Comprehensive Classroom Management and Organization Plan for ELLs FOR A PERSONAL FITNESS

Assignment # 3 Comprehensive Classroom Management and Organization Plan for ELLs FOR A PERSONAL FITNESS INSTRUCTOR

 

 

FEAP 2. In order to provide quality instruction, the teacher must provide and maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative (Florida Educator Accomplished Practices, 2011).

 

The purpose of the Comprehensive Classroom and Organization Plan for ELLs is to reflect on one’s leadership and management style in order to develop a plan for effective classroom management and discipline for ELLs. This assignment requires the skills of application, analysis, synthesis, and evaluation. This assignment must be written in the first person.

 

The following components need to be addressed using detailed examples:

  1. Begin with an introduction that provides a rationale and philosophy. How is the quality of instruction impacted by the learning environment?       Then describe the grade level and ELL characteristics of the class or classes you teach.

 

  1. The Learning Environment – Describe the social features that teachers must take into account when managing interpersonal relationships in the classroom. Provide specific examples.
  2. How will you promote respect for students’ cultural, linguistic, and family backgrounds?

(FEAP a.2.d/InTASC 2d.p, 2j.k, 2m.d, 4m.k, 10q.d)

  1. How will you establish positive relationships with your students and their parents?

(FEAP a.2.d/InTASC 2d.p, 2j.k, 2m.d, 4m.k, 10q.d)

  1. How will you maintain a climate of openness, inquiry, fairness, and support?

(FEAP a.2.f/InTASC 3a.p, 3j.k, 3n.d, 3q.d)

  1. How will you organize, allocate, and manage the resources of time, space, and attention?

(FEAP a.2.a, InTASC 3d.p)

  1. How will you collaborate with students and colleagues to develop shared values and expectations for respective interactions with students in discussions and group work?

(NSU a.2.k, INTASC 3c.p, 3r.d)

  1. How will you create safe learning environment processes and procedures that support school safety rules and guidelines?

(NSU a.2.l, InTASC 3a.p, 3m.k)

 

  1. The Learning Environment in terms of Conduct Management – In support of your school’s or district’s student code of conduct, describe a set of procedural skills that teachers use when addressing and resolving discipline problems in the classroom. Provide specific examples.
  2. Locate your school’s or district’s student code of conduct and review this document with your students.
  3. Based the student code of conduct, how will you establish and teach about classroom procedures, homework, transitions, dismissal, rest room, etc.?

(FEAP a.2.b/InTASC 3k.k)

  1. Based the student code of conduct, how will you develop and teach classroom rules, rewards, and consequences?

(FEAP a.2.b/InTASC 3k.k)

  1. How will you demonstrate use of all safety measures, features, and training?

(FEAP a.2.b/InTASC 3k.k)

  1. How will you maintain emergency access?

(FEAP a.2.b/InTASC 3k.k)

  1. Based the student code of conduct, how will you manage individual and class behaviors through a well-planned management system? (FEAP a.2.b/InTASC 3k.k)

 

  1. The Learning Environment in terms of Content Management – Describe how you plan to manage space, materials, equipment, the movement of people, and the standards-based lessons (e.g., using the Common Core Standards) that are part of your curriculum for ELLs. Provide specific examples.
  2. How will you address the needs of students with special needs?

(FEAP a.2.h/InTASC 2f.p, 2l.k, 3e.p)

  1. How will you address the needs of students who do not speak English as their first language?

(FEAP a.2.h/InTASC 2f.p, 2l.k, 3e.p)

  1. How will you address the needs of students of varying ability levels? (FEAP a.2.h/InTASC 2f.p, 2l.k,3e.p)
  2. How will you address student interests, learning styles, and multiple intelligences?

(FEAP a.2.d/InTASC 2d.p, 2j.k, 2m.d, 4m.k, 10q.d)

  1. How will you convey high expectations to all students?

(FEAP a.2.c/InTASC 3f.p, 3l.k, 3q.d)

  1. How will you model clear, acceptable oral and written communication skills?

(FEAP a.2.e/InTASC 8h.p, 8m.k, 8q.d)

  1. How will you integrate current information and communication technologies?

(FEAP a.2.g/InTASC 3g.p, 3m.k, 8g.p, 8o.k, 8r.d)

  1. How will you vary learning experiences that help students to work as self-directed learners and as collaborative learners in pairs or groups, both face-to-face and virtual, who are respectful of diverse social and cultural perspectives?

(NSU a.2.j, InTASC 3b.p, 3h.p, 3i.k, 3o.d, 3p.d, 5g.p)

  1. How can you promote thoughtful and responsive interactions with students and colleagues that promote shared values and expectations for interactions through collaborative and self-directed learning?

(NSU a.2.k, InTASC 3c.p, 3r.d)

 

  1. Technology – Describe how you will utilize current and emerging assistive technologies that enable ELLs to participate in high-quality communication interactions and achieve their educational goals. What tools and devices will you use to increase a student’s ability to adapt or compensate for a disability? Provide specific examples.

(FEAP a.2.i/InTASC 3l.k, 3m.k)

 

Conclusion – Provide a conclusion wherein you summarize and synthesize the various criteria and elements of your Classroom Management and Organization Plan for ELLs. Do not exceed 15 pages for this assignment.

The success of your assignment depends on following the rubric. Use the rubric to organize the written requirements for the assignment.

 

 

 

RUBRIC

Assignment # 3 Comprehensive Classroom Management and

Organization Plan for ELLs

  This assignment supports the pre-professional development of Critical Tasks for Educator Accomplished Practice 2: The Learning Environment

a. Models and motivates students through clear, acceptable oral and written communication skills (FEAP a.2.e Communications). Examples of related products: Examples of bulletin boards, classroom management plan, directions, graphic organizers for diverse learners, instructional games, public service announcements, role-playing/simulation scenarios study guides, written and oral directions, notes, etc.

   
The candidate organizes, allocates, and manages the resources of time, space, and attention. There is a description of how these activities are addressed in multiple learning environments, including that for ELLs.  
The candidate manages individual and class behaviors through a well-planned management system. At least three individual and three class examples of this skill are provided. In addition, examples are provided to address how this is managed for multiple types of diverse ELLs in this school.  
The candidate conveys high expectations to all for ELLs.   At least three examples of this skill are provided for individual and class examples. In addition, examples are provided that relate to each lesson or unit objective and standard.  
The candidate respects students’ cultural, linguistic and family background. At least three examples of this skill are described. More than three artifacts are provided that demonstrates that the candidate reflects this respect in written communications to students or parents.  
The candidate models clear, acceptable oral and written communication skills. More than three examples of this skill are provided with accompanying artifacts (e.g., audio, video, or written evidence).  
The candidate maintains a climate of openness, inquiry, fairness and support. At least three examples of this skill are provided. In addition, an artifact (e.g., written statement of a colleague, audio recording, etc.) is provided that supports this behavior.  
The candidate integrates current information and communication technologies. In addition to three written three examples of this skill, an artifact (e.g., videotaped lesson, series of pictures, etc.) is provided that demonstrates the use of current information and communication technologies.  
The candidate adapts the learning environment to accommodate the differing needs and diversity of ELLs. At least three examples of this skill are provided. An artifact (e.g., a statement from a colleague) is provided that describes how the candidate has appropriately adapted the learning environment, which resulted in the ELLs’ success.  
The candidate uses current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals. At least three examples of this skill are provided. A description of the use of a particular assistive technology is provided that states how the ELL was helped to achieve an educational goal.  
The candidate clearly and comprehensively summarized and synthesized the various criteria and elements of the Classroom Management and Organization Plan for ELLs. A clear reflection on the elements of the plan for ELLs was written, and references were cited as needed. Assignment is submitted on time.  

 

 

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