How did you consider students’ diversity, such as language, abilities, and skills, when creating and communicating expectations?

Classroom-Management Models Comparison, Expectation

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
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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?