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Assignment 8.2--Submission of the Classroom Management Plan: Computer Classroom Management Plan Clara Wright Jones International University Professor Shana Pate EDU523: K-12 Classroom and Instructional Management April 2, 2011



This classroom management plan reflects I knowledge I have acquired from each module of Jones International University EDU523: K-12 Classroom and Instructional Management online class with Professor Shana Pate. My classroom management plan serves as a guide to my current and future classrooms. Each module was carefully study to obtain the best research based practices of classroom management. Prevention is the cure and this plan is my cure to ensure a safe, learning environment. According to author Paul R. Burden (2010): “Classroom management involves teacher actions to create a learning environment that encourages positive social interactions, active engagement in learning and self-motivational” (Classroom Management: Creating A Successful K-12 Learning Community, p. 6). An effective classroom manager handles specific areas of responsibility (Burden, 2010). The following tents constitute the professional synthesize for my plan. Personal Model of Discipline • • • • • • • Physical Space and Instructional Processes Description Description of a Positive Learning Environment Rules and Procedures with Lesson Plan for Presenting Procedures Designing a Lesson To Teach Rules and Procedures Response Plan for Dealing with Challenging Behavior Description of Your Inclusive, Diverse Classroom Plan for Communicating with Families with attachments of Communication



My Personal Model of Discipline Philosophy Statement To create positive, and inspiring and technology structured atmosphere where students feel safe physically and emotionally that fosters sharing, learning and growth. Most importantly, to respect each student’s uniqueness, and make every effort to create educational (including technology) experiences that help students to learn, how to learn, and want to learn thereby ensuring success for every student. A classroom is not a perfect world with perfect students. It is an environment where the teacher and the students alike have personal problematic issues to contend with everyday both within and outside the classroom. My responsibility, as a teacher is to provide a safe, secure, responsible learning environment. This responsibility is based upon Maslow’s Hierarchy of Needs: humans need to be safe before they can advance or progress to higher-level stages of learning. Students who are distracted by the misbehavior of others, or who are unsure of the boundaries and limits within a classroom will spend their energy learning how to cope in the environment rather than learning the lessons presented by the teacher. Providing a physically safe, structured atmosphere is essential for learning. This also includes feeling emotionally safe enough to take risks. Many times students are afraid of mistakes with technology-computers. If it is true that we learn from our mistakes, then educators must allow mistakes to happen without overreacting. Computers can easily be repaired students’ feelings of safety cannot. Technology is definitely based upon the constructivist style of learning: hands-on, student-directed learning where teacher is the facilitator (driver) not all-knowing, the expert. In

1989) No other discipline method has reported to have trained so many educators. Canter claims that 500. and then there is Study Island. 1993. Module 1. 1989. Regardless learning styles are as individual as we are. My students will have the opportunity and feel secure to explore and try out various ways of learning the same material. teachers most often use Assertive Discipline. 1987) Even though other methods are allowed. and Krank. 2011. The software that is used in the computer classroom is purchased. 1). para. Taylor. 4 Howard Gardner recognized several different styles of learning. another is Tutpup for math (and spelling). With the unlimited opportunities student learning is adapted to different student learning styles. free. and online with age specific and if needed language specific. at times there are several different learning activities occurring simultaneously.000 teachers have been trained in the methods of Assertive Discipline. (Render.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN today’s world many times the student has immense technology skills that all can learn from including the teacher. Theme 1. Padilla. . (Fuhr. One example used is the Educational City software of playing life using math skills. Hyman as quoted in Harper & Epstein. Gene Van Tassell discussed Assertive Discipline including results of a study that indicated that (2005. In order to create and maintain this learning atmosphere I have be knowledgeable of and use theoretical approaches “from humanistic (low teacher control) to behavioristic (high teacher control)” by selecting a model that is “consistent with my beliefs” (JIU. I did not realize that there were such identified approaches. 8): Teachers are not trained in the use of effective discipline methods. but Dr. In my personal experiences public school teachers used the High Control Approach. John Medina asserts in Brain Rules that there are countless more. para. EDU523.

” Everyone does not lean in the same way. At times I will use Richard Curwin. The child’s thoughts. it is human nature . This knowledge in learning theories only strengthens my abilities to individualized research-based effective teaching strategies. I found this to be the same regardless of where we lived from northern Illinois to the boot-heel of Missouri. Cline. unclear limits. p. and preferences are taken into account when dealing with instruction. developed by educational expert Jim Fay. M. I have come to realize that the majority of my discipline model is based upon the Teaching with Love and Logic philosophy. p. However. classroom management. Teachers are programmed to instruct their students what to do all of the time. and child psychiatrist Foster W. feelings of powerlessness. feelings. “Medium control approaches are based on the philosophical belief that development comes from a combination of innate and outer forces” (2010. Discipline problems may be caused by student boredom. 30). and attacks on dignity (2010. 3). a lack of acceptable outlet for feelings. is a method of working with students. Love and Logic. Although. “one size does not fix all.. overall my degree of teacher control approach is definitely Medium Control Approach as described by Burden (2010. 25).29). and discipline. p. 2010. 25. With this thought in mind I will maintain an explicit knowledge of each approach and use it appropriately. Not every approach will work for every situation or student. para.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 5 My teachers “laid down the law” and enforced it completely with no exceptions. but places the needs of the group…over the needs of individual students.D. p. Allen Mendler. but ultimately the teacher’s primary focus is on behavior and meeting the academic needs of the group. ideas. and Brian Mendler’s Discipline with Dignity medium control approach (Burden. Burden continues to state: Medium control teachers accept the student-centered psychology that is reflected in the low control philosophy…teacher promotes individual student control over behavior whenever possible.

The Love and Logic philosophy enables teachers and students to share control and decision-making while improving self-concept.” Putting an end to what feels like battles by nipping arguments in the bud. Situations will be dealt with as they arise with the focus on enabling the child to grow and learn from his or her actions. Applying a strong dose of empathy before a consequence allows the caregiver to remain the “good guy” while the consequence is the “bad guy. and achievement for each student. Therefore students will be given choices. 2009) explained the same philosophy in his online post: The Love and Logic program teaches very simple and “logical” ways to win the behavior management war. Editor Trent Lorcher (Jan. However. and thereby making a positive difference for all. . research has shown that giving students choices enables the student to gain some control over the situation. 30. Like all of us. My teaching philosophy includes how to set limits for children in loving ways for successful behavior management. Love and Logic gives a practical guide for ending the whining. arguing on the child’s behalf and an end to the warnings. students need to learn from their mistakes and when this is done responsibility is gained over our choices. threats and the ever increasing rewards. without the child even knowing there was a battle.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 6 and so easy. My behaviors will demonstrate the genuine love for my students and I will use that Love & Logic (common sense) in my classroom management decisions and interactions. “Going Brain Dead” when a child begins to argue is a valuable tool in the Love and Logic bag. and these choices will teach students to think for themselves. The consequences will be handled individually. behavior.

Both of these choices will be 7 something that I can live with even though one may be more desirable and work better for me than the other. I will strive to be an effective teacher by doing just this. Make sure of humor. to stimulate student interest or reduce classroom tensions. I will do this by following the guidelines outlined by Kathleen Cotton in School wide and Classroom Discipline. Work to instill a sense of self-discipline in students. give primarylevel children and low-SES children.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN In a nutshell I will give my students two choices. when suitable. at the Classroom Level:   Hold and communicate high behavioral expectations Establish clear rules and procedures and instruct students in how to follow them. or you can do it during recess time. practice. Monitor classroom activities and give students feedback and reinforcement regarding their behavior. For example you can do this now.    Create opportunities for students to experience success in their learning and social behavior.   Maintain a brisk instructional pace and make smooth transitions between activities. a great deal of instruction. Identify those students who seem to lack a sense of personal efficacy. Preventive Discipline Measures Prevention is the cure and therefore I will use this model to facilitate learning and minimize disruptions. Whenever possible it is always best to prevent problems or for the classroom to prevent disruptions from occurring in the first place. devote time to teaching self-monitoring skills. Enforce classroom rules promptly. consistently. in particular. .    Make clear to students the consequences of misbehavior. and reminding. and equitably from the very first day of school.

7. 2. I will provide consequences that are not punitive but that allow the child to experience the results of a poor choice.1): 1. the students involved understand why they are involved in consequences. I will use the Love and Logic principles as my guide (Fay. 6. If I at any time act or react in a way that a child truly feels is unjust. social and emotional well-being will be fostered. . Equal is not always fair. 3. I will guide students toward personal responsibility and the decision-making skills they will need to function in the real world. in each situation.” I will arrange a private conference during which the student can express to me why he or she feels my actions were not fair. I will arrange consequences for problem situations in such a way that the child will not be humiliated or demeaned. “I’m not sure that’s fair. 5. 8. that student need only say to me. I will react without anger or haste to problem situations. 8 Corrective Discipline Behavior I cannot have a Discipline Plan without addressing what I would do if discipline problems arise. 2007.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN  Remove distracting materials from view when instruction is in process. Consequences will be designed to fit the problems of individual students. enabling him or her to make better choices in the future. and they may be different even when problems appear to be the same. p. I will make every effort to ensure that. I will proceed in all situations with the best interest of the child who—foremost in my mind—academic. 4.

Computer work stations. Ideal Classroom: Physical and Instructional Environment Classroom Arrangement Furniture placement. Instructional materials. 3. Teacher is still able to view these students and their monitors. the classroom is arranged so the teacher can see each students’ monitor while standing anywhere in the room. The table is also used for group presentations by teacher. textbooks. The classroom has a large work-table away from the high traffic areas of my desk. 46). This area is used for students that just cannot get their work done either due to behavior issues or special needs…they are too busy watching others or the other students’ work may be causing too much distraction for them. and closet. rational discussion of any matter. However. There are actually times with students request to work behind the screen. I am always open to calm. . & 4 are close to my desk but not too close and have a screen behind them. This table has two internet accessible computers for specific instructions or group activities. The VISION software that allows the teacher to view each computer from my computer the classroom is utilized. Parents/teachers/counselors are aware of when the screen is used…including on their IEP. My room arrangement is consistent with my instructional goals and activities (Burden.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 9 This may or may not change my course of action. Computer stations Numbers: 1. and equipment. 2. p. door. 2010. teacher supplies. Whatever the reason is the screen can be moved away at any time.

Picture of classroom design. paper/pencils. Headphones.g. and extra papers are placed on a table (Table #2 on diagram) by the door away from the workstations. tissue. germx. how to guides) and “free choice” software is kept in a bookshelf. otherwise they are kept in the closet. dictionaries. Class Schedule: First Day. When specific CD-software is required then the CD is placed on top of the computer prior to class. Books (e. First Week First Day Introduction Time What Do I know About Computers Assessment? Rules/Consequences First Week . Pencil sharper. The books are kept in a closet until assignment then they are place beside each monitor.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 10 One textbook is used during completion of keyboarding assignments. and list of authorized websites are located beside each monitor.

. a list of course objectives. the attendance and tardiness policy. 48). homework projects). how grades will be calculated (e. the points for each requirement and the point total needed for certain grades). I can see where it would be beneficial and will implement in the future as it applies to the computer class. tests. Syllabus Elementary Computer Lab TEACHER INFORMATION Name: Room: Phone: E-mail: Class Website: School Website: Planning Period: COURSE TITLE/DESCRIPTION MATERIALS NEEDED (Including textbook and fact the textbook remains in the classroom. and a listing of classroom rules and procedures (p. course requirements (e.) Supplies for each student to provide COURSE OBJECTIVES COURSE OUTCOMES/OUTLINE SIGNATURE SHEET: Student Signature: Parent/Guardian Signature: Contact Number for parent/guardian: Email for Parent/guardian: Health Concerns related to Computer Lab: COURSE SCHEDULE COURSE REQUIREMENTS Homework and Lab Assignments AUTHORIZED WEBSITES GRADING Including Reward Practices COURSE ATTENDANCE AND TARDINESS POLICY CLASSROOM RULES/PROCEDURES TECHNOLOGY SAFETY ISSUES . a description of the homework policy.g. Special computer events e. Fire Safety Prevention Week Class Syllabus 11 According to Burden (2010) The course syllabus includes the course title.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN Edit/distribute rules/consequences Computer safety Internet safety Computer orientation Short review of computer programs that will be used during the year. Although. the title of the textbook and an other primary resource materials. My syllabus does not require all of the components as listed by Burden. a brief course description.g. a content outline..g.

Transitions include working from one computer program to another. My classroom may have 3-4 different programs activities going on at the same time. The seating chart is constantly changing to improve the learning environment. These issues are also considered in my seating chart because some of the programs are very exciting to the students which will make it difficult for students to be working in different programs at the same time side-by-side. Therefore depending upon the assignment I may allow different students to work on different assignments at the same time. Students are reminded of this fact because if I do not then “why is she getting to do that?” Activities for seatwork. I found that not everyone would complete their assignment at the same time. If I see a student who is really trying and just cannot get that 80% I may allow him/her to switch as well or to a similar program. Students are usually given an assignment in Study Island and if they have a score of 80% or more on a specific number of questions they may be allowed to continue working but in the game mode. At first I tried everyone changing at one time. Seat work is assign as an activity when students will not work their math problems out on their paper before clicking on an answer. however.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 12 Transitions Transitions will be handled as efficiently and quickly as possible. This encourages students to work their problem! Centers. .

” Wall with Giant Keyboard (Above the back row of computers) Technology Wall Display (Above the Teacher’s Desk) Please note some of these pictures I do not presently have but I plan for the future. Module 2. Accomplishments/rewards are also posted for their effort not only their grades in this way I am rewarding and encouraging the “less advanced students. examples include (a) Classroom teacher 13 research assignments. Wall and bulletin boards will display information such as websites (most used). Student accomplishments are also posted to reward the accomplishments but also to encourage others.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN Centers are used as assignments required. (b) Math competition programs…students love this…although it does get loud! Bulletin Boards (See pictures below) “Capturing student interest in the subject matter” (JIU. keyboard display (see pictures below). EDU523. . 2011. and fun stuff (pictures of websites allowed during free time. Theme 2).

Primary Games Educational Sites – Day-to-Day Assignments Educational Sites – Day-toDay Assignments (as well as fun) Substitutes Every possible issue has been addressed in the substitute set-up instructions and placement of notes.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 14 Wall websites used the most often Fun Sites e.g. .

Scheduled Lesson plans including lessons in case of computer trouble. phone number.g. email. Computer operating instructions for opening and closing down for the day. List of allowed websites for “free choice. 3. 8. Special student instructions as identified on their IEP or as classroom teacher recommendations including special accommodations and modifications e. 5. Student schedules with their classroom teacher name and contact information. . My contact information. 11. Attendance sheets with instructions of when and how to get the students e. Discipline plans including disciplinary sheets and procedures for detention.” 7. 9.g. Who to contact if there is a computer issue. 10. Seating charts with notes as to students that need extra computer help and the students assigned to give that help. 12. 15. 6. School nurse information and procedures to follow such as contact classroom teacher first. Student Pacing Charts. Classroom rules and consequences. Extra lessons plan. 14. one student due to hearing in-plants cannot use headphones and has to be in a wooden chair.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN Substitute notebook: 15 1. Student passwords for students that do not remember their password. 4. from playground. 2. 13.

Student accomplishments are also posted to reward the accomplishments but also to encourage others. . Students are reward with “free choice” computer time which is based upon accomplishments. and effort. following directions. Emails accomplishments are sent to all the parents of students that have email on file (represents 46% of our school). Recently I implemented rewarding the entire class when a student who previously would not attempt a task but during the next class he did try. See below for a list of techniques utilized. While I have a bulletin board with emergency information posted this information is also in my subs book with specific directions for the sub. how to learn.” 2. Principal has a bulletin board with “Principal’s Pride. Accomplishments/rewards are also posted for their effort not only their grades in this way I am rewarding and encouraging the “less advanced students.” The same student accomplishments are posted on the Principal’s board as well as in the school newsletter. 1. At times all students are rewarded with “free choice” and then taken away for students that do not follow directions and/or behavior issues.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 16 16. Motivational Activities Even my philosophy statement reflects that I will: Make every effort to create educational (including technology) experiences that help students to learn. and want to learn thereby ensuring success for every student. 3. 4.

secure.g. It is important to remember that the teacher and the students alike have personal problematic issues to contend with everyday both within and outside the classroom. An affective environment is a continuous challenge for any teacher.5 seconds each to answer. responsible learning . Positive Learning Environment A learning environment is a replica of the teacher. Note to be a champ students have to successfully complete 66 multiplication facts within the 2. Situations and students change not only daily but often many times during a class time. (I believe I got this idea for Module 1. Discipline with Dignity). 5. “Timez Masters” Also posts Blue Ribbon Accomplishments from Study Island. My responsibility as a teacher is to provide a safe. Creating a Respectful. Recently our school acknowledged the accomplishments of the “Timez Attack Champions” by inviting them to a school board meeting and was given a certificate by our superintendent. Bulletin Boards are also used to display student accomplishments e.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 17 I told the class to thank this student because as a result everyone was given 5 minutes of free choice.

and talking while in line. para. on the blue line. on one side of the hall. 2010. but they have to smile to do this. Of course with the first graders several students have “lost” a tooth or a tooth is “lose” and they want to show me. also give regular attention. show continual willingness to help.108).When working with students. Teachers are only as good as the learning environment. fighting. p. As Burden (2010) pointed out “when learning to manage the classroom climate. This activity helps to teach left from right or strengthen their knowledge. At times this can be difficult if I am . 2). use reinforcement. Students who feel liked by their teachers reportedly have higher academic achievement and more productive classroom behavior” (Burden. Note that this is definitely not a quiet activity but they enjoy doing it as well. I have used the “simple smile” in my life and this is especially true for my students. Other mornings we march while I call cadence and let them call as well. and the ability to compliment genuinely…. appropriate human relations skills are needed” (p.108. Students walk in a line. One of my “school duties” includes escorting our first graders to their classroom in the morning after breakfast.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 18 environment. and to place “my personal issues” away from the classroom. Each hour my classes change with different students and different grades yet I stand at my door with a smile on my face to welcome the class. shoving. positive attitude. “Students prefer teachers who are warm and friendly. Burden continues by listing the four general human relations skills that apply to almost everyone in all situations: Friendliness. This happy atmosphere is one I also attempt to maintain in my classroom. 108-109). I walk along the line “back and forth” with a smile and asking them show me your teeth or no teeth  This activity helps to keep them from pushing. and model courtesy and good manners (p. the ability to listen. At the same time this simple smile gets everyone off to a great start.

 Assignments are checked in stages to make sure students are progressing and assistance given when needed.  Additional exercises ready for students who finish early as long as meeting the specific guidelines. but I do not stay too long at any one workstation. before getting down to business this helps me to get down on their level and to get to know them. and in turn they care and respect me. Using these human relations skills demonstrates the care and respect that I have for all of my students. Maintaining their attention can be difficult.  Move around the room to offer additional instruction/direction. along with a timeline explained at the beginning of the class as well as posted on the board. and to monitor student work. The screens are blocked and the students immediately quiet down and for those . therefore variations of strategies are used for the specific task at hand but may include:    Routines set Students assigned to specific computers Directions/checklist of tasks/work for the period. I have found the quickest and easiest way is to do this tasks when students lineup as they enter the classroom. If classroom seems to be getting out of hand then the screens are blocked and a sign stating “Thank you for showing respect by being quiet.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 19 also trying to get ready for the different class. My instructional software has the capability that allows me to see each student’s computer screen at all times as well as the ability to “take over” their computer. I also use a few minutes of this time to visit with them.” This simple practice a few times works great! I do not have to say anything. Due to safety issues I do take attendance for each class.

Bandura used the term self-efficacy to refer to a person's belief that he or she can successfully carry "courses of action required to deal with prospective situations containing many ambiguous. If a student does not believe that they can learn…then they are facing that challenge in itself. and often stressful elements (Bandura & Schunk. p. 2011). As a teacher my strategies include the focus of modeling why the particular topic of instruction is valuable as related to real life experiences and student’s interests. unpredictable. 2001). the social psychologist who devised the construct of self-efficacy. affective states. affective states. 1981: p.587)” (Pajares. One of the most important instructional strategies that I use ways to help and show that everyone can learn. .2)” (Pervin. 2002).Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 20 who may have forgotten the other students remind them to be quiet then the screens are released and the learning activity continues. and actions are based more on what they believe than on what is objectively the case” (Kearsley. and actions are based more on what they believe than on what is objectively the case (1991. 2011). Self-efficacy plays an important part of how teachers help students to be responsible for their own learning. states. Bandura believe and stated: “People’s level of motivation. yes maybe not at the same rate or advancement. “Individuals are more likely to adopt a modeled behavior if it results in outcomes they value” Bandura (Kearsley. Yes students learn from each other and from their teacher and that is why modeling is so important. “People’s level of motivation. Albert Bandura. What does all of this mean? To me I believe students (as well as teachers) have to have a high self-efficacy in-order to succeed in the classroom.

If possible I will also send a copy of the draft to parents/students prior to first day of school. BE FAIR: Always work with others to do the right thing and assist others when asked. My Rules and Procedures for Effective Prevention Discipline Strategies Rules A draft of classroom rules is previewed by students and parents as soon as possible. BE TRUSTWORTHY: Follow directions the first time they are given and keep your eyes on your own monitor BE RESPECTFUL: Respect others. or gum in the lab. . stay at your own computer with hands and feet to your space not your neighbor’s computer including on your own mouse. BE RESPONSIBLE: Raise your hand before talking or getting out of your seat. and property by adjusting your voice level to match the activity. The care and respect builds to make a true positive learning environment. do not print without asking permission. These strategies also show the care and respect that I have for my students. I will first model this approach. yourself. A draft of my classroom rules will be reviewed on the first day.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 21 The important aspect is that we all learn and continue to learn everyday in our lives and what we do with that knowledge. and no food. drinks. During the first day students will work together to edit the rules by brainstorming why they are at school and what they need while they are there. and keep your passwords safe. Rules include the following.

Praise students. We will demonstrate the negative and the positive with emphasis on the positive approach. 92. and keyboard in place. or spring break (2010. I will smile as my students enter the classroom. Model rules. Rules continually reviewed. . or after the winter. Students are so excited after being out of school such as after the Christmas break. I will request the assistance of an older student or teacher to model rules in skits. a smile on my face. My voice will be calm. As Burden (2010) recommended rules will be displayed on a posted and displayed (“in a prominent place in the classroom”) on the wall by the door so students may be able to see upon entering and leaving the room (p. Rules are presented in a positive terms. Rules will also be posted on the bulletin board. para. chairs pushed in. 2010. 22 BE A GOOD CITIZEN: Always follow school rules including use of polite and appropriate language Placement of rules in classroom. 1). para. 94. 6). 95. headphones. p. Rules will be review with each new student (Burden. para. free of clutter and paper. Throughout the year and at the end of the year I will discuss the rules with my class making note of any issues or concerns they may have. These issues will definitely be considered in adapting rules for the next year. mouse. p. rules to be reviewed “after a holiday.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN BE CARING: Do the right thing for follow students including leaving your computer stations neat. and hands/arms held out in a non-demanding manner. 1). Therefore. To begin with my classroom environment will also be one of respect for my students.

I will look for the opportunities to use the terms from 101 Way to Praise A Child in all student situations. HURRAY • BINGO • MAGNIFICENT • MARVELOUS • TERRIFIC • YOU’RE IMPORTANT • PHENOMENAL • YOU’RE SENSATIONAL • SUPER WORK • CREATIVE JOB • SUPER JOB • FANTASTIC JOB • EXCEPTIONAL PERFORMANCE • YOU’RE A REAL TROOPER • YOU ARE RESPONSIBLE • YOU ARE EXCITING • YOU LEARNED IT RIGHT • WHAT AN IMAGINATION •WHAT A GOOD LISTENER • YOU ARE FUN • YOU’RE GROWING UP • YOU TRIED HARD • YOU CARE • BEAUTIFUL SHARING • OUTSTANDING PERFORMANCE • YOU’RE A GOOD FRIEND • I TRUST YOU • YOU’RE IMPORTANT • YOU MEAN A LOT TO ME • YOU MAKE ME HAPPY • YOU BELONG • YOU’VE GOT A FRIEND • YOU MAKE ME LAUGH • YOU BRIGHTEN MY DAY • I RESPECT YOU • YOU MEAN THE WORLD TO ME • THAT’S CORRECT • YOU’RE A JOY • YOU’RE A TREASURE • YOU’RE WONDERFUL • YOU’RE PERFECT • AWESOME • A+ JOB • YOU’RE A-OK MY BUDDY • YOU MADE MY DAY • THAT’S THE BEST • I LOVE YOU! http://juliecantrell. WOW • WAY TO GO • SUPER • YOU’RE SPECIAL • OUTSTANDING • EXCELLENT • GREAT• GOOD • NEAT • COOL • WELL DONE • REMARKABLE • I KNEW YOU COULD DO IT • I’M PROUD OF YOU • FANTASTIC • SUPER STAR • NICE WORK • LOOKING GOOD • YOU’RE ON TOP OF IT • BEAUTIFUL • NOW YOU’RE FLYING • YOU’RE CATCHING ON • NOW YOU’VE GOT IT • YOU’RE INCREDIBLE • BRAVO • YOU’RE FANTASTIC • HURRAY FOR YOU • YOU’RE ON TARGET • YOU’RE ON YOUR WAY • HOW NICE • HOW SMART • GOOD JOB • THAT’S INCREDIBLE • HOT DOG • DYNAMITE • YOU’RE BEAUTIFUL • YOU’RE UNIQUE • NOTHING CAN STOP YOU NOW • GOOD FOR YOU • I LIKE YOU • YOU’RE A WINNER • REMARKABLE JOB • BEAUTIFUL WORK • SPECTACULAR • YOU’RE SPECTACULAR • YOU’RE DARLING • YOU’RE PRECIOUS • GREAT DISCOVERY • YOU’VE DISCOVERED THE SECRET • YOU FIGURED IT OUT • FANTASTIC JOB • HIP. I plan to use the approach explained Teaching with Love and Logic: Taking Control of the Classroom by Jim Fay & David Funk. child psychiatrist Foster W. and Charles Fay.wordpress. 1). para. para.' . HIP. provides real limits in a loving way.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 23 I will purposefully look for a child that is following a rule and bring that to the attention of the class. 4). Fact Sheet. I will continue to do this daily.D. M. hope. There are four beliefs that form the foundation of Love and Logic. thereby encouraging rules to be followed in a positive manner and not waiting until a rule is violated. Love and Logic "uses humor. Cline. 2):  'Discipline is effective when it is a central part of learning. They are (Cunningham.D.. and empathy to build up the adult/child Procedures for violation of class rules. Demonstrate that he is following the rule and did not realize it. 2002. emphasizes respect and dignity for both children and adults. Ph. [and] teaches consequences and healthy decision-making" (Fact Sheet. (Love and Logic® is a method of working with students which was developed by educational expert Jim Fay. para.

He teaches “The next time a student does something inappropriate. This is so sad. In my home life I wait before reacting to such a situation so I can act appropriately. Try not to worry about it” (Fay.. 1997). para. 1). 1995. 1998. In summary my plan will be to first wait and think giving responses related from Fay book such as: “I will let you know after lunch when I am not teaching what the consequences . para. In real-world classrooms. and monkeys. 36.' 'Modeling of self-disciplined behavior is our best teaching tool. Deliver consequences when both you and the student are in the thinking state (Fay & Funk. p. experiment with saying. It only makes sense to do the same in my classroom as Jim Fay relates. Yes children (students) learn from their mistakes when: (a) They experience the consequences of their mistakes. “Oh no. pigeons. 36. para.D. 1). I’m going to have to do something about this! But not now…later. According to Jim Fay “immediate consequences work really well with rats. para. In their book Fay and Funk relates that “delayed consequences are usually much more effective than immediate ones. p.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN    'Misbehavior finds its roots in discouragement and control issues. M. 2). I agree with the authors that “The effective teacher administers consequences with empathy and understanding. they typically create more problems than they solve” (Fay. p. talk it over with friends. 1995. 10). My plan for handling violations of the rules uses Love and Logic Solution: The Delayed or Anticipatory” Consequence. 276. Take your time. 1998. 9).' 24 'The most critical component of discipline is the relationship that is built between the teacher and the student'" (Fay and Cline. (b) Adults in their environment provide empathy (1995. mice. para. I know that personally when I become frustrated it is difficult for me to think and in-turn if I am not careful I relay these emotions to my students and others around me. as opposed to anger and lecture” (Fay & Funk.

At the start of the year: Class. Oh yes. Where does it tell what’s going to happen if we break the rules? I don’t expect you to break the rules. Fay’s teachings relate that Love and Logic Anticipatory Consequence allows you time to.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 25 will be for your actions. here is a list of the rules I use in my classroom. I have an idea. See you tomorrow. and you don’t know the answer.. In one of his examples in the teacher waited until the next day and then the student came to the teacher and wanted to know.” By stating “don’t worry” the student will worry and think about it. Good. let’s get on with the important things we both have to do. Logic allows them to live with the consequences of their choices. and how the child might try to react (summary book). & Funk. Something? What is something? Teacher Student Teacher Student . How would if work if when I call on you. I’ll do something. 1995. Teacher No. you do! You just wait until I don’t know the answer and then you call on me Student so I’ll look bad. pps 17-18): Teacher What have I done to make you so upset? Student You’re always trying to make me look bad. pal. I don’t. Please look them over and tell me if there is anything that seems unreasonable. "Love allows children to grow through their mistakes. I don’t want you to look Teacher bad. Wait! I don’t know when you don’t know the answer. We will demonstrate the negative and the positive with emphasis on the positive approach. I guess that would help. Example of ‘talked back’." -Jim Fay. But if that does happen. D. How will you teach students about the rules? I will request the assistance of an older student or teacher to model rules in skits. and I call on someone else right away? Student Teacher Yeah. See below for an extensive example from their book regarding a student that “talked back” to a teacher (Fay.. you just look away. "anticipate" whose support you might need. The teacher told the teacher after school they would discuss the issue. Have we got a deal? If so. And. J. Don’t worry about it now. In keeping with the Love & Logic approach I will use the example explain in Teaching with Love & Logic (1995). 1. Founder of Love & Logic (summary book).

and often several activities at a given time. much time will be wasted organizing each activity and students will have to guess what to do. Reinforce: Reteach.d. 1.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 26 as a unique individual and each situation as a unique case. I bet! Teacher To show you that I mean it. 3). . 3.. explain. undesirable work habits and behaviors could develop which would be hard to correct (Effective Teaching. 2. and reinforce the classroom procedure until it becomes a student habit or routine. practice. Procedures According to Harry and Rosemary Wong “the great majority of what teachers call behavior problems in the classroom have nothing to do with discipline. model. and demonstrate the procedure. Rehearse: Rehearse and practice the procedure under your supervision. rehearse. I’ll even teach you the words I want you to say if you think I’ve done something that isn’t fair. because it simplifies their task of succeeding in school. I’ll try to be fair. 4). with a minimum of confusion and wasted time. In fact. I will think of something based on the situation. I’ll change the consequence to something fair. Repeat after me: “I’m not sure that’s fair. Students readily accept the idea of having a uniform set of classroom procedures. Efficient and workable procedures allow a great variety of activities to take place during a school day. If no procedures are established.” Let’s practice this until you’re sure you have it. I want you to tell me why it’s not fair. It is the lack of procedures and routines resulting in students not knowing what to do-responsibly-in the classroom. As a result. if I come up with something you believe is not fair. Explain: State. para. If you present a good case. n. Student Oh. So.” I also agree with their following statements which I had not realize the importance of procedures until this activity. I will use The Three-Step Approach to Teaching Classroom Procedures of Harry and Rosemary Wong that includes: (Effective Teaching. para. right. The number one problem in education is not discipline.

Arrival    Enter the lab quietly (Computer lab is like a library where people work quietly by themselves.) Get started on the warm-up (don't wait for the teacher. Students will be asked for assistance in updating procedures or procedures will be reviewed at the beginning of the year.     When you hear the bell. after breaks. posted on the wall.) Move to your assigned computer (If you do not remember then you wait on the blue line for teacher’s assistance. I'll explain the days lesson after everyone is working) Computer and Monitors. then raise your hand.     All computers and monitors should be on. Computer Lab Classroom Procedures.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 27 Emergency procedures are reviewed at the beginning of the year. Give Me 5! Save Work/Exit programs Headphones on top of computer Keyboard .pushed up to the monitor . you will see a message on your screen stating “Please Show Respect by Being Quiet!” Dismissal Procedures.) Look on the board for the day’s lesson (If you need help. All of this information will be share with parents and students via hardcopy. and email. and drills are conducted through the year. if not please wait at your seat and raise your hand Please note that I can see every ones computer from my computer If you are too loud I will block your computer and monitor Both will be release once the class is quiet. and whenever a procedure is broken. with new students.

not dangling off the table Pencils & Paper . I will continue to follow the Love and Logic approach as well as Harry Wrongs recommendations including the following paragraphs (Effective Teaching). When procedures are performed correctly.       No Sound? Volume too high? Volume too low? Problem with the program I’m using? Something wrong with your screen? Raise Your Hand & Wait for Assistance! Approach of Love and Logic. Effective teachers reinforce the . .returned / trash Push in chair and stand behind it until dismissed 28 Lining Up Procedures When instructed:     Line by your computer's number behind your chair One straight line facing forward Hands to your side or behind your back Voices off In the Hallway    No talking We will walk slowly as a whole class in one straight line by staying behind whoever is in front of you. As we pass by your hallway. . I have encountered a problem . you will quietly walk down to your class. .pushed up to the monitor Wires . stopping at each corner. there should be words of praise and smiles.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN     Mouse . Effective Teaching.

hold up your hand and hit the bell. We will be working together this year. if a student rushes into the classroom and pushes another student.) #1 Explain Students. thank you. Byron. let’s rehearse the procedure. each time exhorting the student to do it better. go directly to your seat. I will have something to say. so let’s get to know one another. 3. Byron. Byron does so. pay attention. At 2 minutes. Do not give up as you wait for the students to give you their undivided attention. and be sure to use the student’s name and say “please” and “thank you” to model respectful behavior. For example. . etc.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 29 correct technique by having the student perform the technique over and over again. Or I may hit a bell because some of you will not be able to see my hand while you are working in a group. Yes. and look for class understanding. Carry out the procedure exactly as you plan to do it for the rest of the year. Give the student specific directions (walk quietly. begin the work that is posted on the board. You may have 2 minutes to introduce yourself and get acquainted. Is there anyone who does not understand or know what to do if you see myhand raised or hear a bell? #2 Rehearse Good. yes. Do not say a word. and keep your eyes on me. ask him or her to return to the door and try again. When you see my hand raised or hear a bell. Freeze. Repeat. You will see me stand here with my hand up. the procedure is as follows: 1. (This example will be used also in the lesson plan for procedures. Be patient and wait until the class completes the three steps and is paying attention. yes. don’t push anyone.). please tell me the procedure when you see my hand raised or hear a bell. Turn and face me. Compliment them when you have their attention. Repeat this with several more students. Tell the student why. Be ready for instruction. perhaps doing both this first time. 2. Please look at the people to the right of you. I have a procedure to get your undivided attention.

and wait for the students to pay attention. Please do the same thing each time you see my hand raised or hear the bell. You can then be an exciting. That was the correct procedure for what happens when I hold up my hand or ring the bell. When a class is managed with procedures and the students know these procedures. As you can see. . Direct two students to stand at the pencil sharpener. You will often find yourself out of your seat. Direct two students to stand at the pencil sharpener. Then hold up your hand. positive start to the school year and the immediate implementation of a few simple procedures provide a structure that can help a teacher have a well-managed classroom. two at the bookcase. Just as it is easier to get control at the beginning of the year than it is to regain control if you’ve lost it. Student achievement at the end of the school year is directly related to the degree to which the teacher establishes good control of the classroom procedures in the very first week of the school year. and informative teacher with a well-oiled learning environment. You are far less likely to ever have to worry about discipline problems if your class is continuously occupied. creative. and one at the computer. and one at the computer. two at the bookcase. a strong. working in groups or alone somewhere in the room. You practiced the procedure correctly. Now let’s try a different scenario. #3 Reinforce Thank you. they will more willingly do whatever you want them to do. Procedures are the foundation that set the class up for achievement. Beginning Each and Every Day the Right Way. it is easier to start each class period with a quiet class than it is to quiet a noisy class.Running head: COMPUTER CLASSROOM MANAGEMENT PLAN 30 Thank you. A well-managed classroom gives every student the chance to have one of the best learning experiences of his or her life.


writing. (http://dese. This assessment will be used to determine lesson factors regarding the Study of Ants. social studies. National and State Educational Standards Students will complete Study of Ants Pre-assessment/Prior Knowledge Topic Survey. students will role play two out of three procedures correctly in small See example: http://www.html) Continue on next page. . Shana Pate Grade:04 Content Area (e.g.Motivational Lesson Plan: Procedures First Day Lesson Plan Protocol Pre-Lesson Planning. etc. Plan for Lesson Implementation and Post Lesson Implementation Reflection May.): Social Skills/Communication Arts Group Size: 20 JIU Course Name and Session: EDU523: K-12 Classroom and Instructional Management Date: March 6. arts. JIU School of Education Mission JIU School of Education graduates of the Masters of Education degree programs are ethical and innovative leaders who solve urgent education challenges in the diverse learning organizations and communities that they serve. 2009 Computer Lab Classroom Procedures Lesson Planning Information Teacher Candidate Name: Clara Wright Sponsor Name: Shiela Davis JIU Professor Name: Dr. science. 2011 Pre-Lesson Planning ACEI Standard n/a State the objective for this lesson.htm Missouri Show-Me State Standards. The lesson plan is based upon student written pre-assessment results. Given a list of procedures with specific steps to follow. math.b State how this lesson aligns with grade-level standards and/or prior assessment results. reading.

Continue: Computer Lab Classroom Procedures Lesson Plan
4.0a,b Continue: State how this lesson aligns with grade-level standards and/or prior assessment results. Process Standards: Goal 2: Students in Missouri public schools will acquire the knowledge and skills to communicate effectively within and beyond the classroom. Students will demonstrate within and integrate across all content areas the ability to: 1. Plan and make written, oral, and visual presentations for variety of purposes and audiences 3. Exchange information, questions, and ideas while recognizing the perspectives of others 7. Use technological tools to exchange information and ideas Goal 4: Students in Missouri public schools will acquire the knowledge and Notes skills to make decisions and act as responsible members of society. Students will demonstrate within and integrate across all content areas the ability to: 1. Explain reasoning and identify information used to support decisions 4. Recognize and practice honesty and integrity in academic work 5. Develop, monitor, and revise plans of action to…accomplish goals 6. Identify tasks that require a coordinated effort and work with others to complete those tasks 7. Identify and apply practices that preserve and enhance the safety and health of self and others Content Standards: Communication Arts In Communication Arts, student in Missouri public schools will acquire a solid foundation which includes knowledge of and proficiency in 5. Comprehending and evaluating the content and artistic aspects of oral and visual presentations (such as story-telling, debates, lectures, multi-media productions) 6. Participating in formal and informal presentations and discussions of issues and ideas

Missouri Department of Elementary and Secondary Education, Spring 2010
Missouri Grade Level Expectations Grade 04;
Communication Arts Information Literacy I1B04: Develop and apply effective research process skills to gather, analyze and evaluate information; Locate and use various resources to find information on keywords and questions Listening and Speaking L1B04: Develop and apply effective listening skills and strategies: Demonstrate listening behaviors (e.g., prepares to listen, listens without interruptions, maintains eye contact) L2A04: Develop and apply effective speaking skills and strategies for various audiences and purposes a: In discussions and presentations, present ideas in a logical sequence b. In discussions and presentations, identify and apply appropriate speaking techniques such as volume control, pace and eye contact. According to Missouri Department of Elementary and Secondary Education ( Students should acquire this knowledge base at various grade levels and through various courses of study. Each grade level and each course sequence should build on the knowledge base that students have previously acquired. This lesson plan is based upon the correct state standards which will meet the goals and expectations for Missouri Schools.

Continue: Computer Lab Classroom Procedures Lesson Plan
3.2c State how you will differentiate instruction that is appropriate to the needs of students who are culturally diverse or have exceptional needs.

Teacher will follow IEP guidelines as well as any additional accommodations/modifications needed. In regards to the slideshow presentation for the visually impaired students: the default font settings on the screen were change to largest for easier viewing. Additionally handouts with notes and highlights may be given to students as needed.

• • • • • • • • • • • • • • • • • •

The following accommodations/modifications will be made, if needed. Make sure the appropriate books and materials are open to the correct pages Provide an overview of the lesson before beginning Establish relevancy and purpose for learning by relating to previous experiences Always demonstrate how new material relates to previously learned information Familiarize student(s) with any new vocabulary before beginning the lesson Provide consistent review of any lesson before introducing new information Highlight important concepts to be learned in text material Use manipulative, hands-on activities whenever possible Alternate quiet and active tasks Use cooperative learning strategies when appropriate Set time limits for specific task completion Cue student by calling his/her name before asking questions Require verbal responses to indicate comprehension Provide immediate reinforcers and feedback Shape approximations of desired behavior by providing reinforcement such as praise or immediate feedback for correct answers Use praise generously Use physical proximity and touch to help student(s) focus Ignore attention-getting behavior for a short time

The exceptional students will be assigned as leaders of each group activity. Accommodations/Differentiation/Modifications will be included for special needs students with Individualized Education Plans. Struggling learners may have assignments shortened (as determine by their IEP class modifications), power point handouts, pictures, highlighted notes, and as needed a Think/Pair/Share type of activity with a study buddy. If needed the matrix may be partially prepared and given as a handout. **How to Plan for Differentiated Instruction** Point to keep in mind include: *Step 1- Know Your Students* *Step 2- Have a Repertoire of Teaching Strategies* *Step 3- Identify a Variety of Instructional Activities* *Step 4- Identify Ways to Assess or Evaluate Student Progress* Ref: A Must See!!

Differentiating instruction could include reducing the number of items expected; giving the students more time; letting the student respond in a different modality (orally instead of in writing); being responsive to the student’s cultural background, providing an alternative to the given assignment; providing the student with the opportunity to do an independent study while the rest of the class follows along with the teacher (JIU, 2011, EDU523, Module 4, Theme 3, para. 4).

Continue: Computer Lab Classroom Procedures Lesson Plan
3.1b 3.5b List instructional and technological resources (e.g., Library of Congress primary resources, audio-visual aids, computer-based technologies, etc.) that will be used in this lesson. Include those that you will have to create.

Technology: Smartboard, PowerPoint Presentation, Video clips, and pictures Use the power point presentation for teaching and explaining the unit. Issues will be addressed as the slide is presented during each lesson. Students will be called upon to read a slide, and then teacher will lead open-ended questions to review the slide. There will be a stopping point on the presentation for each lesson. It is noted that due to the time frames and student’s discussion/participation the presentation may not end in the planned stopping slide. If this occurs then the presentation will continue with the next lesson.) The Internet was used to locate specific pictures for the presentation and additional information for the Unit. Websites will be distributed to students so they may view during computer time and/or at home. Relate that if possible they may want to visit these sites to learn more either in the computer lab or at home i.e.
3.4b List strategies that foster student engagement in learning and self-motivation.

I will use the strategies outline below as they apply to the procedure. However, it is important to note that students love computers and that in itself is a self-motivation. I also use “free choice on the computer” as a reward and many times this has been relayed to the class from previous students (e.g. friends, sisters, brothers) even before I have an opportunity to describe.

Pictures/Posters Teacher will use the team approaches for this lesson. Teacher will talk about basketball team (or other sports) and the fact that each member of the team have to depend on each other…that they have to help each other. That when a game is won the entire team wins…they “sink or swim together.”

Team Work Posters/Pictures throughout the room i.e.
Teacher will create teamwork flyers and post one each desk and throughout the classroom. However, the flyers will have the names of each team member for their group as well as one posters regarding teamwork and all of the students names on poster as well as teacher. Each group will be given time to select a name for their group.

18. 36. and after class to visit with students who wish to see you. correct in a positive manner. Explain why rules are used. vary your pitch. Accept students’ ideas and comments.pdf) 1. Periodically change assigned seating arrangement. and respect for the profession. 24. Be a model of the work ethic in your dress. Be sure to make positive comments and suggestions. 40. Praise students in front of the class. why activities are important. and pictures. Be sure your students see how the content relates to them and the world of work. 4. 3. valid. 2. 16. Be consistent in your treatment of students. discussion. advisory committee members. 31. 43. 10. Pay attention to the strengths and limitations of each of your students. Be expressive with your face—SMILE! 14. 32. 41. Put some excitement into you speech. temperature. and to supplement a unit in your curriculum. 34. Be sure that your classroom is comfortable. be sure to nod your head to show that you are hearing what they say. Provide clear directions for program activities and assignments. coaching. 20. Be available before class starts. Make sure that your tests are current. Use words that are highly descriptive. Review the class objective each day. and materials are available when the students need to use them. even if they are wrong. or similar activity—to reward the class for good behavior. 35. Plan for every class. 22. Return assignments and tests to students ASAP. and bring their materials to class. 5. 7. project-based learning. 17. never try to wing it. reprimand them in private. Send lots of positive messages with posters. information. arms and hands. 6. They must be based on your curriculum objectives. 21. demonstrations. to relieve anxiety. provide a break in the routine. demonstrations. 15. Make your instruction relevant. 39. bulletin boards. come to class on time. Plan relevant study trips out of the school. and then see that they get it. 19. special break. and use them on overheads and in handouts. Set your room in a U-shape to encourage interaction among the students. and lab work. Teach by asking lots of questions during introductions.Continue: List strategies that foster student engagement in learning and self-motivation. volume and rate. Recognize appropriate behavior and reward it on a continuing basis. Provide opportunities for the students to speak to the class. check the air circulation. 29. Use a surprise—an interesting video. Maintain eye contact and move toward your students as you interact with them. Move around the room as you teach. during break. relevant activities. Open each presentation with an introduction that captures the interest of your students. 13. 27. walk energetically and purposefully. Plan lab activities so that all the necessary 12. and simulations to spark interest. use illustrated lectures. Know your students and use their names as often as possible. language. 23. computers. presentations. Be sure the students see how the entire program moves along. Give lots of positive feedback when students respond. support of the school. tutoring. 9. Vary your instructional strategies. 33. Post program-related cartoons. and more. Be aware of those students requiring assistance. Organize a “student of the month” award in your classroom or career student organization (CSO).ne. 37. and school administrators/counselors to visit your program for special activities. Reward the strengths and strengthen the weak spots. keep your hands out of your pockets. Invite parents. and humidity. and why some requests must be denied. give lots of examples. 25. Use games. and reliable. 28. 8. 42. 44. offer their ideas. lighting. Give the students an opportunity to participate in organizing and managing the computer lab. perform a task correctly. Involve all of your students in your teaching. 50 Tips on Motivating Students (Ref: Establishing Classroom Rules and Consequences http://www. Foster an active career student organization. Use appropriate humor in your teaching and in tests. 30. Bring dynamic subject matter experts into your program. 11. 26. Use demonstrative movements of the head. . Maximize the use of time so that the students keep busy with productive.

your students.45. 50. Provide opportunities for the students to read alone and in a group. and network electronically with other professionals and associations. 46. Network with other professionals: attend ESU workshops. Send “happy-grams” or emails home to parents periodically. Be enthusiastic about yourself. Plan around 15-30 minute cycles—students have difficulty maintaining attention after a longer period of time. 49. . Use task and job sheets to help students remember the steps to perform skills. conferences. and your profession. 47. 48.

4b.pgcps.c List strategies that foster student engagement in positive social interaction that leads to a supportive and effective learning environment. Group monitoring.html 3. such as a grade or a certificate of recognition. then the student too will engage in learning and might work harder at learning. If at all possible the students will select their own group. Observational. teacher will have to ensure areas of STAD and GI followed. If the student views and works with people who appreciate learning by engaging in learning However. Providing continuous clarifications.wisc. STAD Zone of Proximal Development (ZPD) Vygotsky's theory is the idea that the potential for cognitive development depends upon the "zone of proximal development" (ZPD): a level of development attained when children engage in social behavior. know how to build trust within the group. communicate their ideas These skills do not always come naturally to students: They must be taught.psychology. direct practice.5c State how you will help students learn active inquiry and communication strategies (i.g. it is incumbent on the instructor to teach the social and group skills necessary for their self-monitoring. and experienced. and stay on task. be able to reach consensus within the group.e.html). questioning strategies. and Kagan will be followed. Interpersonal and Collaborative Skills These include skills for working together effectively (staying on task. process observing.stateuniversity.htm . Peers with positive attitudes and behaviors toward education will allow and teach each other to set goals that include opportunities to learn and achieve (http://education.. Students will be reminded that they will also receive awards for their “true group” interactions Albert Bandura's social learning theory speaks precisely to the human interactions involved in learning. self-assessment. Students must understand and use conflict resolution skills. Ref: Overview of the Instructor's Tasks Cooperative Learning http://www.Continue: Computer Lab Classroom Procedures Lesson Plan 3. summarizing. is identified for the group to attain. Students will be required to work together in their groups to make sure they and their teammates know the material. restating ideas and/or drawing connections).html A specific goal. . Social and Group Skills will be included with emphasis on Interpersonal and Collaborative Skills. writing observations and asking questions to the students as they progress in their learning. or "vicarious" learning is based upon learning by watching then "modeling" or acting similarly to others. http://college. Students will be placed in small groups with a combination of direct instruction and cooperative learning. Students are told that they will have to support one another because the group goal can be achieved only if each member learns the material being taught (in the case of a task that culminates in an exam) or makes a specific contribution to the group's effort (in the case of a task that culminates in a presentation or a project).wcer.cengage. Group and individual objectives will continue to be related to students including how to work in a group with respect to each others input. (http://www. brainstorming characteristics of "good" skills. and Teach Social and Group Skills To help foster a positive experience for the students in the formal groups. http://tip. listen to other ideas. recording ideas) as well as group maintenance skills (encouraging each other). Talking Chips) or by making social skills a separate objective to be practiced and observed. Johnson & Johnson. Ways to foster skill development include teacher modeling.html The strategies of Slavin. be respectful to one another. Skill practice can be "tacked on" to academic lessons through games (e.

Teams can compete against one another to see which team can untangle their knot the fastest. I will first discuss what “group activities” are…noting that this is the beginning of the year and students may not know or remember. I will address students that are disruptive by using the Love and Logic approaches. They must close their eyes. Teacher will ensure that these students are not in “one” group.lessonplanspage. i. Teacher will model group interactions. Teacher will relate cooperative learning – group investigation with games. As teachers know there are students who do not want to learn. to change their minds…so to say. The group will then attempt to untangle the "knot" without letting go of one another's hands. They will then take their other hand and grab the hand of someone else (who is not next to them). I will also try to get those students involved even more so…maybe ask them to model the procedure or take notes for me of who is doing the procedure correctly. If at all possible I will delay the consequences and tell the student that I am busy and will discuss the issue later and not to think about it. Many times this will in fact get the students to stop what they are doing. softball or any other type of game with partners or teammates. Teacher will address issues to encourage these students. and reach across the circle and grab the hand of someone across from them.Continue: Computer Lab Classroom Procedures Lesson Plan n/a State possible challenges that might arise when implementing this lesson and state how you might handle Have groups of 8-10 students stand in a circle. In cooperative activities at times it can be difficult to keep students on track. Teacher will also remind students of the Team Awards! I will assign roles for each student in the small groups. .htm Human Knot. Teacher will explain the “Teacher Management Tips” that she will use to ensure successful cooperative learning (see next section for details). (10 min. and when these students are in a group they can influence others to prioritize different goals besides learning. Teacher will ask students to raise their hands if they have every played any type of sports. Play a Cooperative Learning Game to depict Team Work Ref: We Have the Power! http://www. If that is not possible then teacher will carefully observe their group to identify encouragement needs. basketball. Their roles will be on a short handout with pictures.

Socratic dialogue (http://home.teach-nology.5d Describe how you will communicate the lesson objective through oral and/or written discourse. learning or criticizes answers. Reminding students that this lesson is about the procedures to following in the computer lab to provide a safe. It is never wrong to seek clarification or to ask questions that deal with extensions of the problem. The teacher never badgers a student. Noting that a different lesson will address their prior knowledge of the computer. they need time to advance not only their conceptual learning but their language as well. They need to know that no question is “stupid”.com/currenttrends/constructivism/bruner/) Bruner is poignant about language and how this affects cognition within this theory of learning development. clearly stated. I will use a KWL chart to determine if students have worked in a computer lab before. They must see the educational process as the construction of knowledge in which ideas are based on evidence.1d Describe how you will relate the lesson to prior student learning/experience. He or she merely asks students to explain their reasoning which. and handout of lessons/unit with assignments including students’ responsibilities. if flawed. posted on white board. all leading to the final outcome. can be quickly corrected by questions seeking clarification. and critical thinking.Continue: Computer Lab Classroom Procedures Lesson Plan Plan for Lesson Implementation ACEI Standard 3. The general goals of a Socratic dialogue are to hold students accountable for learning. . help all students understand how knowledge is constructed from experience. and build autonomy and self-confidence in students’ own thinking in relation to a particular question that is undertaken in common. With the child being younger. that they might ask “why?” two or three times in a row. Students must assume responsibility for constructing meaning from facts that they have gathered as part of the learning process. Scaffolding (http://www. It is pertinent to any success of a child to identify the differences between adult language and the language used by children.htm) It should be noted that the Socratic method per se is discussion process whereby a facilitator promotes independent. secure. Students need to understand that their role is to speak up. and clearly evaluated. Teacher will encourage students discussions by going around the room and asking open ended questions with pauses when needed. Teachers must point out that questioning an idea does not mean that it is wrong. Descriptive paragraphs related to each lesson will be presented by This aids in maintaining any frustration while keeping in mind what is important throughout the learning process. confronting apparent fallacies and ask questions when they don’t understand. and that they might ask student peers to explain and justify their conclusions on the basis of evidence. The conversation that results from using the Socratic method is known as Socratic dialogue. Teachers should make clear to students that they might ask questions even if they know the answer. 3. make students’ conceptual understanding and thinking processes clear to the teacher and other students. teachers and parents alike are encouraged to envelop the “scaffolding” method of communication which is a strategy aimed to simplifying tasks within learning by making smaller steps. reflective. and that the only poor question is the question that is not asked. Thus.

Have learners turn to the beginning of the student packet and read with them the General Rules/Procedures of the Computer Lab. Reteach the correct procedure if rehearsal is unacceptable. Therefore this activity will motivate them to pay attention because they will want to get on the computer asap. under your  supervision. . demonstration.  Demonstrate the procedure. step by step. Step 1: Explain Classroom Procedures Clearly Define the procedure in concrete terms.Continue: Computer Lab Classroom Procedures Lesson Plan n/a State how you will present this lesson content and briefly describe each stage of the lesson delivery including how much time you estimate each stage will take. Praise the students when the rehearsal is acceptable. The Three-Step Approach to Teaching Classroom Procedures of Harry Wong will be followed.  Begin the session by explaining that the computer lab has some special rules and procedures. After each step. and give  correct feedback.  Step 2: Rehearse Classroom Procedures Until They Become Routines Have students practice the procedure. Anticipatory Set (5 Minutes) As the students enter the room I will have a video displaying the different procedures of the classroom including students enjoying “free choice” on the computer. Step 3: Reinforce a Correct Procedure and Reteach an Incorrect One Determine whether students have learned the procedure or whether  they need further explanation. Have students repeat the procedure until it becomes routine. or practice.  Demonstrate a complex procedure step by step. The  students should be able to perform the procedure automatically without teacher supervision. Students love the computer and they love the fact of getting to “play games” on the computer. make sure that the students have performed the step correctly. don’t just tell.

step by step.Continue: State how you will present this lesson content and briefly describe each stage of the lesson delivery including how much time you estimate each stage will take.g. D Teaching: Checking for Understanding (20 Minutes) Students will show an understanding by actually doing the procedures.   emonstrate a complex procedure step by step. make sure that the students have performed the step correctly. step by step. If time allows the negative will also be displayed with the negative outcomes. At times a procedure may need to be rehearsed over and over including the arrival and beginning the lessons. The students should  . Have students repeat the procedure until it becomes routine.  Demonstrate the procedure. Rehearse Classroom Procedures Until They Become Routines Have students practice the procedure. make sure that the students have performed the step correctly. Define the procedure in concrete terms. don’t just tell. Informal Observations—guided questioning—(Essential Questions) Self-Assessment – Note taking on Procedure Handouts Peer-Assessment – e. Each student will be given a copy of the procedures. Teaching: Input (10 Minutes) Teacher will also have a video/power point presentation of computer procedures. After each step. Are we lining up correctly? Scoring Guide—Following Specific Procedure(s) Guided Practice (20 Minutes) Students will work in a group with the tasks Rehearse Classroom Procedures Until They Become Routines Have students practice the procedure. Define the procedure in concrete terms.  Teaching: Modeling: (10 Minutes) Skits with older students that will display the proper procedure. After each step. The students should  be able to perform the procedure automatically without teacher supervision. Have students repeat the procedure until it becomes routine. under your  supervision. under your  supervision. This is a very important step that will save time if done correctly.

then raise your hand. to provide individual remediation. Teacher will walk around the room to determine the level of mastery. Continue: State how you will present this lesson content and briefly describe each stage of the lesson delivery including how much time you estimate each stage will take. Closure (15 Minutes) Students will be given an opportunity to discuss any procedures or steps that need additional practice or discussion. I'll explain the days lesson after everyone is working) Computer and Monitors  All computers and monitors should be on. Praise the students when the rehearsal is acceptable. Reteach the correct procedure if rehearsal is unacceptable. and keep students on able to perform the procedure automatically without teacher supervision. demonstration.) Look on the board for the day’s lesson (If you need help. if not please wait at your seat and raise your hand .  Independent Practice (10 Minutes) Students will complete a Classroom Procedure Word search Materials PowerPoint Presentation Handout Procedures Word search Student Handouts/Worksheets Duration: 90 minutes Computer Lab Classroom Procedures Arrival    Enter the lab quietly (Computer lab is like a library where people work quietly by themselves. and  give correct feedback. Reinforce a Correct Procedure and Reteach an Incorrect One Determine whether students have learned the procedure or  whether they need further explanation.) Get started on the warm-up (don't wait for the teacher.) Move to your assigned computer (If you do not remember then you wait on the blue line for teacher’s assistance. or practice.

returned / trash  Push in chair and stand behind it until dismissed Lining Up Procedures When instructed:  Line by your computer's number behind your chair  One straight line facing forward  Hands to your side or behind your back  Voices off In the Hallway  No talking  We will walk slowly as a whole class in one straight line by staying behind whoever is in front of you. Computer Lab Classroom Procedures Dismissal Procedures  When you hear the bell. Give Me 5!  Save Work/Exit programs  Headphones on top of computer  Keyboard . .   Please note that I can see every ones computer from my computer If you are too loud I will block your computer and monitor Both will be release once the class is quiet.pushed up to the monitor  Mouse .  As we pass by your hallway. you will see a message on your screen stating “Please Show Respect by Being Quiet!” Continue. .pushed up to the monitor  Wires . . stopping at each corner. I have encountered a problem . you will quietly walk down to your class.  No Sound ?  Volume too high?  Volume too low?  Problem with the program I’m using? Something wrong with your screen? . State how you will present this lesson content and briefly describe each stage of the lesson delivery including how much time you estimate each stage will take.not dangling off the table  Pencils & Paper .

“Please” and “Thank you” .Raise Your Hand & Wait for Assistance Additional Procedures to be reviewed as time allows: Procedures to Rehearse with Students Entering the classroom  Getting to work immediately  Arriving late/being tardy  Ending the class period/dismissal  Listening to/responding to questions  Participating in class discussions  Needing a pencil or paper  Keeping your desk orderly  Checking out classroom materials  Indicating whether you understand  Coming to attention  Returning after an absence  Working cooperatively  Changing groups  Keeping your notebook  Going to the office  Requesting help or information  Knowing the schedule for the day/class  Keeping a progress report  Finding directions for each assignment  Passing in papers  Returning student work  Getting materials without disturbing others  Handing out materials  Moving about the room  Going to the library/Career Center  Formatting papers/appropriate heading  Finishing a test or assignment early  Returning to task after interruption  Asking a question  Listening to an announcement over the intercom or TV  Using passes to be out of the classroom during class time  Responding to a fire drill  Responding to a severe weather alert  Receiving visitors in the classroom  Behaving when the teacher is out of the classroom or when a  substitute teacher is present Becoming suddenly ill  Saying.

o Work on issues in the group even if they appear at first to be just between two members. o Provide final feedback to members on their contribution. I will have handouts. • Regularly review your data. • Vary the leadership style as needed. o Analyze the data to discover why the group was more effective or less so. IV. Wrapping up the group: • Summarize and review your learning from group experiences. While the group is in existence: • Work at increasing self-disclosure. • Team up with people you don't know. For the number of specific computer lab procedures this lesson may take more than one day to ensure all of the procedures are addressed. . to enjoy. what to do if they need help on the computer or if they have a computer that is not working. Students will actually perform the procedures e. o Take interpersonal risks to build trust. consult the instructor as a group. correct lining up. If possible I will use and handout. • Celebrate the group’s accomplishments 3. I. II.1d 3.g. o If the group can't solve a problem. discussions.5d State how you will support classroom collaboration through oral and written discourse. skits.3b List activities you will have the students perform to allow them to practice new skills and relate skills to prior learning and/or real-world issues. o Do something that requires self-disclosure. • Get silent members involved. o Establish team goals as appropriate. • Work at giving good feedback.Continue: Computer Lab Classroom Procedures Lesson Plan 3. and pictures. o Don't assume you can't work with someone just because you don't like or respect them. Brainstorming Hints for Better Learning Groups Below is a checklist adapted from Bowen and Jackson (1985-6) of things groups can do to function better. As the group begins: • Make a good first impression. Students will rehearse and rehearse and rehearse until the procedure is done correctly. • Build the team. III. o Apply lessons from class work. and to discover. • Start thinking about group processing. • Confront problems. Before the group begins: • Expect to learn.

g. The questions are generic prompts students use to generate specific content-based questions. I wonder questioning strategy will be used to encourage students to think before they answer. K. Wait-time is the pause between a teacher’s question and the student’s response and between the response the the teacher’s subsequent reaction or follow-up question. (Arends. and creativity. Questions will be phrased differently for specific students thereby giving the special needs students an opportunity to answer. 1998 ). Bloom’s taxonomy). K. before asking for a volunteer ( reflecting and writing. it is helpful to set aside a few minutes at the beginning of the next class for students to review the reading assignment and questions. comparison and contrast. Finer Points). The students form groups and take turns asking their questions and discussing possible answers. Teacher will ensure enough time is given to allow students to think about an answer prior to requesting an answer. Wait-time is a perfect example of “showing respect” and “waiting for your time.Continue: Computer Lab Classroom Procedures Lesson Plan 3.wcer. http://www.” Guided Reciprocal Peer Questioning will be used as illustrated below: (Doing CL. students feel more of a commitment to compare and contrast their ideas within their groups. Additional strategies for the teacher to encourage are the aspects of cognition. Wait-Time will be used. You can often improve the quality of what occurs in groups if you give individuals the chance to reflect on a question or problem in advance and write down their ideas. Alternatively. 2009). How does ___ apply to everyday life? What is another way to look at __ ? Why is _____ happening? What if _______ ? How does ___ affect __ ? What is the meaning of ___ ? What is the main idea of _____ ? What conclusions can I draw about __ ? How are ___ and ___ similar? What is the solution to the problem of ____ ? What is the best _______ and why? What do you think causes ___ ? Why? How does ____ relate to what I've learned before? Why is ___ important? How would I use __ to ___ ? What would happen if ___ ? What is a new example of ___ ? What are the strengths and weaknesses of ___ ? What are the implications of ___ ? What is the difference between ___ and ___ ? Students are then given a few minutes to individually prepare several content-specific questions aided by these open-ended questions. Finer Points). the instructor can assign reading prior to class and provide the open-ended questions as a take home worksheet. pattern recognition. this is especially helpful to the more introverted students. schema. Guided reciprocal peer questioning provides students with higher order open-ended questions to generate a focused discussion in a small group setting.. With this variation. Explain why _____ .htm) There are times when students feel so confused by new concepts that they don't know what questions to ask. Students will be asked to write down their answer prior to answering aloud and different students will be questioned. Be careful not to intimidate your students. Below is a selection of these adapted from King (1993) and Millis and Cottell (and references cited within. Included are questions that encourage synthesis.3a List questioning strategies you will use to (1) check for student understanding. Let them know from the start what you will be doing .and why you will be doing it. (2) evaluate students’ ability to problem-solve and critically think about the lesson content (e. (Smith. The instructor gives a mini-lecture in class and then provides a list of open-ended questions.wisc. . You also get more rich conversation within the groups . You can also ask everyone to take a moment and reflect on what they heard. and extrapolation to other contexts.that you will periodically ask them to restate material and/or directions . and (3) determine if all students can summarize what they learned.

http://keep3.sjfc. http://www. These multiple intelligences can be nurtured and strengthened. actors. Visual/Spatial learners can become navigators. and acting and grow up to become athletes. mechanics or engineers. writers. making things. or ignored and weakened. However at the same time groups will need to include other intelligences due to the combined activities. They tend to ask lots of questions and like to do experiments. and politicians. He believes each individual has nine intelligences. Howard Gardner claims that all human beings have multiple intelligences. Therefore the extra activities may be created by “like intelligences. Logical learners can become scientists. They’re usually good at Verbal/Linguistic Intelligence (“word smart”) learners have a strong ability to use words and language. This will be the most difficult part for the teacher. http://www. I agree that it would be best if the students could pick their own group but for the success of the group and all of its members teacher will select! . http://www. so teaching with film may be helpful in their case. videos. They typically have highly developed auditory skills and are often good speakers and story tellers. artisans or firefighters. have a strong sense of direction and like making and repairing things.Multiple Intelligences will be used as described below.” For example an Ant Song by Musical/Rhythmic Intelligence (music smart).com/content/learningstyles-a42445 Visual/Spatial Intelligence ("picture smart") learners think in pictures more than words and need to create vivid mental images to remember and understand information. accountants and Logical/Mathematical Intelligence (“number/reasoning smart”) learners think conceptually. using reason. crafts. engineers. Verbal learners are our poets. and they remember information best when they can move as they learn. They like maps. they think in words instead of pictures.suite101. They have a good sense of balance and eye-hand co-ordination. they enjoy problem solving. lawyers.suite101. dancers. teachers.%20inte. and movies.suite101. logic and numbers to make connections and understand information. charts. sculptors.suite101. inventors. architects and interior • Visual/Spatial Intelligence ("picture smart") • Bodily/Kinesthetic Intelligence (“body smart”) • Verbal/Linguistic Intelligence (“word smart”) • Logical/Mathematical Intelligence (“number/reasoning smart”) • Musical/Rhythmic Intelligence (“music smart”) • Interpersonal Intelligence (“people smart”) • Intrapersonal Intelligence (“self smart”) Teacher will attempt that group are selected according to the multiple intelligences. Additionally the level of intelligence for each group/member should be about the same. computer programmers. journalists. classifying and categorizing things and working with geometric shapes. pictures. They’re typically good at sports.html Bodily/Kinesthetic Intelligence (“body smart”) learners express themselves through movement.

salespeople. 5. playing musical instruments. They can make excellent Intrapersonal Intelligence (“self smart”) learners are self-aware and able to understand their inner feelings.0a. Many of these learners are extremely sensitive to environmental sounds. http://www.2c Describe how you could use results from this experience to collaborate with colleagues to support student learning and well being. and composing music and can become musicians. http://www. theorists. 5. whistling.b State how you assessed student learning and whether or not student learning occurred. rhythms and patterns. and philosophers.suite101. http://www. ng-styles-a42445 Interpersonal Intelligence (“people smart”) learners have a strong ability to relate to and understand others. disc jockeys. They often enjoy singing.suite101. politicians or business people. They’re able to see things from other perspectives and are often described as having an uncanny ability to sense feelings. .Musical/Rhythmic Intelligence (“music smart”) learners enjoy creating and listening to music and tend to think in sounds. They use both verbal and non-verbal skills well and are often empathetic. or (2) indicate a need to provide challenge opportunities to extend student learning.suite101. intentions and Post Lesson Implementation Reflection ACEI Standard 4. making them good counselors. singers or composers. 4. Teaching with music may be helpful for them. strengths and weaknesses.1e Describe an area of professional growth for you to target to improve student learning and/or student engagement.0b State how assessment data results either (1) indicate a need for re-teaching or needed lesson adaptations to improve student learning. relationships with others.

You will often find yourself out of your seat. As you can see. Direct two students to stand at the pencil sharpener. working in groups or alone somewhere in the room. so let’s get to know one another. 2. please tell me the procedure when you see my hand raised or hear a bell. Thank you. it is easier to start each class period with a quiet class than it is to quiet a noisy class. Be ready for instruction. We will be working together this year. let’s rehearse the procedure. perhaps doing both this first time. and look for class understanding. positive start to the school year and the immediate implementation of a few simple procedures provide a structure that can help a teacher have a well-managed classroom. You will see me stand here with my hand up. Now let’s try a different scenario. thank you. That was the correct procedure for what happens when I hold up my hand or ring the bell. Please do the same thing each time you see my hand raised or hear the bell. I have a procedure to get your undivided attention. Repeat. Do not give up as you wait for the students to give you their undivided attention. At 2 minutes. Be patient and wait until the class completes the three steps and is paying attention. Freeze. When you see my hand raised or hear a bell. You may have 2 minutes to introduce yourself and get acquainted. You practiced the procedure correctly. A well-managed classroom gives every student the chance to have one of the best learning experiences of his or her life. Byron does so. two at the bookcase. and one at the computer. Carry out the procedure exactly as you plan to do it for the rest of the year. 3. Compliment them when you have their attention. You are far less likely to ever have to worry about discipline problems if your class is continuously occupied. yes. and wait for the students to pay attention. Keep using Beginning Each and Every Day the Right Way Just as it is easier to get control at the beginning of the year than it is to regain control if you’ve lost it. yes. pay attention. Yes. Or I may hit a bell because some of you will not be able to see my hand while you are working in a group. and keep your eyes on me. Direct two students to stand at the pencil sharpener.Continue: Computer Lab Classroom Procedures Lesson Plan Notes Below is an example of a skit from Harry Wrong that I may use: #1 Explain Students. Is there anyone who does not understand or know what to do if you see my hand raised or hear a bell? #2 Rehearse Good. the procedure is as follows: 1. Do not say a word. two at the bookcase. a strong. Turn and face me. #3 Reinforce Thank you. Repeat this with several more students. Byron. Then hold up your hand. Byron. I will have something to say. and one at the computer. hold up your hand and hit the bell. . Please look at the people to the right of you.

Meyers. strengths. 8). culture. At the same time “many aggressive behaviors have common triggers/origins. n. 107).). Teaching strategies must be directly related to the students at hand. 2011. and deficits must be evaluated and techniques applied on an individualized basis” (Paul Zionts. student characteristics. My responsibility as a teacher is to provide a safe. p. Module 5.. I realize that I must be aware of the “needs of different types of students…including differences due to factors such as academic ability. behavior is also highly specific to the individual student. No one can learn in a class that is constantly disrupted by behavior issues. Theme 1). In order to do this I must be equipped with the scope of being prepared as well as . Of course my classroom response plan will be consistently followed.d.Response Plan for Dealing with Challenging Students Well-managed classrooms facilitate learning. Course Author. although there may be times of required flexibility due to the student(s) and/or situations circumstances. Even with these low rates the chronic rule breakers who are “constantly disruptive. language. and prompt other students to misbehave” (JIU. In cases of crisis the school crisis intervention plan is in place to address physically aggressive behaviors and will be followed to the letter to ensure safety to students and staff. or refuse to do work can disrupt learning. related that “eighty percent of students will rarely break classroom rules. and socioeconomic status” (Burden. 2010. responsible learning environment. 15% will break rules on a somewhat regular basis. EDU523. secure. disabilities. and 5% are chronic rule breakers and are out of control” (JIU. interfere with the learning of others. Renee L. An affective learning environment is a continuous challenge for any teacher. demand attention. Situations and students change not only daily but often many times during a class time. Therefore. confront authority. para. It is important to remember that the students have personal problematic issues to contend with everyday both within and outside the classroom. et al.

least intrusive intervention that will work” (p.) Federic Jones (1987) found that teachers conveyed leadership through body language. 4). These processes are “organized on a continuum from least intrusive teacher behaviors to most intrusive teacher behaviors and are intended to reflect suggested instructional/behavioral practices at varying stages of aggressive behavior” (Paul Zionts. Slavin. facial expressions. to apply and use appropriate approaches or techniques to respond to inappropriate behaviors. 244. eye contact. (This is especially true in the lab because I am constantly asking my students to maintain good body mechanics at their computer. para. 7). Posture. Good posture . As Burden (2010) related “to be successful with challenging and possibly violent students in your own classroom. 219. para. 219. 8). Therefore I need to model the same even though reasons include effective leadership. and gestures conveyed confidence…Students observe teacher body language and make judgments about what they see. To take “responsibility” is something that I personally can relate to and therefore will not be an issue for me. My response plan to handle challenging students and situations will follow researched based interventions and strategies. misbehaviors should be corrected with the simplest.. n. To begin with another personal factor for me to remember is maintaining good posture even when I am tired and ready to go home. Of course if that intervention does not work then as Burden continues to relate “a more intrusive approach…to handle the misbehavior in an effect manner that avoids unnecessarily disrupting the lesson” (p.d. you must assure responsibility for addressing the situation and take steps to have the student behave within acceptable limits” (p. According to Burden (2010) “the principle of least intervention states that when dealing with routine classroom behavior. 2009).

Effect teachers even when tired or trouble tend to hold themselves erect and move with a measure of vigor (Henley. Table 12. a drooping posture and lethargic movements suggest resignation or fearfulness. 332). Imminent Signs of  Violence Serious physical fighting with peers or family members Severe destruction of property Server rage for seemingly minor reasons Detailed threats of lethal violence Possession or use of firearms and other weapons Other self-injurious behavior or threats of suicide Early Warning Signs                 Social withdrawal Excessive feelings of isolation and being alone Excessive feelings of rejection Being a victim of violence Feelings of being picked on and persecuted Low school interest and poor academic performance Expression of violence in writings and drawings Uncontrolled anger Patterns of impulsive and chronic hitting. 245.and confident carriage suggest strong leadership. p. p.220) 2. & Algozzine. tactics. and strategies to handle challenging students: 1. intimidating. Three Step Response Plan (p. Ramsey. and bully behaviors History of discipline problems Past history of violent and aggressive behavior Intolerance for differences and prejudicial attitudes Drug use and alcohol use Affiliation with gangs Inappropriate access to. 2006. It is important to prevent as many situations as possible and this can be done by observations for the early warning signs and imminent signs of violence. Develop New Behaviors (pp. While the list below is not all inclusive it does indicate specific signs as identified by Burden (2010. 251-252) . possession of.2). and use of firearms Serious threats of violence      My plan is based upon Burden’s (2010) interventions.

counselor. After talking to her classroom teacher and the counselor I found out that this student was on medication and in the process of changing her medications because of the drowsiness side affects. Recently I had a student during my last class that repeatedly was falling asleep at her computer. 250-251) 4. 256-261) Response to non-disruptive behaviors In my opinion the best response to a non-disruptive behavior is to ignore it. The Problem Solving Approach (pp. and to assess the complete situation by discussing the behaviors with other involved including teachers. On the other hand if the nodding is a constant behavior then I would talk to the student and assess the situation. This particular example illustrates the need to not continue to ignore a behavior even if it is non-disruptive. The student was too sleepy and too young (first graders) to relate to me why she was so sleepy. and after two separate classes she continued these actions. For example if I notice a student nodding during instruction I may ignore it. Use of Rewards and Consequences (pp. This would be done after class and privately. and does not disrupt the instruction then by bring notice to the behavior can only make it become a disruptive behavior. Even after several trips by this student she continued to nod. and parents. Response to minor misbehaviors . Although if this develops into actual sleeping for more than a few minutes then I would walk next to the student and bump his chair to wake the student. If the behavior is something slight. does not continue. It would be appalling to discipline a student for behaviors out of their control.3.

At times this is a very likeable student that seems to need the extra attention.d. I do remind JJ that he still has to get his assignments done prior to the “free time” and surprisingly enough he still want to help. Yes I still allow JJ to stand beside me while attendance but he realizes that he has to be quiet and cannot “take the attendance” due to confidential notes I may have on my sheet. or to help a student that needs computer assistance. to help others. With all of these measures JJ does complete his assignments with usually high scores and earns his free time. Unless it is absolutely necessary I will not stop a lesson for a minor misbehavior regardless of how much I may want to. however recently JJ does not follow procedures of being in line waiting quietly for attendance and directions. Therefore the minor disruption has turned into a major disruption of getting “20 to 30 kids being off task” Waxier. talking out of turn.It is important to remember that if a teacher “stops the lesson to discipline 1 or 2 students for some minor misbehavior then the class went from 1 or 2 students being off task to 20 or 30 students being off task” (Waxler. n. At first I thought I should insist upon JJ getting in line and following all of the procedures and expectations without flexibility. The behaviors may include fidgety. to be up and about out of his seat and talking. I am proud of JJ. or “Thank you for your help but wait until I ask you. he has come along way. Instead JJ and I set .” Whenever possible I ask JJ for assistance including errands to the office. Response to disruptive behaviors I have never been in a class or taught a class that at least one student distracts classmates and teacher with the disruptive behavior. I have used slight reminders to JJ by telling him quietly please get in your spot. His classmates have come to raise there hand and ask if JJ can help them. JJ smiles and has a friendly disposition.). and out of his seat. Instead he likes to stand beside me and to help with attendance and/or distributing papers and password cards. For example in one of my classes there is a student (JJ) that wants to do everything he can to help me. We have worked together and set goals that he has met and still gets the “extra” attention that he needs.).d. n.

students. Response to disruptive behaviors of disrespect As in all situations I must remember not to take the disrespect personally. or the school. that information celebrated news of good behavior and positive effort. If I can stop a problem before it ever occurs then the student. I plan to be on the watch for this type of situation. Since this is something that I do have a problem with I have to be extra remindful and act accordingly. I want my students and there families to feel confident that they will not be attacked or blamed or put on the spot. and ultimately with the student. Whenever possible. I agree with Dr. and I are in a Win-Win situation. When that happens the student wins (gets needs met without becoming a discipline problem. This teacher’s years of teaching experience had taught her that no child is “all bad. To meet these challenge the teacher provided the mother with a regular flow of information. The teacher saw this and focused on separating herself from the problems the mother perceived. I will give them the respect they deserve and I am sure that if not always most of the time the respect will be returned. Spencer Kagan’s Win Win Discipline (2002): The student needs to learn non-disruptive ways to meet his/her needs. learns . It was reported that these techniques made a positive difference in the interactions with the mother. Educational World (Perri Gibbons. class.” and that all parents need and deserve to hear positive things about the children they love.goals together and have a wonderful positive relationship with each other and the rest of the class. Prevention should always be the number one strategy. 2002) had an essay where a teacher talked about a parent that had a lot of antagonism and as a result no respect with the school system. She made sure that the mother knew that her son was her (teacher) primary concern and not previous issues with other teachers.

Special Note Regarding Computer Class and Technology Educational Psychology by Edward Vockell discussed the issue of technology and computers in his book by bringing to point the fact that technological problems can bring about frustration to teachers and students alike. or can be a sign of a student's difficulties with attention or comprehension. ask the school psychologist to evaluate the student (Michelle Martin. and teacher believe that their needs have been met by working together then this builds a positive relationship of respect and therefore builds a positive classroom learning environment. Off-task students frequently will gaze at their work for long periods of time. Remember if the student. 6). If the behavior persists. If the behavior is not addressed. This is something I experience in my computer lab. parents. These issues are described below: Just as tension and hostility among students can cause discipline problems. yet accomplish nothing. productive learning community) (Kagan. and the rest of the class. The severity of these . as most students will deny having a problem understanding if their peers can overhear. Do so in a manner that does not draw attention to the student. win (are part of a smooth running. they may eventually disrupt other students. You should also check for understanding. off-task behavior can be a result of laziness.responsible behavior for life) and we. or engage in other behaviors that do not directly relate to the task at hand. Teachers should take steps to prevent these problems and to minimize their impact. Students who persistently show off-task behavior should be redirected back to the work at hand. 2011). sharpen their pencils para. Response to off-task behaviors that can be either non-or-disruptive behavior(s) As noted in eHow. technological sources of frustration can severely disrupt the learning process. They may also prefer to write notes to friends.

and self-confidence. I will use the following techniques as outlined by Burden (2010) and Curwin & Mendler (1997) to help reduce school violence. know who each student is and their interests. Ramsey. teach to diverse learning styles. and make backup copies of important files). I will greet students each time they enter the room. save text files often. (2) the teacher is familiar with the hardware and software and knows what problems are likely to arise and how to solve them.. they need an emotional base of security. strengths. p. reveal information about themselves to their students. and teach empathy to their students. According to Curwin and Mendler (1997) violence prevention works best when integrated with teaching practices and the most successful results are desired. It is the classroom teacher’s responsibility to nurture these feelings in some students and teach them to others (Henley. My Inclusive. have fun. call the students by their names. 318). trust. Before students can learn. don't push certain buttons. Diverse Classroom Everyone agrees that people are different regardless of where we live. (3) the students have useful guidelines for avoiding or overcoming these problems (e. Since the United States has always been known as the “melting pot” and “the land of opportunity” this diversity has been and always will be true. & Algozzine. and weaknesses. highlight effort. and (4) the teacher is creative and flexible enough to suggest solutions or alternate courses of action when problems arise. This is entirely true within the United States.g. 2006.problems is likely to be reduced if (1) the hardware and software are user friendly and free of problems. My job is not limited to teaching technology skills but even more crucial is teaching appropriate behaviors that my students will use for the rest of their lives. With acquired knowledge familiarity is . use non-verbal messages such as body language and cues. Because of these differences it is helpful for teachers and students to acquire as much knowledge and respect about the diversity of humans that we possible can.

eminent. Each step is necessary pat of the diverse cycle of humanity. Heaven’s Very Special Child (see next page). My plan is based upon the poem by Edna Massimilla. familiarity breeds respect. In turn. .

By Edna Massimilla of Hatboro. She may not run or laugh or play Her thoughts may seem quite far away In many ways she won't adapt. find the right parents who Will do this special job for You. . Pa 19040 (reprinted with permission) http://www. So let's be careful where she's sent We want her life to be content Please. And soon they'll know the privilege given In caring for this gift from Heaven. so meek and mild Is heaven's very special child.frommyheart.Heaven's Very Special Child A meeting was held. And she'll be known as handicapped. Their precious charge. Lord. "This special child will need much love" Her progress may seem very slow. quite far from earth "It's time again for another birth" Said the Angels to the Lord above. Accomplishments she may not show And she'll require extra care From all the folks she meets down there. php?p=1_27_Heaven-s-VerySpecial-Child They will not realize right away The leading role they're asked to play But with this child sent from above Comes stronger faith and richer

as teachers. Burden also points out that we have “less observable but equally important variables include self-esteem. Individuals within a group tend to “follow the leader. and age. Students with mild learning disabilities Burden (2010) describes that many students with learning disabilities have average or above average intelligence. 175). 175): 1. Students with learning disabilities may experience difficulties in four areas (Burden. If someone within the group “acts out” the majority of the time the rest will.“Variables include human characteristics that differ or vary from one person to the next” (Burden. We. Learning and academic difficulties 2. Since there is so much diversity I our classroom it all boils down to educating on these difference which in actuality are similarities. This integrating knowledge (and individuality. weight. socioeconomic status. must first model respect for each and everyone and then educate our students about diversity. gender. intelligence. confidence. This is where it can be extremely difficult for the teacher. 151). Perceptual and motor difficulties 4. Language and communication difficulties 3. 2010) including: height. at the same time) gives another tool that teachers use to manage classrooms to ensure the atmosphere is a safe. My diverse classroom management plan is based upon these diversities. race. p. These students may be able to do one thing but do not actually perform that task. Socio-Emotional and behavioral difficulties . 2010. anxiety. but they often fail to perform I line with their potential compared to their peers (p. and learning style” (p. and learning environment. secure.” A good comparison would be the “domino effect.” as one domino topples so do the rest.

Teaching Strategies Teachers should: • Not required that they repeat material they already have mastered. • Present instruction at a flexible pace. Ref: Burden.. Special Needs Unchallenged gifted students may develop poor attention.g.Special Needs • • • • Learning disabilities and inappropriate behavior • • • • • • Teaching Strategies Control the difficulty of the tasks Teach in small interactive groups Use a combination of direct instruction and cognitive strategy instruction Provide a framework for leaning (e. allowing those who are able to progress at a productive rate. an extreme need for constant mental stimulation. and a need to explore subjects in depth” (Tips. an ability to learn and process complex information very rapidly. p. • Condense curriculum by removing unneeded . 2003). they live in both rural and urban areas and they aren't always straight A students… Students who are intellectually gifted demonstrate many characteristics. they are both boys and girls. advance organizers) Model processes and strategies using thinking aloud and instructional conversations Teach self-regulation and self=monitoring Provide opportunities for extended practice and application Use learning tools and aids Adjust workload and time Present content and have students demonstrate Teach students to use memory strategies. 171 Students who are gifted and talented Statistics demonstrate “Gifted students come from all ethnic groups. including: a precocious ability to think abstractly.

to stop before they act. (2003) that can be used by any teacher to aid gifted students and promote achievement in positive ways (Tips). 2010. and Encourage the development of hobbies and interests Ref: Burden Below are suggestions from Davidson Institute for Talent Development. Although these student may have a medical condition that leads them to anger.and study habits. 154) • • • • • • assignments to make time for extending activities Encourage students to be self-directing and selfevaluating in their work Use grading procedures that will not discourage students from intellectual risk-taking or penalize them for choosing complex learning activities Provide resources beyond basal textbooks Provide horizontal and vertical curriculum enrichment Encourage supplementary reading and writing. to act out with “little provocation and to bounce quickly between moods. Tip #1: Familiarize Yourself with the Characteristics of Intellectually Gifted Students Gifted students Tip #2: Let Go of "Normal" learn differently Tip #3: Conduct Informal Assessments and have unique Tip #4: Re-Familiarize Yourself with Piaget & Bloom Tip #5: Involve Parents as Resource Locators academic needs. While there is no way to eliminate the classroom problems that this type of behavior can cause. Tip #6: Learn About Distance Learning Opportunities Tip #7: Explore Acceleration ~ It's Free and It Works! Tip #8: Learning from the Experiences of Others Tip #9: Utilize Outside Resources Students with emotional or challenging behavior disorders There are times that students struggle with controlling their behavior and emotions because they nave not learned how to cope and the skills to regulate their moods. p. teachers can assist the . form negative attitudes toward school and learning and waste academic learning time (Burden.

).student and build a better class environment by making accommodations” (Erin Schreiner. eHow Contributor. n. Special Needs • Students with IEP • • Teaching Strategies Teacher should read and understand each IEP and address any needs with teaching strategies for that student.d. Follow accommodations and/or modification as outline in the IEP Follow behavior plan as outline by the team Emotional outbursts or other behavior issues • Be consistent • Acknowledge the Problem Set a "Cool Down" Zone Create a Silent Signal Use Journaling Reward Frequently Ref: Schreiner .

Students with attention deficit and hyperactivity disorder Attention deficit and hyperactivity disorder (ADHD) is a behavior syndrome involving poor attention span, hyperactivity, and weak impulse control (Burden, 2010). According to Burden, “3 to 5 percent of school-age children in the United States have ADHD, with far more boys than girls affected” (p. 178). The spectrum of autistic disorders ranges from intellectually gifted to severely limited, it is impossible to offer a one-size-fits-all set of solutions (Curwin, 2008, p. 192). “Many students with autism have sensory issues leading to hypersensitive reactions to touch, sound, or sight” (et. al. p. 192). I have observed attention deficit and hyperactivity disorder students who were so focused that when attempts were made to interrupt them they became very upset and angry. Special Needs Inattention and Unorganization

Teaching Strategies Organization Techniques for Teachers with ADHD Students (Mayflor Markusic, 2011) Utilize folders and dividers on the student’s desk –desk should remain uncluttered with colorful folders and dividers…to organize work.

Post a visual aid for the schedule – The concepts of “time” and “routine” can be learned by the ADHD-diagnosed student when supported by a visual representation of the classroom’s daily schedule.

Demonstrate how to organize the items on the desk – Before the ADHD-diagnosed students become independent in organizing their own things, the teacher must demonstrate an easy-to-follow method of organizing the items on the desk. Then, the teacher should consistently follow up on the students to encourage them to organize their own desks. As the students learn to organize, their efforts must be recognized by giving an extrinsic reward, such as a ribbon or a “desk fairy.”

Involve the help of parents by using assignment charts – The assignment chart will be taken home by the students and will require the signature of the parents.. A variation of the assignment chart is the task chart. It will be used by both teacher and student to track the tasks that have been completed and the tasks that still needed attention.

Use colors or color codes – Colors are generally more attractive to students than simple black letters. The textbook and accompanying workbook for each subject must bear a particular color that is associated with the subject. In this manner, the student can focus on what is on the textbook and not on the question of whether he/she got the right textbook or not. It is also a recommended idea to have extra textbooks at home so that the students will not be hindered by a lack of homework resources.

ADHD: • • • Inattention Hyperactivit y Impulsivity

Easy Targets

Ways to work effectively with ADHD students (Burden, 2010, p. 179): • Maintain a schedule and have consistent daily routines. • Establish clear standards of behavior • Prepare students for transitions and provide support in completing transitions • Assign work that is within the student’s capabilities. • Emphasize time limits. • Use novelty in instructions and directions. • Be brief and clear, • Arrange the environment to facilitate attention. • Allow for movement and postures other than sitting. • Provide organizational assistance. • Provider rewards consistently and often • Avoid fatigue, stress, and pressure. • Be accepting of these students’ limitations. Curwin related that because many of these students have “difficulty correctly reading their immediate social circumstances, which often causes them to misinterpret other people’s words or body language” (2008, p. 192). I have seen documentaries of ADHD students who thought another student was being “nice” to them, and in reality they were being bullied. • Teacher will need to observe and be supportive that this does not occur.

Students with Asperger’s Syndrome Special Needs Asperger students
Difficulty with adjusting to the daily classroom activities because they cannot easily transit. Minds are rigidly focused on their current interests Having to abandon such interests can provoke an attack of nerves and anxiety. Older Students with Asperger’s: Use verbal cues that a transition will be forthcoming. • "Math is ending in five minutes, and then it will be time for Science." • Keeping a written log of the daily classroom schedule in easy view of Asperger's students is also an effective way of preparing them to adjust their mindsets for the changes that will be occurring. • Teachers should also be sure to provide ample time for notifying children with Asperger's syndrome of a special event that is not a normal part of the classroom routine. Asperger's children respond well to visual cues; therefore to make the transitional process easier: • Use picture charts to show each activity that takes place during the school day. • A separate picture for each part of the day can be attached or removed from the board with Velcro. • Picture chart(s) will serve as a reminder that one activity has ended and another is starting. • Example: "Circle Time is over soon, would you like to put the Circle Time picture on the chart?" The picture chart(s) will help the Asperger's students learn to anticipate the classroom routine.

Teaching Strategies
Classroom Transition Tips For Asperger's Students (Kate Simon, 2010):

Unusual events such as student assemblies and fire drills can still be positive experiences if the students have a clear awareness of when they will take place. Though classroom transitions are more challenging for ADHD/Asperger’s students than for neurotypical children, “teachers who offer emotional support and willingness to help these children adapt will facilitate a smoother process” (Simon). This was observed to be true in a recent fire drill where ADHD students attended and went well due to the prior planning, educating, and support; although one student wore headphones to drown out the noise.

Students with challenging life issues

184). nurse. or leisure activities • Programs to promote a sense of community and social integration Ref: Burden Students with parents who are substance abusers Students prone to violence. • Expect the student to perform at a high level • Have a consistent learning environment • Keep in control • Hold students responsible for their own behavior • Set limits when necessary • Provide a quiet place to work Ref: Burden Abuse or neglected students Teacher required by law to report suspected cases of child abuse or neglect. and bullying Special Needs Teaching Strategies . or having parents who are abusing alcohol or drugs. enrichment. p. Special Needs Troublesome behaviors/attendance problems Teaching Strategies As teacher. “Some students may have been the victims of circumstances beyond their control. or being depressed” (Burden. identify students who have a problem and make sure they get professional help. having eating disorders. 185). Refer the student to the school counselor. p.At times classrooms may have students with challenging life issues in these instances teacher must understand these students may have difficulty with their academic work because of what they may be going through at home. such as having been abused or neglected. or other appropriate support personnel (Burden. vandalism. 2010. Teachers should remember that normally there is a reason why students behave the way that they do. living in extreme poverty. 2010. Ref: Burden • Educate student to prevent certain behaviors • Individual attention • Mentoring • Tutoring or coaching • Prevention training • Recreational.

Homeless Ref: Buren.• • • • • Students living in poverty Recognize child abuse by knowing the signs that may signal the presence of child abuse or neglect Consider the possibility of physical abuse Consider the possibility of neglect Consider the possibility of sexual abuse Consider the possibility of emotional maltreatment Specific strategies and support from the teacher: • Provide free learning materials • Facilitate after-school programs • Subsidize school expenses • Treat students with respect • Teach procedures in a step-by-step manner to clarify expectations • Permit students to work together Ref: Burden. Know the warding signs such as: • Frequent restroom requests • Dental problems • Bad breath • Hair loss Make sure students are not ridiculed because of their appearance. special education teachers. 187-189 • Partner students with classmates to serve as mentor or buddy concerning procedures in the classroom and the school • Find volunteers who can tutor the student at the school or at the student’s shelter. 191 NOTE: Follow-up issue regarding how is the student getting to school. p. or other resource people in the school to meet the needs of the children who are homeless. • Provide the student with needed supplies to do homework at the shelter • Check into services provided by the school or district for children who are homeless • Work with other counselors. worthlessness. 2010. Eating Disorders Depression and Suicide Students with different cultural back grounds Special Needs Teaching Strategies . or making decisions • A sense of inappropriate guild. and was hit by a car. remembering. Ref: Burden. and health care Known school policies and roles. irritability. and hopelessness • Pervasive difficulty in concentrating. dress. 191 Know the warding signs such as: • Overwhelming sadness. or helplessness • A dramatic drop in school performance • A radical change in personality • Noticeable neglect of personal hygiene. If riding a bus then does the bus take the student directly to the shelter? Recent observance of a student that the bus took an elementary student 4-blocks from shelter. apathy. The student got of the bus. procedures to follow. p. p.

Teacher candidates must inspect and confront any negative attitudes they might have toward cultural groups.htm Tips for Elementary School Teachers Sociocultural Consciousness Cognitive Differences Teachers must be sociocultural consciousness means understanding that one’s way of thinking.understandingprejudice. Ref: http://www. age. • Be familiar with past records of achievement. • Keep changing the conditions for learning to bring out hidden potential. family situations.Classroom poster. and being is influenced by race. and note the gender. • Use a variety of ways of grading and evaluating. dolls. they are important for teaching homogeneous student populations about the world beyond their classroom. p. and language. • Realize that student needs are not only in deficit areas. music. dolls. • Challenge students occasionally beyond what is expected. social class. Development of potential is a need. . ethnicity. pictures. and other materials Make sure that classroom poster. • Look for something unique that each student can do. prospective teachers must critically examine their own sociocultural identities and the inequalities between schools and society that support institutionalized discrimination to maintain a privileged society based on social class and skin color. Therefore. toys. Ref: Kea Consider the Cognitive differences and do the following (Burden. Varied representations are not only important for making diverse student populations feel included. ethnicity. pictures. books. • Be aware of previous experiences that have shaped a student’s way of thinking. • Challenge students with varied assignments. too. toys. books. 153): • Expect students to be different • Spend the time and effort to look for potential. and so on. 2010. disabilities. behaving. and other materials are diverse in terms of race. music.

They tend to ask lots of questions and like to do experiments. accountants and mathematicians.html Bodily/Kinesthetic Intelligence (“body smart”) learners express themselves through movement. computer programmers. They’re typically good at sports.suite101. and acting and grow up to become athletes. journalists. They have a good sense of balance and eye-hand they think in words instead of pictures. teachers.suite101. Verbal learners are our poets. and politicians. they enjoy problem solving. Teaching Strategies • Visual/Spatial Intelligence ("picture smart") • Bodily/Kinesthetic Intelligence (“body smart”) • Verbal/Linguistic Intelligence (“word smart”) • Logical/Mathematical Intelligence (“number/reasoning smart”) • Musical/Rhythmic Intelligence (“music smart”) • Interpersonal Intelligence (“people smart”) • Intrapersonal Intelligence (“self smart”) These multiple intelligences can be nurtured and strengthened. crafts.suite101. They typically have highly developed auditory skills and are often good speakers and story tellers. He believes each individual has nine intelligences. engineers. Logical/Mathematical Intelligence (“number/reasoning smart”) learners think conceptually. artisans or firefighters. Verbal/Linguistic Intelligence (“word smart”) learners have a strong ability to use words and language. or ignored and weakened. lawyers. using reason.%20inte. dancers. and they remember information best when they can move as they learn. classifying and categorizing things and working with geometric shapes. making things. logic and numbers to make connections and understand information. Logical learners can become scientists.Special Needs Multiple Intelligen ces Use Howard Gardner theories of multiple intelligences when selecting instructional techniques and differentiatin g instruction. . http://www. writers. http://www.

so teaching with film may be helpful in their case. making them good counselors. whistling. They can make excellent researchers. relationships with others. Visual/Spatial learners can become navigators. architects and interior designers. dreams. inventors. rhythms and patterns. charts. Musical/Rhythmic Intelligence (“music smart”) learners enjoy creating and listening to music and tend to think in sounds. and movies. http://www.suite101. singers or composers. They like . and composing music and can become musicians. http://www. pictures. mechanics or engineers. http://www. They use both verbal and non-verbal skills well and are often Intrapersonal Intelligence (“self smart”) learners are self-aware and able to understand their inner Interpersonal Intelligence (“people smart”) learners have a strong ability to relate to and understand others. videos.Visual/Spatial Intelligence ("picture smart") learners think in pictures more than words and need to create vivid mental images to remember and understand information. theorists. They’re usually good at puzzles.suite101. strengths and weaknesses. and philosophers. have a strong sense of direction and like making and repairing things. sculptors. politicians or business people. disc jockeys. playing musical instruments. Many of these learners are extremely sensitive to environmental sounds. They often enjoy singing.suite101. They’re able to see things from other perspectives and are often described as having an uncanny ability to sense feelings. intentions and motivations. http://www.suite101. Teaching with music may be helpful for them.

p. Ref: Curran • Plan collaborative learning and pair-work projects in which students work together in both their first and/or second languages. may provide rich learning opportunities for language learners as the students observe and engage in communication with a purpose. Ideally. 16). Ref: Curran Routine reduce the likelihood that a learner will become lost in unexpected transitions." Teaching Strategies Teacher should demonstrate respect and understanding for the support that occasional first language use provides and not “they are talking about me. For example. His or her job would be to accompany the new student through the day. and a sense of belonging will help reduce fear and anxiety ELLs . asking if they are on. • Second language acquisition specialists have discussed the importance of this social interaction. predictable routines are more easily learned and understood and can help anchor them in the new culture. Ref: Curran • Learn to pronounce students' names correctly. this student could explain classroom procedures (e. secure. Ref: Curran Peregoy and Boyle (2000) suggest that teachers can also ease new immigrant students into classroom routines by assigning them a personal buddy.or off-task. • Connect with parents or guardians of ELLs Ref: Curran Maintain Routines as much as possible to help all students including the ELLs. 2000. pay for lunch. • Allowing students to work in cooperative groups (especially groupings that remain unchanged for long periods of time) may be another way to help create a sense of belonging. and • Make eye contact with students. For example. teachers can explain how they understand that native language use can be helpful in their learning process. At the same time. especially if they have recently immigrated under adverse circumstances" (Peregoy & Boyle. how to line up for the bus. they can also question students who are busily speaking in their first language. these new routines "may be the first stable feature some students have experienced in a long time.” A good approach is for a teacher to discuss his or her reasons for allowing students to use their first language in class with the students.Students with limited English proficiency Special Needs Teachers should not think: "They're talking about me. • Displaying welcome signs in many languages. Study Buddy Include ELLs in classroom activities & Collaborative Learning Creating a classroom environment where students feel safe. providing a model for appropriate behavior and a resource for support.) and provide an up-close language model as the ELL observes his or her interactions with other students and the teacher. In addition. • Group projects.g. this buddy would be a student who knows the newcomers' language. can help convey to ELLs that they are important members of the classroom community. etc. Because many ELLs come to the United States with experience in different classroom cultures.. unlike abstract teacher talk.

For these students this is a two-sided sword.For all students including the different culture backgrounds and ELLs (Curran. it is essential that teachers make an effort to learn about and build on the cultural and linguistic backgrounds their students bring from home. para. these students' experiences can serve to promote the multilingualism and multiculturalism of all the students and the teacher. & Schneider. para. Often these different backgrounds are seen as deficits or problematic (McKay & Wong. English language learners who need special education services are further disadvantaged by the shortage of special educators. & Schneider. it is these students who have the potential to leave our school systems as bilingual and bicultural. . speaking — may experience problems learning a foreign language in school (Ganschow. The article continues to relate that thes e s tuden ts ar e “referred to as ‘at-risk’ because of their struggles in the regular foreign language classroom. When teachers learn to see the diverse backgrounds of their students as resources.” Some of these students may have been classified by the school as having language learning disabilities or dyslexia” (Ganschow. 6). students who have difficulties in one or more of the language systems — reading. listening. 2006. 6). 2003): Teachers need to learn about their students. Leonore Ganschow and Elke Schneider. 2006. Another issue we need to consider is students that are English language learners may also need special education services. According to authors. Because learning is built on previous learning. 1996). while ironically. writing (especially spelling and grammar).

Hoskyn. educators must gather information through interviews with parents. 2010): • Get to know all of your students. Further.” By using these factors. teachers. Swanson): A meta-analysis of intervention research by Swanson.“Prior to initiating a nondiscriminatory assessment of an ELL student. through classroom observations. According to the National Center on Secondary Education and Transition (NCSET) web article. and medical histories” (Lionel A. Lau. Frequently Asked Questions: How can strategies are modified to improve their effectiveness with students with disabilities (NCSET. interactive group instruction (six students or less). and Lee (1999) identified three factors associated with improved instructional outcomes for students with learning disabilities. before planning a formal assessment. developmental. and (3) use of direct response questioning that helps students put their thoughts into words by “thinking aloud. I will demonstrate my respect and caring for my students by implementing the following techniques (Burden. regardless of the instructional model used or the content of the instruction. In regards to Instructional Strategies. and the student. . These include: (1) control of task difficulty. and through the collection of educational. (2) use of small. Blatchley & Matthey Y. 20100. teacher will be able to adapt instructional model or content to meet the needs of learning disable student. I am commitment to do everything I can for all of my students to be successful in school and ultimately for the rest of their lives. school personnel should implement careful screening and appropriate classroom instructional and behavioral interventions.

Theme 2) I will use accommodations as an effective tool in creating an inclusive classroom where: • • • All children can learn.• Create an inclusive classroom by making instructional and management modifications based on an understanding of your students. All students differ in the way they learn best.163): • Accommodation is an adjustment in the curriculum. 163). All students learn best when studying interesting topics they find personally challenging. assessment. p. • Create a classroom environment that promotes positive behavior and enhances student learning. Module 6. learning tasks. Burden continues to describe the difference between accommodations and modifications: (210. As Burden (2010) related teachers often make accommodations and modifications to their teaching to meet the learning needs of students with exceptions (p. General Tips about Making Accommodations (JIU. Modifications are used for students for whom all possible accommodations have been considered and who still need additional measures to help them progress. or materials to make learning more accessible to students • Modification is a change in the standard learning expectations so that they are realistic and individually appropriate. • Effective instruction for students with disabilities is based on best practices for all students. instruction. • Accommodations:  Must become the rule. not the exception .

and (5) Instructional methods.   Increase the chances of learner success Are the responsibility of all educators Are developed from a collaborative. Accommodations also differ as to types (JIU. Module 6): (1) Classroom expectations. or reducing the learning expectations are usually referred to as a modification or alteration. problem-solving process There are different levels and methods of accommodations. Module 6): • • • • • • • Input: The way the teacher presents information Output: The way the teacher asks students to show they understand the information Size: The amount of work the student is required to do Time: The amount of time the student is given to complete the task Difficulty level: The level of difficulty of the tasks Level of support: How much support that is provided by another adult or student Goals: some students may be given modified goals Accommodations do not reduce learning expectations. lowering.): . Changing. n. Prior cognitive awareness. evaluation. depending on the severity of the disability to be used. In addition selecting the “best place to make the accommodations” (JIU. (3) Classroom grouping.d. These modifications include (Thompson. They provide access. and the ability to adjust accordingly is a necessity for the teacher to counteract these levels of diversity. (2) Instructional arrangements. (4) Instructional materials.

fewer pages or problems) • Reducing assignments and tests so that a student only needs to complete the easiest problems or items.). Using modifications may result in implications that could adversely affect a student throughout his or her educational career (Thompson. these needs become increasingly important for students: • • • • Culturally diverse students Exceptional needs. . • Giving a student hints or clues to correct responses on assignments and tests. n. and whenever possible explain to the classmates why these methods are being used.g.g. crossing out half of the response choices on a multiple choice test so that a student only has to pick from 2 options instead of 4). Teacher will be extremely careful in using the above modifications... fewer objectives. However. Teacher will use Abraham Maslow's theory of Hierarchy of Needs in development of teaching strategies.d. shorter units or lessons.• Requiring a student to learn less material (e. Modifications can result in greater gaps between students and their classmates. Maslow Hierarchy of Needs The Maslow concept of a hierarchy of needs is important to all individuals/learners. • Revising assignments or tests to make them easier (e. Emotional or challenging behavior disorders and the Students with challenging life issues.

social. Question: How can a person learn if they feel like they have no friends. At the same time student will encourage recognition from family members where it appears to be needed.Psychologist Abraham Maslow concept of a hierarchy of needs as described in his 1943 paper "A Theory of Human Motivation" and his subsequent book. and esteem needs are deficiency needs…meaning that these needs arise due to deprivation. security. but rather from a desire to grow as a person (et. al. Maslow hypothesized that humans have a hierarchy of personal needs that tend to develop along with physical development and continues throughout life. Motivation and Personality suggests that people are motivated to fulfill basic needs before moving on to other needs (http://psychology. but they are not as demanding as the physiological needs. Satisfying these lowerlevel needs is important in order to avoid unpleasant feelings or consequences. lonely? Teacher will be observant as to student(s) interactions with y/a/hierarchyneeds. . Security Needs Security needs are important for survival.htm) Maslow believed that these needs are similar to instincts and play a major role in motivating behavior.about. esteem needs becomes increasingly important. Question: How can a person learn if they are hungry or have not had enough sleep? Teacher will be observant of student(s) behaviors…are they sleepy…do they act like they never get enough to eat? Question: How can a person learn if they are worried about the safety or are sick? Teacher will be observant regarding students appearance of health or the sign/symptoms of safety… abuse. Continue: Hierarchy of Needs Esteem Needs After the first three needs have been satisfied. People who are able to satisfy the esteem needs by achieving good self-esteem and the recognition of others tend to feel confident in their abilities Question: If you have no self-esteem and never receive recognition from others especially family then how can you learn? Teacher will ensure recognition and praise is given to all students. Maslow termed the highest-level of the pyramid as growth needs… Growth needs do not stem from a lack of something. Physiological Needs These include the most basic needs that are vital to survival. Physiological.). Social Needs Maslow considered these needs to be less basic than physiological and security needs.

“What a man can be. Teacher will be available for guidance and advice for all students. people feel inspired. While this is the highest so many times for the special needs student this can be the most difficult to achieve. wonder and awe. others and the world around them. • Problem-centering: concerned with solving problems outside of themselves. model acceptance so other may see. And one way to prevent problems in the first place is to ensure all students have the chance to be successful. he must be. less concerned with the opinions of others and interested fulfilling their potential. If needed teacher will implement measures to ensure acceptance from others…i. wonder. Several of these characteristics are for the most part belonging to the gifted student. • Continued Freshness of Appreciation: view the world with a continual sense of appreciation. However. including helping others and finding solutions to problems in the external world. While they can conform to rules and social expectations. Maslow also identified some of the key characteristics of self-actualized people: • Acceptance and Realism: have realistic perceptions of themselves.Self-actualizing Needs This is the highest level of Maslow’s hierarchy of needs. Once students start experiencing more . • Peak Experiences: or moments of intense joy. At the very peak of Maslow’s hierarchy are the self-actualization needs. referring to the need people have to achieve their full potential as human beings. For the special needs student teacher will follow their IEP.e. awe and ecstasy. • Autonomy and Solitude: need for independence and privacy…need time to focus on developing their own individual potential. Self-actualizing people are self-aware. strengthened. they also tend to be open and unconventional. renewed or transformed. at times these students do not feel the acceptance because of others feelings. • Spontaneity: spontaneous in their internal thoughts and outward behavior. There may be a need to let the class know that special needs students are held to the same standards as the other students in the classroom…this will help to gain acceptance.” Maslow explained. and as with all students “the key to classroom management is prevention. After these experiences. concerned with personal growth.

I am not alone! I must remember that the schools have a wondering team of specialists. 2010. When relationships develop. Theme 2). administrators. and other supportive staff that are working together to meet our students needs. Teachers should have an understanding of the student’s home condition which will assist in deciding on an appropriate course of action with the student and parents. p. 1-6): 1. “When family members and school personnel get to know one another. then the misunderstandings. their behavior will improve and classroom management issues will be minimized” (JIU. Contacts should be of a positive nature. all parties benefit” (Ferguson. Begin with creating open. Of course the student and family member(s) are the most important part of the team.1. 3): Parents Trust There are steps to accomplish a parent’s trust (Burden. therapists. Research shows that children do better in school when parents talk often with teachers and become involved in the school. teachers.success in the classroom. 2. para. two-way communication and to establish friendly relationship. and trust that each other share some common goals and values regarding growth and development for children and youth. 68. even conflicts that can occur will be resolved more easily. p. My Communication Plan for Families Close communications with parents are very important. My parents have to know that I am an advocate for their child. To have an open. and honest relationship with my students’ parents I have to develop a trust. . While my plan is based upon the above diversities it is also flexible and as new diversities arise (such as new students) then educational researches and interviews will be conducted to meet the additional/different needs of these students so they too can be successful. counselors. direct.

To enlist help from familes about dealing with their children. Furthermore. and grading guidelines. This would also create a system of trust and partnership with families. Disciplinary expectations and actions would also have been reviewed in a letter to parents/students at the beginning of the year.3. 6. This partnership will only make it easier with any resistance I may come against. 5. I rarely saw anyone except possible the PTA presidents. For me as a student in a public school there were few and far between parents involved in the school. Academic expectation sand events as well as student performance requirements would have been reviewed with students and parents at the beginning of the years as well as through out the year. 4. When the above steps are followed then parents’ trust is gained and they will realize how genuinely concerned I am about my students overall well being. As for parents attending the school or being involved I do not remember any. Parents appreciate knowing teacher’s policy concerning homework. I would have enlisted help from families about academic issues by requesting families to supplement needed classroom and instruction supplies. Hopefully I had volunteer family members as classroom aides and/or chaperones for regular and/or special events. late papers. Teacher will contact parents for assistance in identifying ways for help their child. These actions will be used as a tool if their child misbehaves. .

3. Some of these activities (listed below) are some that I could have done on the weekends or afterhours. It definitely was not a win-win situation. “About the Difference Between “Parent Involvement” and “Family/Community Linkages” published by the National Institute for Urban School Improvement. Inclusive Schools: Good for Kids. My feelings about this are so strong that I must include with my classroom management plan. I would have loved to be involved in my child’s school and felt like I was helping. Families and Communities.d. p. . Dianne Ferguson wrote an article. and I did not feel like implementing a conversation because I was not one of the “incrowd.. I believe these activities should be introduced by the school administrators and where appropriate by the classroom teacher.When my daughter was in school I worked during the day and unable to attend most activities unless I took off work. If I did attend anything it was uncomfortable because no one from the school talked to me. Ferguson describes a broader set of activities for family members in the school building increasing the number of adults in the building providing care and guidance to students (n.” I wanted to do what I could to help and be involved but nothing was offered and I was not going to say anything. para 1). Everyone has special talents. including families – not just parents that could support our schools and ultimately our students.

Although I realize that for new students . p. family members might come to school to: (Ferguson. 2): • • • • • • • • • • • Help maintain and improve the school physical plant and grounds Provide assistance in the office or cafeteria Create and maintain supports for families (e. and support other families when they come to the school Provide translation for family members who don’t speak English Assist in decision-making through committees and councils Ferguson relates that “sometimes schools find that families come to celebration events in large numbers. Introductory letter (attached) I will send an introductory letter to parents’ one-two weeks prior to first day of school. para. p. food and clothes lending closet) Plan community events with other community groups Teach and co-teach special interest classes or regular subjects Supervise students at lunch and recess Assist teachers to design integrated. project-based curriculum units Work as classroom assistants Meet. orient.g. The letter will also be posted on class website and distributed as an email via SIS program. para 2).3. 2. p. but rarely come for meetings or other events that focus on how family members might support their children’s learning at home.For examples. 84) outlines “14 Ways to Communicate with Parents. 1.” I will describe ten of these communication strategies.. Other schools find that only a small ‘core group’ of family members seem to come to whatever is offered” (Ferguson. Burden (2010.

(See TimezAttack. Letter about classroom management A Parent-Teacher Classroom Management Plan/Contract will be sent home with my students on the first day of school. specific student passwords. and how to download and use are distributed for home and posted on the web. For the any additional students that are enrolled without notice I will send a letter within the next day of school. 3.522) requires the Department of Elementary and Secondary Education to publish an annual “report card” about each school district. software used. Of course the specific passwords are only sent home via student. 2. and posted on the web (this is my responsibility to develop and post informational). We recently received our 2009 – 2010 MAP scores from the State of Missouri. information is also posted on website). If that is the case then I will seek measures to obtain their email address and use appropriately. each school building and each charter school. . The scores for O’Neal were very good! • Information about websites. For the any additional students that are enrolled without notice I will send a letter within the next day of school.administration may not have had the opportunity to post on SIS within this time frame. The plan will be posted on class website (updated as needed) and distributed as an email via SIS program. Information sheets Informational sheets are distributed for home. Examples include: • • O’Neal Students Improve MAP Scores State law (Section 160.

5. Students (and parents) love this! It also gives me an opportunity at the very beginning to meet my students and their but I am in the process of developing a computer lab newsletter. and distributed as an email via SIS program. See an example from Siloam Springs.pdf 6. http://web. The computer lab is open for visitors to tour with handouts of Computer Lab Rules/Consequences and Approved Web Sites. Individual notes and letters For special incidents I will use the Incident Report form described by classmate Ginger Lee Kocurek (attached) and described below: . See: O’Neal Open House Photos.k12. then these pictures are posted on our website. I usually have a volunteer on hand to help with this.4.sssd. the regular classrooms have scheduled appointments. Thank you for attending our Open House! We would like to extend a heartfelt thank you to everyone who came out to Presently I use the schools newsletter (http://www. Newsletters Newsletters will be sent hardcopy home with my students. posted on class website. Because I tour the buildings and take pictures of families and students visiting the school. Open house While the principal’s office send letters regarding dates/times of open house.

162). In my observations I will select one-two students each day to carefully observe their activities with the point of watching for something good that they are doing. For these reasons I will pave the way as soon as I can at the beginning of the year.INCIDENT REPORT Although an incident took place and it appears that a student may have inappropriate behavior. If I couldn’t reach them at home. 162). I called parents. Of course. They continue to relate that parents are scared to hear from teachers (p. Phone calls (See attached Parent-Teacher Telephone Scripts 1 & 2). I’d call them at work. we must first gather all of the information to determine what led to or caused this behavior. how it can be avoided in the future. too. Wong and Rosemary Tripi Wong (1991) points out that teacher do not like to call parents (p. I will continue this process as described by Diane Trim: After the final bell. . If that student starts to misbehave I will whisper to her that I plan on calling their parent and “wanted to say good things about her…the student will usually turn their behavior around” (Trim. Harry K. 2009). The personal contact smoothed the way to other possible phone calls about the student and communicated to parents that I liked their kid. 7. the student loved it that I said nice things about her. so that made discipline easier as well. Everyone likes to hear good things about their kids and few parents complained that I called to tell them nice things. It’s important to my scheme that I talked to parents in person. and whether or not there should be any consequences.

net/schools/oneal/earthquake-awareness-month/ 2008-2009 School Accountability Report Card 2010-2011 Supplemental Education Services – Poplar Bluff R-I School District 2008-2009 O’Neal School Accountability Report Card 2010-2011 School Improvement Letter – O’Neal Elementary Facts and Terms Every Parent Should Know About NCLB No Child Left Behind Act (NCLB) of 2001 Federal Register / Vol. 74 / Thursday. April http://www.I will also use the sandwich technique” where I will begin the conversation with something positive about their child and end the conversation with another positive statement about their child (Maurer. No. 8. At the same time I am responsible for general email messages to parents and students via our SIS (Tyler Student Information System). Example of web post attached • • • • • • • • This information is share with students and parents at the beginning of the year in hard copy and via email.r1schools. 2006). I try to post anything that is given hard copy to our students as email especially academic information. I am also responsible for our school’s web calendar.poplarbluffschools. 2003 / Rules and Regulations 18895 • Missouri Revised Statutes . 68. Websites and e-mails I am responsible for our school and my classroom websites: http://www.poplarbluffschools.

For parents that have email I send specific pictures to them and for parents that do not. These are also shared with the Year Book Staff. I plan to develop a slide/video show to be played at the next PTO meeting and prior to the beginning of the spring concert. email. For example during National Fire Prevention Week special activities were related to students and parents. which begins on October 25. I do not identify the students by name or class but I do post on youtube. • I usually video record or take pictures of students working on specific computer programs such as “Education City Play Live” this is a program where the students are competing against each other of course they get excited and loud. • I use my cell phone everywhere I go within the school including during my two daily duties to take pictures and or video clips.9. • Poplar Bluff R-1 Schools Show Support for Red Ribbon Week Students and staff will unite and take a visible stand against substance abuse for National Red Ribbon Week. 2010. I print (black and white…no color printer) and send to send to teachers and post on school drive so students may view. October 5. our webpage. • Fire Fighters Visit O’Neal Informational Poplar Bluff firefighters told O’Neal Elementary students not to be afraid of firefighters when they visited the school as part of National Fire Prevention Week on Tuesday. and hard copy to students. . Special events and informal contracts Special events are described on web page.

However I do send information about websites and how to download. 12. Most of my conferences are with the classroom teacher and given any supportive documentation. (See TimezAttack. Sending home student work The computer lab does not does not send work home. classroom teacher. Conferences with families. However. Reports address areas of: Behavior: Study/Work Habits: Effort Program Awards (Blue Ribbon) Academic Issues: Parent Signature: 11. I too get a benefit because the parents want to know who took the pictures and since the pictures are of positive activities and shared with them they realize I do care and want to share as much positive with them as I can. 10. I will see out their recommendations as to how we can broaden this scope. information is also posted on website). Progress Reports: Reports are given monthly or more often if needed.I do these activities for my students and their parents. For the most part I do not have face-to-face conferences with the families. Besides the phone calls or meetings where parents are invited in to learn or get assistance with a software program. This too helps me to be the “good guy!” As a teacher I will ensure my students’ families know that they are welcomed and encouraged to be involved in as many ways and times as they can. Family members are more likely to feel genuinely welcomed and find . or parent. as identified by computer teacher.

My classroom will be safe. Conclusion I realize that this classroom management plan will continue to change as my experiences increase but I believe I will never leave these theories behind. . social class. not just tolerated. and relaxed so the most optimum learning may occur.their ideas and help are needed. 2010. p. 40). I will ensure that my classroom climate is flexible yet based consistently on the same set of values or principles and these values stem from the love I have for my students. The most important aspect is to remember that the “control of student behavior is a joint responsibility of the student and the teacher” (2010. 2). p. and ability to honor different cultural values and practices. main points #4) and parents. para. all parties benefit. When relationships develop.1. Including the fact that students develop from a “combination of natural forces within the child and outer forces of the child’s environment” (Burden. and feelings of power or lack of power can better be managed within the context of genuine caring relationships between family members and school personnel (Ferguson. p. Differences in culture. 40. Teachers are more likely to gain a deeper understanding. secure.

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html Pelvin. Volume T.L. from http://des. 2011.d. Challenging behaviors in the classroom. Retrieved February 27. (2006).co. (2010).http://courses. Retrieved December 21. Journal of Teaching in Marriage and Family. Family Science Maurer. Hoskyn. 2011. Retrieved March 20.wordpress. from http://www. Self-efficacy beliefs in academic contexts: An outline. 2010 from: National Center on Secondary Education and Transition (NCSET ): Creating opportunities for youth with disabilities to achieve successful futures (n. Preparing students for the parent-teacher conference in early childhood education: Parent-teacher conferences 239. from http://familyscienceassociation. %20students.ehow.html Maslow’s Hierarchy of Needs Theory/Abraham Maslow – Economics (2010).jonesinternational. M. Guilford: New York. 2011 from http://www. Swanson. Retrieved March 12. 2006.).com/2010/02/11/101-ways-to-praise-a-child/ Martin. M. R.emory. (2011). & Lee. Retrieved March 26. eHow.behaviourneeds. C. Interventions for students with learning disabilities: A meta-analysis of treatment .ict-learningnow.. Behaviour Needs. Retrieved March 13. from http://www. Classroom management tips – eight ways to deal with a defiant student. (1999).asp?topic=14 Pajares (2002).jkg? clid=24227&uid=34270&tpl=frameset http://juliecantrell.ncset. H.

Retrieved February 20.ku.d.pdf Tassell.Pervin.d.admin. (2001). from 2011 from: http://www.).edu/~hhartman/ SOCIAL%20COGNITIVE%20APPROACH%20TO%20PERSONALITY%20 ALBERT%20BANDURA%20(1925-). Apple Retrieved March Schreiner. 2011 from http://www.lewiscenter. Personality: Theory and research (8th ed.).com Summary booklet. (2011). CA: Lewis Center for Educational Research.). from http://condor. from http://www.html Simon. Reading for child and your care people: Classroom management.ccny. G. Cyc-online.html Thompson.brighthub. 2011 from www. L.d. Retrieved March 6. 2011 from http://www.cyc-net. Retrieved February 20.aspx#ixzz1HCYa1W6r Study Island (n. K. Retrieved February 13.). Primary Games Inc. & John. (n. Retrieved February 27.ehow. 74. (n. Retrieved March 20. 2011. 2011 from http://www. Retrieved March 19. Helping asperger’s syndrome students adapt to classroom transitions.php?cat=instruction&section=ia/main . (2010). O. Introduction to instructional accommodations.. Social cognitive approach to personality: Albert Bandura.studyisland. E. 2011.cuny. eHow.). (2005) Effective teaching strategies for students with emotional & behavioral disorders.htm Primary Games Online (n.

). (2000).). Retrieved March 27.doc http://teachers. Effective teaching. LLC. Chapter 13: Computers and classroom management. Retrieved March 23. Preventing aggression in the classroom.d. 2011 from www. D. CA: Harry K.bigbrainz. BigBrainz. from http://www. (n. Davidson Institute for Talent Zionts.html Wong. A.d. Wong Publications. R.purdue.php Tips for Teachers: Successful strategies for teaching gifted learners (2003). The first days of school: How to be an effective teacher. 2011 from http://www.Timez Attack Online ( Waxler.loveandlogic. 2011. 2011. & R. Classroom management: The law of least intervention: how to stop minor classroom disturbances. Teaching Tips Machine. Vockell. (2009).davidsongifted. from http://www. Retrieved February 20. from http://www. Sunnyvale.T. E. Retrieved March 6.teaching-tips-machine.chipola. (1991).com/online/select_school. P. (n. Retrieved March 6. Retrieved March 12.pdf What is love and logic® for teachers? (n.d. Educational psychology.aspx Trim. .com/least-intervention. from http://education. (n. Retrieved March 12. H.insidetheschool. Parent phone calls: Here’s your script. Wong. & Wong. Kent State University.).org/db/Articles_id_10075. 2011 from http://www.

doc .Retrieved March 2011. from http://people.uncw.

Three Step Response Plan Develop New Behaviors The Problem Solving Approach Use of Rewards and Consequences Three-Step Response Plan to Misbehavior Using the Principle of Least Intervention Provide Situational Assistance Teacher Response: To help the student cope with the instructional situation and keep the student on task. Remove distracting objects Provide support with routines Boost student interest Provide cues Help students over hurdles Redirect the behavior Alter the lesson Provide non-punitive time-out Modify the environment Use Mild Responses Teacher Response: To take nonpunitive actions to get the student back on task. 3. Nonverbal Responses Ignore the behavior Use nonverbal signals Stand near the student Touch the student Verbal Responses Call on the student during the lesson Use humor Send an I-message Use positive phrasing Remind students of the rules Give students choices Ask “What should you be doing?” Give a verbal reprimand Use Moderate Responses Teacher Response: To remove desired stimuli to decrease unwanted behavior. 1. 2. However.Illustration #1: Response Plan for Challenging Students Response Plan for Challenging Students Whenever possible the appropriate intervention(s). 4. as situations and students change so will the response plan is flexible to meet the challenge. Logical Consequences Withdraw privileges Change the seat assignment Student write problem reflections Place student in a time-out Hold student for detention Contact the family Have the student visit the principal . 2010). and/or strategies will be integrated from one of the following approaches to handle challenging student(s) (Burden. tactics.

Interfering Interfering relates to disrupting the train of behavior in order to disrupt or stop the pattern of thought. Triggering Triggering deals with stimulating the individual to act based on a set of circumstances. and they tend to be strongly influenced by the nature of the circumstances. This is the basis of conditioned learning or reinforcement theory. cooperating. paying attention.. Thus. thus halting the reinforcement of the unwanted disposition. But. . When the individual is stimulated. the teacher can disturb the thought process and introduce alternative behavioral patterns. Take a deep breath. following directions. by interfering.” Illustration #2 “Time out” is a common interfering ploy used by teachers and parents alike. These three methods for addressing malleable human dispositions provide insights into how the teacher can deal with human dispositions in the classroom (Smith. Normal malleable dispositions (e. “OK.Illustration #2: Example Human Disposition Develop New Behaviors For Example: Human Disposition What is a Human Disposition? (Smith. Triggering is prevalent in virtually every instructional methodology and quite amenable to direct instruction. the individual responds in a certain way. where the teacher triggers the student to respond to a certain social situation in a certain way.g. human responses to circumstances are seldom uniform and precise. 2010). Getting all students to be quiet and pay attention by holding up two fingers is a perfect example of triggering. depending upon the circumstances. You stop the aberrant behavior and introduce a different behavior. sharing). So. we cannot precisely define or predict a human action based on an individual's dispositions. 2010) A human disposition is one's capacity or tendency to act in a certain manner. we can only estimate whether or not that individual has the capacity or tendency to act.

Of course students will needs assistance with each strategy and each step. the teacher stops the class and gives a brief lecture on the need for always wearing safety goggles. If angered. 1997). Illustration #2   Stop and Calm Down Identify What the Problem is. attitudes toward social interactions. .net/social/showrespect. Students can use a ten-step process for dealing with problem situations before they do something hurtful to themselves or others (Burden. etc. honesty. For a humorous view of the effect schools have on dispositions read All I Really Need To Know I Learned in Kindergarten by Robert Fulghum. Influencing Influencing involves making causal corrections while the behavior continues. it is my responsibility to first recommend which strategy and if some instance direct which strategy to use. threatening or making fun of others? Did the student wait for the person to finish talking before the student started speaking? Did the Did the student continue to indicate interest by nodding or otherwise visually reacting? Did the student show or demonstrate other positive behaviors? Did he listen as much as he talked? Did the student avoid sighing or whining about having to wait? (Edited from http://cccoe. Curwin & Mendler.Seeing a student remove safety goggles during a laboratory project. use some technique to calm your anger. behavioral terms. Classrooms are set up around dispositions concerning rules. 250-251. pp. As teacher.htm) Problem Solving Approach When students confront a conflict they need problem-solving strategies to help them act effectively without doing damage to themselves or others. playing fair. Consider whether you need to talk to others to help come up with a solution. sharing. Clarify your concerns in specific. Development of Social Skills include: Did the student obey a request to stop a negative behavior? Did the student refrain from teasing. work ethics. The entire school system is set up to influence the dispositions of children. 2010. Give yourself time to think and responds when something upsetting occurs. A social studies teacher stops a role playing exercise on Civil War Reconstruction when one student calls another a “carpetbagger” and holds a discussion on the use of “name calling” as a negative argumentative strategy. Therefore it is extremely important that I am knowledgeable and experience with any strategy utilized.

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Decide on Your Goal. Think of as Many Solutions to the Problem as You Can. For Each Possible Solution, Think of All the Things That Might Happen Next. Choose the Best Solution. Choose a Back-Up Solution in Case the First One Doesn’t Work Out. Plan Your Solution and Make a Final Check. Carry Out Your Solution. Evaluate.

Determine specifically what you want to have happen. Brainstorm about actions to solve the problem. Anticipate consequences for possible solutions. Select one from the previous list that has the most desired consequences. Always have a back-up plan ready with at least one solution. Mentally rehearse when, where, and how a best solution will be implemented. Also anticipate potential obstacles and how to deal with them. Carry out your decision and see how it works. If it does not work, then try another solution. Ask self: (1) Did I reach my goal? (2) If the same problem occurs again, what will I do? (3) Are there any people (parents, friends, and teacher) who might help me as I figure out the best solution?

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Illustration #3: Use of Rewards and Consequences

Use of Rewards and Consequences
Rewards Intrinsic reward: Grades and completion of assignments Extrinsic reward: Fee time on allowed web sites Consequences Consequences are based upon the teachings of Love and Logic. Consequences are logical by giving consequences that meet the behavior. Whenever possible consequences are delayed with procedures followed as outline from Love & Logic. Specific Interventions that I follow when problems arise are incorporated as much as possible from the interventions outlined in Discipline with Dignity Medium Control Approach. I found the points outlined in the Schoolwide and Classroom Discipline, goes hand-in-hand with the approaches I plan to use and therefore include in my plan (When Discipline Problems Arise, #20-30):  Intervene quickly (for specific behaviors/issues); do not allow behavior that violates school or classroom rules to go unchecked.  As appropriate, develop reinforcement schedules and use these with misbehaving students.  Instruct students with behavior problems in self control skills; teach them how to observe their own behavior, talk themselves through appropriate behavior patterns, and reinforce themselves for succeeding.  Teach misbehaving students general prosocial skills--self-awareness, cooperation, and helping.  Place misbehaving students in peer tutoring arrangements; have them serve either as tutors or tutees.  Make use of counseling services for students with behavior problems; counseling should seek the cause of the misconduct and assist students in developing needed skills to behave appropriately.  Make use of in-school suspension programs, which include guidance, support, planning for change, and skill building. THIS IS A VERY LAST RESORT FOR ME!  Collaborate with misbehaving students on developing and signing contingency contracts to help stimulate behavioral change; follow through on terms of contracts.  Make use of home-based reinforcement to increase the effectiveness of school-based agreements.  In schools which are troubled with severe discipline problems and negative climates, a broad-based organizational development approach may be needed to bring about meaningful change; community involvement and support is critical to the success of such efforts.

Illustration #4: Response Plan-Challenging Students Chart

Response Plan for Challenging Students Chart
This chart is based upon the interventions and strategies of my classroom management plan. This is a initial chart, as experience and knowledge continues to grow and the “tried and true” test are determined successful the chart will continue to change. This chart is to be used as a resource and not a “set-in-stone” plan.

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Assess the behavior Talk to student Set interventions and goals with student Give gentle reminders Give praise when goals are met Continue to set new goals

Disruptive Behavior

From rolling eyes and heavy sighs to loud remarks. Teacher’s responsibility to minimize the disruption. Depending upon the degree of disrespect

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Keep everyone else on task by waiting until after class and then meet privately with student. Show respect by not being pulled into a verbal battle of what did or did not do. Use the problem-solving approach. o Try to find out what the real problem the student may be having and o Address techniques to solve that issue and o To get the student on the right path.

Hopefully the misbehaving student will see the “error of his/her ways” and apologize. Even if the student does not apologize, but the behavior improves then we all have won. Remember the Win Win situation.

Defiant attitude
Often pupils are defiant because they are afraid of failure.

First Intervention – Broken record: By asking the student over and over to do the issue at hand. (Ref: JIU, Module 5, Theme 2: Responding to More Challenging Behaviors)

1. Offer support - An offer of help is totally non-confrontational and is therefore one of the best ways to deal Often pupils are defiant because they are afraid of failure – they don’t want to look stupid in front of others. 2. Remind them of past successes and capabilities 3. Ask for their advice 4. Go through stepped consequences as per classroom behavior policy/rules 5. Praise the slightest improvement they make. 6. Avoid asking - ‘Why?’ Asking ‘why’ is confrontational.

Each and every time this happens I explain to the students why it is so important why I must know who is in the class and who isn’t.7. Emergency telephone numbers and contact information is also posted on my Emergency Board. In the meantime I will obtain our school response plan and incorporate it into my plan.. 2010 Emergency Bulletin Board A large bulletin board posted in classroom by door with bright signs and maps. Escape plans and procedures posted for all possible weather emergencies e. This is a time that I do not ignore a student that is not paying attention by laughing and talking. Drills conducted often to practice the procedures. I do not want a student “playing around” in a real emergency. This time is use to observe challenging students to determine the best measures to ensure safety. Fire. They want a response and by meeting them with an impassive look and total silence you clearly convey that you will not be drawn into an argument. Recently I have had an issue with challenging students responding “here” when a student that is absent name is called.g. Use silence . Earthquake. Ref: Rob Plevin. These plans are reviewed first day and frequently throughout the year. My plan will follow the school plan Reference: Clarksville Montgomery County School System Classroom Response Plan http://www. Follow School Response Plan for Violent Behaviors Note: for this assignment I have included responses from the web article—see NEXT PAGE. I model the correct activity to follow. These issues are very important and must not be ignored.pdf Illustration #4 Clarksville Montgomery County School System Classroom Response Plan Student to Student Fights:  Student to Student Fight .cmcss.This can be very powerful.

If possible. You may have police accompany you also. • Remain calm and in control. descriptions. • If a weapon is found.  Principal or his/her representative will announce. Remain calm. • Keep your grade book. • Do not take sides. bring that student to the office for body and locker search. • Make a list of student names who are absent from your class.  Student Disturbance Incident • Follow instructions of the school administrator. • Prior to the search. or clap before communicating with participants. If a staff member is alone: • Get assistance.  If a fight ensues. Do not threaten the student. Respect the student’s privacy.The following outlines some tips to stop a fight before it becomes physically violent. immediately call police support officer and have student arrested.) anything you hear or see from students that you think maybe helpful later. Keep student calm. back away and inform the student to put the gun down. • If a student is searched for a suspected gun and no gun is found. inform student as to why you are searching him/her. • Use a distraction such as a shout. Remain close to student and tell student to keep arms at side of body. etc. “Dr. get as much information as possible.  Several keys to early intervention: • Don’t ignore warning signs. off to the side and away from both individuals. be sure to inform the parents/guardians as to why you conducted the search. • Don’t try to speculate as to the nature or extent of the incident. Physical intervention should be the last resort. Dr. • Remove onlookers. The extent and intrusiveness of the search of the student’s person may increase based on the Level of your suspicion. ask principal to call police and have student arrested.  After 911 Call is placed and the emergency announcement is made. Inform the students that the administration will update the students and staff as soon as possible. do not jump into the fight. • Get assistance. • Attempt verbal intervention. • Allow student to explain his/her side of the story.  If you have a tip that a student has a gun in their locker: • Two administrators should inspect the locker. the Principal and/or their representative will notify the . Procedure to Follow When Gun is on Campus:  If student is suspected or in possession of firearm: • Two administrators are to accompany student to private office. over the intercom system. • Remove others from the area. Have student accompany you to locker. • Lock classroom door. an administrator will notify parents or guardians. • If there is reason to suspect that a friend of student might be in possession of a Weapon. and it should be a team effort. • Document (names. • If a student reports that another student has a gun. • Assume a supportive stance. • Do not allow students to leave the classroom for any reason.” (Sentence is repeated twice). • Document and date what you did and why you did it. • If a student should pull a gun on you. have someone notify the police. seating chart and purse handy. blink the lights. unless you receive word from an administrator. check all clothing and book bags. Lockett please report to the office. if possible. • Remove obstacles and weapons. First try verbal intervention. do not try to disarm the student. Check suspected student’s locker. • Approach calmly and confidently. • If weapon is found. • Use firm nonverbals that are calm. Do not discuss with the students. Lockett please report to the office. If an arrest is made. Illustration #4 Shots Fired on School Property:  Immediately. • Separate the participants and allow time to calm down. supportive and rational. • Check the student. the principal or his/her representative will call 911. • Set and enforce reasonable limits.

at one of the following numbers…  “Dr. designate personnel to monitor hallways and other areas of the building to direct students.  If safety permits. note to office.  “Dr.  Inform office staff as to appropriate information to give callers. do not allow students to leave the classroom.Risk Manager/Safety Coordinator. Dr. Lockett please report to the office.  Avoid any and all confrontations with suspect or suspects. etc. should write down the names of students in their care and the teacher or class where the student should normally be. Tommy Butler. seeing a Guidance Counselor.  If safety permits.  Classroom teachers should immediately take roll and account for any Student’s not in class. etc. teachers. etc.  At the same time the principal or his/her representative will call 911. note to office.Intruder in the Building:  First person to notice intruder (person with a weapon or person who is upset and/or acting out of control) will notify the principal or person in charge of the building. Hostage Situations. (Sentence is repeated twice). After the 911 call is made.  Avoid any and all confrontations with suspect or suspects.  Classroom teachers should immediately take roll and account for any Student’s not in class. Lockett please report to the office. (Students at the library. Lockett please report to the office. maintenance workers. visitors. Dr. Librarian. “Dr. Speech teacher.)  Librarian. should write down the names of students in their care and the teacher/class where the student should normally be. at one of the following numbers. maintenance workers.” • MEANS: lock the classroom door.  Principal or his/her representative will announce. (Students at the library. Lockett please report to the office. speech. be seated on the floor next to an interior way away from windows and doors until further notice. be seated on the floor next to an interior wall away from windows and doors until further notice. Guidance Counselor. do not allow students to leave the classroom.). etc. Dr. Speech. Guidance Counselor. teachers. Those inside and outside of a classroom must know where to go for safety. etc.  Inform office staff as to appropriate information to give callers. Speech teacher. seeing a guidance counselor.  It is critical that everyone immediately takes cover. etc. an administrator will notify parents/guardians.  If an arrest is made. over intercom system. Tommy Butler. . visitors. Lockett please report to the office”. not in a classroom to a safe area.” • MEANS: lock the classroom door. Lockett please report to the office. contact the Risk Manager/Safety Coordinator. designate personnel to check hallways and other areas of the building to direct students.

Apart from that. Computer basics according to grade level information will be distributed to each student and be encouraged to take home for you as well. although I have twenty-five years of computer experience. You can help your student by working with him/her on the following groups of letters: Home Keys – ASDFJKL. We will be doing fun things to help each other to learn the keys such as songs and cheers. I have been teaching in the Elementary Computer Lab grade for five years. Computer and internet safety will be maintained at all times and is therefore also taught during the lab. As a class we will be working in several different software programs including on the internet. It may help them to color code the keys. Of course the younger students may only learn 1-2 keys. It is the hope of all the teachers involved that time will be utilized to the maximum benefit of technology enrichment skills. One of our goals is that students will know the home row keys prior to entering the 5th grade. Your child will be participating in programs to introduce the computer or build upon the prior year’s knowledge. I plan to send home a draft copy of computer lab rules and consequences for my students and your review and input.Illustration #5: Introductory Letter #2 (Teacher-Parent) Dear Parent or Care Giver: My name is Clara Wright. We have twenty-seven computers in the lab which makes it extremely nice because each student works at their own computer. I am really glad to welcome you and your child to my classroom this year. computer lab first-through-fourth grade teacher.. Your child will attend the computer lab for one class period once a week. I am always on a quest to meet new people and learn about their language and culture. Please be assured these rules and consequences are for the safety of your child. I am interested in networking and have my own blog (list link) which I see as a window to express my opinions and more importantly to get yours. This will be completed by the end of the week. Page 2 Introductory Letter . http://www. between to discuss any concern you have about your . (Signature) Clara Wright You may find out more information by visiting web pages of interest that can be viewed during the summer as well as during the school http://www. Apart from this. Please note if you do not have access to computer internet you may call me and review the procedures and times that you may access the school’s lab computers. I am looking forward to meet as well as know each and every student of my class and their parents too. I hope to make this academic year. an educational as well as a fun-filled year for my students. you can feel free to meet me during lunch break hours. Yours Sincerely.poplarbluffschools. http://www.15 to 10.I am planning activities to develop the student's creative skills and It will be appreciated if you inform me a day in prior to fix the meeting.k12. you can also email me at cwright@pb. If you would like to meet me to discuss your child’s performance or any other problems that he/she is facing in class.r1schools.

please explain what you believe led to this incident:___________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ 2. 4. and whether or not there should be any consequences. that you do not want the student mediators or other students to know? Yes No If yes. experienced it. or what you heard about it:___ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Do you have any opinion as to why the Student/Perpetrator did this act? Yes No If yes. Describe the incident as you saw it. which you have shared above. we must first gather all of the information to determine what led to or caused this behavior. how it can be avoided in the future. what day and time would be good for you?_____________________________________ Reference: Ginger Lee Kocurek .Illustration #6: INCIDENT REPORT Although an incident took place and it appears that a student may have inappropriate behavior. Name of Student/Perpetrator__________________________________________ Grade______ Teacher______________________ Date of Incident___________ Victim(s)_________________________________________________________ Witness(es):_______________________________________________________ Person filling out this Incident Report: (circle one) Name___________________ Teacher Student/Perpetrator Student/Victim Witness Parent/Guardian 1. Is there any information. Would you like to have a private meeting with the Teacher? Yes No If yes. Is there any other information you would like to share that might shed some light on the misbehavior of the Student/Perpetrator?__________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ 5. what information?_______ ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________ 6. 3.

. However. Mrs. make the calls right after the class bell with the student at teacher’s side. Sammi is very helpful to his classmates. Do you think you can help me with this problem? *Always ask for the parent’s help. You two are partners in helping students succeed. TO PARENT: Sammi chose to curse repeatedly in class today. Mrs. not anyone else’s. unless the parent has said otherwise. I’m Sammi’s computer teacher. Swearing is not allowed in school and it disrupts class. TO PARENT: I have Sammi here with me. This was the student will know exactly what I am saying. *Make sure you don’t show any anger or frustration. Is this a good time? *Always introduce yourself and make sure that the parent has time to talk. If at all possible. That’s the parent’s business. we need to talk to you about Sammi’s behavior in class today. TO PARENT: Hello. this is Clara Wright. Jones. The Script TO STUDENT: What’s the best number to reach your parents? What’s your mom/dad’s name? Dial phone TO SPEAKER: May I speak with Mrs.Illustration #7: Teacher-Parent Telephone Scrip #1 Include the student. Don’t identify yourself as a teacher calling from the school. Jones? *Always use courtesy titles. Jones.

which included all the parent contact I’d had. time. much better if she plays the model student in class. TO PARENT: I’m going to pass the phone to Sammi.Illustration #7: Teacher-Parent Telephone Scrip #1 Listen to parent. Jot down a few words and the parent’s suggestion for helping the student behave. I think she’d like to talk to you. I will tell you that Sammi worked hard on her assignment in class today and apologized to me for disrupting class. If I ever had to write a referral for a student. I used to dedicate a spiral notebook for this purpose and write down all the calls I made in the book. *This is the master stroke. Sammi and I will call you at the end of the week to discuss her improvement. phone number. TO PARENT: Thank you for your time today. Sammi’s weekend will be much. but she has to go to class soon. and person you spoke to. I documented the calls in our grading program under the student’s notes. *This is where you work in the positive behavior that the student showed you. Make the follow-up positive phone call on Friday. Pass the phone to the student. I printed out the student’s grade sheet. Have the student next to you so the parent can tell the kid she’s proud of her. Post-phone call Document the date. TO PARENT: Thank you for your help. . Both Sammi’s mom and Sammi will be on board. Write a plus or minus sign next to the call. Later.

Retrieved March 27. too. too. The more positive parent contact. too. the more the parent is on board with helping you help the student . They’re a great tool for you. Students look forward to them because it’s an opportunity to salvage their weekend plans.Illustration #7: Teacher-Parent Telephone Scrip #1 It’s a great idea to make the Friday parent phone calls. because these phone calls are positive parent contact. from http://www.insidetheschool. Document these phone calls. D. 2011. Put a smiley face in the plus/minus column. Parent phone calls: Here’s your script. (2009). Reference Trim. Parents look forward to them because they’re hoping for good news.

today ________________________ CHOSE (important word) an inappropriate way to respond to me. she chose to get an attitude or ______________________________________________________________ . I try to always follow-through with what I say I will do. However. She is not hurt or ill. I told ________________(student’s name) that I would call you. “your child is very knowledgeable about computers”. I need to speak with __________________________ (parent’s first and last name). _____________________(student’s name) attends computer lab on __________________(day of week and time of day) from _________________________ (regular teacher classroom’s name). today (explain what happened)______________________________________________________ ______________________________________________________________ However. e. In my room students have two chances to make wise decisions before I call their home. This is Clara Wright.g. Do not worry __________________ (student’s name) is OK. Unfortunately. computer teacher. I needed to call you simply to follow-through with what I told ____________(student’s name) I would do. ________________(student’s name) is ______________________________________________________ (say something positive.Illustration #8: Teacher-Parent Telephone Script #2 Example call: Take a deep breathe Hello.

Do you have any recommendations? OR Because she chose to break a rule these are the consequences that were outlined in our class rules and consequences that I feel I must implement:_____________________________________________________ ______________________________________________________________ _____________________________________________________________. . Thanks again. I really appreciate your help. You two are partners in helping students succeed.Teacher-Parent Telephone Script #2 As we know this is not allowed in the classroom. Do you think you can help me with this problem? *Always ask for the parent’s help. I will follow through and let you know on Friday’s Report unless you wish me to call you? Is there anything else we need to discuss? ______________________________________________________________ _____________________________________________________________. I told ________________________________(student’s name) that I would call you and let you know what had happened and what the consequences were. I’d like to thank you for your time.Page two . Your child is a sweet and caring individual and I am sure this will not happen again. and I don’t expect you to do anything unless you feel that you should. Again.

Wright Clara Wright O’Neal Elementary Middle School _____________________________________ Parents Signature Please return to school with signature. Mrs. Thank you for your prompt attention to this matter. Sincerely.Illustration #9: Discipline Form Letter To the Parents/ Guardians of _____________________________________________ This is to inform you of your student’s discipline problem at school today. and hope to see an improvement. If we can be of help in any way to you or your student. We have discussed our expectations with your student. Ref: Angela Gillespie . please call us at 555-555-5555. You should receive a phone call from the school within the next 24 hours regarding this incident. The following incident involving your student happened today: _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ _____________________________________________________________________________ ______ Please discuss this incident with your student and stress the importance of good behavior at school.

To learn more about earthquakes and earthquake preparedness as well as emergency contact information visit: • • • Missouri Department of Natural Resources Guide for Missouri’s School Districts to Access Earthquake-Related Information (pdf) About The New Madrid Seismic Zone (pdf) Contact O’Neal Elementary School Office if you have any questions. During Earthquake Awareness Month. Did you know that most situations. COVER your head and neck (and your entire body if possible) under a sturdy table or desk. O’Neal School. and cover your head and neck with your arms and hands. only then should you get down near an interior wall (or next to low-lying furniture that won’t fall on you).poplarbluffschools. spread the word. At the Drop. Please keep this information. This position protects you from falling but allows you to still move if necessary. and be safe! . If there is no shelter nearby. along with others in the Schools Observing Earthquake Awareness Month in February Each February. Missouri observes Earthquake Awareness Month. and Hold On website. a game to test their earthquake knowledge and skill. wishes to stress that there are things everyone can do to be better prepared. students can learn about earthquake preparedness and play Beat the Quake. And while small earthquakes along the region’s New Madrid fault do not cause loss of life. Cover. Be prepared to move with your shelter if the shaking shifts it around. Web searches will be conducted in the computer lab to improve their knowledge. HOLD ON to your shelter (or to your head and neck) until the shaking stops. they are a natural hazard that no one can predict. you will reduce your chance of injury if you: • • • DROP down onto your hands and knees (before the earthquakes knock you down). Small earthquakes occur in the region daily.Illustration #10: Web Post: Earthquake Awareness Example of Web post: http://www. your children are learning how they can protect themselves during an earthquake.

025 injuries. • I have learned to don’t be afraid of firefighters. • I learned to rub my hand o the door before I opened it. singing fire prevention songs. October 5. . This year’s theme. O’Neal Elementary joined forces with Poplar Bluff Fire Department and educated school students on how to prepare for a fire emergency. • I also learned to test my smoke alarm every month and to have a meeting place. • I have learned about smoke alarms. Drop. • I have learned to feel doors before I open them. Students signed posters to be presented to the PB Fire Department as a sign of appreciation. go out the door. resulting in an estimated average of 450 deaths. 1. • You have to stop. As part of National Fire Prevention Week. an estimated 9. • If you hear the fire alarm get out of the house climb out of a window.dhs. • Practice your fire safety at least 2 times a year. and computer games/activities. the practice of Stop. drop. Based on data from the National Fire Incident Reporting System. “Smoke Alarms: A sound you can live with. Students wrote essays about what they learned during the week. • I am going to be one when I grow up. • Make sure that your family has a meeting place far away from your house. My Aunt Carla used to be one too. Education included video and class discussions on the history of Chicago Fire and Mrs. and Roll. • Make sure you to your meeting place not any where else so your family does not go back in the house looking for you. and roll when a fire gets on you. art activities. Training children reduces anxiety levels so they are able to react to stressful situations and thus save lives. • I learned not to breathe house fire smoke. • I have learned to roll out of bed. A few of their expressions are noted below: • I have learned to get out of my house when there is a fire and stay out. go the safest way. and to check their batteries and locations. • I have learned to have escape routes. During one drill firefighters demonstrated and explained their equipment that they use to fight fires.000 smokingrelated fires in residential buildings occur annually in the United States. and $303 million in property loss (www. O’Leary’s cow. • I have learned to have a meeting place. • I have learned to stay below the #11: Fire Fighters Visit O’Neal Informational Poplar Bluff firefighters told O’Neal Elementary students not to be afraid of firefighters when they visited the school as part of National Fire Prevention Week on Tuesday.” encourages all Americans to test alarms at least once a month.usfa. a fire escape route contest (PB Fire Department). 2010. At O’Neal Elementary (as well as other Poplar Bluff R-1 Schools) fire drill(s) were held where students quickly learned how to safely evacuate their classroom.

• When you hear beep-beep got out of the house quickly. Clara Wright Computer Lab Instructor Ph: cwright@pb. • You should not hide in a closet or under your bed because it will make it harder for the firefighter to find you. • Always have a smoke detector in your house. • Never go back into your house. If you have any questions feel free to contact me.poplarbluffschools. and that smoke can make you sleep. Smoke is really poisonous.k12. • Thank you for helping us not to die! • When there is a fire. If a door is cold it is safe to go (Don't forget to click on O'Neal). • I know to test my smoke alarms once a month. • I learned that you should not put your toys on fire clothes around door to keep smoke http://www. • I have learned that it is important to get out of the house as quickly as I can if there is a fire. • I learned not to get anything by a candle and not to play with . there is smoke. • If I am on the top floor and cannot get out to put towels. Don’t touch hot doors and always have 2 routes out of your house and room. Smoke is a gas that can kill you! Open a window and scream for help. and to wave to firefighters and they will get me. PLEASE TAKE A MINUTE AND VISIT OUR SITE AND SEE THE PICTURES.• When you get to your meeting place call 911. • I have learned never to go back and get anything. http://www. • I learned not to hide under my bed when there is a fire. • I have learned you never stand up in smoke.

bigbrainz. Timez Attack teaches the times tables from 2 to 12. district. to help students learn and practice their multiplication skills. When a student completes a Go to the website: http://www.’ Once it’s finished. It’s identical to the pre-test so you can accurately measure how much the student has improved and their general mastery of the facts. Website Log-in Instructions Timez Attack 1. select your state. Under Troubleshooting in the upper left hand corner. and school.5 seconds to recall the answer. please contact the Timez Attack company at 877-356-7040 **If you encounter a problem with your password please contact Clara Wright.k12. cwright@pb. they are tested on all 66 facts and have just 2. Students will develop math skills while defeating a host of challenging obstacles and characters. which can also be accessed from home. Type in “????” for the student password (Your child should know their Students are encouraged to continue to practice by logging in at home. just select the student’s class name and then their student name and hit play. **If you encounter a problem accessing the website from home. Select ‘Windows’ or ‘Mac’ 3. After it launches. .php 2. hit ‘re-cache.Illustration #12: Timez Attack Info Sheet Online Game Helps O’Neal Students Learn Times Tables O’Neal Elementary School is using an online software program called Timez Attack.) 5.

 Gets distracted easily and does not complete work. will not keep hands to self even  Did not receive any awards by after being  Does not put forth effort  Total Free Computer and refuses to do work.Classroom Management Plan 121 Illustration #13: Computer Lab Progress Report Progress Name: _________________________Classroom Teacher__________________ Month/Week/Day Of: _______________________ Behavior: Excellent Very Good Good Needs improvement Unsatisfactory (See back for additional details. student should attend lab during  Student did not received awards/free recess to complete assignment. program however received Papers that Need to be Done Over: participation award by teacher with  If this box is checked.  Education City ______Tutput.  Needs some assistance but completes work. time due to behavior.  Hopefully status will change.  Needs much assistance and takes too long complete work. and helps others with software only when requested. completes all work.) Study/Work Habits:  Works independently. and Time:________min. Effort:  Program Awards – Blue Ribbon*  Puts forth much effort and  All software program awards does work quietly keeping hands  Study Island _____Timez Attack to own computer.  Keyboard – Keys___________________  Computer Basic: ___________________ Parents Signature  Computer Comments: Safety:___________________  Body Mechanics___________________  Accessing web page basic of_________________________________ Other:_________________________________ . Any Comments:__________________________ reinforcement you can provide at home would be very helpful. Academic Issues: Your child seems to be struggling in Teacher Signature:____________________ the following academic areas. talk. then 5 minutes of free time.

keyboarding. and expectations. effort and Ref: http://www. classroom projects. rules.Classroom Management Plan 122 *”Free Computer Time Tickets” be based on class participation.html .proteacher.

. • Once the coupons are redeemed they should be initialed and returned to student.Classroom Management Plan 123 Illustration #14: Free Computer Time Coupon Free Computer Time Coupon Classroom Teacher Instructions: • Classroom and computer teacher may use coupons as wish. • Please initial prior to giving to students. The student will be encouraged to take home to their parents and show them their award. • If we have inside recess and/or you want to reward a student you may send them as well. Illustration #15: Touch Typing – Keyboarding Skills Check List .so if I am working unavailable then students will have the opportunity to redeem on another day.. • Coupons may be used during their computer class as deemed appropriate by classroom and/or computer teacher. • To be used in the regular classroom or computer classroom at your discretion. Provided I have an extra computer. • If redeemed in lab then no more than 2 coupons during a time (10 minutes). As always I have to be in the lab.

Completes exercises on time. Types with a steady. Typing Attitude Follows directions. Wrists up. Feet flat on floor. Elbows in. Is prepared for class. even rhythm.II Touch Typing . Strikes Enter key without looking. Teacher:__________________________ Comments:________________________ _________________________________ Room ________ Needs Work [] [] [] [] [] [] [] [] [] [] [] [] [] [] Date___________ About Right [] [] [] [] [] [] [] [] [] [] [] [] [] [] Great Job [] [] [] [] [] [] [] [] [] [] [] [] [] [] Parent:__________________________ Comments:________________________ _________________________________ . Has a good attitude.Keyboarding Skills Check List Student’s Name_______________________ Topic Keystroke Patterns Strikes keys with quick motion. Keeps fingers on home row keys. Typing Posture Sits erect. Has work well-organized.Classroom Management Plan 124 Computer Lab Progress Report . Strives for accuracy.

Please take a moment to provide the student with feedback.k12.Classroom Management Plan 125 Sponsored Project Feedback Form Jones International University Sponsored Project Feedback Form Thank you for agreeing to receive __Clara Wright's presentation on March 28. 4 = Agree . but rather guides the student on the real-world applicability of the project to your organization's needs. Your feedback does not directly affect the student's grade in the Rating: 1 = Disagree. 2 = Mostly Disagree. Your time and cooperation are greatly appreciated. We hope you have found this project to be valuable and in the spirit of service learning. Sponsor's Name: Shiela Davis Sponsor's Title: Academic Coach Professor may contact sponsor at: (573) 785-3037 sdavis@pb. 2011 for course # EDU 523 with Professor Shana Pate. 3 = Mostly Agree.