Running head: CLASSROOM MANAGEMENT

Classroom Management Strategies

Samantha Baldwin

Grand Canyon University: SPD-540

August 26, 2022

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CLASSROOM MANAGEMENT

Part 1: Classroom Management Matrix

Disability Category Strategies to Motivate and Engage Students

Focusing on what the students are doing well rather than when they
Learning Disability (LD)
are struggling. This allows students to be motivated by receiving

praise for doing well and lets them know that it is okay to make

mistakes while learning from them (Weiser, 2014).

Keep your classroom activities and directions simple. Give them clear
Emotional Behavioral Disability
(EBD) and concise directions. It helps for students with EBD to have a set

schedule and can ease frustrations when they are understanding what

is happening in the classroom (The SHARE Team, 2018).

Provide visual aides or support. Students with this disability find more
Intellectual Disability (ID)
success when implementing visual support along with immediate

feedback (Fmtadmin, 2019).

Having visual schedules for these students and alerting them to any
Autism Spectrum Disorder (ASD)
changes in their schedules that may occur. Sticking to a routine can be

beneficial.

Removing objects that could get in the way of their movements and
Physical Disability (PD)
having them somewhere in the classroom that they can see the teacher

easily and be able to engage with other students (Ontario’s

Universities, 2017).

Visual schedules are beneficial because it gives an outline of the

Other Health Impairment (OHI)
things they need to get done while in class and understand what they

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CLASSROOM MANAGEMENT
are going to be doing while in class. Also, color-coding materials,

preferential seating, etc. (Strategy and Intervention Practices).

Allowing them to have movement breaks or breaks in general. It

Attention Deficit Hyperactive
Disorder (ADHD) allows them to reset and prepare for their next task. It also does not

throw everything they are supposed to be doing while in class all at

once, but gives them a chance to pace out classroom activities.

Allowing assistive technology to be used while in the classroom could

Orthopedic Impairment (OI)
assist the students with writing, reading, etc. They are going to be able

to complete assignments in an easy way for them (BrightHub

Education, 2010). The great thing about assistive technology is that all

students should have access to this since most schools have moved to

using laptops in the classroom.

Modeling all activities in the class could be beneficial for students

Traumatic Brain Injury (TBI)
with TBI because they are able to see how it should be done and

mimic the activity as they have seen it (Walters State Community

College)

Part 2: Strategies Rationale

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CLASSROOM MANAGEMENT
The above strategies support intrinsic motivation and engagement by allowing you to create a

positive classroom environment and a safe environment for the students. By focusing on the positives

that the student is exhibiting instead of the negatives it lets the students know that it is okay to make

mistakes and that it is an opportunity to learn from the mistake (Weiser, 2014). By focusing on the

positives and letting students learn from their mistakes, the students are going to want to try on their

assignments. There are going to be students who fear messing up on their work which will then make

them not want to try. By moving objects in the room to make it more accessible, we are providing the

students with safety (Ontario’s Universities, 2017). We are giving them a safe place to learn and it will

then allow them to be engaged in the class while they are in it. Safety motivates students to want to be

in the class. Lastly, by allowing for differentiation in our lesson through things such as assistive

technology, we are allowing the students to complete their work in a way that works for them

(BrightHub Education, 2010). When a student is able to complete their work in a way that they

understand, then they are going to be more motivated to participate while in the classroom.

Overall, it is important to show the students that we want them to be successful. We need to

show them that we understand how they learn best. When students are given the correct tools to

succeed they are going to be more motivated to show the effort when they are in class. As a teacher, it

is my goal to give my students the opportunities to be successful and love being in school. I believe

that the way I treat my students or accommodate them directly impacts their learning and I do not want

to be the reason they hate being in school.

References

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CLASSROOM MANAGEMENT
BrightHub Education. (2010, May 13). Teaching students with orthopedic

impairment. https://www.brighthubeducation.com/special-ed-inclusion-strategies/

71197-having-a-child-with-an-orthopedic-impairment-in-the-class/

Fmtadmin. (2019, April 17). Students with an intellectual disability (5 methods to help).

Classful. https://classful.com/students-with-an-intellectual-disability/

Ontario's Universities. (2017, February 27). Teaching students with physical disabilities.

Accessible Campus. https://accessiblecampus.ca/tools-resources/educators-tool-kit/

teaching-tips/teaching-students-with-physical-disabilities/

The SHARE Team. (2018, May 30). Tips for handling emotional behavior disorder in

classrooms | Resilient educator.

ResilientEducator.com. https://resilienteducator.com/classroom-resources/5-tips-for-

handling-ebd-kids-emotional-behavior-disorder-in-an-inclusive-classroom/

Strategy & intervention practices. (n.d.). Other health

impairments. https://otherhealthimpairment.weebly.com/strategy--intervention-

practices.html

Walters State Community

College.https://www.ws.edu/student-services/disability/teaching/brain.shtm#:~:text=Pr

ovide%20ample%20time%20for%20task,assist%20in%20organizing%20daily

%20information

Weiser, B. (2014). Academic diversity: ways to motivate and engage students with learning

disabilities. Council for Learning Disabilities, 1-16.

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