TNT 700.6P Preparing for The Learning Environment Projects
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files (2)700.6Presponsetemplate2-21.docx
700.6PProjectRubric1.pdf
700.6Presponsetemplate2-21.docx
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NAME: |
TARGETED GRADE LEVEL: |
Explain your vision of the ideal learning environment for the age and subject you intend to teach in a 3 – 5 page original paper. You must answer the questions below, using a 12 point font and double spaced. Then, complete the behavior management plan that supports your vision using the form provided.
1. How do you create and maintain a mutually respectful and collaborative class of actively engaged learners? Include how it responds to student needs and incorporates student strengths and personal experiences. You must use research to support your selection of these strategies and identify and explain the research.
2. What strategies will you use to build relationships with students? Use research to support your selection of these strategies and identify and explain the research.
3. How will you physically organize your classroom to ensure flexibility and accommodate the learning needs of all students including those with disabilities? Consider things such as the three zones of proximity and furniture.
4. Explain how your behavior management plan supports your vision for the ideal learning environment.
5. Using the template below, create a behavior management plan designed to create and maintain your ideal learning environment. Your behavior management plan must include:
· 3 – 5 positively worded rules that you can consistently enforce
· 3 – 5 expectations that encourage students to take responsibility for their own learning and instill a culture of individual and group accountability
· Procedures for at least 3 – 5 common classroom tasks, such as returning graded work, turning in make-up work, handing out materials, going to lunch/being dismissed from class, sharpening pencils, going to the restroom, etc
RULES
EXPECTATIONS
PROCEDURES (at least 3)
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TASK 1:
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STEP BY STEP PROCEDURE
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EXPECTATION FOR STUDENT BEHAVIOR
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TASK 2:
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STEP BY STEP PROCEDURE
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EXPECTATION FOR STUDENT BEHAVIOR
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TASK 3:
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STEP BY STEP PROCEDURE
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EXPECTATION FOR STUDENT BEHAVIOR
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TASK 4:
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STEP BY STEP PROCEDURE
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EXPECTATION FOR STUDENT BEHAVIOR
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TASK 5:
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STEP BY STEP PROCEDURE
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EXPECTATION FOR STUDENT BEHAVIOR
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700.6PProjectRubric1.pdf
NT 700.6PBP: The Learning Environment Rubric Question 1 for Paper- Creating and Maintaining a Positive Classroom Environment
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Includes at 3-5 specific research-based strategies for promoting a positive classroom environment.
*Collaboration and respect explicitly supported by strategies chosen.
*Includes at least 3 specific research-based strategies for promoting a positive classroom environment.
*Collaboration and respect clearly supported by strategies chosen.
*Includes 3 or fewer research-based strategies for promoting a positive classroom environment.
*Strategies’ support for collaboration and respect is not clear, may be inferred.
*Includes fewer than 3 strategies for promoting a positive classroom environment. Strategies may not be based on research or best practices.
*Strategies do not support collaboration and respect.
*Strategies embrace students’ strengths and experiences as an asset, support social and emotional learning needs of students.
*Strategies include student strengths and experiences, mostly support the social and emotional learning needs of students.
*Strategies loosely connect to student strengths and experiences. Some support for social and emotional needs of students apparent.
* No connection to student strengths and experiences. Strategies ignore the social and emotional needs of students.
**If research is not cited, then this area will be scored as a 0
**If research is not cited, then this area will be scored as a 0
**If research is not cited, then this area will be scored as a 0
**If research is not cited, then this area will be scored as a 0
Question 2 for Paper: Building
Relationships
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Detailed explanation of research-based and effective strategies for building appropriate student-teacher relationships.
*Research-based and effective strategies for building appropriate student-teacher relationships explained.
*Strategies for building appropriate student- teacher relationships may lack a research- base and/or not be effective.
*Strategies for building student-teacher relationships lack a research-base and may not be effective or appropriate.
Question 3 for Paper – The Physical Environment
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Plan for arranging the room includes fully elaborated explanation of flexible spaces and justification of the plan. Reflects a full understanding of the needs of learners. Necessary furniture is included in the explanation.
*Physical accommodations for at least 3 different disabilities fully explained.
* Fred Jones’ Zones of Proximity fully and correctly explained and included in plan.
*May include graphic depiction
* Plan for arranging the room includes explanation of flexible spaces. Reflects an understanding of the needs of learners. Necessary furniture is included in the explanation.
*Physical accommodations for at least 3 different disabilities noted .
*Fred Jones Zones of Proximity correctly discussed and included in plan.
*Plan for arranging the room includes some explanation of flexible spaces. May not reflect full understanding of the needs of learners. Furniture may not be included in the plan.
*Physical accommodations for at least 2 disabilities noted. May need more explanation.
*Fred Jones’ Zones ofPproximity included in plan, may not demonstrate complete understanding.
*Plan for arranging the room does not address flexible spaces in a way that is helpful to learners. Furniture not included in the plan.
*May be lacking physical accommodations for students with disabilities.
*Fred Jones’ Zones of Proximity either missing from plan or incorrectly explained.
Question 4 for Paper – Supporting the Vision Standard 4: Learning Environment
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Fully detailed explanation of how the various components of the behavior
*Explanation of how the various components of the behavior management
*Connections between the various components of the behavior management plan and
*Vague or no connections between the various components of the behavior
management plan supports the vision. Connections between plan and vision are explicit. *The behavior management plan supports all parts of the vision.
plan supports the vision makes connections clear.
*The behavior management plan adequately supports the vision.
the vision are not made clear.
*The behavior management plan partially supports the vision.
management plan and the vision.
*The behavior management plan does not support the vision.
Structure of Paper EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Paper is well- organized. Mechanics and language usage are excellent with few or no errors.
*Paper is organized. Mechanics and language usage are good with no more than 5 errors.
*Paper is somewhat organized. Mechanics and language usage contain more than 5 errors that do not detract from the meaning.
*Paper is loosely or not organized. Mechanics and language usage are poor and detract from meaning.
Procedures EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Includes at least 3 – 5 procedures for everyday classroom tasks.
*Procedures demonstrate a full understanding of the need to create classroom structures that help students be successful, explicitly aligned to the environment described in the paper.
*Procedures are sufficient to proactively prevent and minimize potential classroom disruption.
*Procedures are clear making every step
*Includes 3 or more procedures for everyday classroom tasks.
*Procedures demonstrate an understanding of the need to create classroom structures that help students be successful. Aligned to the environment described in the paper.
*Procedures are sufficient to minimize potential classroom disruption.
*Procedures are clear and detailed enough for students at the targeted age range to
*Includes at least 3 procedures for everyday classroom tasks.
*Procedures demonstrate some understanding of the need to create classroom structures to help students be successful. May not be fully aligned to the environment described in the paper.
*Procedures are intended to minimize disruption, but may not be fully developed.
*Procedures are lacking in clarity but appropriate for
*Fewer than 3 procedures for everyday classroom tasks.
*Procedures demonstrate little or no understanding of the need to create classroom structures to help students be successful. Lacking alignment to the environment described in the paper.
*Procedures not conducive to classroom management.
*Procedures are lacking in clarity and inappropriate for intended student age.
detailed so that there is no question that students in the targeted age range can follow. The expectations for student behavior are fully explained.
follow. Includes explanation of the expectations for student behavior.
students at the targeted age range. Explanation of the expectations for student behavior lacking or incomplete.
No expectations for student behavior included.
Classroom Rules EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Includes 3 – 5 classroom rules that are appropriate for the targeted age range.
*Rules are positively and clearly stated (i.e. “Students will stay in their seats”)
*Rules are observable and enforceable
*Includes 3 or more classroom rules that are appropriate for the targeted age range..
*Rules are clearly stated
*Rules are observable and enforceable
*Includes at least 3 classroom rules that may be appropriate for the targeted age range.
*Rules are vague or ambiguous
*Rules are difficult to observe, thus difficult to enforce
*Includes fewer than 3 or more than 5 classroom rules that are not be appropriate for the targeted age range.
*Rules are vague or ambiguous
*Rules are impossible to observe, thus impossible to enforce
Expectations EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts.
*Includes 3-5 expectations that
*Includes 3 – 5 expectations that are
*Includes at least 3 expectations in which
*Includes fewer than 3 expectations with little
explicitly communicate to students the need to take responsibility for their own learning.
*The expectations directly and clearly support a culture of individual and group accountability.
clearly worded to encourage students to take responsibility for their own learning
*The expectations support a culture of individual and group accountability.
the intent to encourage students to take responsibility for their own learning is inferred.
*The expectations may be vague or lacking in their support of a culture of individual and group accountability
or no connection to encouraging students to take responsibility for their own learning.
*The expectations do not support a culture of individual and group accountability.
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