Classroom Management Plan Indirect

I am a strong believer that one test defines a students. Therefore, variety is key when assessing students. When using formative assessment I use student reflections, journal entries, exit cards in addition to non verbal communication such as thumbs up or down. I also make anadotal notes on students to help assess the overall learning journey of the student. When using summative assessments, I use district assessments, state assessments, portfolios, short answer, multiple choice, and student based projects. In all forms of assessments, students are provided the appropriate accommodations. My learning goal for assessing students is to have a valid assessment that demonstrate the student’s understanding of the specific skill. It is crucial that I understand the purpose of the assessments and the content that is being taught, therefore, I often start instruction with the assessment piece in

As a result of testing accountability, teachers have changed the shift in their classrooms and focus on teaching to the test. Many criticize that the tests that are administered do not allow for thoughtful or deliberate thinking. Multiple choice questions, condensed reading passages, add to the inauthenticity of the test and can impede the ability of students. Studies have also show that test taking has a negative impact on student achievement in reading, writing, and mathematics. ELL students are still developing their English language skills while learning new content. It is unfair to have the expectations that these ELL students are being held accountable with the same standards as their native-English-speaking peers. ELL students need to have the necessary background knowledge, English language and academic language knowledge to successfully understand test

I have heard that for many beginning teachers, classroom management can be one of the most challenging aspects of their new career.  Knowing this, I decided to experiment with many classroom management approaches during my student teaching to find one that fit both my students and myself.  Based on these experiences, I designed a classroom management plan that I will implement in my classroom as a beginning teacher.  It is important to note, however, that my classroom management philosophy will be evolving as necessary as I gain more experience and insight into the field of teaching.  Also, my classroom management plan may need to be altered to fit my specific group of students.

The use of formative assessment practices with ELL students are observational checklists, peer assessment, and performance skills. By having students writing a lesson plan, the roles between the teacher and the students will be changed. This is a formative assessment that engages students in distinctive ways. Students are focused on goals and objectives. It gives them confidence. They are creating a lesson. For ELLs, this is a tremendous accomplishment when done correctly, as well as when done in a collaborative classroom environment. It promotes constructive feedback. Students play an active role in formative assessment. They not only perform the task given, providing evidence of their current learning, but they are also involved in self-assessment (and sometimes peer assessment); therefore, developing and enhancing autonomy.

Ch. 2 – Who are the various users of assessment and its results? What specific instructional decisions can be made based on assessment results? Why must we build balanced assessment systems to support the instructional programs we offer students? This chapter nails down the purpose of assessing, which is gathering information to inform teachers of students of their instruction and learning, respectively. In this way, assessment is individualized to each student and classroom, and because all students/classes are different, it should inform the teachers of what is working or not working in the classroom, which should then influence some sort of change to instruction. This chapter also talks about the different levels of assessment – from the individuals

Classroom assessment involves the professional decision of the teacher to determine how to implement assessment, what should be assessed, and when should assessment occur. Teachers must be able to interpret each students’ unique learning abilities in ways that are credible, fair, and free from bias. Possible factors to consider when creating these multiple formats for assessments include gender, ethnicity, culture, socio-economic backgrounds, and special needs. Each and every student in the classroom should be give the same opportunity to display their strengths. And it is important for teachers to properly manage an assessment plan that will benefit students, as well as the teachers, in the classroom. Eventually, a well-constructed assessment plan will be able to contribute to the development of lifelong learners within the teacher and the students.

The classroom management plan created in EDEL 441, details specific classroom management components that will create an organized, orderly learning environment in the classroom. While studying Fred Jones’ book, Tools for Teaching in EDFO 483, I learned how imperative it is for a teacher to have a plan for classroom management. When the classroom is organized and students know the teacher’s expectations and procedures, the teacher has more time to teach and students’ success increases because of this factor. Fred Jones repeatedly stresses the crucial point of creating a classroom climate that promotes a safe and secure environment where all students can learn. An effective teacher can create the appropriate environment by building a cohesive

For example, the classroom environment statement demonstrates my understanding of APS 9 since it presents a plan for students to be comfortable in the classroom setting in order for optimal learning to occur comfortably and without distractions. Additionally, building a community within the classroom by teaching responsibility through classroom jobs demonstrates my understanding of APS 9 since it provides a resource for a variety of non-instructional tasks to be completed in a timely manner by students. Having students work to complete a variety of the non-instructional tasks allows the teacher to increase instructional time without sacrificing other essential tasks that are important to managing the classroom. Furthermore, the classroom arrangement statement and the classroom diagram is important to managing the classroom since according to B.F. Skinner, “The environment shapes people’s actions” (B.F. Skinner Quotes, n.d.). By providing a classroom that is clutter free, organized, inviting, and comfortable, learning is promoted, transitions occur easier and quicker, and students are engaged during instructional time. These components of the classroom management plan demonstrates my understanding of APS 9 since it

A teacher in the classroom setting is considered a professional in that environment because they have the training and skills necessary by which to create a setting which is conducive to learning. To aide in the establishment of a setting which is conducive to learning the teacher must create guidelines which help to provide structure for expected behavior as well as for the dissemination of information between teacher and student. Organization and careful planning are two elements which help to

While I will not overly simplify or give them the work that is given to them. I will provide accommodations and modifications. Some examples of modifications and accommodations that I would provide are simplified explanation, giving the ELL student extra time on homework, test, or projects. Giving a list of vocabulary definition and meaning. I would use videos clips or games whenever possible because this will make the lesson more interactive and fun which would make the student will remember it more. I would also use encourage group work because it will help the ELL student not only academically, but also socially. I believe that assessment should be used to know where students are weak and not to gage what they know. This is why I rather authentic assessment over standardized testing. I will ensure that all my student understand the purpose of assessments.

Student learning and retention can be maximized through assessment literacy practices. Students should know and understand the targets for their learning. They should learn from effective feedback from their teachers. The feedback they receive should improve their achievement and stimulate a growth mindset. Students should use their own assessment results to expand their learning.

Content is very important when it comes to in assessment. This is very important for ELL since teachers need to make sure that they are providing materials that help to see the demonstrating of students understanding. Assessments are importance because it helps to see whether the goals that are set are being meet or not. Teachers want to make sure that the content will help them make meaningful decisions. The importance of content is making sure that the correct implications are being meant. It was stated assessments are used to measure classification, promotion, or classification (Abedi, & Levine, 2013, P. 26). Therefore, it is important to make sure that teachers are assessing students for a significant outcome. When ELL students are being assessed it is important to present students with linguistic support (Abedi, & Levine, 2013, P. 27). Overall teachers need to make sure that they are assessing the ELL students since the ELL students are not familiar with the English

“The purpose of a task must be clear in order for valid interpretations to be made on the basis of the test scores. Each task and tests have different purposes. For example, one test may be used to evaluate students’ readiness to advance to the next grade, while another evaluates students’ need for remediation” (Educational Testing Service 2009). The tasks been measure should give the student the opportunity to show what they are able to do. “ELL students have not only multiple opportunities, but also multiple ways to show what they know, and that assessment specifications should include a variety of item and response types that may lead to assessments on which ELLs are more likely to be able to show their strengths” (Educational Testing Service

Classroom management is a key element to establish a successful learning environment in any classroom. An effective classroom management plan creates a positive learning environment. Classroom management is affected by the characteristics of the students and their behavior. Students’ behavior is influenced by their age, academic abilities, goals, interests, and home backgrounds (Evertson, Emmer, and Worsham, 2006). Teachers need a diverse array of classroom management skills to facilitate learning. A classroom with a proper management plan will spend less time in disciplining and more time in learning. Students in effectively managed classrooms know and follow clearly defined rules and routines. A classroom management plan should provide

            There is nothing more frustrating than a room where you can’t find anything and are unsure of your boundaries. Classroom management begins even before the students enter the classroom on the first day. In order to establish the proper work environment students should have an assignment waiting on their desks as soon as they enter the room. In my case this will be some sort of a tell me about yourself and what you think about science activity. In addition teachers should greet their students at the door with directions for seating and instruction to alleviate some of the confusion that usually plagues classrooms on the first day. It doesn’t matter if teachers