classroom management

classroom management Introduction:For this task, choose from the following two scenarios based on the grade level you desire to teach. You will demonstrate your knowledge of how to create an emotionally safe environment with classroom management and how to intervene using instruction and technology. Apply this knowledge to the grade level you desire to teach and adapt or highlight aspects of the scenario to relate it more to your grade level.Scenario:Elementary School: You are a teacher in a classroom of 20 students who vary greatly in academic and social skill levels. Some of them are very good in all subjects, some are good in mathematics but do not read well, others are good readers but not very proficient in mathematics, and a few are struggling with every subject. Joey continually talks out of turn, loudly, and off topic. Sarah cannot seem to sit in her seat and wanders around the room, distracting other students. Often when Sarah starts wandering, you notice several other students do the same thing. George can get out of control (although not frequently), striking out at other students or you and throwing his books and papers on the floor. Because Bridgett needs continual confirmation that she is doing her work correctly, she demands your constant attention. Usually, Walden barely talks in class, but when you discussed the solar system, he became enthusiastic and more talkative. When Nancy is interested in the topic, she can concentrate much better than when she thinks the lesson is boring and useless. Nancy, George, Sarah, and several other classmates are members of an extracurricular photography and movie-making club while Walden, Joey, Bridgett, and several other classmates attend a NASA-supported science camp.Secondary School: You are a teacher with six sections of approximately 20 students each. In all of these sections, the students differ greatly in their academic and social skill levels. Some of the students seem to immediately grasp the subject matter, others seem to understand the material part of the time, and others never seem to understand the material. Alex continually talks loudly out of turn and off topic, and spends class time flirting with girls. Liz does not stay in her seat and wanders around the room distracting other students. Often when Liz starts wandering, you notice several other students will do the same. James can get out of control (although not frequently), shouting profanities at other students or you and refusing to participate in class. Tasha constantly demands your attention to confirm that she is doing her work correctly. Usually, Wilson barely talks in class, but when you discussed yesterday?s topic he became enthusiastic and more engaged.Requirements:A. Analyze one student, for your chosen grade level, from the chosen scenario above by doing the following:Note: While the scenario only broadly outlines grade levels (i.e., elementary and secondary), your responses should be written with respect to the specific grade level you intend to teach (e.g., first grade, fifth grade, tenth grade).1. Explain how the student?s behavior is disruptive to the classroom environment.2. Discuss a possible antecedent of the student?s behavior.3. Discuss a possible consequence of the student?s behavior.4. Discuss an instructional intervention that could mitigate the student?s behavior.5. Explain how the outcome could change if the teacher in the scenario applied the instructional intervention from part A4.a. Include two sources to support your explanation in part A5.B. Explain your personal philosophy of classroom management (suggested length of 1?2 pages) as it relates to the following points:? self-management? self-efficacy? student engagement and motivation1. Include two sources to support your explanation in part B.C. Discuss two techniques the teacher could use to create an emotionally safe classroom for the student you chose in part A.1. Include two sources, one to support each technique in part C.D. Discuss how to incorporate various types of technology to enhance the following topics, using one student from your chosen grade level and scenario as an example for each topic:1. teaching2. learning3. engagement4. motivationE. When you use sources, include all in-text citations and references in APA format.Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.Note: When using sources to support ideas and elements in an assessment, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the assessment.Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the General Instructions section.:

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