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.

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.

Esme Codell is a fifth grade teacher at a brand new public school in Iowa. Codell is a stellar example in applying different theories to classroom practices. She applies all of the learning theories in her classroom daily. To start, Codell applies the behavioral learning theories three different principles in her classroom.

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.

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-1

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. I observed the students in their various roles and the most

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 should make sure that each student is involved in the lesson, ask process questions, open-ended questions, be patient when waiting for answers to these questions, and ultimately never say anything a kid can say. This method is something that I would like to implement in my future classroom. I know that it will take practice and perseverance, but it is something that I know I can

Ofsted inspectors will also want to see the records of assessments in order to assess if I meet the framework criteria. As proven above there are many reasons to keep all the assessments records and the teacher has to understand that keeping the assessments records is the teacher

This is something that everyone must show as it is a “process success criterion”. Two examples will be displayed. They will be modelled by the teacher, but he will try to obtain as much information as possible from the students. As asserted by Holton and Clarke (2006), conceptual scaffolding should be provided in order to move students through ZPD. By the time the model questions have been completed, the scaffolding will almost be completely removed and the students will be working independently.

Assessment and/or Outcomes: • Students will be informally assessed during the group work. The teacher will circulate around the classroom to make sure those students have an understanding how the events and people in the situations develop over time. • Students will be given a formative assessment based off of their answers with the definition of terrorism handout. • Students will be given a formative assessment based off of the Group Work Rubric. Students will be graded based on how well they are able to work together to draw a conclusion from their situation(s).

I will use T-I-P-S I will be T- tuned in to the children. I- introduce the book, P- promote language and S- summarize the book. I will do this type of activity 5 to 8 times a