Classroom management will be a major factor in your success as a teacher, and it will likely be one of the biggest challenges you may face. Therefore, it will be vital for you to understand the different models and theories behind classroom management and to get to know your students to develop a learning environment that is suitable to their learning needs.
In Week 1, you began defining your classroom-management philosophy, which set the foundation for your beliefs about behavior and discipline. For this summative assessment, you will compare different classroom-management models and begin to establish classroom expectations and procedures, while factoring in potential student diversities (e.g., cultural backgrounds, experiences, language, developmental levels, and skills).
Scenario
Imagine you are preparing for your first semester teaching at an elementary school in your home district. You will be teaching a sixth-grade class, and you were assigned a homeroom. You understand that classroom management is one of the biggest challenges for a new teacher, and you are planning ahead of time how you will apply what you have learned about enforcing desired behavior and establishing rules and procedures with students.
Assessment Deliverable
Part 1: Classroom-Management Models Visual Organizer
Research various classroom-management models.
Create a visual organizer (e.g., Venn diagram, chart) in which you compare at least 2 different classroom-management models. Include the following for each classroom-management model:
Name and description of the classroom-management model
Theory or theorist associated with the classroom-management model
How each classroom-management model functions in the classroom
How each classroom-management model promotes appropriate behavior and a positive learning environment
Part 2: Classroom Routines and Procedures Table
Create a table that lists routines and procedures that your sixth-grade students from the scenario will be expected to follow in your classroom. Include the following routines and procedures:
Entering and exiting the classroom
Turning in assignments (physically and electronically)
Obtaining materials (physically and electronically)
Going to the restroom
Getting out of their seat
Checking devices in and out
Include the following information/columns in your table for each routine or procedure:
Steps for accomplishing the routine or procedure
Consequences for not following the routine or procedure
Method for teaching the routine or procedure
Consider the roles that students’ diverse cultural backgrounds, experiences, language, developmental levels, and skills might have on your plan as you formulate your responses.
Part 3: Analysis of Routines/Procedures
Choose 2 of the routines or procedures listed in your Part 2 table that you believe are most important and write a 260- to 350-word analysis in which you address the following questions:
Why are these routines or procedures critical to your success in the classroom?
What classroom-management model(s) do these routines and procedures follow?
How will these routines or procedures promote student engagement?
From legal and ethical standpoints, why is it important to have routines and procedures in place?
How did you consider students’ diversity, such as language, abilities, and skills, when creating and communicating expectations?
What impact do preparation and instructional planning have on whether students follow these routines and procedures?
Cite 3 to 5 references to support your assessment and format your citations and references according to APA guidelines.
Submit your comparison visual organizer, expectations table, and expectations analysis.
