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ELM-515-RS-T3-ClassroomManagementPlanningGuide.docx
Instructionforclassroommanagementweek3.docx
ELM-515-RS-T3-ClassroomManagementPlanningGuide.docx
Classroom Management Planning Guide
Write 75-125 words per prompt describing different elements of your classroom management.
|
Description of the Classroom: Identify the grade level, the classroom setting (in-person, hybrid, online, etc.), and any other specifics that will be important when considering the management of students in that grade level. ( NOTE: You may use your field experience classroom or the ideal classroom where you would like to teach.) |
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Physical Classroom Layout: Describe how the classroom will be arranged and how that arrangement provides flexibility, promotes student learning, and accommodates the different learning needs of students. |
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Ice-Breaker Activity: Describe an ice-breaker activity that can be done during the first week of school for students to get to know their classmates. |
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Attention Getter: Explain how you will get students’ attention throughout the day. |
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|
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Rules and Expectations: Identify rules and expectations for students and how those will be communicated to students on the first day of school. Include how you will maintain a strong culture of individual and group accountability for classroom expectations. |
|
|
|
Rewards and Consequences: Describe the reward and consequence system you will use in your classroom and how you will ensure students feel safe, even when receiving consequences. |
|
|
|
Procedures: Create two classroom procedures (e.g., entering the classroom, using the restroom, use of technology, turning in work, transitioning). |
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|
|
Teaching Procedures: Explain how you will introduce, teach, and reinforce classroom procedures to students. |
|
|
|
Positive Classroom Climate: Describe how you will continue to build rapport and a positive classroom climate throughout the year. Include how you will collaborate with students to develop shared values and expectations for respectful interactions with adults and peers. |
|
|
References
© 2023. Grand Canyon University. All Rights Reserved.
image1.jpeg
Instructionforclassroommanagementweek3.docx
Rubric Criteria
expand all Rubric CriteriaExpand All
Description of Classroom
7 points
Criteria Description
Description of Classroom
5. Target
7 points
The description of the classroom, including the grade level, classroom setting, and important considerations, is thorough.
4. Acceptable
6.09 points
The description of the classroom, including the grade level, classroom setting, and important considerations, is complete.
3. Approaching
5.18 points
The description of the classroom, including the grade level, classroom setting, and important considerations, is lacking details.
2. Insufficient
4.83 points
The description of the classroom, including the grade level, classroom setting, and important considerations, is incomplete.
1. No Submission
0 points
Not addressed.
Physical Classroom Layout
7 points
Criteria Description
Physical Classroom Layout
5. Target
7 points
Description of how the physical classroom will be arranged is in-depth. Explanation of how the layout promotes student learning is sophisticated.
4. Acceptable
6.09 points
Description of how the physical classroom will be arranged is detailed. Explanation of how the layout promotes student learning is sound.
3. Approaching
5.18 points
Description of how the physical classroom will be arranged is partially incomplete. Explanation of how the layout promotes student learning is unfocused.
2. Insufficient
4.83 points
Description of how the physical classroom will be arranged is incomplete. Explanation of how the layout promotes student learning is flawed.
1. No Submission
0 points
Not addressed.
Ice-Breaker Activity and Attention Getter
7 points
Criteria Description
Ice-Breaker Activity and Attention Getter
5. Target
7 points
Ice-breaker activity that can be used the first week of school to allow students opportunities to get to know their classmates and the classroom attention getter are novel.
4. Acceptable
6.09 points
Ice-breaker activity that can be used the first week of school to allow students opportunities to get to know their classmates and the classroom attention getter are effective.
3. Approaching
5.18 points
Ice-breaker activity that can be used the first week of school to allow students opportunities to get to know their classmates and the classroom attention getter are weak.
2. Insufficient
4.83 points
Ice-breaker activity that can be used the first week of school to allow students opportunities to get to know their classmates and the classroom attention getter are ineffective.
1. No Submission
0 points
Not addressed.
Rules and Expectations
10.5 points
Criteria Description
Rules and Expectations
5. Target
10.5 points
Rules and expectations for students are ideal. Explanation of how they will be communicated on the first day of school to students and how accountability will be maintained is specific.
4. Acceptable
9.14 points
Rules and expectations for students are appropriate. Explanation of how they will be communicated to students on the first day of school and how accountability will be maintained is descriptive.
3. Approaching
7.77 points
Rules and expectations for students are surface level. Explanation of how they will be communicated to students on the first day of school and how accountability will be maintained is vague.
2. Insufficient
7.24 points
Rules and expectations for students are inappropriate. Explanation of how they will be communicated to students on the first day of school and how accountability will be maintained is insufficient.
1. No Submission
0 points
Not addressed.
Rewards and Consequences
10.5 points
Criteria Description
Rewards and Consequences
5. Target
10.5 points
Reward and consequence system is meaningful. Explanation of how the teacher will ensure students feel safe when receiving consequences is realistic.
4. Acceptable
9.14 points
Reward and consequence system is credible. Explanation of how the teacher will ensure students feel safe when receiving consequences is reasonable.
3. Approaching
7.77 points
Reward and consequence system is inconsistent. Explanation of how the teacher will ensure students feel safe when receiving consequences is unclear.
2. Insufficient
7.24 points
Reward and consequence system is unfitting. Explanation of how the teacher will ensure students feel safe when receiving consequences is unreasonable or unrealistic.
1. No Submission
0 points
Not addressed.
Procedures
10.5 points
Criteria Description
Procedures
5. Target
10.5 points
Classroom procedures are proficient. Explanation of how the procedures will be introduced, taught, and reinforced is substantial.
4. Acceptable
9.14 points
Classroom procedures are concise. Explanation of how the procedures will be introduced, taught, and reinforced is clear.
3. Approaching
7.77 points
Classroom procedures are lacking precision. Explanation of how the procedures will be introduced, taught, and reinforced is inexplicit.
2. Insufficient
7.24 points
Classroom procedures are unintelligible. Explanation of how the procedures will be introduced, taught, and reinforced is erroneous.
1. No Submission
0 points
Not addressed.
Positive Classroom Climate
7 points
Criteria Description
Positive Classroom Climate
5. Target
7 points
Description of how the teacher can continue to build rapport and a positive classroom climate throughout the year is insightful. Ways to collaborate with students to develop shared values and expectations for respectful interactions with adults and peers are superior.
4. Acceptable
6.09 points
Description of how the teacher can continue to build rapport and a positive classroom climate throughout the year is suitable. Ways to collaborate with students to develop shared values and expectations for respectful interactions with adults and peers are noteworthy.
3. Approaching
5.18 points
Description of how the teacher can continue to build rapport and a positive classroom climate throughout the year is shallow. Ways to collaborate with students to develop shared values and expectations for respectful interactions with adults and peers are artificial.
2. Insufficient
4.83 points
Description of how the teacher can continue to build rapport and a positive classroom climate throughout the year is inadequate. Ways to collaborate with students to develop shared values and expectations for respectful interactions with adults and peers are poor.
1. No Submission
0 points
Not addressed.
Supporting Research and Documentation of Sources
3.5 points
Criteria Description
Uses appropriate designated style and formatting to document sources in citations and references.
5. Target
3.5 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. Acceptable
3.05 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. Approaching
2.59 points
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
2. Insufficient
2.42 points
Supporting research is ineffective. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. No Submission
0 points
Not addressed.
Mechanics of Writing
7 points
Total70
ELM-515-RS-T3-ClassroomManagementPlanningGuide.docx
Classroom Management Planning Guide
Write 75-125 words per prompt describing different elements of your classroom management.
|
Description of the Classroom: Identify the grade level, the classroom setting (in-person, hybrid, online, etc.), and any other specifics that will be important when considering the management of students in that grade level. ( NOTE: You may use your field experience classroom or the ideal classroom where you would like to teach.) |
|
|
|
Physical Classroom Layout: Describe how the classroom will be arranged and how that arrangement provides flexibility, promotes student learning, and accommodates the different learning needs of students. |
|
|
|
Ice-Breaker Activity: Describe an ice-breaker activity that can be done during the first week of school for students to get to know their classmates. |
|
|
|
Attention Getter: Explain how you will get students’ attention throughout the day. |
|
|
|
Rules and Expectations: Identify rules and expectations for students and how those will be communicated to students on the first day of school. Include how you will maintain a strong culture of individual and group accountability for classroom expectations. |
|
|
|
Rewards and Consequences: Describe the reward and consequence system you will use in your classroom and how you will ensure students feel safe, even when receiving consequences. |
|
|
|
Procedures: Create two classroom procedures (e.g., entering the classroom, using the restroom, use of technology, turning in work, transitioning). |
|
|
|
Teaching Procedures: Explain how you will introduce, teach, and reinforce classroom procedures to students. |
|
|
|
Positive Classroom Climate: Describe how you will continue to build rapport and a positive classroom climate throughout the year. Include how you will collaborate with students to develop shared values and expectations for respectful interactions with adults and peers. |
|
|
References
© 2023. Grand Canyon University. All Rights Reserved.
image1.jpeg
Instructionforclassroommanagementweek3.docx
Rubric Criteria
expand all Rubric CriteriaExpand All
Description of Classroom
7 points
Criteria Description
Description of Classroom
5. Target
7 points
The description of the classroom, including the grade level, classroom setting, and important considerations, is thorough.
4. Acceptable
6.09 points
The description of the classroom, including the grade level, classroom setting, and important considerations, is complete.
3. Approaching
5.18 points
The description of the classroom, including the grade level, classroom setting, and important considerations, is lacking details.
2. Insufficient
4.83 points
The description of the classroom, including the grade level, classroom setting, and important considerations, is incomplete.
1. No Submission
0 points
Not addressed.
Physical Classroom Layout
7 points
Criteria Description
Physical Classroom Layout
5. Target
7 points
Description of how the physical classroom will be arranged is in-depth. Explanation of how the layout promotes student learning is sophisticated.
4. Acceptable
6.09 points
Description of how the physical classroom will be arranged is detailed. Explanation of how the layout promotes student learning is sound.
3. Approaching
5.18 points
Description of how the physical classroom will be arranged is partially incomplete. Explanation of how the layout promotes student learning is unfocused.
2. Insufficient
4.83 points
Description of how the physical classroom will be arranged is incomplete. Explanation of how the layout promotes student learning is flawed.
1. No Submission
0 points
Not addressed.
Ice-Breaker Activity and Attention Getter
7 points
Criteria Description
Ice-Breaker Activity and Attention Getter
5. Target
7 points
Ice-breaker activity that can be used the first week of school to allow students opportunities to get to know their classmates and the classroom attention getter are novel.
4. Acceptable
6.09 points
Ice-breaker activity that can be used the first week of school to allow students opportunities to get to know their classmates and the classroom attention getter are effective.
3. Approaching
5.18 points
Ice-breaker activity that can be used the first week of school to allow students opportunities to get to know their classmates and the classroom attention getter are weak.
2. Insufficient
4.83 points
Ice-breaker activity that can be used the first week of school to allow students opportunities to get to know their classmates and the classroom attention getter are ineffective.
1. No Submission
0 points
Not addressed.
Rules and Expectations
10.5 points
Criteria Description
Rules and Expectations
5. Target
10.5 points
Rules and expectations for students are ideal. Explanation of how they will be communicated on the first day of school to students and how accountability will be maintained is specific.
4. Acceptable
9.14 points
Rules and expectations for students are appropriate. Explanation of how they will be communicated to students on the first day of school and how accountability will be maintained is descriptive.
3. Approaching
7.77 points
Rules and expectations for students are surface level. Explanation of how they will be communicated to students on the first day of school and how accountability will be maintained is vague.
2. Insufficient
7.24 points
Rules and expectations for students are inappropriate. Explanation of how they will be communicated to students on the first day of school and how accountability will be maintained is insufficient.
1. No Submission
0 points
Not addressed.
Rewards and Consequences
10.5 points
Criteria Description
Rewards and Consequences
5. Target
10.5 points
Reward and consequence system is meaningful. Explanation of how the teacher will ensure students feel safe when receiving consequences is realistic.
4. Acceptable
9.14 points
Reward and consequence system is credible. Explanation of how the teacher will ensure students feel safe when receiving consequences is reasonable.
3. Approaching
7.77 points
Reward and consequence system is inconsistent. Explanation of how the teacher will ensure students feel safe when receiving consequences is unclear.
2. Insufficient
7.24 points
Reward and consequence system is unfitting. Explanation of how the teacher will ensure students feel safe when receiving consequences is unreasonable or unrealistic.
1. No Submission
0 points
Not addressed.
Procedures
10.5 points
Criteria Description
Procedures
5. Target
10.5 points
Classroom procedures are proficient. Explanation of how the procedures will be introduced, taught, and reinforced is substantial.
4. Acceptable
9.14 points
Classroom procedures are concise. Explanation of how the procedures will be introduced, taught, and reinforced is clear.
3. Approaching
7.77 points
Classroom procedures are lacking precision. Explanation of how the procedures will be introduced, taught, and reinforced is inexplicit.
2. Insufficient
7.24 points
Classroom procedures are unintelligible. Explanation of how the procedures will be introduced, taught, and reinforced is erroneous.
1. No Submission
0 points
Not addressed.
Positive Classroom Climate
7 points
Criteria Description
Positive Classroom Climate
5. Target
7 points
Description of how the teacher can continue to build rapport and a positive classroom climate throughout the year is insightful. Ways to collaborate with students to develop shared values and expectations for respectful interactions with adults and peers are superior.
4. Acceptable
6.09 points
Description of how the teacher can continue to build rapport and a positive classroom climate throughout the year is suitable. Ways to collaborate with students to develop shared values and expectations for respectful interactions with adults and peers are noteworthy.
3. Approaching
5.18 points
Description of how the teacher can continue to build rapport and a positive classroom climate throughout the year is shallow. Ways to collaborate with students to develop shared values and expectations for respectful interactions with adults and peers are artificial.
2. Insufficient
4.83 points
Description of how the teacher can continue to build rapport and a positive classroom climate throughout the year is inadequate. Ways to collaborate with students to develop shared values and expectations for respectful interactions with adults and peers are poor.
1. No Submission
0 points
Not addressed.
Supporting Research and Documentation of Sources
3.5 points
Criteria Description
Uses appropriate designated style and formatting to document sources in citations and references.
5. Target
3.5 points
Supporting research is compelling and thorough. Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
4. Acceptable
3.05 points
Supporting research is credible and relevant. Sources are documented, as appropriate to assignment and style, and format is mostly correct.
3. Approaching
2.59 points
Supporting research is minimal and somewhat inaccurate. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.
2. Insufficient
2.42 points
Supporting research is ineffective. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.
1. No Submission
0 points
Not addressed.
Mechanics of Writing
7 points
Total70