SPD 200 Grand Canyon University Classroom Management Strategies Paper

User Generated

nirentr_ohggresyl

Humanities

spd 200

Grand Canyon University

SPD

Description

Disruptive behavior and misbehavior can occur in any classroom. If a teacher understands the needs of the student, the effect of the environment on the student, and identifies behavior patterns, it is easier to identify ways to provide support, reinforce positive behaviors, redirect behavior, and prevent a disruptive behavior from occurring in the future. The use of PBIS and other research-based strategies can be used to address and manage behavior and can create a learning environment that is safe and encourages students to engage in meaningful learning and interaction.

Complete the “Classroom Management Matrix.” When conducting research and selecting example behaviors, focus on students in the grade band relevant to your field of study. Include causes and strategies for addressing misbehavior or disruptive behavior in the inclusive classroom. Complete both the chart and the narrative.

Support your findings with a minimum of three scholarly resources.

While APA format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Guide, located in the Student Success Center.

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Classroom Management Matrix Part 1: Classroom Management Strategies Examples of Misbehavior or Disruptive Behavior Potential Causes of Misbehavior or Disruptive Behavior Misbehavior or Disruptive Behavior Classroom Management Strategies Research and identify five possible misbehaviors or disruptive behaviors that could occur in the inclusive classroom. Research and explain potential causes for each of the five misbehaviors or disruptive behaviors previously identified. For each cause, describe two research-based strategies for addressing and managing the misbehavior or disruptive behavior. Strategies should include specific elements of Positive Behavioral Interventions and Supports (PBIS) Tiered Framework. 1. 1. 2. 2. 1. 2. 3. 1. 2. 4. 1. 2. 5. 1. © 2020. Grand Canyon University. All Rights Reserved. 2 2. Part 2: Narrative Compose a 250-500 word narrative the addresses the following. Include real-world examples to illustrate your ideas. 1. In your own words, describe what inclusion is and what it means when working with students with disabilities. 2. Describe the connection between classroom management strategies and collaboration with students and colleagues in creating a safe, inclusive learning environment and preventing disruptive behavior in the inclusion classroom. 3. Explain how collaboration and the implementation of PBIS and other research-based strategies can be used to address and manage behavior and help to create a safe environment in which the students can engage in meaningful learning and social interactions. References © 2020. Grand Canyon University. All Rights Reserved. Course Code SPD-200 Class Code SPD-200-O501 Criteria Group 1 Percentage 100.0% Potential Causes of Misbehavior or Disruptive Behavior 20.0% Classroom Management Strategies 20.0% Inclusion Description 15.0% Preventing Disruptive Behavior 15.0% Collaboration and Use of PBIS and ResearchBased Strategies 20.0% Mechanics of Writing (includes spelling, punctuation, grammar, language use) 5.0% Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0% Total Weightage 100% Assignment Title Classroom Management and the Inclusive Classroom 1: No Submission (0.00%) Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Not addressed. Total Points 50.0 2: Insufficient (65.00%) Explanation of potential causes for five identified misbehaviors or disruptive behaviors is incomplete and/or incorrectly supported. Classroom management strategies that address the misbehavior or disruptive behavior do not demonstrate best practices or/and fail to include relevant elements of the PBIS Tiered Framework. Personal description of inclusion and what it means when working with students with disabilities is insufficient. Description of the connection between classroom management strategies and collaboration with students and colleagues in creating a safe, inclusive learning environment and preventing disruptive behavior in the inclusion classroom is inaccurate and/or inadequate. Explanation of how collaboration and the implementation of PBIS and other research-based strategies can be used to address and manage behavior to create a safe environment where students can engage in meaningful learning and social interactions is incomplete and/or lacks relevant examples. Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used. Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. 3: Approaching (75.00%) Explanation of potential causes for five identified misbehaviors or disruptive behaviors is partially complete and supported by overly simplistic research. Classroom management strategies that address the misbehavior or disruptive behavior meet basic student needs, and superficially include specific elements of the PBIS Tiered Framework. Personal description of inclusion and what it means when working with students with disabilities is underdeveloped. Description of the connection between classroom management strategies and collaboration with students and colleagues in creating a safe, inclusive learning environment and preventing disruptive behavior in the inclusion classroom is general and missing key details. Explanation of how collaboration and the implementation of PBIS and other research-based strategies can be used to address and manage behavior to create a safe environment where students can engage in meaningful learning and social interactions is cursory and includes basic examples. Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present. 4: Acceptable (85.00%) Explanation of potential causes for five identified misbehaviors or disruptive behaviors is complete and supported by relevant research. Classroom management strategies that address the misbehavior or disruptive behavior are appropriate for students and clearly include specific elements of the PBIS Tiered Framework. Personal description of inclusion and what it means when working with students with disabilities is complete. Description of the connection between classroom management strategies and collaboration with students and colleagues in creating a safe, inclusive learning environment and preventing disruptive behavior in the inclusion classroom is clear and includes key details. Explanation of how collaboration and the implementation of PBIS and other research-based strategies can be used to address and manage behavior to create a safe environment where students can engage in meaningful learning and social interactions is complete and includes relevant examples. Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and contentrelated language. Sources are documented, as appropriate to assignment and style, and format is mostly correct. 5: Target (100.00%) Explanation of potential causes for five identified misbehaviors or disruptive behaviors is thorough and wellsupported by research. Classroom management strategies that address the misbehavior or disruptive behavior demonstrate best practices and expertly include specific elements of the PBIS Tiered Framework. Personal description of inclusion and what it means when working with students with disabilities is extensive. Description of the connection between classroom management strategies and collaboration with students and colleagues in creating a safe, inclusive learning environment and preventing disruptive behavior in the inclusion classroom is thorough and substantial. Explanation of how collaboration and the implementation of PBIS and other research-based strategies can be used to address and manage behavior to create a safe environment where students can engage in meaningful learning and social interactions is in-depth and includes substantial examples. Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging. Comments Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. Points Earned
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Classroom Management Matrix
Part 1: Classroom Management Strategies
Examples of Misbehavior
or Disruptive Behavior

Potential Causes of Misbehavior or Disruptive
Behavior

Misbehavior or Disruptive Behavior
Classroom Management Strategies

Research and identify five
possible misbehaviors or
disruptive behaviors that could
occur in the inclusive classroom.

Research and explain potential causes for each of the five
misbehaviors or disruptive behaviors previously identified.

For each cause, describe two research-based strategies for
addressing and managing the misbehavior or disruptive
behavior. Strategies should include specific elements of
Positive Behavioral Interventions and Supports (PBIS) Tiered
Framework.

Although ADHD is the major cause of inattention,
it may also be due to tiredness, learning disability
symptom, or due to chronic medical condition like
hypothyroidism.

1. Employing proximity control (Universal
Prevention)

2. Displaying negative
attitude

Students show negative attitudes for a specific
purpose including fear of ...


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