Involving Students in Developing Classroom Expectations ED361

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Brigham Young University, Idaho *

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361

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Psychology

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Oct 30, 2023

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docx

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2

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W02 Worksheet: Involving Students in Developing Classroom Expectations Instructions Examine the different strategies on I-Learn that are designed to involve students in the development of classroom expectations. Answer the following questions: 1. Which grade level(s) do you anticipate working with? Which strategy seems best suited to the age group you anticipate teaching? Explain why/how. Anticipated grade level(s): 4-5 Strategy well suited to my anticipated age group: Explanation of why/how it would be useful in the setting I plan to teach in: Classroom Needs Circle I had actually never heard of a Needs Circle in a classroom setting till today, but I really like the idea. I think 4 th and 5 th graders are smart cookies. I like the idea of teaching them the background behind basic human needs and how classroom rules can fulfill those 4 needs. I think this concept will be stimulating for them and it will add a level of understanding to why classroom rules are important. I also like how it focuses on rules that might seem more fun and positive! I think creating rules in this format with the understanding that they are supposed to help everyone feel like they belong, have power, are free, and can have fun will make the kids more willing. 2. What changes/enhancements would you make to this strategy? I don’t know what exactly the goals are behind the rules for each category, but I would include one rule in each category that has a teacher obligation behind it. I am just as much responsible in the classroom as they are, and I think seeing me taking on weight will help them feel like we are learning and growing together. BYU-Idaho ED 361
3. What is another strategy not listed/described above that you are aware of that is designed to build student participation in the development of classroom expectations? One strategy is to hold students accountable by creating a contract. The students work towards helping create goals and at the end they all sign it. This then is a way of them saying that I believe what we created is important and I will try my best to follow it. BYU-Idaho ED 361
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