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Running head: MINI-INTERVENTION 1: CLASSROOM CULTURE CHANGE

MINI-INTERVENTION 1: CLASSROOM CULTURE CHANGE

Classroom Culture Change

Carzetta Allen

Capella University

1. Describe your current classroom management style and how it affects the management of diverse learners.

My current classroom management style is more of a conductor. I love to be the one who gives the instructions, and make sure that all students understand them. I emphasize how important classroom rules and expectations were at the beginning of the year. During the year, I made sure that I kept those same classroom rules and expectations. I repeated the same thing over and over again and it got a little tiresome, but it is worth it in the end. I try to make it a habit to talk about what was done correctly and what was done incorrectly so the students know what they done wrong so that they can fix the problem. According to Schindler (2010), out of this structure, the objectives of a prolific learning environment, respect, accountability, and positive relationships are builder. For example, let's say we are trying to converge into groups. Before we transition into groups, I explain to them that we will be moving into groups and then continue to give them the expectations. After we transition, I explain with the students the challenges and the outcome of the transition. By doing this, students will see what they done correctly and what they did incorrectly hopefully with a chance to fix the problem. With this pathway I would like to think that losing only to win is a tremendous way to describe this pathway.

2. Describe a classroom management practice to change and describe the desired effects of the change in detail.

A classroom management practice I would like to change would be maximizing the use of my teaching time and becoming more of an authoritative type of teacher. A lot of classroom management concerns can be traced back to how the lesson is formulated. Is there any free time? Can students move from one assignment to the next? When they get to the assignment, are they seriously engaged in learning or are they spending most time entertaining? These are the kinds of questions that I think about as I try to modify this change. In doing this, I hope to accomplish a structured classroom. More often than not, when there's more free time the more teaching time, that's when problems start arising. There will be no student that can focus on the real work; instead they'll be focus on what the prankster is doing, given the teacher more behaviors to correct.

3. Propose an immediate implementation plan that targets a specific change in classroom management

For beginner, the best thing to do would be to plan ahead with my lessons. Because we are on block scheduling, it would be best to plan for at least three weeks in advance so that I may have a hold on what I am going to be doing in the classroom. I need to know what tangibles are needed for each student and if possible I need to copy them just in case I run out or someone forgets something. When the students arrive in the classroom, I would begin with an anticipatory set. The students will be ready for the lesson ahead. Once the lesson has begun, I will start explaining what to do and how I would like it to be done. The assignments will be timed and after the bell rings, it will be time to switch to the next assignment. We will do this until it is time to wrap up. The wrap up will be an exit ticket based on what they have learned.

4. Develop a script to introduce and approach this management change with students that includes specific, age-appropriate details.

When I arrived in the classroom, I would say:

“Good morning class. I hope you are ready for a good weekend. Today I wanted to go over a couple of things and introduce some new things that will be done in the classroom. Now that you are in middle school, I assume that you will know how to behave. I have been doing some thinking over the weekend, and I know that you are old enough to know better, but you still have to obey and follow the rules. I want you to understand that as a class it is okay if we have conversations, laughed, joke, but we also need to understand that when it is time for work, I mean business. In the meantime, I am going to go over my classroom rules and expectations until I feel that you are responsible enough to conduct yourselves without me being so much of a dictator. Hopefully you know that this is coming from a very good place and I have great plans."

5. Describe a way to measure changes in the classroom climate based on specific changes in instructor behaviors.

A way to measure changes in the classroom climate would be for students to do surveys. Teachers should give out these surveys to their students at the end of the year. Student surveys give teachers the concepts of their teaching through the eyes of their students. It's best that the survey is completed unidentified, that way the teacher doesn't get upset at a certain student. Honesty is the best policy, is it better to learn from them or the ones who see you every day? When feedback that students provide about their teacher is useful in helping teachers improve and fine-tune their teaching. It will benefit teachers in allowing them to hear their students concerns while there still time to correct those concerns. The surveys benefit both the student and the teacher. The teacher asks particular questions and hopefully be honest with themselves and the students. Most times the questions are geared towards what the teacher may think they are doing wrong in the classroom. If these questions are put on a survey, students can answer them so that the teacher may give back.

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6. Results and Reflection

[You will not complete this part in Unit 4; in Unit 10, you will submit this as part of your Classroom Management Portfolio. After you collect data for a couple of weeks on your change, return to your document and report your results and your reflection on the change here for submission later.]

Reference

Shindler, J. (2010). Transformative classroom management: Positive strategies to engage all students and promote a psychology of success. San Francisco, CA: Jossey-Bass.

Peer-Feedback Form

Ask a fellow peer to provide feedback on what you have written. They should check off the box next to each question, and write a brief comment that will improve your work.

Peer reviewer: Danielle Preciado Date: 5/2/2018

Trait on which to provide feedback	Yes	No	Comments
Describes current classroom management practices and how they affect the management of diverse learners.	X
Identifies a classroom management practice to change and describes the desired effects of the change in detail.	X
Describes a way to measure changes in the classroom climate based on specific changes in instructor behaviors.	X
Is the classroom culture change well organized?	X
Is critical thinking evident?	X
Is the writing clear and concise?	X
Do word usage errors occur?		X
Do grammatical errors occur?		X
Do mechanical errors occur? (Punctuation, capitalization, et cetera).		X
Is APA 6th edition used correctly?	X

Rubric Instructions: Self-Assessment of Competencies

The idea behind rubrics is to assist you in critically analyzing your work and ability to meet competencies that are aligned to criteria on the rubrics. With self-assessment and reflection of the criteria on the rubric prior to submission, you will have a solid idea of your competency and quality of work. Regular use of self-assessment as a way to reflect will improve your writing and target assignments toward your instructor’s expectations. 

You will use the same rubric that the instructor uses for each assignment. You will grade your own assignment using the rubric, as will your instructor. After submission, your instructor will compare the two rubrics. If they match, you will earn extra points. However, in the end, your instructor’s assessment will be the one that counts.

Process for Self-Assessment

1. Think critically about your work before filling out the rubric. So, be honest in your appraisal of your work.

2. Use this assignment template and rubric. Upload to the appropriate assignment area.

3. Assess your assignment according to the rubric. Include comments that share how your assignment meets the level you chose along with evidence from your assignment. Boldface words, phrases, or parts in your assignment that you feel support your level choice and comments.

4. Refer to the boldface when you type your comments in the comments column. This becomes evidence of how you have demonstrated your competency related to the chosen level.

5. Your instructor will assess using the same rubric; if the rubrics match, you will earn extra points.

Criteria	Non-performance	Basic	Proficient	Distinguished	Comments
Describe current classroom management practices and how they impact management of diverse learners. 20%	Does not describe classroom management practices or address how these practices impact the management of diverse learners.	Does not describe classroom management practices or address how these practices impact the management of diverse learners.	Describes current classroom management practices and addresses how they impact the management of diverse learners.	Creates a detailed description of current classroom management practices, and includes multiple examples of most common practices and how these practices impact the management of diverse learners.	I have described my classroom styled in full detail.
Describe the effects desired as a result of changing (increasing, decreasing, or eliminating) a specific classroom management practice. 20%	Does not describe the effects desired as a result of changing (increasing, decreasing, or eliminating) a specific classroom management practice.	Does not describe the effects desired as a result of changing (increasing, decreasing, or eliminating) a specific classroom management practice.	Describes the effects desired as a result of changing (increasing, decreasing, or eliminating) a specific classroom management practice.	Identifies a classroom management practice to change and describes the desired effects of the change in detail. Provides a strong rationale for the selection and supports the rationale with examples from other practitioners.	The goal here is to identify the change that you would like to see in yourself and the students you teach. That problem is identified, but lacks references.
Describe a way to measure changes in the classroom climate that is based on specific changes in instructor behaviors. 20%	Does not describe a way to measure changes in the classroom climate that is based on specific changes in instructor behaviors.	Describes a classroom climate change, but does not connect it to specific changes in instructor behaviors.	Describes a way to measure changes in the classroom climate that is based on specific changes in instructor behaviors.	Describes in detail a way to measure change, demonstrating the appropriateness of the measurement based on the changes they make in their own behaviors.	Surveys help teacher understanding the perspectives of their students. We too, often forget that sometimes a child can be the best wake up call.
Develop a script to introduce and approach this management change with students.  20%	Does not develop a script to introduce and approach this management change with students.	Develops a script that lacks sufficient detail in the description of how they would introduce and approach this management change with their students.	Develops a short script in which a teacher describes how to introduce and approach the change with students.	Develops a script to introduce and approach this management change with students that includes specific, age-appropriate details.	Provided within the assignment, I have included a way that I would address the class if the said action plan were to take place.
Propose an immediate implementation plan that targets a specific change in classroom management behaviors. 20%	Does not propose an immediate implementation plan or target a specific change in classroom management behaviors.	Proposes an immediate implementation plan but fails to include details about how they will make the change to their own management behavior.	Proposes an immediate implementation plan and targets a specific change in classroom management behaviors.	Proposes an immediate implementation plan and demonstrates a thoughtful rationale for the choice while providing a detailed description of how they will make the change in their own management behavior.	I mention that students will be timed with every assignment. If this is done with fidelity, students will know just what is to be expected of them after every time the timer stops.