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

2. R Click on the for references to literature
Please view as a presentation. Some slides contain effects that will not function in edit mode.

3. 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

4. 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.

5. 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

6. 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)

7. 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

8. 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

9. 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)

10. 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

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

12. 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

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

14. 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:

15. 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

16. 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