Business > CASE STUDY > Task_3_c572_ready.docx C572 Classroom Management, Engagement, and Motivation C_572-Task (All)

Task_3_c572_ready.docx C572 Classroom Management, Engagement, and Motivation C_572-Task

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Task_3_c572_ready.docx C572 Classroom Management, Engagement, and Motivation C_572-Task_3 A.Philosophical Statement My classroom management philosophy involves satisfying the needs of my students ... and creating active learning experiences. Making it a safe and fun learning environment. I would develop positive relationships with my students to easily manage behavior problems. I would have a group meeting with my students and allow them to give their ideas on establishing the rules of the classroom and the plan if those rules are not followed. If a student breaks the rules, I would talk with them individually, have them tell me what the established plan is when the rules are broken, and come up with how we can follow the plan. With a plan to do better and connecting with students disruption is minimized. Glassers Lead Management theory supports my philosophy because we both believe the teacher should take a lead management role that seeks to involve students in their decision making. Focusing on meeting the student's motivational needs such as freedom, fun, power of achievement, and belonging has shown that students behave better, learn more, and see education as important. (cyc-net.org) B.Classroom Expectations and Rules An evidence-based strategy I would use to establish expectations and rules is the interactive model. The expectations of my classroom are; Put forth your best effort, respect yourself, the teacher, and other students, and take responsibility for your actions. My rules are;. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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