,
the
visual
of
the
traffic
light
makes
it
very
easy
for
students
to
know
what
is
expected
of
them.
This
decreases
down
time
and
puts
responsibility
on
students
to
pay
attention
to
the
state
of
the
traffic
light
throughout
class.
6.
No
homework
pass
a. Students
can
receive
a
no
homework
pass
if
they
complete
all
of
their
homework
and
turn
it
in
on
time
every
day
for
an
entire
week.
Additionally,
students
must
have
no
signatures
in
the
discipline
book
in
order
to
qualify
for
a
pass.
This
pass
can
be
used
on
any
homework
assignment
with
the
teacher’s
permission.
If
the
teacher
gives
permission
she
will
sign
and
date
the
pass,
and
students
will
turn
in
the
pass
instead
of
homework.
If
students
do
not
complete
their
homework,
depending
on
the
assignment
they
may
have
an
alternative
punishment,
but
generally
the
only
punishment
is
that
they
do
not
qualify
for
a
no
homework
pass
that
week.
b. This
is
an
excellent
incentive
because
students
will
love
not
having
to
do
a
homework
assignment,
so
they
will
do
their
homework
every
night
for
a
week
in
order
to
earn
this.
In
addition,
this
reward
ties
in
behavioral
expectations
as
well
because
in
order
to
receive
a
pass,
students
must
avoid
signing
the
book.
Since
students
also
receive
tickets
for
completing
homework,
this
is
just
a
further
reinforcement.
In
essence,
the
positive
behavior
of
completing
homework
every
night
will
be
encouraged.
D.
Expectations
Matrix
Expectations
Hallways
Group
Work
Students
will
show
respect
1. Keep
your
hands
and
1. Use
appropriate
for
others
feet
to
yourself
language
when
2. Keep
a
quiet
voice
responding
to
your
and
use
only
peer’s
thoughts
appropriate
language
2. Participate
fully
and
actively
in
your
group’s
activity
Students
will
demonstrate
1. You
should
only
be
in
1. Do
your
own
work,
honesty
and
integrity
the
hallway
if
your
keep
your
eyes
on
magnet
is
placed
in
a
your
paper
square
2. Be
kind
to
all
2. Help
others
in
the
members
of
your
hallway
that
may
be
group
in
need
Students
will
be
on
time
1. Walk
directly
to
your
1. Be
in
your
seat
before
destination
the
bell
rings
2. Keep
moving
and
stay
2. Come
to
class
with
a
to
the
right
of
the
pencil
and
other
hallway
necessary
materials
E.
Teaching
Behavioral
Expectations
1. To
teach
students
the
expectation,
“Students
will
show
respect
for
others”
during
group
work,
the
teacher
will
sit
at
one
of
the
table
groups
and
pretend
to
be
a
group
member.
She
will
say,
“If
I
am
sitting
here
and
twiddling
my
thumbs
or
messing
with
my
iPad
am
I
being
respectful
to
my
group?”
The
teacher
will
wait
for
students
to
respond
and
then
ask
them
why
this
is
disrespectful.
The
teacher
will
follow
this
discussion
by
saying,
“To
respect
all
members
of
your
group
you
need
to
participate
fully
and
actively
in
the
group’s
activity.”
The
teacher
will
tell
students
that
all
four
or
five
group
members
need
to
share
their
ideas,
and
they
all
need
to
contribute
to
the
work.
This
will
lead
to
the
teacher
demonstrating
accountable
talk
and
using
a
bulletin
board
to
reinforce
the
sentence
stems
that
make
up
accountable
talk,
such
as
“I
agree/disagree
with
you
because…”,
“I
want
to
add…”,
“Another
way
you
could
have
done
this
is….”.
The
teacher
will
remind
students
that
using
accountable
talk
can
earn
them
tickets,
and
that
accountable
talk
is
respectful
and
helps
them
learn.
To
further
push
this
expectation,
the
teacher
will
ask
a
student
in
the
table
group
where
she
is
sitting
to
ask
a
question
about
a
math
problem.
The
teacher
will
then
respond
to
the
student
with
disrespectful
language,
such
as
“Why
would
you
ask
this?
It
is
a
dumb
question.”
Students
will
probably
think
this
is
funny,
and
the
teacher
will
need
to
remind
them
that
this
kind
of
behavior
during
group
work
will
result
in
them
signing
the
book.
Each
time
the
teacher
demonstrates
an
example
or
non-‐example
of
respect,
she
will
rotate
to
a
new
table
group.
At
the
end
of
the
lesson,
the
teacher
will
ask
students
to
practice
using
accountable
talk
and
participating
fully
with
their
group
members
by
presenting
a
two-‐digit
by
two-‐digit
multiplication
problem
on
the
board
and
asking
the
students
to
solve
as
a
group.
2. This
lesson
will
be
fun
and
engaging
for
students
because
they
get
to
be
a
part
of
a
group
with
their
teacher,
and
she
is
actively
engaging
as
a
group
member
to
demonstrate
respect
during
group
work.
In
addition,
the
scenarios
often
involve
students
to
ask
questions
or
engage
with
her,
so
they
are
active
members
of
the
lesson.
In
addition,
the
students
get
to
participate
in
an
activity
at
the
end
that
demonstrates
their
understanding
of
the
expectation.
F.
Group
Contingency
• The
group
contingency
will
be
encouraging
students
to
be
in
their
seats
before
the
bell
rings,
with
only
appropriate
materials
on
their
desks.
Appropriate
materials
include
a
pencil,
iPad
if
the
bell-‐ringer
is
on
the
iPad,
and
a
water
bottle.
Students
must
also
be
quiet
and
on
task
in
order
to
earn
the
reinforcer.
• The
reinforcer
used
for
this
group
contingency
will
be
a
counting
system
on
the
board.
If
every
student
is
in
their
desk
when
the
bell
rings
with
appropriate
materials,
the
teacher
will
write
either
a
1,
2,
3,
4,
or
5
on
the
board,
depending
on
the
day
of
the
week
(1=Monday).
If
students
get
to
5,
they
get
a
double
recess
that
day
(Friday).
When
the
bell
rings,
the
teacher
will
get
up
from
her
desk
and
scan
the
room,
looking
for
every
desk
to
be
filled
and
for
students
to
be
quietly
waiting
for
instructions
or
looking
at
their
bell-‐ringer.
If
students
are
talking,
they
do
not
receive
number
that
day.
If
a
student
is
missing
from
their
desk
and
not
in
the
classroom,
this
does
not
count
against
the
class,
but
if
a
student
is
walking
around
when
the
bell
rings,
this
will
cause
the
class
to
not
earn
a
number.
The
entire
class
should
not
be
held
responsible
if
a
classmate
is
late
because
of
a
doctor’s
appointment.
This
is
an
example
of
an
interdependent
group
contingency,
meaning
that
all
students
must
demonstrate
the
correct
behavior
in
order
for
the
teacher
to
write
the
number
on
the
board.
Students
will
hopefully
encourage
each
other
to
demonstrate
this
positive
behavior
so
that
they
can
all
earn
a
double
recess.
• In
order
to
fade
this
reinforcement
system
over
time,
the
reward
will
need
to
be
tougher
to
obtain.
To
do
this,
I
would
extend
the
time
period
necessary
to
earn
a
double
recess
from
5
days
to
10
days,
and
then
eventually
to
an
entire
six
weeks.
Hopefully
by
this
time,
the
behavior
will
have
become
routine
and
students
will
not
need
to
think
about
it.
I
am
not
sure
how
the
system
would
completely
fade,
because
if
I
took
it
away
I
am
afraid
the
students
would
not
be
motivated
to
be
in
their
seats
ready
and
prepared
and
I
would
have
to
resort
to
punishments
for
negative
behavior
instead
of
rewarding
their
positive
behavior.