Description
week 5 Dq1-Discuss the purpose/process of the FBA. Explain the role of the teacher, students, and family within the FBA process. What are the pros and cons of FBAs?
DQ2 -As a teacher, you will have to observe individual student behavior while managing instruction with the whole class. What type of challenges would you expect in this situation and how would you address the challenges?
DQ3 -Collaborating with families is important when there are concerns about a child’s behavior. Describe how you will collaborate with families during the data collection process, development of behavior intervention plans, and implementation of these plans. What are the benefits of involving families when addressing challenging behaviors?
Dq4-Define positive and negative reinforcement. Explain how you can use both positive and negative reinforcement to guide young children towards desired target behaviors. Provide one example of each.
**week 3assignment one-Allocate at least 4 hours in the field to support this field experience.
It is important to observe a variety of teachers and students to help you develop your own management style. What works with toddlers and preschoolers is unlikely to work with school-age students. What works in one classroom or with one group of students, may not work in another. To see a variety of management styles and student behaviors, you will be required to observe in more than one classroom setting.
Observe in your mentor teacher’s classroom and work with your mentor teacher to identify one additional classroom that you could observe to continue to see various classroom environments. If you are at a school site with kindergarten, it might be beneficial to observe that environment. During your observations, take note of established rules, routines, and any other strategies your mentor teacher uses to help create a safe and supportive classroom environment. In observing student behavior, take note of any atypical behavior and how the teachers manage these behaviors.
Following the observations, interview each teacher about their management plan and philosophy. Interview questions could include:
How did you develop your classroom management plan?
Were you able to choose your own classroom management plan/model and behavior management system?
How do you collaborate with your peers, students, and families in creating your classroom management plan?
How are rules and routines communicated to students and families?
How are rules and routines reinforced throughout the school year?
What accommodations do you make in your plan for children with exceptionalities?
How have you changed your plan over time?
Use any remaining field experience hours to assist the mentor teacher in providing instruction and support to the class.
In 150-250 words, summarize and reflect on your observations and interviews from each classroom. Based on your observations and interviews, what helpful tips or strategies will you use when creating your own classroom management plan?
APA format is not required, but solid academic writing is expected.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. A link to the LopesWrite Technical Support Articles is located in Class Resources if you need assistance.
Document the locations and hours you spend in the field on your Clinical Field Experience Verification Form.
Submit the Clinical Field Experience Verification Form to the digital classroom in the last topic. Directions for submitting can be found on the College of Education site in the Student Success Center.
assignment two -Throughout this course, you have been completing assignments to create a classroom management plan. You will continue to add elements to and revise the rough draft you completed in Topic 3 to compile your final plan in Topic 7.
A classroom management plan must have a philosophy of classroom management on which it is founded to ensure that classroom management decisions are cohesive as well as effective. Your classroom management philosophy will guide how you create a positive classroom environment and effectively manage student behavior.
When applying and interviewing for teaching positions, you will frequently be asked to explain your classroom management philosophy. In your classroom management plan rough draft, you summarized the classroom management model or models on which you base your classroom management. You will now expand on this to create a cohesive philosophy of classroom management based on and supported by the classroom management models you researched previously.
In 100-150 words each, address the following prompts to explain what you believe about classroom management and how these philosophies apply to early childhood special education:
Understand and Distinguish Behavior: Aid in understanding the reasons behind a child’s behavior and allow you to focus on prevention as opposed to discipline to promote a positive classroom environment.
Control and Power Dynamics: Respond to a child’s behavior based on their needs rather than engaging in a power struggle.
Cultural Sensitivity: Foster a culturally responsive environment for children entering your classroom with their unique backgrounds and challenges.
School Readiness: Prepare young children to exhibit classroom-ready behaviors, so they become self-disciplined and self-directed instead of relying on authority.
Respond to the Whole Child: Identify how to approach the needs of all students in a classroom environment when one or more student behaviors may influence the classroom culture negatively. In addition, how does understanding the whole child potentially affect management approaches in the classroom setting?
Support your responses with a minimum of 2-3 resources.
week 4
Unformatted Attachment Preview
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Student 1: Lee
For several reasons, establishing classroom routines and transitions is essential in early childhood
classrooms. Firstly, young children thrive on routines. When children know what to expect, they feel
more secure and are better able to focus on learning. Routines help children understand what is
expected of them and how they should behave in different situations. Routines and transitions help to
create a positive and organized classroom environment. When there is a predictable routine in place,
there is less chaos and confusion, which can lead to more efficient use of instructional time. This also
helps to minimize disruptive behavior and create a more peaceful and positive classroom setting.
Routines can also help develop important life skills such as time management, responsibility, and
independence. Following a routine teaches children the importance of being on time, completing
tasks, and preparing for the next activity. This helps to build their confidence and sense of selfefficacy, which are critical for success in school and later in life (The Importance of Schedules and
Routines, 2023).
Classroom routines and transitions play a crucial role in the social-emotional growth of young
children. By establishing consistent routines and seamless transitions, teachers can create a safe and
secure learning environment that helps children feel more comfortable and confident in their
surroundings. Routines provide a sense of structure and predictability for children to feel secure.
When children know what to expect, they are less likely to feel anxious or stressed, and more likely to
engage in positive social interactions with their peers. For example, a consistent routine for entering
the classroom each day can help children feel calm and ready to learn, rather than frazzled and
disoriented. Transitions, or the periods between activities, can also have a significant impact on
children’s social-emotional growth. When transitions are smooth and well-managed, children are less
likely to become frustrated or agitated, and more likely to stay focused and engaged in the learning
process. Teachers can help children transition more easily by providing clear instructions, using
visual aids, and allowing for plenty of time to complete tasks (Alber, R. 2017).
Alber, R. (2017, August 18). Rules and routines in the classroom.
Edutopia. https://www.edutopia.org/blog/rules-routines-school-year-start-classroom-management
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The importance of schedules and routines. ECLKC. (2023, September
5). https://eclkc.ohs.acf.hhs.gov/about-us/article/importance-schedules-routines
Student 2: Ebone Nagle
Established classroom routines and transitions are crucial in early childhood classrooms for
several reasons. They provide a sense of predictability and security for young children,
helping create a stable environment. Consistent routines contribute to a structured learning
atmosphere, aiding in the development of self-regulation skills. These routines promote a
smooth flow of activities, optimizing instructional time.
In terms of social-emotional growth, routines and transitions play a significant role. They
teach children important skills such as patience, cooperation, and following directions.
Predictable routines offer a sense of control, reducing anxiety and promoting emotional wellbeing. Additionally, transitions provide opportunities for social interactions, fostering
communication and relationship-building among peers. Established routines and transitions
contribute to a positive and supportive learning environment, enhancing both academic and
social-emotional development in young children.
Student 3: Tanga Banks Established classroom routines and transitions are important in early
childhood classrooms because they provide a predictable and stable environment for children. Daily I
witness children who don’t have these basic routines and need extra help because of this. “In early
childhood settings, it evident that routines play an important role in shaping the dynamic of the
classroom, including learning environment.” Salmon, A. K. (2010). Routines help children know what
to expect and feel secure, while transitions help manage time and minimize disruptions. These
routines also promote independence and responsibility in children, teaching them to follow
instructions and complete tasks on their own. Moreover, classroom routines and transitions influence
social-emotional growth by helping children regulate their emotions and reduce stress. When children
feel secure and understand the rules and expectations, they are more likely to exhibit positive
behavior and develop confidence in their abilities.
Salmon, A. K. (2010). Engaging young children in thinking routines. Childhood Education, 86(3), 132137.
Student 4: Maria T
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Established classroom routines and transitions are important in early childhood
classrooms for several reasons.; Young children thrive in an environment that is stable and
predictable. Having established routines helps children know what to expect, which can
reduce anxiety and help them feel safe and secure in their learning environment. Routines
and transitions help manage time effectively. Ensuring that important activities such as
learning, play and rest are balanced throughout the day. this helps children develop a Sense
of structure and organization. Routines and transitions provide opportunities to teach
them and reinforce behavioral expectations, Such as taking turns, Following directions, And
cooperating with others. Consistent routines can help children understand and meet these
expectations more easily. Good. Routines and transitions provide opportunities for children
to develop important life skills such as self regulation, independence, And responsibility.
For example, transitioning from one activity to another can help children develop flexibility
and adaptability.
Classroom routines and transitions can significantly influence social emotional growth of
young children through consistent routines and smooth transitions. Helping to regulate
their emotions by providing a sense of security and predictability. When children know
what to expect, they feel less anxious and more in control of their environment, which can
lead to better emotional regulation. Establishing predictable routines and transitions can
create a sense of security and belonging for young children. When they know what to
expect, they are more likely to feel safe and comfortable in their learning environment,
which can contribute to positive social emotional development. Routines and transitions
provide opportunities for positive interactions between children and their teachers, as well
as their peers. For example, structural transition times can be used for teachers to engage
in meaningful conversations with children, which can strengthen their relationships and
support the development of social skills. Consistent routines and transitions can help
children develop a sense of competence and independence. When they know what Is
expected of them and what will happen next, they can feel more confident in their abilities,
which can positively impact their social or emotional development. Classroom routines and
transitions often require children to work together, take turns, and follow guidelines,
which can foster cooperative behavior and sense of community among the students. For
example. Transitioning from one activity to another can provide opportunities for children
to practice cooperation and teamwork.
REPLY
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Student 5: Trinity
Hi Professor! Hi Class!
Established classroom routines and transitions play a crucial role in the early
childhood classroom, contributing significantly to the overall development and wellbeing of young children. These structured activities provide a sense of predictability
and security, fostering a positive learning environment. According to Bronson and
Merryman (2009), routines help children develop a sense of order and control,
reducing anxiety and promoting a sense of security in the classroom. In the early
childhood classroom, routines serve as a foundation for effective time management,
creating a structured daily schedule that supports learning and development.
Consistent routines contribute to the development of executive functions in young
children, enhancing their ability to plan, organize, and self-regulate (Diamond,
2013).
Classroom routines and transitions significantly impact social-emotional growth in
young children. According to Pianta and Walsh (1996), predictable routines provide
a framework for social interactions, helping children develop positive relationships
with peers and adults. Through consistent transitions, children learn to navigate
social situations, share resources, and cooperate with their classmates.Routines also
contribute to the development of emotional regulation skills in young children. As
noted by Shonkoff and Phillips (2000), predictable and well-established routines
create a sense of safety, allowing children to express their emotions more freely.
This emotional security supports the development of self-regulation and resilience,
essential components of social-emotional growth.
Established classroom routines and transitions are vital in the early childhood
classroom, contributing to the overall well-being and development of young
children. These structured activities provide a sense of predictability, support time
management, and significantly influence social-emotional growth by fostering
positive relationships and promoting emotional regulation.
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References:
Bronson, M. B., & Merryman, A. (2009). NurtureShock: New Thinking About
Children. Twelve.
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135168.
Pianta, R. C., & Walsh, D. J. (1996). High-risk children in schools: Constructing
sustaining relationships. New York: Routledge.
Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From Neurons to Neighborhoods:
The Science of Early Childhood Development. National Academies Press.
Student: Lashell
Hello everyone, established classroom routines and transitions play a crucial role in early childhood
education. They provide a sense of structure, predictability, and security for young children,
contributing to a positive learning environment. Here are some key reasons why they are important:
1. Consistency and Stability: Routines create a consistent and stable classroom environment.
Young children thrive on predictability, and knowing what to expect helps them feel secure.
Consistent routines help reduce anxiety and uncertainty.
2. Time Management: Routines assist in managing time effectively. They help organize daily
activities, ensuring enough time for various learning experiences, play, and transitions
between different activities.
3. Promotion of Independence: Establishing routines encourages children to become more
independent. When they know what is expected of them, they can take responsibility for their
actions, fostering a sense of autonomy.
4. Smooth Transitions: Transitions between activities can be challenging for young children.
Establishing transition routines helps make these shifts smoother, reducing stress and
potential disruptive behaviors.
5. Social Skills Development: Routines provide opportunities for social interactions and the
development of social skills. For example, children learn to take turns, share, and cooperate
with their peers during group activities or transitions.
Classroom routines and transitions influence social-emotional growth in young children by fostering a
sense of security, promoting positive social interactions, and helping them develop emotional
regulation skills.
NAEYC. https://www.naeyc.org/resources/topics/routines-and-transitions
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