Educ 304 Final Project Grading Rubric Student Name Score 12

Educ 304final Project Grading Rubricstudent Namescore 12

Educ 304 Final Project Grading Rubric STUDENT NAME: SCORE: /122 Criteria for Content, Development, and Organization: Points Possible Points Earned Classroom “Motto”: A brief saying that demonstrates the overall goals/ideals of your classroom. Corresponding Bible verse is stated and incorporated. 4 Philosophy: One-paragraph opening statement of your philosophy of classroom management. Your statement should: 1. Include your basic teaching philosophy. 2. Identify your proactive techniques for minimizing off-task behavior. 3. Explain how you plan to reach students with differing needs. 10 Classroom Diversity: Class description includes: 1. Type of school, grade level, number of students 2. Types of diversities among your students 3. Other relevant data that demonstrates the uniqueness of the students in your classroom. 10 Learning Styles: Explains how your classroom learning environment supports a diverse population. Discussion focuses on learning styles and explains how addressing such styles in your classroom will enhance student learning. 10 Room Arrangement: The arrangement of the classroom (student seating, furniture, learning centers, etc.) is identified and explained with a rationale of why this arrangement works best for this class. An example of your classroom arrangement is included. 10 Student Motivation: Actual motivational strategies are identified. A discussion of these strategies follows to explain how you will use them in the classroom to engage your students. 10 Classroom Procedures: Daily and weekly procedures are identified; how they will be used in the classroom is explained. Additional discussion demonstrates the way(s) you will teach the procedures to students. 10 Classroom Rules: 3–6 classroom rules are stated in a clear, concise, and positive manner. 10 Rewards And Consequences: Rewards and consequences are stated in the order in which they will be utilized, demonstrating that the least restrictive rewards and consequences should be utilized first. An example of your behavior contract is included. 10 Record Keeping: The record-keeping systems in your classroom are explained. An example of one of your records is included. 10 Parent Communication: Different ways you promote open communication with parents are discussed, and your system for ongoing communication with parents is explained. An example is included. 10 Suspension: There are two parts to this section: 1. List the steps that your school follows prior to suspending a student. 2. Include a brief discussion of your state’s laws for suspending a student. 4 Attachments: Copies of forms/examples are included. Other relevant information that expresses enthusiasm for the importance of classroom management should be presented here. 4 Criteria for Writing Mechanics and Readability: Points Possible Points Earned APA format guidelines are followed. Includes a title page, an abstract, and 12 fully developed paragraphs/sections. 10 Ideas flow in a logical sequence; structure is clear and easy to follow. Rules of grammar, word usage, punctuation, and spelling are correctly followed. Sentences are well constructed; transitions direct the flow of thought. Presence of grammatical errors does not disrupt content of paper. The work is original, giving credit to borrowed ideas from course texts and other assignments. Instructor’s Comments:

Paper For Above instruction

The classroom motto encapsulates the core values and aspirations that guide the educational environment. For this class, I have chosen the motto "Respect, Responsibility, and Growth," which underscores the importance of cultivating a respectful atmosphere, encouraging accountability, and fostering continuous learning. To reinforce this motto, I incorporate a corresponding Bible verse, Ephesians 4:32, which states, "Be kind and compassionate to one another." This verse reminds students of the importance of kindness and empathy in our daily interactions and aligns with the desired classroom climate.

My philosophy of classroom management is rooted in establishing a positive and supportive environment that promotes student engagement and self-regulation. I believe that proactive strategies are essential to minimize off-task behavior, including clear expectations, consistent routines, and positive reinforcement. I prioritize building strong relationships with students to understand their individual needs and backgrounds, enabling me to tailor interventions accordingly. My approach emphasizes encouragement and mutual respect, creating a classroom culture where students feel safe, valued, and motivated to participate actively.

The classroom I envision serves students in a diverse urban elementary school, with approximately 25 students from varied cultural and socioeconomic backgrounds. The student body includes students with differing language abilities, learning styles, and behavioral needs. Some students are English language learners, others have Individualized Education Programs (IEPs), and some come from single-parent households. Recognizing this diversity allows me to implement inclusive strategies that address the unique challenges and assets of each student.

Supporting a diverse learning population requires understanding various learning styles, including visual, auditory, kinesthetic, and read/write preferences. I plan to adapt my instructional methods by incorporating visual aids, hands-on activities, discussions, and written tasks. For example, I will use graphic organizers for visual learners, incorporate movement into lessons for kinesthetic students, and provide opportunities for verbal expression through group work. Addressing multiple learning styles will enhance comprehension, engagement, and retention, ensuring all students have equitable access to learning.

The classroom arrangement is designed to foster collaboration, independence, and flexibility. Desks are arranged in clusters to facilitate group work and peer interaction while maintaining clear pathways for movement. Learning centers are set up around the room for activities such as reading, writing, and technology use. The seating plan considers students' need for privacy or space, especially for those with attention or behavioral challenges. This layout encourages active participation and minimizes disruptions, supporting diverse instructional strategies.

Motivating students is central to my classroom management plan. I will employ strategies such as praise, milestone celebrations, and student choice to foster intrinsic motivation. For instance, I plan to implement a classroom point system where students earn rewards for positive behaviors and academic efforts. I will also use meaningful praise and involve students in setting goals, making learning relevant to their interests and aspirations. These strategies are designed to empower students, build confidence, and sustain motivation throughout the school year.

Establishing clear procedures is vital for a smooth classroom operation. Daily routines include morning check-in, transitioning between activities, and end-of-day wrap-up. Weekly procedures involve planning sessions, progress monitoring, and parent-teacher conferences. To teach these procedures, I will model each step explicitly, use visual cues, and verify understanding through rehearsals. Reinforcing procedures regularly helps students develop independence and ensures an organized environment conducive to learning.

My classroom rules are concise and positively stated: 1) Be respectful; 2) Be responsible; 3) Be safe; 4) Listen attentively; 5) Keep hands and feet to yourself; 6) Follow directions promptly. These rules promote a respectful and safe environment, setting clear behavioral expectations while encouraging self-discipline. I will reinforce rules through regular discussions, visual reminders, and consistent consequences.

Rewards and consequences are implemented gradually, beginning with verbal praise and token rewards, progressing to privileges or reflection periods. The behavior contract, which I include as an attachment, explicitly states expectations and consequences to reinforce accountability. The goal is to encourage positive behavior through a tiered system, starting with least restrictive measures to foster self-regulation and responsibility.

Record-keeping in my classroom involves maintaining behavior logs, attendance records, and academic progress charts. These systems help monitor student behavior, track their growth, and inform instructional decisions. An example of a behavior log is attached, and I will review records regularly to identify patterns and adjust strategies accordingly.

Open communication with parents is fundamental. I plan to regularly update parents through newsletters, phone calls, and parent-teacher conferences. An online platform will be used for ongoing communication where parents can view their child's progress and share concerns. An example of a communication log is included to illustrate how I will document interactions and ensure transparency and collaboration.

Before suspending a student, my school follows a series of steps including verbal warning, parent contact, detention, and a behavior intervention plan. Suspension laws vary by state, but generally, suspensions are applied for repeated rule violations or serious misconduct. In my jurisdiction, suspension procedures include documentation, a review by administrators, and a focus on reintegration planning to support student return and prevent future issues.

Attached are sample forms such as behavior contracts, parent communication logs, and discipline referral forms. These documents are essential for maintaining consistency and clarity in behavior management. Expressing enthusiasm for effective classroom management is vital; I believe that positive relationships and structured routines create the foundation for an engaging and productive learning environment that benefits all students.

References

• Emmer, E. T., & Evertson, C. M. (2016). Classroom management for middle and high school teachers (10th ed.). Pearson.
• Marzano, R. J. (2003). The key to classroom management. Educational Leadership, 61(1), 6-13.
• Sugai, G., & Simonsen, B. (2012). Positive behavioral interventions and supports: History, defining features, and misconceptions. Center for PBIS & Positive Behavioral Interventions & Supports.
• Wong, H. K., & Wong, R. (2009). The first days of school: How to be an effective teacher. Harry K. Wong Publications.
• Denham, S. A., & Burton, R. (2016). Social-emotional development in early childhood: Developing a framework. Early Childhood Education Journal, 44(4), 321-329.
• Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and engaging families. Routledge.
• Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
• Linnenbrink-Garcia, L., & Pintrich, P. R. (2017). Motivation and classroom learning. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 331-355). Routledge.
• Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that works. ASCD.
• Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based practices in classroom management: Considerations for research to practice. Education and Treatment of Children, 31(3), 351-380.