CLASSROOM MANAGEMENT PLAN

Hayden Herc

FEBRUARY 20, 2019

SAINT FRANCIS UNIVERSITY
 Master List
 Managing Parts of A Lesson
 Holding Students Accountable
 Managing Student Work
 Class Motto
 Classroom Design
 Classroom Rules
 Communication Techniques
 Special Ed Matrix
 Seating Chart
 Homework
 Mental Set and Relationships
 Steps to Discipline
 Dealing with Chronic
Misbehavior
 Student Diversity Charts
 Handling Difficult
Students/Aggressive,
Psychiatric, and Substance
Abuse
 Handling Explosive Students
 Types of Bulletin Boards
 Questioning Techniques
 Kinds of Reinforcement
 Communicating with Families
 Contributing to the School and
District
 Philosophy of Grading
 Creating an Environment of
Respect and Rapport
 Check for Understanding
 Models of Teaching
 RTI
 Motivating Adolescence
 Motivation: FIRST K
 Active Participation
 Motivating Strategies
 Bell Schedule
 Procedures
 Attendance
 Ethics as an educator
 Communication Techniques

“I” Message 1. Applies to the whole group 1.Teacher describes problem

2. Straightforward behavior
3. Nonjudgmental or penalty 2. Teacher describes effects
of the problem behavior on
the class
3. Teacher describes
feelings

Direct command 1. Used for direct demands 1. Smile

2. Teacher will not show 2. State student’s name
emotion on his face 3. Say please; give command

Paraphrase 1. Repeat word for word 1. Block out any emotion

what the person has said
2. Use this technique when
caught off guard

Empathetic 1. Use when student is angry, 1. Must attend to the

Listening hostile or unresponsive emotional nonverbal

message first
2. Make reference to the
person’s anger or hostility
(Why are you so angry?)
 Holding Students Accountable

1. Determine a grading system- This decision might be made up for you by the school district as reflected in the
report-card format. Use a variety of evaluation measures throughout the marking period and describe the
grading system to the students
 Tests
 Written or oral reports
 Homework
 Ratings
 Projects
2. Assignments- decide on where and how you will post assignments, as well as the requirements and criteria for
grading. Students should understand that completed assignments are part of the grading systems.
 Post assignments- time in class to copy in notebook
 State requirements and grading criteria for assignments
 Long-term assignments – projects, class time, and checkpoints
3. Work and completion requirements- students need to have guidelines or work requirements for the various
assignments.
A. Identify work requirements
 Use of pen or pencil
 Heading on paper
 Neatness and legibility guidelines
B. Identify completion requirements
 Due dates
 Late work
 Incomplete work
 Missed work
C. Make provisions for absent students and makeup work
 Identify due date
 Assignment list or folder
 Pick up and drop of folder
 Schedule time to help students
4. Monitor progress and completion of assignments- in class activities as formative exercises for students but
not count performance in the grading process.
 When and how to monitor in class-assignments, long assignments, and oral
participation or performance.
 What is graded and used for formative feedback
 Checking procedures in class. (students exchange papers, turning in papers, and
marking/grading papers)
5. Providing feedback- feedback on in-class activities may take the form of statements to the individuals or to the
class.
 When and what kind of feedback will be provided
 Post selective students work
 Record scores
 Feedback must be fast, personable, and constructive
 Managing parts of a lesson
The Beginning of a Lesson

 Taking attendance
 Getting students attention
o Select a cue for getting students attention
o Do not begin until everyone is paying attention
o Remove distractions
 Providing daily review
 Establishing set
o Get the students interested in what is to be taught during the lesson
o Set induction activity must be connected to the lesson
o Students must understand the material and/or activity
o The set induction and the content of the lesson should be related to the students’ lives or a
previous lesson
 Introducing lesson objective
 Distributing and collecting materials
 Giving, clear, focused directions

The Middle of the Lesson

 Pacing the lesson

o Awareness of teaching tempo
o Nonverbal cues of students becoming puzzled or bored
o Break activities into short segments
o Very style and content of a lesson
 Provide smooth transitions
o give clear directions
o create and post a daily schedule
o develop transition activities
 Being task oriented
 Ensuring academic learning time
 Being clear
 Exhibit enthusiasm

The End of a Lesson

 Providing closure to a lesson

o Draw attention to the end of a lesson
o Help organize student learning
o Consolidate and reinforce major points
 Summarize the main idea of the lesson
 Get ready to leave
 Classroom Motto

You're not fooling me, you're only fooling yourself.

-John Herc
Classroom Design
 Classroom Rules

1. Arrive on time.
2. Raise your hand before speaking.
3. Listen to others and participate
in class discussions.
4. Use the pencil sharpener during no instructional
time.
5. Stay on task.
6. Do your assignments.
7. Bring materials and have them ready.
8. Listen to directions.
 Types of Bulletin Boards

1. Procedures- rules and instructional materials.

2. Student work- keeps the students organized and

provides a consistent spot for students to keep
track of assignments.

3. Seasonal- must be updated regularly and cannot

be outdated.

4. Motivational- must be relevant to yourself to

allow students the ability to get to know you.
 Managing Students Work

Managing Seatwork Effectively?

1. I recognize seatwork is intended to practice or review previously
presented materials.
2. I will give clear instruction, explanations, questions, and feedback before
students begin their seatwork.
3. I will not allow talking during seatwork unless the assignments calls for
it.
4. Students will raise their hand if they need help from the teacher.
5. When students complete their seatwork they will sit quietly and wait for
further instruction.
6. I will actively walk around the classroom helping students with their
work
Collecting Assignments and Monitoring their Completion
1. I will have students turn in their assignments to my desk at their
designated folder when their assignments are completed.
2. I will mark assignments completed in my gradebook and on the online
gradebook when completed.
3. Each class will have their own bin for their classwork.
Managing Paperwork
1. All assignments will be graded and returned by the following Monday
after they are collected.
2. Homework assignments will be graded by a completion or non-
completed scale.
3. The teacher will hand out papers at the start of every class.
Giving Students Feedback
1. I will provide frequent and regular feedback.
2. I will have student’s complete assignments on the board to help provide
feedback.
3. I will take immediate corrective action with student’s who do not
perform well.
 Homework

4 types
 Practice- to help students to master specific skills and to reinforce
material presented in class.
 Preparation- to prepare students for upcoming lessons.
 Extension- to go beyond the information obtained in the classroom
and to transfer new skills and ideas to new situations.
 Creative- to offer students the opportunity to think critically and
engage in problem-solving activities.

10 guidelines
1. Recognize that homework serves different purposes at different
grade levels.
2. Have a mixture of mandatory and voluntary homework.
3. Use homework to address topics previously covered, those covered
on the day of the assignment, and those yet to be covered.
4. Have homework focus on simple skills and material or on
integration of skills already possessed by the student.
5. Select an appropriate amount of homework for the grade level.
6. Select a process for providing feedback and grading homework.
7. Do not use homework as punishment
8. Clearly communicate your homework policy for students.
9. Show student’s ways to overcome distractions.
10. Teach homework skills to students.
 Steps to Discipline

I. Prevention
Teacher Behavior Teacher Action
1. Withitness 1. Eye contact
2. Possess movement management 2. Stop talking (create silence)
3. Create active lesson plans 3. Proximity
4. Smooth transitions between activities 4. Call on student
5. Create caring relationships

II. Intervention
Teacher Behavior Teacher Action
1. Calm, firm, confident 3 Questions
2. Focus on behavior not the child 1. What are? (were) you doing?
3. Avoid hostile response (you) 2. What’s the rule?
4. Sandwich: begin and end on positive note 3. What should you be doing?

III. Penalty
Teacher Behavior Teacher Action
1. Impose Penalties 1. Expressions of disappointment
2. Loss of privileges
2. Teach problem solving strategies 3. Time-Out: Exclusion from group
3. Reestablish positive relationship ASAP 4. Written reflections on problem
4. Delay actions until both are calm 5. Detention
6. Contacting parents
7. Visit to Principal’s Office
 Questioning Techniques

Questioning strategies
- Positive and non-judgmental teacher response
- Use of visual prompt
- Frequent summarizing
- Graphic organizers
- Elaborating on a response
Checklist- questioning tips
- Wait time 1 and wait time 2
- Clues and prompts
- Praise
- Feedback
- Equity
- Selection of students
- Volunteer and non-volunteer
- Response to wrong answers
- Convergent and divergent
Teacher response to student answers
 Correct- if the answer is quick, firm, and correct, simply accept the answer
or ask another question
 Hesitant/unsure- answer is correct but hesitant or unsure of the answer other
student may be confused as well. Give the student feedback on their answer
to allow you to explain the material again
 Partially or completely wrong- if the answer is partially or completely
wrong, you should
- probe for more information
- give clues
 Silly or careless- correct the answer and go on
 Seating Chart

Attendance- *
Homework incomplete- !
Homework late- ^
 Mental Set and Relationships

Withitness- use specific techniques to be aware of the actions of students in your classroom.
 Monitor regularly and react immediately
 Foresee problems- ex. fire drills, active shooter, and distribution of materials
Emotional objectivity- keep personal problems and situations out of the classroom. Don’t
punish the students for your emotions of that day.

Building positive teacher-student relationships

Level of Dominance
1. Establish rules and procedures
2. Use disciplinary interventions
3. Exhibit assertive behavior
4. Establish clear learning goals
Levels of Cooperation
1. Take a personal interest in students
2. Use equitable and positive classroom environment
3. Respond appropriately to student’s incorrect responses
Interacting with students
1. Use human relations skills
2. Enable success by establishing a team/group
3. Model basic attitude and expectations of students
4. Communicate high expectations
5. Be fair and consistent
6. Show respect and affection to students
7. Create opportunities for personal discussions
 Guidelines for Handling Explosive Students

1. Move slowly and deliberately towards the problem

2. Be respectful
3. Be brief
4. Avoid the power struggle
5. Give the student a choice of behaviors: do the
expected behavior or suffer the consequences
6. Then withdraw from the student and allow time
 How To Handle Difficult Students
1. Move slowly and deliberately toward the problem situation
2. Be respectful
3. Be brief
4. Avoid power struggle of any kind
5. Inform student of the expected behavior and negative consequences
6. Give the students the choice to either (1) stop behavior (2) suffer the consequences
7. Then withdraw from the student and allow some time
General Principals
1. All students/schools have a student assistance program and team. The team consists of teachers,
counselors, nurses, administrators and students.
2. Create a supportive environment: smile, praise, and reach out to your students.
3. Be accurate your monitoring of behavior. Be continuous in your monitoring of treatment effects.
4. Remember. students who suffer from mental health disorders or substance abuse problems are less
successful in school, more susceptible to negative health consequences ^d have fewer skills at
socializing.
5. You are part of a team: school nurse, guidance counselor, special education teacher, and school
administrative.
Intervention Strategies
Psychiatric and substance abuse students
 Use short clear sentences; speak softly.
 Smile to show the student you like him/her.
 Anxious children can't sleep well - may by cranky and irritable.
 Be calm, hopeful.
 Don't overwhelm in work; Use compaction to reduce work load.
Students under the influence of drugs or alcohol or any identifiable stage of withdrawal
 Remove the students from class (John, may 1 have a word with you?)
 After you have removed the student from
 class, explain why you are concerned and ask if you can help.
 Do not confront the student with an accusation of drug/alcohol usage.
 Do not attempt a power struggle.
Aggressive Behavior
 If possible, engage in calm, active listening.
 Let the student vent a little.
 Give the student a choice then back away.
 Let student save face.
 Avoid verbal escalation.
 Take charge of yourself.
 Set limits but avoid ultimatums.
Socially Withdrawn
 Avoid coercion or punishment.
 Use peer mediated interventions.
 Do not leave alone.
 Procedures

1. Room use
 I will have students return all materials at the end of class
 I will maintain a clean desk and expect my students to also
 Students must raise their hand to use the bathroom, pencil sharpener, or drinking
fountain
2. Transitioning in and out of the classroom
 When students enter the room they must go to their desk and pull out their homework
 Students will leave the classroom when I tell them to
3. Out-of-room procedures
 students must come to class prepared with all class materials including hw
 students may not go to their locker once the bell has rung
 to use the bathroom or drinking fountain students must sign out
4. Whole class, instruction, and seatwork activities
 Student must participate in class by raising their hands
 Students must have their homework out to be marked at the beginning of class
 If work is late it must be turned in by the end of the week
 If students need help they can meet me after class
5. Small group work
 Students must maintain focus when in groups
 Materials for group work will be handed out before class
 Students must maintain an inside voice while working together
 Dealing with Chronic Misbehaviors
1. Tattling- it is important to convey to students that you will be available to help them with
important matters, but that you are not interested in minor complaints
2. Clowning- some students may use clowning to cover up a deficiency; they may be
clowning in a math lesson because they are weak in math. Clowning also may be a
vehicle for a student to achieve success- to gain some recognition, fame, and popularity
among students.
3. Cheating- students may cheat if your expectations are too high and they may not be
capable of mastering the material. Cheating may be viewed as a way out. Others may
simply not be prepared or have anxiety.
4. Lying- students may have reasons for lying such as trying to protect their self-image,
mask their vulnerability, or to inflate their image. A way to express concern over a lie is
by saying “I wonder why you couldn’t tell me what really happened.
5. Stealing- student may impulsively steal because they want something, or they are angry
with another student. Don’t confront student unless you know for sure the students is the
culprit.
6. Profanity- an instructional response is appropriate rather than disciplinary to profanity. A
proper response is “we don’t use words like that at school”
7. Rudeness towards the teacher- notify the student that their being rude and if it
continues then talk to the student privately. it is best to avoid overeating, arguing, or
getting into a power struggle.
8. Defiance or hostility towards the teacher- stay in control and tell the student they have
two choices, either “do the action” or face the consequences. it is best to avoid
overeating, arguing, or getting into a power struggle and talk to the student privately if
they still ignore you.
9. Failure to do work in class or homework- make sure to examine the nature of
assignments and homework to see if it’s too difficult. Then start to talk to the student
privately.
 Creating an Environment of Respect and
Rapport
Environment
 Rules and procedures
 Response to student answers
 Treat students with dignity and respect
 Positive reinforcement
 motivation
 feedback
Establish a culture of learning
 high expectations
 see content as important
 offer challenging and exciting lessons
 student work is displayed
 sense of community (group work, teams, and games)
 safe environment for taking risk
 positive student relationships and interaction
 feedback
 active participation
 Kinds of Reinforcement and Punishment

 Positive reinforcement: strengthen behavior by

presenting a desired stimulus after the behavior (high
grades)

 Negative reinforcement: strengthens behavior by

removing an adverse stimulus while the behavior
occurs to suppress a behavior (removing low test score
or no homework tonight)

 Presentation punishment: present an adverse stimulus

following the behavior (type 1 punishment- detention)

 Removal punishment: remove a present stimulus (type

2 punishment- removal of cell phone)
 Philosophy of Grading
1. General principals of grading

1. Describe the grading requirements to the students. This includes providing information
about the types of evaluation measures that will be used, the proportion of the marking term
grade that each measure will carry, and percentages required for each letter grade.
2. Grades should represent academic achievement only. Do not alter grades due to student
misbehavior.
3. Evaluate students at all levels of the cognitive domain.
4. Evaluate frequently throughout the marking term so that sufficient data concerning
student achievement is obtained to determine the grades.
5. Communicate clearly to students what they will be evaluated on each time an evaluation
is to occur.
6. Use many different evaluation measures. There should be a good balance of home-work,
classwork, quizzes, major tests, projects, and other appropriate evaluation measures.
7. Keep students informed about their progress throughout the marking term.
8. Devise an efficient format for the gradebook to accurately record all evaluation data and
to simplify the task of calculating marking term, semester, and annual grades.

2. Confounding the grade

1. Treating practice tests and homework as summative evaluation- As discussed in the

chapter, diagnostic, formative, and summative evaluation serve different purposes and should
only be used as feedback.
2. Administering unannounced posttests- Student scores tend to be lower on
unannounced tests as compared to their performance on scheduled tests. Teachers who use
unannounced tests generally need to develop strategies to counter their negative influence.
3. Reducing posttest scores due to misbehavior- This practice confounds achievement
with conduct. Instead of reducing earned scores, alternative strategies should be used for
encouraging honesty, consideration, and promptness.
4. Using extra-credit assignments to alter grades- Extra-credit assignments are those not
required of all students in the regular conduct of the classroom. This practice, however,
confounds student achievement and effort. A higher grade that a student would earn through
the use of extra-credit assignments actually masks the student’s actual mastery level.

3. Grades and motivation

Always use grades to motivate
 Make sure the very first exam has a high degree of success for students that study
 Don’t forget that nonacademic students may not have achieved success in previous courses
of content
 Make tests for nonacademic students less complex (fewer items)
 Grades are powerful tools
Communicating with Families
 Contributing to the School and District

School and District Contribution Log

Name ___________________________

School ___________________________ School Year __________________

Date Event or Service Contribution

(e.g. committee meeting, open house)
 Ethics as an Educator

It Is important for educators to understand the position of trust In which they are held and
societal expectations concerning their conduct. Typically, educators who exercise good judgment
in their interactions with students, colleagues, and the public do not run afoul of the law or the
prescribed standards of conduct. In exercising judgment, you should be mindful of the values set
forth in the Code of Professional Practice and Conduct as well as the following considerations:

 do not engage in activities that may reasonably raise concerns as to their propriety;
 do not engage in activities directed towards developing a relationship with a student
beyond the recognized boundaries of a teacher/student relationship regardless of the
student's age;
 do not make comments of a personal nature or suggestive In tone to a student;
 do not pursue any sexual or romantic contact with a student regardless of the student's
age or apparent consent;
 do not invite students to your home;
 do not see students in Isolated or private situations;
 do not share Information of a personal nature about yourself with students;
 do not give personal gifts to a student;
 do not exchange notes, e-mails or other communications with a student of a personal
nature;
 do not place yourself in situations which could be construed as posing a risk to the
student or facilitating an inappropriate relationship with students;
 refer students to the appropriate resource if they are In need of counseling;
 ensure that your actions always serve the best interests of the student; and
 be mindful of your reputation in the community.
 Checks for Understanding

1. Eyes and body language

2. Student answers questions

3. Monitoring the group work

Strategies:

1. Oral reading- Oral reading can be done in two ways. First way one student can read
while the rest of the class follows with markers, their eyes, or their fingers. Second is
the entire class can read aloud together. For special dramatic effects and boys and
girls can alternate reading.

2. Discuss with a partner – In your own words, explain to your partners how the
pistons in a car engine work. Share with your partner the guidelines to keep in mind
when writing an expository paragraph.

3. Flash cards- Examples- you’ve made flash cards for this week’s vocabulary words.
Practice them with a partner for ten minutes. Then we’ll have our quiz.

4. Discussion in small groups- Keep the group size to four or five so that each student
can participate. Appoint a recorder to summarize the findings.

5. Polling by Raised Hands- Casting votes or canvassing for information can be

registered on a chart visible to the entire class.
6. Brainstorm- can be done as a group or with a partner. Define the topic or problem.
For example, the topic may be questions students will thin k can be on the exam.
 Models of Teaching

Models of
Explicit Direct Direct Independent Indirect
teaching Concept Attainment
(Hunter) (Rosenshine) (Group Work)

Set Set Set Set

Introduction
State objective State objective objectives objectives

- Review Social:
- Input groups
- Check previous work discussion groups
-Define concept
-Present new Whole group
material -Two options: partner
-List characteristics
1. Application panel
-Modeling exercise role play
-Give examples
Development -Guided practice 2. Intro next lesson Inductive:
-Give non-
- input Projects
examples
-Independent - guided practice Reports
practice - Give case study
-Give mixed
feedback/corrections
examples
-Review weekly and Independents:
monthly Contract
leaning station

Closure Closure Closure Closure Closure

 Motivating Adolescents
1. Adopt two mind-sets

Finding balance between manipulating and motivating.

Manipulating- one person doing something to someone else in order to control his or her
actions or attitude. Motivation- comes from within and is created
 No such thing as Laziness
 Students have something else on their mind or may lack the tools for the tasks, have too
many responsibilities at home, or feel a lack of values
2. Empathize and build trust

 Need to build trust so students feel comfortable and can talk to or interact with you
 Creating a safe environment
3. Remember where they are
4. Give descriptive feedback
5. Teach the way the mind learns
6. Tell stories and spark curiosity

Modeling- teaching using demonstration, simulation, pictures, diagrams, or examples of what the learner
needs to do in order to be successful with the intended task. (5 ways to model)

Practice-
1. Guided practice- helping students through a process or assignment
2. Independent practice- providing work for the students to do by themselves without any help
3. Massed Practice- providing numerous activities to help the student repetitively practice
4. Distributed Practice- providing past experiences or work to help a student retain information
presented previously (review)
Practice in small meaningful steps or parts.

Kinds of reinforcement-
Positive- adding something the learner needs or desires following an exhibited behavior
*3 types:
1. Social reinforce- approval from a significant other that may come in praise, smiles,
congratulations, nods, etc. Must be sincere when doing this.
2. Activity reinforcers- finding those things that students enjoy doing and use them as rewards.
3. Tangible reinforcers- this involves providing items to stimulate good behavior such as tokens,
items, rewards, stickers, candy, etc.
Negative- something the student does not need or desire
Extinction- lack of a reinforcer following a behavior to stop it from occurring in the future.
Schedule of reinforcement- reinforcement of behavior (do every time in beginning, but then you have to
wean them off slowly)
 Motivating Strategies
1. Capture Student Interest in the Subject Matter
 Take time to understand what students perceive as important an interesting.
 Select topics and tasks that interest students.
 Set the stage at the start of the lesson.
2. Highlight the Relevance of the Subject Matter
 Select meaningful learning objectives and activities.
 Directly address the importance of each new topic examined.
 Have students use what they have previously learned.
3. Vary Your Instructional Strategies throughout the Lesson to Maintain Interest
 Use several instructional approaches throughout the lesson.
 Use games, stimulations, or other fun features.
 Occasionally do the unexpected.
4. Plan for Active Student Involvement
 Try to make study of the subject matter as active, investigative, adventurous, and social as possible.
 Vary the type of involvement when considering the students’ learning and cognitive styles.
5. Select Strategies That Capture Students’ Curiosity
 Select tasks that capitalize on the arousal value of suspense, discovery, curiosity, and exploration, and
fantasy.
 Use anecdotes or other devices to include a personal, emotional element into the content.
6. Select Strategies and Present Material with an Appropriate Degree of Challenge and Difficulty
 Assign moderately difficult tasks that can be completed with reasonable effort.
 Focus on higher-order learning outcomes.
 Monitor the level of difficulty of assignments and tests.
7. Group Students for Tasks
 Plan to use a variety of individual, cooperative, and competitive activities.
 Promote cooperation and teamwork.
8. Design the Lesson to Promote Student Success
 Design activities that lead to student success.
 Communicate desirable expectations and attributes.
 Minimize performance anxiety.
9. Allow Students Some Control over the Lessons
 Promote feelings of control by allowing students a voice in decision making.
 Monitory the difficulty of the goals and tasks that students choose for themselves.
 Motivation: FIRSTK
F- Feeling Tone- deals with feelings and attitude.
- Pleasant feeling tone- Highly increases motivation (smile, pleasant voice,
encouragement)
- Unpleasant feeling tone- Increases motivation but to a lesser degree.
(Showing displeasure)
- Neutral feeling tone- absence of any reaction or feeling produces not
motivation.
I- Interest- If the teacher makes the topic (activities) more interesting, students
will be more motivated.
- Ex. Make use of “Self” and “novelty”. Use humor. Relate the learning to the
world of the learner.
R- Rewards- Relationships of rewards to task.
- Intrinsic- the task itself is rewarding. Doing the activity leads to goal
achievement. Ex. Reading for enjoyment. The reward is constant. Reaching
a goal.
- Extrinsic- Something in addition to the task is needed to complete it. The
activity produces the reward rather than being the reward. Ex. Reading to get
out of doing dishes. The reward is controlled by circumstance- must
continually make assessment. Bribery. 1. Incentive and rewards 2. Choice 3.
Expectations/goal 4. Value in a grade 5. Group work
S- Success- Degree of difficulty is the key. Motivation is optimized by a task of a
moderate degree of difficulty. So that by experiencing it we experience success.
The more success, the greater the motivation. Feeling of accomplishment. Effort
T- Level of Concern (Tension)- No tension, no motivation; each student has a
different optimum level of concern or tension. Too much tension diverts energy
away from the task to be used with emotions. A moderate amount of tension is
best and essential for motivation. High expectations
K- Knowledge of Results (Feedback)- It answers the question, “How am I
doing?” The results should be immediate, specific, and personal. The more
specific the feedback on performance, the more motivation should increase.
Personal on test and papers
 Active Participation
Active participation- consistent involvement of the learner’s minds with that being learned
3 parts
 Wait time- after asking a question wait at least 3 second before answering
 Prompting- help the student find the answer
 Involving all or most students- ask a variety of students for the answer
Overt- asking students to raise their hand to answer a question
Covert- asking students to think or imagine and answer within their head
Types of motivation
 Behavioral- incentives and rewards. EX. Stickers
 Humanistic- intrinsic source of motivation. EX. Choices and self determination
 Cognitive- motivation through thinking. EX. Expectations for success
 Social cognitive- goals and values held personably.
 Sociocultural- interpersonal relationships. EX. Relations with communities of practice.
 Response to Intervention: RTI
Background:

1. Model used by school districts

2. Purpose is to reduce number of referrals to special education by classroom teacher.
3. Common question during interview process.
Social and Behavioral

- RTI is an effective framework to address students who are struggling in academic areas, most notably in ELA and
Math.
- 3 tier model, which utilizes multiple assessments to inform decision making.
- Effective for both social- emotional needs of students.
- Process varies from state to state and there are many different applications, RTI is generally depicted as a 3 tier model.

Tier 1: Classroom Teacher

- Primary, represents the core instructional program.

- 80-90% of the students will respond and achieve established benchmarks.
- Assessments likely occur 3-4 times per year, consistent with school periods.
- Should not wait until report card.
Tier 2: Teacher and Special Ed Teacher

- Secondary, more targeted services and interventions.

- Progress monitored more closely, at least bi-weekly, and the research could last 6-10 weeks.
- Website
Tier 3: Team of people

- Tertiary, Intensive interventions targeted to their deficits.

- Eligibility for specialized educational services under the Individuals with Disabilities Education Act (IDEA 2004) may
also be considered.
- Specialized teacher, parent, principal, student and classroom teacher.
RTI Team:

- Multi-disciplinary team of professionals meets on a regular basis to address teachers concerns about struggling
students.
- Sets projected outcomes and methods for measuring progress.
- Designs specific intervention plans.
- Reviews and monitors intervention plans.
- Develops a plan to communicate plan/results with students’ parents.
Types of Assessments:

- Report cards
- Standardized Test Results
- Informal assessments.