EDU 536 Colorado College Classroom Management Interview Paper

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EDU 536

Colorado College

EDU

Description

Part 1

Do both questions below on seperate docuemnts and answer thoroughly. Remember, to earn the maximum number of points, answers must demonstrate your mastery of the material and graduate quality writing. Include the number (1 or 2) and title of each of your choices.

1. Co-teaching

Many schools use a co-teaching (team) model to assist in meeting the needs of all students. Describe the potential benefits of co-teaching programs and give at least three managerial strategies that accompany effective pull-out instruction.

2. Cooperative Group Issue

You've been using cooperative learning with your French class, having them study about various regions of France in preparation for giving group reports. You worry that one of the students has not contributed effectively to the group's process or product. How can you avoid this situation in the future? Describe at least three strategies.

Part 2

Teacher 2 questionnaire, see attachment

Part 3

Choose one of the following scenarios and describe how you would deal with it. Support your answer

1. Consistent inappropriate behavior

Amanda is constantly disrupting class. She talks loudly to others while you are teaching. She flirts with the boys who sit on either side of her, distracting them from their work. She passes notes and sighs and coughs loudly when you are giving instructions. You decide to use the five-step intervention process in this situation. Describe how you would use it and delineate its advantages and disadvantages.

2. Consistency

You've been thinking about your procedures for managing student talk. You realize that your students aren't following the expected procedure, which is to raise their hands and receive permission before speaking. You recognize the fact that the reason is probably from your own inconsistency. What might cause this type of inconsistency? What are your options for handling this situation?

Part 4

Teacher 3 questionnaire, see attachment

Unformatted Attachment Preview

EDU 536 – Classroom Management Your assignment is to interview four classroom teachers, one per week for the next four weeks. These teachers should have a minimum of five years of teaching experience and be currently teaching. Try to select teachers from a variety of grade levels, disciplines, school districts, etc. Use the following questions as a guide for your interview. Write your summary of their interview in paragraph form using correct grammar, spelling and punctuation. You may add any additional information you feel is valuable that you obtain in your interviews. 1. How long have you been teaching? What grade level(s) and disciplines have you taught? 2. Did you struggle with classroom management at the beginning of your career? How long did it take you to feel comfortable with your classroom management plan/strategies? 3. How important do you think it is to establish and teach rules and procedures at the beginning of the school year? 4. Describe one classroom management strategy that you would deem successful in your classroom (either instructional or behavioral). 5. Describe one classroom management strategy that you had to rethink because it was not as successful as you would have expected (either instructional or behavioral). 6. How much time do you spend on a weekly basis planning instruction? Are you part of a PLC at your school? 7. Describe your experience with collaborative grouping in your classroom. (How often do you use this strategy, is/was it successful, what are some “pitfalls” and how do you deal with them?) 8. What is one resource that you would recommend (technology or other) to new teachers that has enhanced your classroom instruction. 9. What advice would you give to a new teacher just starting out?
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Explanation & Answer

Attached.

Running head: EDUCATION

1

Co-teaching
Name
[Institutional Affiliation(s)]

WRITING

2

Teaching is a career that requires a lot of patience and someone with passion. A teachers
responsibility is not only delivering instruction to students but also ensuring that students
understand the content being taught and know how they can apply the skills learned in the real
world. Often a teacher has to deal with a number of students on a daily basis and it would be
difficult to pay attention to each student and their needs. Every student has different need and
they understand the learning material differently. Although the diversity in a classroom is
common, teacher do their best to ensure every student feels cared for and appreciated and that
their needs are considered. This where co-teaching stems for. Co-teaching having been
introduced in 1970’s was meant to cater for special needs students to ensure that their needs were
met. According to (Friend and Cook, 2004), co-teaching is when two or more teachers deliver
instruction at the same time, in the same physical space to a mixed group of students. however,
since then co-teaching has evolved to be included even in the general classroom. Co-teaching
helps a teacher or both teachers to focus on paying attention to each student and focusing on their
needs. E.g. in a science classroom, there might be students who don’t understand English, hence
a science teacher might co-teach with an English teacher to ensure that all students understand
the lesson. Co-teaching has various benefits. These include benefits to both he student and the
teacher. The following list highlights a few benefits:
1. Students with disabilities are able to access general education.
2. Teachers are able to learn from each other.
3. Students are able to interact with their teachers through increased instruction.
4. Due to collaboration of two teachers, classroom management is made easier.
5. There is also experimentation of different teaching methodologies between both teachers.

WRITING

3

Pullout programs are also available in different classrooms. Pull out instructions are the kind of
instructions that involve taking out special kids out of the general classroom for a few times a
week to give them extra instructions. The programs have to be initiated effectively in a manner
that the student doesn’t feel like they don’t belong or they are inadequate of understanding
content like the rest. Hence, there are a few managerial strategies that promote an effective pull
out program. These strategies include:
1. Placing the students with similar students facing the same challenge.
2. Using a teacher that understands their needs effectively to deliver instruction.
3. Choosing the best type of strategy to help them achieve their educational needs. E.g.
computer aided instruction.
References
Cook, L. & Friend, M. (1995). Co-teaching: Guidelines for creating effective practices. Focus on
Exceptional Children, 28(3), 1-17.
Meyers, J., Gelzheiser, L., Yelich, G., & Gallagher...


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