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CLASSROOM MANAGEMENT, ENGAGEMENT & MOTIVATION
Competency 642.1.3: Managing Routine Misbehaviors – The graduate integrates strategies for managing routine misbehaviors into classroom management strategies and procedures.
Competency 642.1.6: Technology for Classroom Engagement and Motivation – The graduate appropriately uses technology to enhance teaching, learning, engagement, and motivation.
Competency 642.1.8: Instructional Interventions – The graduate generates appropriate instructional interventions for a variety of students and learning contexts.
Task 1: Managing Behaviors and Incorporating Technology
For this task, you will demonstrate your knowledge of using classroom management techniques and describe ways to incorporate appropriate technology in the classroom. You will reference one or both of the following scenarios when completing the prompts.
Students in Scenario 1: Joey, Sarah, George, Bridgett, Walden, Nancy
You are a teacher in a classroom of 20 students who vary greatly in academic and social skill levels. Some of the students are good at all subjects, some do well in mathematics but do not read well, others are good readers but are not very proficient in mathematics, and a few are struggling with every subject.
Joey continually talks out of turn, loudly, and off topic. Sarah cannot seem to sit in her seat and wanders around the room, distracting other students. When Sarah starts wandering, several other students often do the same thing. George occasionally gets angry, striking out at other students or you and throwing his books and papers on the floor. Because Bridgett needs continual confirmation that she is doing her work correctly, she demands your constant attention. Usually, Walden barely talks in class, but when you discussed the solar system, he became enthusiastic and more talkative. When Nancy is interested in a topic, she concentrates much better than when she thinks the lesson is boring and useless.
Additionally, Nancy, George, Sarah, and several other classmates are members of an extracurricular photography and movie-making club, and Walden, Joey, Bridgett, and several other classmates attend a science camp.
Students in Scenario 2: Alex, Liz, James, Tasha, Wilson
You are a teacher with six sections of approximately 20 students each. In all of these sections, the students differ greatly in their academic and social skill levels. Some of the students seem to immediately grasp the subject matter, others seem to understand the material some of the time, and others never seem to understand the material.
Alex continually talks loudly, out of turn, and off topic and spends class time flirting with girls. Liz does not stay in her seat and wanders around the room distracting other students. When Liz starts wandering, several other students often start wandering as well. James occasionally becomes angry, shouting profanities at other students or you and refusing to participate in class. Tasha constantly demands your attention to confirm that she is doing her work correctly. Usually, Wilson barely talks in class, but when you discussed yesterday’s topic he became enthusiastic and more engaged.
Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. Use the Turnitin Originality Report available in Taskstream as a guide for this measure of originality.
You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.
For parts A through C, choose one student from either scenario and analyze that student’s behavior and a possible trigger (i.e., antecedent) for that behavior by doing the following:
A. Describe one student’s behavior from either scenario, including relevant examples of how this behavior affects the learning environment.
B. Describe a possible trigger (i.e., antecedent) for the student’s behavior, including relevant examples from the scenario to justify your claim.
C. Describe an instructional intervention that could be used to address the student’s behavior, including relevant examples from the scenario to justify your claim.
For parts D through G, describe ways to incorporate appropriate types of technology to enhance teaching, learning, engagement, and motivation based on either scenario using a different student and different technology for each prompt by doing the following:
D. Describe a way to incorporate an appropriate type of technology to enhance teaching, referencing a student from either scenario as a target for the technology.
E. Describe a way to incorporate a different type of appropriate technology to enhance learning, referencing a different student from either scenario as a target for the technology.
F. Describe a way to incorporate a different type of technology to enhance engagement, referencing a different student from either scenario as a target for the technology.
G. Describe a way to incorporate a different type of technology to enhance motivation, referencing a different student from either scenario as a target for the technology.
H. Acknowledge sources, using APA-formatted in-text citations and references, for content that is quoted, paraphrased, or summarized.