Assignment 2 Inclusive Environment and Management Plan Justin Eberhardt Fall 2007 EdSe 4501: Prof. Glisczinski

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Pre-2006 Classroom Management Plan Desk arrangement Seating chart Reactionary discipline plan Discipline Plan 1) ? 2) ? 3) ? Seating Chart Row 1 Row 2 Row 3 Row 4 Row 5 Row 6 Justin Carolyn Amy Laura Ann Anna Jenny Tony Tavia --- Ben Tyler

Updated Classroom Management Plan (CMP) A CMP is more than a seating chart and a room arrangement. A Classroom for Quality Learning is based on a foundation of theory, planning and practice.

Building a new CMP (Academic) Opportunities for Success Lead to: Improved Self-Confidence R Worksheet 2+3=7 2+3=5 Please revise Correct! Challenge Problems Activities accommodate multiple learning styles: Auditory, Visual, Kinesthetic

Inclusive & Individualized Academic Lessons In the math classroom, students gain self-confidence through success. Therefore, lessons are designed so that all students have the opportunity to succeed. Inclusive: Lessons are accessible to multiple learning styles In addition to pencil and paper worksheets, activities include: Calculator assignments for kinesthetic learners Technology activities that make use of programs such as Geometer’s Sketch Pad ® for visual learners Manipulatives (i.e. compass & ruler, hollow 3D objects, volume cubes)

Inclusive & Individualized Academic Lessons Individualized: In every math class, there exists a wide range of ability levels. To challenge students who excel: Assign challenging problems as an alternative the normal assignment Offer problems worth bonus points and encourage/challenge certain students to solve them To assist students who struggle: Provide individual feedback on assignments and tests so students know how to improve Give all students the option of revising assignments for additional points Meet with students individually before or after class to review assignments and tests

Building a new CMP (Social) Seating Chart Row 1 Row 2 Row 3 Row 4 Row 5 Row 6 Justin Carolyn Amy Laura Ann Anna Jenny Tony Tavia --- Ben Tyler Positive Feedback Constructive Criticism Formative Assessment ZPD R Student / Student Teacher / Student Rev: 10/12/06

Positive and Cooperative Social Interaction Teacher/Student Relationship Respect all students Be available: Before and after class, before the school day or after Student/Student Relationships Use seating charts to promote positive social interaction and revise as necessary Schedule time for working in small groups (preferably 2 per group)

Positive and Cooperative Social Interaction Some students excel in math, but struggle in other social situations Watch for these students Arrange seating charts and small groups to encourage positive, inclusive social interaction

Building a new CMP (Respect) Prevention Clear Expectations Syllabus Classroom Rules Discipline Consequences Consistency Admin Support R

Safe, Respectful & Structured Environment There must be a balance between prevention and discipline so that the classroom is safe and rewarding for all students. Prevention (Academic & Behavior) Classroom rules are clear, simple and few Come to class Respect others Syllabus clearly states grading policy Late homework policy (accepted, but for reduced points) Discipline Proportional Consistent

End of Presentation Email Questions to: eber0114@d.umn.edu

Affordance Theory A calculator affords different opportunities for learning than a chalkboard, or pencil and paper Multimodal instruction allows a student to perceive via the method best fit to his/her own learning style Reference: http://www.ioe.ac.uk/cdl/CHAT/jlinder.html

Choice Theory/ Maslow’s Hierarchy Glasser: Belonging is the second level in a “Quality World” Maslow: Belonging is third on the hierarchy of needs Physiological and safety needs must be met first Then, students seek to be accepted and belong http://en.wikipedia.org/wiki/Choice_theory http://en.wikipedia.org/wiki/Maslow%27s_hierarchy_of_needs

Discipline with Dignity This CMP is only loosely based on the theory of Curwin & Mendler Alignments Three components: Prevention, Action, Resolution (related to the balance of prevention and discipline in this CMP) Basic principles: Rules make sense, Model what you expect, Treat students with dignity Differences Discipline contract is not mutually determined