Description
Component 1:
You will explain your vision of the ideal learning environment for the age and subject you intend to teach in a professionally written and typed paper using correct grammar and spelling. Use the Download response template to respond to each question. Your submission should be 3 – 5 pages. (12 point font, double-spaced)
How do you create and maintain a mutually respectful and collaborative class of actively engaged learners? Include how you respond to student needs and incorporate student strengths and personal experiences.
What strategies will you use to build relationships with your students?
How will you physically organize the classroom to ensure flexibility and accommodate the learning needs of all students, including those with disabilities? Consider things such as the three zones of proximity and furniture.
Explain how your behavior management plan (see below) supports this vision.
Support the strategies you choose with research. For example, you could say something like “According to the work of Dr. I.M. Authority, primary students need structure to feel secure. Therefore, our day will be structured in the following ways…” Please note that you will not pass the project if you do not properly cite your research. You can use any recognized style format (APA, MLA, Chicago) with which you are comfortable.
Component 2:
After fully explaining the environment you wish to create, you will consider how you will accomplish this. You will create a behavior management plan using the template provided. Your behavior management system should help create and maintain the environment explained in the paper. The behavior management plan must include the following:
1. Three to five positively worded rules that you can consistently enforce.
2. Expectations (3 – 5) that encourage students to take responsibility for their own learning and instill a culture of individual and group accountability
3. Procedures for at least 3 common classroom tasks (Examples: handing back graded work, turning in make-up work, handing out materials, going to lunch, sharpening a pencil, etc.) Once you are teaching, you will have more than 3. These should be fully explained and able to be followed by the target age group. Include the expectations for student behavior.
Attached is:
700.6P Response Template- use template to record answers
700.6P Project Rubric- use template to score at least a 85%
700.6P Example Project- use as a guide and reference while completing the project
!!!!!!!!!!!!!!!!!!!!!!!!!!!!! DO NO PLAGARIZE !!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!
USE 7TH GRADE SCIENCE AS YOUR AREA OF FOCUS
Unformatted Attachment Preview
NAME:
TARGETED GRADE LEVEL: 7th grade
Science
Explain your vision of the ideal learning environment for the age and subject
you intend to teach in a 3 – 5 page original paper. You must answer the
questions below, using a 12 point font and double spaced. Then, complete the
behavior management plan that supports your vision using the form provided.
1. How do you create and maintain a mutually respectful and collaborative
class of actively engaged learners? Include how it responds to student
needs and incorporates student strengths and personal experiences. You
must use research to support your selection of these strategies and
identify and explain the research.
2. What strategies will you use to build relationships with students? Use
research to support your selection of these strategies and identify and
explain the research.
3. How will you physically organize your classroom to ensure flexibility
and accommodate the learning needs of all students including those with
disabilities? Consider things such as the three zones of proximity and
furniture.
4. Explain how your behavior management plan supports your vision for
the ideal learning environment.
5. Using the template below, create a behavior management plan designed
to create and maintain your ideal learning environment. Your behavior
management plan must include:
• 3 – 5 positively worded rules that you can consistently enforce
• 3 – 5 expectations that encourage students to take responsibility
for their own learning and instill a culture of individual and group
accountability
• Procedures for at least 3 – 5 common classroom tasks, such as
returning graded work, turning in make-up work, handing out
materials, going to lunch/being dismissed from class, sharpening
pencils, going to the restroom, etc
RULES
EXPECTATIONS
PROCEDURES (at least 3)
TASK 1:
STEP BY STEP PROCEDURE
EXPECTATION FOR STUDENT BEHAVIOR
TASK 2:
STEP BY STEP PROCEDURE
EXPECTATION FOR STUDENT BEHAVIOR
TASK 3:
STEP BY STEP PROCEDURE
EXPECTATION FOR STUDENT BEHAVIOR
TASK 4:
STEP BY STEP PROCEDURE
EXPECTATION FOR STUDENT BEHAVIOR
TASK 5:
STEP BY STEP PROCEDURE
EXPECTATION FOR STUDENT BEHAVIOR
Criteria
Question 1 for PaperCreating and Maintaining a
Positive Classroom
Environment
TAC 228.35(b) (2)
(G) Leading a mutually
respectful and collaborative
class of actively engaged
learners.
Standard 4: Learning
Environment
A. Teachers create a
mutually respectful,
collaborative, and safe
community of learners by
using knowledge of students’
development and
backgrounds.
TNT 700.6P The Learning Environment Project Rubric
Ratings
EXPERT: 10 pts
PROFICIENT: 8 pts
DEVELOPING: 6 pts
NOVICE: 4 pts
*Includes at 3-5 specific
research-based
strategies for promoting
a positive classroom
environment.
*Includes at least 3
specific research-based
strategies for
promoting a positive
classroom
environment.
*Includes 3 or fewer
research-based
strategies for promoting
a positive classroom
environment.
*Includes fewer than 3
strategies for promoting
a positive classroom
environment. Strategies
may not be based on
research or best
practices.
*Collaboration and
respect explicitly
supported by strategies
chosen.
*Strategies embrace
students’ strengths and
experiences as an asset,
support social and
emotional learning
needs of students.
*Collaboration and
respect clearly
supported by
strategies chosen.
*Strategies include
student strengths and
experiences, mostly
support the social and
emotional learning
needs of students.
*Strategies’ support for
collaboration and
respect is not clear, may
be inferred.
*Strategies loosely
connect to student
strengths and
experiences. Some
support for social and
emotional needs of
students apparent.
*Strategies do not
support collaboration
and respect.
* No connection to
student strengths and
experiences. Strategies
ignore the social and
emotional needs of
students.
i. Teachers embrace
students’ backgrounds
and experiences as an
asset in their learning
environment
iii. Teachers establish and
sustain learning
environments that are
developmentally
**If research is not
cited, then this area will
be scored as a 0
**If research is not
cited, then this area
will be scored as a 0
**If research is not
cited, then this area will
be scored as a 0
**If research is not
cited, then this area will
be scored as a 0
appropriate and respond
to students’ needs,
strengths, and personal
experiences.
Question 2 for Paper –
Building Relationships
Standard 4: Learning
Environment
A. Teachers create a
mutually respectful,
collaborative, and safe
community of learners by
using knowledge of students’
development and
backgrounds.
i. Teachers embrace
students’ backgrounds
and experiences as an
asset in their learning
environment
ii. Teachers maintain and
facilitate respectful,
supportive, positive, and
productive interactions
with and among students.
EXPERT: 10 pts
PROFICIENT: 8 pts
DEVELOPING: 6 pts
NOVICE: 4 pts
*Detailed explanation of
research-based and
effective strategies for
building appropriate
student-teacher
relationships.
*Research-based and
effective strategies for
building appropriate
student-teacher
relationships
explained.
*Strategies for building
appropriate studentteacher relationships
may lack a researchbase and/or not be
effective.
*Strategies for building
student-teacher
relationships lack a
research-base and may
not be effective or
appropriate.
Question 3 for Paper – The
Physical Environment
TAC 228.35(b) (2)
(E) organizing a safe,
accessible, and efficient
classroom
Standard 4: Learning
Environment
B. Teachers organize their
classrooms in a safe and
accessible manner that
maximizes learning.
i. Teachers arrange the
physical environment to
maximize student learning
and to ensure that all
students have access to
resources.
ii.Teachers create a physical
classroom set-up that is
flexible and accommodates
the different learning needs
of students.
Question 4 for Paper –
Supporting the Vision
Standard 4: Learning
Environment
EXPERT: 10 pts
PROFICIENT: 8 pts
DEVELOPING: 6 pts
NOVICE: 4 pts
*Plan for arranging the
room includes fully
elaborated explanation
of flexible spaces and
justification of the plan.
Reflects a full
understanding of the
needs of learners.
Necessary furniture is
included in the
explanation.
* Plan for arranging the
room includes
explanation of flexible
spaces. Reflects an
understanding of the
needs of learners.
Necessary furniture is
included in the
explanation.
*Plan for arranging the
room includes some
explanation of flexible
spaces. May not reflect
full understanding of
the needs of learners.
Furniture may not be
included in the plan.
*Plan for arranging the
room does not address
flexible spaces in a way
that is helpful to
learners. Furniture not
included in the plan.
*Physical
accommodations for
students with
disabilities fully
explained.
* Zones of proximity
fully and correctly
explained and included
in plan.
*Physical
accommodations noted
for students with
disabilities.
*Physical
accommodations noted
for students with
disabilities but may
need more explanation.
*Zones of proximity
*Zones of proximity
correctly discussed and included in plan, may
included in plan.
not demonstrate
complete
understanding.
*May be lacking
physical
accommodations for
students with
disabilities.
*Zones of proximity
either missing from
plan or incorrectly
explained.
*May include graphic
depiction
EXPERT: 10 pts
PROFICIENT: 8 pts
DEVELOPING: 6 pts
NOVICE: 4 pts
*Fully detailed
explanation of how the
various components of
the behavior
*Explanation of how
the various
components of the
behavior management
*Connections between
the various components
of the behavior
management plan and
*Vague or no
connections between
the various components
of the behavior
A. Teachers create a
mutually respectful,
collaborative, and safe
community of learners by
using knowledge of students’
development and
backgrounds.
iii. Teachers establish and
sustain learning
environments that are
developmentally
appropriate and respond
to students’ needs,
strengths, and personal
experiences.
C. Teachers establish,
implement, and
communicate consistent
routines for effective
classroom management,
including clear expectations
for student behavior.
i. Teachers implement
behavior management
systems to maintain an
environment where all
students can learn
effectively.
management plan
supports the vision.
Connections between
plan and vision are
explicit.
*The behavior
management plan
supports all parts of the
vision.
plan supports the
vision makes
connections clear.
the vision are not made
clear.
*The behavior
management plan
adequately supports
the vision.
*The behavior
management plan
partially supports the
vision.
management plan and
the vision.
*The behavior
management plan does
not support the vision.
Structure of Paper
EXPERT: 10 pts
PROFICIENT: 8 pts
DEVELOPING: 6 pts
NOVICE: 4 pts
*Paper is wellorganized. Mechanics
and language usage are
excellent with few or no
errors.
*Paper is organized.
Mechanics and
language usage are
good with no more
than 5 errors.
*Paper is somewhat
organized. Mechanics
and language usage
contain more than 5
errors that do not
detract from the
meaning.
*Paper is loosely or not
organized. Mechanics
and language usage are
poor and detract from
meaning.
Procedures
EXPERT: 10 pts
PROFICIENT: 8 pts
DEVELOPING: 6 pts
NOVICE: 4 pts
TAC 228.35(b) (2)
*Includes at least 3 – 5
procedures for
everyday classroom
tasks.
*Includes 3 or more
procedures for
everyday classroom
tasks.
*Includes at least 3
procedures for
everyday classroom
tasks.
*Fewer than 3
procedures for
everyday classroom
tasks.
*Procedures
demonstrate a full
understanding of the
need to create
classroom structures
that help students be
successful, explicitly
aligned to the
environment described
in the paper.
*Procedures
demonstrate an
understanding of the
need to create
classroom structures
that help students be
successful. Aligned to
the environment
described in the paper.
*Procedures
demonstrate some
understanding of the
need to create
classroom structures to
help students be
successful. May not be
fully aligned to the
environment described
in the paper.
*Procedures
demonstrate little or no
understanding of the
need to create
classroom structures to
help students be
successful. Lacking
alignment to the
environment described
in the paper.
*Procedures are
intended to minimize
disruption, but may not
be fully developed.
*Procedures not
conducive to classroom
management.
(E) organizing a safe,
accessible, and efficient
classroom
Standard 4: Learning
Environment
C. Teachers establish,
implement, and
communicate consistent
routines for effective
classroom management,
including clear expectations
for student behavior.
D. Teachers lead and
maintain classrooms where
students are actively
engaged in learning as
indicated by their level of
motivation and on-task
behavior.
*Procedures are
sufficient to proactively
prevent and minimize
potential classroom
disruption.
*Procedures are clear
making every step
*Procedures are
sufficient to minimize
potential classroom
disruption.
*Procedures are clear
and detailed enough
for students at the
targeted age range to
*Procedures are lacking
in clarity but
appropriate for
*Procedures are lacking
in clarity and
inappropriate for
intended student age.
detailed so that there is
no question that
students in the targeted
age range can follow.
The expectations for
student behavior are
fully explained.
follow. Includes
explanation of the
expectations for
student behavior.
students at the targeted
age range. Explanation
of the expectations for
student behavior
lacking or incomplete.
No expectations for
student behavior
included.
Classroom Rules
EXPERT: 10 pts
PROFICIENT: 8 pts
DEVELOPING: 6 pts
NOVICE: 4 pts
TAC 228.35(b) (2)
*Includes 3 – 5
classroom rules that are
appropriate for the
targeted age range.
*Includes 3 or more
classroom rules that
are appropriate for the
targeted age range..
*Includes at least 3
classroom rules that
may be appropriate for
the targeted age range.
*Includes fewer than 3
or more than 5
classroom rules that are
not be appropriate for
the targeted age range.
*Rules are positively
and clearly stated (i.e.
“Students will stay in
their seats”)
*Rules are clearly
stated
ii. Teachers maximize
instructional time,
including managing
transitions.
(F) Establishing,
communicating, and
maintaining clear
expectations for student
behavior
Standard 4: Learning
Environment
C. Teachers establish,
implement, and
communicate consistent
routines for effective
classroom management,
including clear expectations
for student behavior.
Expectations
TAC 228.35(b) (2)
*Rules are vague or
ambiguous
*Rules are vague or
ambiguous
*Rules are observable
and enforceable
*Rules are difficult to
observe, thus difficult to
enforce
EXPERT: 10 pts
PROFICIENT: 8 pts
DEVELOPING: 6 pts
NOVICE: 4 pts.
*Includes 3-5
expectations that
*Includes 3 – 5
expectations that are
*Includes at least 3
expectations in which
*Includes fewer than 3
expectations with little
*Rules are observable
and enforceable
*Rules are impossible to
observe, thus
impossible to enforce
(F) Establishing,
communicating, and
maintaining clear
expectations for student
behavior
D. Teachers lead and
maintain classrooms where
students are actively
engaged in learning as
indicated by their level of
motivation and on-task
behavior.
i. Teachers maintain a
culture that is based on
high expectations for
student performance and
encourages students to be
self-motivated, taking
responsibility for their
own learning.
explicitly communicate
to students the need to
take responsibility for
their own learning.
clearly worded to
encourage students to
take responsibility for
their own learning
*The expectations
directly and clearly
support a culture of
individual and group
accountability.
*The expectations
support a culture of
individual and group
accountability.
the intent to encourage
students to take
responsibility for their
own learning is
inferred.
*The expectations may
be vague or lacking in
their support of a
culture of individual and
group accountability
or no connection to
encouraging students to
take responsibility for
their own learning.
*The expectations do
not support a culture of
individual and group
accountability.
NAME: New Teacher
TARGETED GRADE LEVEL: 8
Explain your vision of the ideal learning environment for the age and subject
you intend to teach in a 3 – 5 page original paper. You must answer the
questions below, using a 12 point font and double spaced. Then, complete the
behavior management plan that supports your vision using the form provided.
1. How do you create and maintain a mutually respectful and collaborative
class of actively engaged learners? Include how it responds to student
needs and incorporates student strengths and personal experiences. You
must support your selection of these strategies and identify and explain
the research.
In order to create and maintain a mutually respectful and collaborative class of actively
engaged learners, a teacher must create good relationships with students, and create and clearly
communicate an ethos that sustains participation and cooperation to reach a common goal. That
goal is mastery of the content. Although what exactly constitutes ethos in the classroom is debated
(Donnelly 2000; Solvason 2005) it is agreed that developing and maintaining a classroom ethos is
important in promoting student learning and achieving quality education (McLaughlin 2005). This
foundation supports a teacher to create an environment where all students feel safe, valued, and
ready to learn in collaboration with their teacher and their classmates. According to Solvason
(2005) ethos is not something you can touch, but rather “the feeling” of the classroom.” The ethos
of the classroom is the philosophy that guides the creation of classroom management strategies,
classroom organization and expectations for student behavior.
Teacher expectations are also a key part of the classroom management strategy that forms
an ideal learning environment. A teacher must believe that all his students can achieve mastery of
the objectives. Students tend to confirm teacher expectations (Brophy & Good 1974), so believing
and modeling to students that mastery of the objectives is within all students’ grasps is essential
to overall student success. It is also essential that the teacher have high expectations of themselves
as well. “If a teacher does not believe in his job, does not enjoy the learning he is trying to transmit,
the student will sense this and derive the entirely rational conclusion that the particular subject is
not worth mastering” (Csikszentmihalyi 1997).
Clear Communication is also a pillar of a successful classroom. Teachers must be able to
translate jargon filled objectives into student-friendly language. In tandem with high expectations,
clearly communicated behavioral expectations are essential to classroom management. Effective
teachers use classroom management not to control student behavior, but to influence and direct it
in a constructive manner to set the stage for instruction (McLeod, Fisher, & Hoover, 2003).
Consistent routines also lend to effective student learning and the minimization of distraction.
The teacher’s expectation should be that students enter the classroom ready to learn. A good way
to implement this is to have daily bell work. Bell work helps to untether the student’s mind from
what is going on outside the classroom and settle their thinking on the day’s learning objective.
The teacher then transitions to instruction by referencing the contents of the bell work and links it
to the lesson.
2. What strategies will you use to build relationships with students? Use
research to support your selection of these strategies and identify and
explain the research.
Building positive relationships with students and parents is a good place to start an effective
classroom management strategy. It is important that the teacher get to know each student and
that the students get to know the teacher. Teachers may be tempted to go straight into content
when the school year starts but taking the time to create relationships and community with
students pays dividends later in the year.
Authenticity is an essential component of building positive relationships and teachers must
come across as genuine and caring to parents and students. This requires the teacher to be
passionate, knowledgeable, self-aware, balanced and fair, and consistent. (De Bruyckere and
Kirschner 2016). These characteristics should be modeled by the teacher, and this helps to create
a foundation of the mutual respect that will make the classroom successful.
In a participatory, collaborative classroom, questioning is essential, and students must feel
safe to ask questions and give answers that may be incorrect without fear of intimidation.
Teachers should encourage and model curiosity about the subject matter, thus stimulating
students’ innate curiosity and making it possible for students to generate good questions. The
teacher can provide a powerful model by providing examples of ways that students can support
one another. Each student brings her own personal experience to the class and this enriches
everyone. Teachers must also recognize and praise students’ use of positive collaborative
communication (Bridges, 1995).
3. How will you physically organize your classroom to ensure flexibility
and accommodate the learning needs of all students including those with
disabilities? Consider things such as the three zones of proximity and
furniture.
The aspects of classroom organization that are utilized are those that focus on the physical
environment. A collaborative classroom consists of tables or individual flat-top desks that can be
arranged in groups of about four students. The classroom is organized such that students know
how to access items like calculators, pencil sharpeners and mini-whiteboards. It may take some
time for students to learn how to access all the materials in the classroom, but – in time consistent classroom organization will lend to the optimization of student learning and reduce
distractions. It is almost impossible for students to learn in a chaotic, poorly managed classroom
(Wang, Haertel, and Walberg, 1993). Fred Jones (2007) proposes arranging tables such that an
interior loop is created. This minimizes the number of green zones that are farther from the
teacher, allowing more flexibility in seating students who are more likely to go off task. The most
basic factor that governs the likelihood of student misbehavior is their physical distance from the
teacher. By utilizing both proximity and movement, teachers can optimize the positive impact that
their presence has on students. Simply by moving in the direction of burgeoning misbehavior, a
teacher can quickly reduce the likelihood of escalation and redirect student attention to the task at
hand.
Students with special needs face many challenges when entering the classroom. School
furniture is often inadequate for providing the physical support students need to learn. For proper
learning to occur, high and low seating options should be made available with some desks in a bar
style, higher up off the floor and others at the standard level. Placing high desks in the back of the
classroom prevents students who are sitting there from having to look over and around the
students sitting closer to the front. Teachers cannot always control the sizes of the classroom or
the size of the class. Classrooms should always make space by the door for the entry of
wheelchairs and seats closes to the door made available to students who use wheelchairs.
4. Explain how your behavior management plan supports your vision for
the ideal learning environment.
My ideal learning environment is made up of a mutually respectful and collaborative class of
actively engaged learners. Rules 1and 2 help ensure the enviornment is mutually respectful.
Entering a class quietly lends to students being in the mindset for work, leaving other things
outside. Raising your hand to ask a question promotes respect so students do not talk over one
another and do not interrupt the teacher when he is helping someonen else and cannot give his
full attention.
Rule 3 keeps distractions from snacks and drinks to a minimum. Rule 4 supports the teacher’s
seat assignment plan and aids in an efficient check of the attendance record.
Expectation 1 fosters the collaborative nature of the classroom. Students should not
immediately seek help from the teacher when they find an obstacle. Making students responsible
for their missing work promotes responsibility and collaboration. Expectation 3 reuiqres students
to learn to manage his workload and is an important lesson students can learn to promote selfreliance. Expectation 3 lends to developing mutual respect in the classroom explicitly.
The establishment and maintenance of classroom management strategies, classroom
organization and expectations for student behavior all come together to create a safe, orderly
environment in which students can feel empowered to learn effectively. They come together to
develop trust in the teacher and each other, which in turn, decreases distracting behaviors,
increases time spent engaged in learning, establishes and sustains an orderly classroom, facilitates
independence and responsibility on the part of the student, and social and emotional growth.
Maslow tells us that students need to feel safe in order to attain self-actualization. Only by creating
an environment in which students feel safe can learning take place.
5. Using the template below, create a behavior management plan designed
to create and maintain your ideal learning environment. Your behavior
management plan must include:
• 3 – 5 positively worded rules that you can consistently enforce
• 3 – 5 expectations that encourage students to take responsibility
for their own learning and instill a culture of individual and group
accountability
• Procedures for at least 3 – 5 common classroom tasks, such as
returning graded work, turning in make-up work, handing out
materials, going to lunch/being dismissed from class, sharpening
pencils, going to the restroom, etc
RULES
1.
2.
3.
4.
Enter class quietly and on time.
Raise your hand to ask questions.
No food or drink in the classroom, except water.
Sit in your assigned seat only.
EXPECTATIONS
1. Ask three then me.
2. Students are responsible for missed work due to absence.
3. Speak respectfully to one another.
PROCEDURES (at least 3)
TASK 1:
Upon returning from an absence, check the ABSENT Tray:
a. If you are absent, it is your responsibility to obtain any missed classwork.
b. Begin by looking for missed handouts in the ABSENT tray pertaining to your class
hour.
c. Then ask your table mates what you missed.
d. Follow-up with the teacher if necessary.
e. Make arrangements to take quizzes and tests immediately. It is your
responsibility to make these arrangements.
f. You will make-up quizzes and exams in a timely manner (before graded quizzes
are returned to the students who were present).
It is expected that the student take responsibility for missing work due to absence.
TASK 2:
Pick up after yourself before you leave the class
a.
b.
c.
d.
Take all of your belongings
Put away class materials, calculators, markers, whiteboards
Pick up any scrap papers around your table
Arrange desks the way you found them
It is expected that the students will leave the classroom tidy, putting all materials an furniture where
they belong.
TASK 3:
Turn in homework to the proper tray
a. Homework is due at the beginning of the hour when you come to class.
b. Turn in your homework to your hour tray.
c. Turn absent/late work into the absent/late work tray.
It is expected that students will turn in all assignments on time and in the correct tray.
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