Assignment 3-5 Classroom Management Plan

The point of this article is basically being there for them, teach them how to be independence, have someone to be in their life that we care about them. When the kids have trouble of reading, spelling, studying, we tutorial them and give them practice skills to work on their weakness to work on. We teach them how to control their emotions. When you have a friendly relationship is to always let them know that you care about them and show them develop trust to them, have that special bond with them. It is important to teach students about the classroom rules, schools rules, daily routines, learn to practice new skills in the classroom and out of the classroom, and now their school schedule and outside of school schedule.

The activities are part of the teaching progress in classrooms so teachers need to be clear with the classroom management. Accordingly, tow resources are providing with the information of management. First, CAMPS a proactive approach to classroom management to K-8 grade. Second, Discipline in the secondary classroom appositive approach to behavior management to 9-12 grade. Both are design with structure to help student for success with the information about decision teachers need to make about the students.

The teacher will advise the students to think of the warm-up question of “who am I?” 5 minutes 2. Next the teacher will give the students instructions of the lesson for the day. As the student will learn different cultures within their classroom and how they can relate to the cultures. 5 minutes 3. Following the instruction of the lesson for the day, the teacher will show a video “Middle school Diversity Video”.

It is at this meeting that the IEP team talks about the student’s strengths and needs and writes the IEP. The IEP includes specific goals and objectives as well as accommodations and modifications that the child needs to be successful in the classroom. It is also at this meeting that placement of classroom is determined for the student. The law requires that the student is placed in the least restrictive environment, which means the child must be placed in the setting the non-disabled peers to the extent that their needs are being met. The parent must accept and sign off the IEP for it to be in effect.

When planning a lesson, the teacher must “provide the stimuli needed to produce the desired learning” (Fetsco and McClure, BLT #3). In Codell’s classroom, there are signs and bulletins hanging up everywhere that motivate the students and make them want to learn and succeed. These

Strategy Instruction and Rationale: During RTII time, the teacher will conduct small group instruction about fluency. The teacher will work with a group of students that are all on the same reading level as Rose. The teacher will use a passage that Rose and the other students have already seen before and that they all have had a chance to read aloud to the teacher and practice at home. The teacher will hand out a fluency checklist and allow the students to look over the checklist before they read with the teacher. The students will read the passage to the teacher and get “graded”” on their fluency rate, based on their handout.

Formal miscue analysis is when the teacher is taping the kid and relisting to it so they know where to work this results in a miscue analysis kidwatching profile. Then there is informal miscue and that is when the teacher is listening to the children reading. Teachers must know based on what they are doing what kind of materials they will need for their

Class: Pre-Kindergarten (4-Year Old Classroom) Unit: Language Development (Alphabet Word and Picture Match) Teacher: Ms. Zarie Baker Objectives: 1. Students will follow simple multistep directions with visual cues if needed. LDC-1m 2. Students will talk to themselves and others about what they are “working on,” what they are doing, routines, and events of the day. LDC-5d 3.With prompting and support, students will use books and other media that communicate information to learn about the world by looking at pictures, asking questions, and talking about the information.

The program is designed to teach students about life skills such as responsibility, accountability, leadership and initiative. The learning environment is designed to be student-led. This means that within each classroom, the various roles that teachers serve are now entrusted to the student. Students control the flow of transitions, answering the intercom calls, greeting visitors, passing out papers, and ensuring that their classmates are on task. I fully intend to implement these strategies into my classroom.

Respond with a win-win structure 4. Follow-up A teacher will construct a consequence for the student based on the behavior and position the student is displaying at that moment. -A process The teacher has set consequences. The teacher will explain to the students the rules. When a rule is broken the student will already know what is the consequence for their misbehavior.