Classroom Behavior Management

 Iris Module 4.1:   Classroom Behavior Management (Part 1): Key Concepts and Foundational Practices

1. Briefly describe three of the benefits of implementing comprehensive classroom behavior management.

2. Using your own words, explain the meaning of “cultural gaps” and describe two culturally sustaining practices teachers can use to address them.

3. Identify three of the six key principles of classroom behavior management outlined in the module and offer specific example of how a teacher might use each of them in the classroom.

4. Ms. Rollison wishes to develop a positive climate in her classroom.

 . List two of the practices listed in the module.

a. Explain two action steps that Ms. Rollison can take to implement these practices.

5. Mr. Kwon is a new teacher setting up a structured classroom for 25 4th-grade students. Though he is excited to use lots of hands-on activities and types of instruction across content areas, he is uncertain how to structure his classroom to keep his students on task, engaged, and learning throughout the school day.

 . Offer two considerations that Mr. Kwon should keep in mind when arranging the physical elements of his classroom.

a. Explain why each of these is important.

6. Mr. Kwon also wants to set up a routine for a daily morning meeting to encourage interaction and engagement before the students start their academic work. Describe at least two tips to help Mr. Kwon successfully implement this classroom routine.

7. Sierra, a student in Ms. Gardner’s 8th-grade science class, is usually shy and anxious. When she works with a partner at a lab station, however, she often becomes very talkative. This disruptive behavior regularly causes her and her partner to miss important teacher directions and not complete labs on time.

 . Name at least two surface management strategies that Ms. Gardner could use to address Sierra’s disruptive behavior.

a. Explain why you chose each of these strategies.

 

My Learning Jorunal:Orienting Adults to Learning in Graduate Theological Education

My Learning Journal: Self-Directed Learner 

Based upon your reading of Chapter One in “Orienting Adults to Learning in Graduate Theological Education” and its description of an adult self-directed learner, how would you currently evaluate yourself as a self-directed adult learner? What self-directed characteristics already mark your approach to learning? What skills and attitudes do you still need to improve? Each journal will have a prompt that the student must respond to, based upon assigned reading for that module: week. There is no word count requirement, but the student should answer the prompt thoroughly yet concisely.

My Learning Journal: Adult Learner Characteristics

Based upon your reading of Chapter Two in “Orienting Adults to Learning in Graduate Theological Education,” write a journal entry that considers yourself in light of the chief characteristics of adult learners. Based upon your reading of Chapter Two and its description of the main characteristics of adult learning, how would you evaluate the courses you have taken either on campus or online over the last few years in terms of their sensitivity to how adults learn best? Each journal will have a prompt that the student must respond to, based upon assigned reading for that module: week. There is no word count requirement, but the student should answer the prompt thoroughly yet concisely.

My Learning Journal: Learning How to Learn

Based upon your reading of Chapter Three in “Orienting Adults to Learning in Graduate Theological Education,” and its description of learning how to learn skills, where are you currently strong, and where do you need to improve?  Each journal will have a prompt that the student must respond to, based upon assigned reading for that module/week. There is no word count requirement, but the student should answer the prompt thoroughly yet concisely.

My Learning Journal: Final Assessment Memo

Based upon your reading of all three chapters in “Orienting Adults to Learning in Graduate Theological Education,” write a journal entry that reflects back upon all that you have read and all that you have considered about yourself as an adult learner. As you reflect back upon your reading of all 3 chapters in “Orienting Adults to Learning in Graduate Theological Education,” what three (3) changes are you going to make in your approach to learning as an adult responsible for your own learning? Each change referenced should have its own full paragraph and the entire assignment should comprise one full single-spaced page using 12-point Times New Roman font type.

Some starter phrases that might help you to begin writing your learning journal entry are:

“Having read all of these chapters, I’m convinced that I need to . . .”

“As I consider myself in light of reading all of these chapters, I know that . . .”

“Reading these chapters has alerted me to the fact that the following changes are in order . . .”

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.