Iris Module-Classroom Management PDF

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Summary

For this class, there are some Iris Module activities we need to complete. in this document, you will the answer for the activities....

Description

Iris Module: Classroom Management Ana V. Torres Nunez Florida International University EDG 3321

Iris Module: Classroom Management 1.

Why is it important to have a classroom management plan? What are the most important elements that this plan should include? A classroom management plan it is important because by having it many behavioral issues

could be avoided. The most important elements that this plan should include are the following: a statement of purpose, rules, procedures, consequences and an action plan.

2.

How can procedures that are well developed and specifically taught reduce behavior problems? Well-developed and specifically taught procedures moderate behavior problems and time

wasting. For the reason that a lot of behavior problems are caused during transitions so when a student is not exposed to procedures, they do not know what to expect or do.

3.

Name at least four things teachers should keep in mind when delivering positive or negative consequences. Delivering positive or negatives consequences the teacher should keep in mind that

consequences work best when they are clear and specific, relate directly to the rules and procedures, possess a range of intensity or hierarchy of alternatives, and are natural and logical in the school environment.

4.

Ms. Gardner teaches seventh-grade science. For the first time in her career, her room is equipped with several lab stations. Because of this, she plans to have her students perform more hands-on experiments. She is excited by this prospect but also concerned that her students will be disruptive as they go to their lab stations and work in small groups. She is also concerned that her students will get hurt if they are not careful at the lab stations. To alleviate her concerns, help Ms. Gardner: a. Develop a set of classroom rules

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Students are not allowed in the lab without the presence of the teacher.

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Students must wear closed-toed shoes and all required safety equipment while in the lab

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No eating, drinking or gum chewing allowed

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Pranks or performing unauthorized experiments are prohibited.

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Students should notify the teacher immediately in the event of any accident or spill.

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Broken or missing equipment should be reported to your teacher to obtain a replacement.

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Do not take equipment from other stations.

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Keep work area clean and organize.

b. Create at least three procedures for walking to and working at the lab stations

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Students must line up before entering the lab and place their personal material such as backpacks by the door.

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Students are required to only walk in the lab and shall maintain in their seats until giving instructions.

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Students must stay working in the lab station with the group the teacher assigned them.

5. Sierra, a student in Ms. Gardner’s science class, is shy and often anxious. However, when working with a partner at a lab station, she usually is very talkative. This disruptive behavior often results in her and her partner missing important teacher directions and not completing labs on time. Name at least two surface management strategies that Ms. Gardner could use to address Sierra’s disruptive behavior. Explain why you chose these strategies

Ms. Gardener could use signaling because a variety of signals such as eye contact or clearing one’s throat can communicate disapproval of the student’s behavior. The other

management strategies that I consider Ms. Gardener can use is redirecting because it involves asking the student to do a task, such as reading or answering a question, to refocus the student’s attention. When redirecting, the teacher should act as though the student is paying attention so as not to embarrass her or him.

Double-Check Self-Assessment Now that you have completed the activity, read on to discover which of your attitudes and practices reflect cultural responsiveness and which need additional effort or attention. These items are organized by the five components of cultural responsiveness. Congratulations! Your responses on the items below suggest culturally responsive behavior. Reflective Thinking About the Children and Their "Group Membership"

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o

I understand culture and why it is so important.

Effective Communication

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o o

I display professionalism, civility, and respect in all my communications. I communicate with care and persistence of effort.

o

I highlight cultural differences positively during instruction.

o

I am aware of how situations influence behavior (e.g., health, poverty,

Connection to Curriculum

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Sensitivity to Student's Cultural and Situational Messages

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dress, neighborhood expectations).

Your responses on the items below suggest a need for additional practice. Reflective Thinking About the Children and Their "Group Membership"

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o o o

contribute to my behavior interacting with others. I have positive and constructive views of difference.

Efforts Made To Develop an Authentic Relationship

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o o o o o o 

I reflect on how my actions contribute to chains of behavior. I am aware of other groups and how histories and present circumstances

I I I I I I

display tangible evidence of warmth, care and trust. recognize special talents. encourage positive interactions. provide positive adult attention. take genuine interest in the activities and personal lives of others. display a professional and personal orientation toward students.

Effective Communication

o o o

I consistently communicate high expectations. I communicate with credibility, dependability, and assertiveness. I communicate without judging others.

o o

My instruction contains exemplars from the backgrounds of my students. I use learning activities reflective of the background of my students, their

Connection to Curriculum

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o

families, and the community. I understand and apply the concept of teacher and student vs. the content.

Sensitivity to Student's Cultural and Situational Messages

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o

I am aware of the students' needs to address multiple constituencies.

Your responses on the items below suggest a need for additional instruction and practice. Reflective Thinking About the Children and Their "Group Membership"

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o

I make tangible efforts (reading, home visits, interviews, student inventories) to "reach out" and understand differences.

Sensitivity to Student's Cultural and Situational Messages

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o

I recognize students' social and political consciousness....