Rough_Draft_Final.docx(1) ELM-250 Classroom Management Plan Grand Canyon University ELM-250: Creating and Managing Engaging Learning Environments Table of Contents I. Professionalism¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦ 3
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Rough_Draft_Final.docx(1) ELM-250 Classroom Management Plan Grand Canyon University ELM-250: Creating and Managing Engaging Learning Environments Table of Contents I. Professionalism¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦ 3 II. Student Engagement Strategies¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦ 3 III. My Philosophy of Classroom¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦5 IV. Classroom Procedures¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦...6 V. Rules, Consequences, and Reward System¦¦¦¦¦¦¦¦¦¦¦¦6 VI. Classroom Arrangement and Cooperative Learning¦¦¦¦¦¦¦¦. 8 VII. Communication with Families¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦9 VIII. Reflection of Feedback¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦10 References¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦¦11 I. Professionalism Students look up to their teachers when they are in the classroom, so it is important that teachers model the code of ethics. The way that an educator interacts with other staff members and families is also important because you want your students to treat others with respect. As a future professional educator, I will always show respect towards my fellow coworkers, my students, and their families. I as a professional, I will make sure that my students feel safe, respected, and appreciated in my classroom. Part of being a professional is being able to tell what your student™s are excelling at and what they need to work on, this is what helps teachers adjust their lesson plans. It™s important that students feel welcome and accepted in my classroom. This is why I want to build a positive and professional relatio. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . .
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