Performance Assessment : Classroom Management And Behavior Plan

Dimension 3.1, classroom environment, routines, and procedures, the teachers is expected to organize and maintain a “safe, accessible, and efficient classroom” (TEA, 2016, p. 15). Dimension 3.2, managing student behavior, focuses on establishing expectations for behavior. And dimension 3.3, classroom culture, consists of creating a culture of mutual respect in which all learners are engaged (TEA, 2016). The focus of this domain is to ensure an orderly and safe environment for all learners by maintain high

Functional Behavior Assessment (FBA) is a systematic process for gathering information that helps determine the relationship between a student’s problem behavior and his or her environment. It is possible identify events in the environment that maintain problem behavior and, subsequently, to design a support plan for student or students. Functional Behavioral Assessment methods include reviewing student records, interviewing students and teachers, and conducting direct observations of student behaviors. Functional Behavior Assessment methods range from highly precise techniques to relatively informal one. Precise techniques can be conducted by support personnel; informal ones can be conducted by teachers.

Ensure sales process using point of sale is efficient and accurate to a high standard

The importance of creating a learning environment that fosters learning, interaction, engagement, and motivation. I found that classroom management, rules, routines, and community building activities very fitting of this standard. The Classroom Management Plan, Classroom Expectations, Classroom Climate Activity, and a Student-Centered Discipline Plan will help the environment in the classroom.

It is important for a classroom teacher to set behavior goals for his or her students. Behavior goals should be directly related to the classroom management plan. Students should be expected to treat their peers and teachers with respect, show respect for classroom property, are kind and courteous in all speech and actions, work diligently to accomplish assigned tasks, and demonstrate self-respect and honesty. Establishing clear and consistent goals for the operation of the classroom helps to provide an atmosphere that is conducive to learning and lends itself to alleviating opportunities for misbehavior. As a teacher I will work to provide my students with positive goals for appropriate behavior. I will also clearly define the consequences for misbehavior so that students understand fully the repercussions for failing to act in accordance with the guidelines outlined in the classroom management plan.

I want my students to know from Day 1 what my classroom is about and how they are expected to behave in my classroom. I will make sure to implement that mutual respect the moment they walk through my door. All of my students should feel like they belong and are welcome in my class. They should know they while they are in there they will be treated fairly and equally. I will also remind students of the expectations constantly.

“Low child/teacher ratios. Small group size. Staff with higher education. Positive teacher/child interactions. Age appropriate activities.”

Assume that you have attended a professional development training as it pertains to performance-based assessments. Create an informational newsletter to distribute among colleagues in an early learning center focusing on performance-based assessments. Make the following points below are addressed.

Having read through the entire TEKS “Texas Essential Knowledge and Skills”, it was difficult to actually find useful information to relate to ensemble performance within the classroom. There was a very small hint of it featuring a section called “Creative Expression” where students learn to read sheet music as a group and use Ensemble Blending to fine tune the entire ensemble. This method is an excellent example but still leaves the answer very broad and left to interpretation, therefore, I was able to explore different databases outside of the TEKS program which I found helpful and would like to explore them with an ensemble. Although the TEKS are one the highest pedagogy learning tools in Texas for Musical Arts, I highly agree that it should be rearranged to a more readable and defined list of grade levels that can be interpreted by adults and children, because it would be more valuable for students to understand it as well.

I have always been a strong believer in schedules and letting the children know their schedule, and trying to avoid changing it as much as possible, making sure children are given time warnings and are aware that they are getting close to one activity ending and another one begining. As for the interpersonal enviroment, I would like to make it so everyone gets along. That the coworkers and families feel they are valued and that what they say is appreciated and taken into account. I want the entiretly of my enviroment to be a sfae space, allowing everyone to be free to say whats on their mind, for the children to feel safe enought to be able to be themselves and free safe. and I want everyone who comes into my classroom to feel respect from me, these parents are entrusting their child to me and I want them to know this is a safe space for them and their child.

A positive learning environment requires consistency within the classroom and by the teacher. Rules need to be established in the classroom. Students and teachers need to understand and agree upon the rules and procedures of the classroom.

Students are empowered to live fulfilling and valuable lives, and to be leaders in a world of change.

On October 31, 2017, I observed at P.S. 45 and was truly bewitched by the entire experience (and not just because it was Halloween!). Antecedent to this observation, I first met class 3-213 the week prior, when they had a substitute teacher. In contrast to their roaring and uncontrollable performance at that time, one could clearly distinguish their significant change in behavior with Mrs. Diaz in the room. Mrs. Diaz is able to control the class with just the sound of her voice or snap of her fingers. It was exhilarating to see how well-behaved and attentive the children were to her. Additionally, my cooperating teacher was extremely helpful and even thoroughly explained to me her methods on classroom management. Mrs. Diaz informed me that she is rather stern with the children and continuously uses positive reinforcement throughout the day. Due to their drastic change in behavior and return to normalcy, I was able to witness Mrs Diaz us key instructional strategies and techniques.

Student centered instruction is another principle that reflects my goal of how I want my classroom to sound like every day. My goal as an educator is for students to direct their own learning, and not to look towards me for all the answers. I am currently working towards providing my students with tools that will make them self-confident, thus wanting to be more proactive in their learning. The above principles also touch on what my classroom feels like and what I see myself doing and saying. I greet my students at the door every morning with a high-five and a hug. Greeting my students is important to me because I want them to know that I care about them beyond academics (Education Alliance, 2008).

Assessment is a basic function of classroom educators, one that is guided and influenced by a countless factors. Most of the information that learners have about their learning and what that means about the subject, about themselves, and about their futures -comes from classroom assessments. Similarly, most of what parents and educators know about their children’s learning comes from classroom assessments. As well as being directly evident in schools, classroom assessment is linked by extensive research to the professional practice of educators. As well, legislation and policies in South Africa identify assessment as a central role of educators.