Writing Assignment Submit By Saturday 11:59 PM: Topic 4 The

Writing Assignmentsubmit By Saturday 1159 Pmo Topic4the Kind O

Writing Assignment Submit by Saturday 11:59 p.m. o Topic 4. The Kind of Behavior I Will Promote and the Rules That Support It (250 – 250 words per bullet point) 40 pts What behaviors, generally speaking, will I promote in my classes? What specific rules (5 – 10) will I use to guide student behavior? What procedures (routines) do I want to use to manage the complexity of the school day? State the situation and then how students will complete this procedure.

Specific Format for each topic: Write bulleted questions in bold print . Each bullet point indicates a new paragraph. Write the rest of the paragraph in regular print. Refer to the rubric for specific elements that are required for a score of 3-Proficient or 4-Advanced. I WILL SEND THESE SPECIFIC ELEMENTS...

Paper For Above instruction

In designing my classroom environment, I aim to foster behaviors that promote a respectful, engaged, and responsible learning community. The behaviors I will promote include active participation, respectful communication, punctuality, honesty, and a growth mindset. These behaviors are essential for creating an atmosphere where students feel valued and motivated to learn. I believe that promoting these positive behaviors will enhance classroom harmony and maximize instructional time, thus supporting academic success and social-emotional development.

To guide student behavior effectively, I will establish clear and consistent rules that reflect my behavioral expectations. These rules will include: (1) Be respectful to everyone; (2) Follow directions the first time they are given; (3) Keep hands, feet, and objects to yourself; (4) Complete assignments on time; (5) Use respectful language; (6) Stay on task during lessons; (7) Raise your hand to speak or ask questions; (8) Maintain a tidy workspace; (9) Respect classroom property; and (10) Be prepared for class with materials and homework. These rules will be communicated during the first week of school and reinforced regularly through visual cues, discussions, and consistent consequences.

Managing the complexity of the school day requires establishing routines that streamline procedures and minimize disruptions. One key procedure is the morning entry routine: students will enter the classroom quietly, hang up their coats and backpacks, and begin a silent warm-up activity. The teacher will greet students at the door, direct them to their seats, and remind them of the day’s schedule. This routine helps transition students smoothly into the learning environment and sets a positive tone for the day. Additionally, I will implement consistent procedures for daily transitions, such as moving from instruction to independent work or group activities. For example, during transitions, students will hear a signal—a chime or countdown—and will know to gather their materials and return to their designated areas swiftly. Students will practice these routines repeatedly, with clear instructions and visual supports, until they become automatic, thus reducing downtime and classroom chaos.

References

  • Emmer, E. T., & Evertson, C. M. (2016). Classroom management for middle and high school teachers. Pearson.
  • Marzano, R. J. (2003). The art and science of teaching: A comprehensive framework for effective instruction. 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.
  • Sugai, G., & Simonsen, B. (2012). Positive behavioral interventions and supports: History, defining features, and misconceptions. Motivation and Action in Education, 2, 1-18.
  • Kounin, J. S. (1970). Techniques of classroom management: With implications for teacher education. Holt, Rinehart & Winston.
  • Linnenbrink-Garcia, L., & Pintrich, P. R. (2004). Lessons about motivation from research on self-regulation. Educational Psychologist, 39(4), 199–207.
  • McLeod, S. (2018). Classroom management strategies: Tips for teachers. Simply Psychology. https://www.simplypsychology.org/classroom-management.html
  • 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.
  • Wang, M., & Sheikh-Khalil, S. (2014). Does parental involvement matter for student achievement and mental health in high school? Child Development, 85(2), 610–625.
  • Wolters, C. A., & Duffy, M. L. (2007). Helping students develop self-regulation in the classroom. Great Teachers, Great Mentors: Strategies for Enhancing Professional Growth. Routledge.

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