Project 6

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Feb 20, 2024

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NAME: Jared Hrozek TARGETED GRADE LEVEL: 7th Explain your vision of the ideal learning environment for the age and subject you intend to teach in a 3 – 5 page original paper. You must answer the questions below, using a 12-point font and double-spaced. Then, complete the behavior management plan that supports your vision using the form provided. 1. How do you create and maintain a mutually respectful and collaborative class of actively engaged learners? Include how it responds to student needs and incorporates student strengths and personal experiences. You must use research to support your selection of these strategies and identify and explain the research. To develop a mutually respectful and collaborative class of fully engaged 7th-grade history students, diverse tactics that respond to student needs, include student strengths, and recognize personal experiences must be implemented. McLaughlin (2005) emphasizes the importance of creating a positive classroom culture, which serves as the foundation for respectful interactions and collaborative learning. This mindset should reflect students' different origins and experiences, creating an inclusive environment in which every voice is appreciated. Setting explicit behavioral and academic objectives is one technique for fostering mutual respect and collaboration. According to McLeod, Fisher, and Hoover (2003), good teachers provide clear behavioral norms that encourage positive relationships while minimizing disturbances. These objectives should be clearly articulated to students and constantly enforced to preserve a polite classroom environment. Recognizing and capitalizing on students' strengths and personal experiences is also critical. Teachers can increase student involvement and relevance by incorporating their interests and histories into the curriculum (De Bruyckere & Kirschner, 2016). For example, incorporating historical issues related to students' cultural heritage or current events might pique their attention and enable meaningful discussions.

Furthermore, encouraging student autonomy and agency creates a sense of responsibility for learning. Bridges (1995) found that encouraging student questions and giving chances for collaborative problem-solving encourages students to take ownership of their learning path. Teachers can foster a sense of responsibility and participation in their students by respecting their contribution and allowing them to choose tasks or projects. 2. What strategies will you use to build relationships with students? Use research to support your selection of these strategies and identify and explain the research. Developing positive connections with students is essential for building a supportive learning environment. Authenticity is essential, I must display a genuine concern for their students' well- being (De Bruyckere & Kirschner, 2016). To achieve this, I will set aside time at the start of the school year to get to know each student individually, learning about their interests, abilities, and struggles. Regular check-ins and informal talks will allow students to create rapport while also addressing any issues or needs they may have. Brophy and Good (1974) found that teacher- student connections have an important role in fostering academic success and student well-being. By establishing trust and open communication, I hope to create a classroom culture in which students feel appreciated, encouraged, and motivated to succeed. Incorporating collaborative activities and group projects also promotes peer connection and teamwork, which strengthens student relationships. By providing opportunities for students to collaborate on common goals, I hope to promote a sense of belonging and collaboration within the classroom community. Here's a detailed description of the physical organization of the classroom: 1. Flexible Seating Arrangements : • Collaborative work tables will be in the center of the room, surrounded by individual desks.

• Comfortable seating places, such as bean bags or cushions, will be put in designated corners for reading or silent thought. • Adjustable desks and tables will be available for students with mobility problems or who want to stand. 2. Clear Pathways and Accessibility : • Clear routes between furniture will guarantee accessibility for students with mobility aids. • A wheelchair-accessible area will be positioned in the front of the classroom for easy access to instructional materials and the teacher's presence. 3. Zones of Proximity : • The green zone is closest to the teacher's desk and instructional area, with tables and seating for students who need immediate assistance or supervision. • The yellow zone, located in the mid-range proximity, has additional tables and seating options for collaborative work and group activities. • The red zone, located farthest from the teacher's desk, has individual desks and seating for students who prefer independent work. 4. Assistive Technology and Visual Supports : • Assistive technology stations with laptops, tablets, and specialist software will be strategically positioned throughout the classroom. • Students with various learning needs will benefit from visual assistance such as schedules, labeled storage containers, and color-coded items. 5. Flexible Learning Spaces : • Interactive learning centers will be set up around the room, focusing on certain subjects or activities including STEM, reading, and creative arts.

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• Establish reading nooks with comfortable seats and bookshelves to promote literacy and independent reading. It would look something like this 3. How will you physically organize your classroom to ensure flexibility and accommodate the learning needs of all students including those with disabilities? Consider things such as the three zones of proximity and furniture. Flexibility and accessibility are critical factors when designing the physical classroom environment to meet the different learning requirements of all students, including those with disabilities. Flexible seating configurations, such as tables clustered for collaborative work or individual workstations for autonomous tasks, offer greater adaptability in addressing varied learning styles and mobility requirements. To ensure flexibility and cater to diverse needs, I'd arrange flexible seating options, clear pathways for accessibility, and varied learning spaces. Implementing three proximity zones would ensure equal access to support. Additionally, I'd integrate assistive technology and visual aids while maintaining an organized and inclusive classroom environment. The three zones of proximity established by Fred Jones (2007) ensure that all students have equal access to teacher help and supervision. Seating alternatives can be deliberately placed closer to educational areas and resources, allowing students with disabilities to obtain appropriate help while maintaining their autonomy and inclusion.

Furthermore, providing appropriate space for movement and navigation within the classroom improves accessibility for students with physical limitations. Clear passageways and wheelchair- accessible places provide for easy transitions between events and reduce obstacles to participation. 4. Explain how your behavior management plan supports your vision for the ideal learning environment. The behavior management plan provided below serves as a basic framework to support the vision of an ideal learning environment in which students respect one another, collaborate, and take responsibility. These essential values are reinforced by both the plan's regulations and expectations. The rules, specifically, are intended to define clear boundaries and expectations for student behavior. Rule 1, which emphasizes respect for oneself, others, and the learning environment, establishes the tone for healthy interpersonal interactions and the preservation of a suitable learning environment. By following this guideline, students develop a sense of mutual respect and attention for their peers and surroundings, resulting in a supportive classroom community in which everyone feels valued and appreciated. Similarly, Rule 2 emphasizes the value of active engagement and collaboration in the learning process. This rule encourages students to participate actively in classroom activities and contribute to group debates and projects, fostering a culture of shared learning and accountability. Students learn crucial cooperation and communication skills via collaborative projects, which not only deepen their grasp of course material but also prepare them for success in both academic and real-world settings. Rule 3 emphasizes the importance of following directions and meeting classroom expectations at all times. This rule promotes a disciplined and orderly learning environment by establishing a

feeling of accountability and responsibility in pupils, ensuring that everyone understands their role in upholding classroom standards and routines. Students demonstrate their dedication to fostering a learning and collaborative environment by consistently adhering to these requirements. In addition to the rules, the expectations specified in the behavior management plan contribute to the vision of an ideal learning environment. By establishing clear boundaries for student behavior and conduct, these expectations encourage students to take responsibility for their learning and contribute positively to the classroom community. For example, the expectation of taking responsibility for one's learning and seeking assistance as needed motivates students to advocate for themselves and actively participate in their academic path. Similarly, the requirement of polite communication and collaboration with peers promotes an environment of empathy, understanding, and cooperation in the classroom. Overall, incorporating norms and expectations into the behavior management plan reinforces the essential principles of mutual respect, collaboration, and accountability that support the vision of an ideal learning environment. Students are empowered to follow these ideals and contribute to a good and supportive classroom culture that fosters academic progress and achievement by receiving frequent reinforcement and clear guidance. 5. Using the template below, create a behavior management plan designed to create and maintain your ideal learning environment. Your behavior management plan must include:  3 – 5 positively worded rules that you can consistently enforce  3 – 5 expectations that encourage students to take responsibility for their learning and instill a culture of individual and group accountability  Procedures for at least 3 – 5 common classroom tasks, such as returning graded work, turning in make-up work, handing out materials, going to lunch/being dismissed from class, sharpening pencils, going to the restroom, etc

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RULES EXPECTATIONS PROCEDURES (at least 3) TASK 1: TASK 1-Returning Graded Work EXPECTATIONS FOR STUDENT BEHAVIOR  Place completed assignments in the designated tray.  Check the tray for returned work and review feedback. 1. Respect yourself, others, and the learning environment. 2. Actively participate and contribute to collaborative activities. 3. Follow directions and classroom expectations at all times. 1. Take ownership of your learning and seek assistance when needed. 2. Respectfully communicate and collaborate with peers. 3. Demonstrate responsible behavior and contribute to a supportive classroom community.

 Reflect on areas for improvement and seek clarification if needed. TASK 2: TASK 2: Turning in Make-up Work EXPECTATIONS FOR STUDENT BEHAVIOR  Obtain missed assignments from the absent/late work tray.  Complete and submit make-up work by the specified deadline.  Take responsibility for catching up on missed material and seeking assistance if necessary. TASK 3: TASK 3: Handing Out Materials EXPECTATIONS FOR STUDENT BEHAVIOR  Listen attentively for instructions on material distribution.  Respectfully collect and use materials provided for each activity.  Assist peers as needed and maintain a cooperative attitude. TASK 4: TASK 4: Going to Lunch/Being Dismissed from Class EXPECTATIONS FOR STUDENT BEHAVIOR  Line up quietly and follow designated procedures for dismissal.  Respect personal space and maintain orderly behavior in transition areas.  Proceed to the designated location promptly and responsibly TASK 5: TASK 5: Sharpening Pencils EXPECTATIONS FOR STUDENT BEHAVIOR

 Use the designated pencil sharpener during appropriate times.  Wait patiently for your turn and handle sharpened pencils with care.  Return to your seat promptly and resume classroom activities. References:  Bridges, P. (1995). Reading, writing, and all that jazz. Teacher Created Materials.  Brophy, J., & Good, T. L. (1974). Teacher-student relationships: Causes and consequences. Holt, Rinehart & Winston.  De Bruyckere, P., & Kirschner, P. A. (2016). Urban myths about learning and education. Academic Press.  Jones, F. (2007). Tools for teaching. Fredric H. Jones & Associates.  McLaughlin, M. (2005). Classroom ethos: Making visible the relationship between classroom management and classroom learning. Journal of Classroom Interaction, 40(2), 19-30.  McLeod, S. A., Fisher, J., & Hoover, G. (2003). The key elements of classroom management: Managing time and space, student behavior, and instructional strategies. Association for Supervision and Curriculum Development.

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