my personal classroom assignment
For this benchmark assignment, you will assemble your personal, comprehensive classroom management plan for the students in the “Class Profile.”
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Review the instructor feedback on your previous assignments and consider all you have learned throughout this course, including the interaction you have had with classmates and current educators in the field.
Your classroom management plan should consist of the following sections:
- Professionalism – In 250-500 words, analyze how your professional decisions and actions affect students, families, and other professionals in the learning community. Include examples of professional interactions with various stakeholders including students, parents, co-workers, and administrators.
- Student Engagement Strategies – In 250-500 words, summarize three strategies that foster active engagement and create supportive learning environments. Include how these strategies meet, or can be differentiated to meet, the various needs presented in the “Class Profile.”
- My Philosophy of Classroom Management – Write a 150-200 word description of the culture you will promote in your classroom applying age-appropriate theories of motivation and behavior among elementary students to create learning environments that support individual students’ development, acquisition of knowledge, and motivation.
- Classroom Procedures – Include five procedures from the “Classroom Procedures” assignment (one of which must address digital citizenship) and indicate how you will systematically teach classroom routines consistent with principles of effective classroom management and human motivation and behavior. Include a 200-250 word rationale that explains how the procedures will help create opportunities for students’ active engagement in learning, self-motivation, positive social interaction, and supportive learning environments.
- Rules, Consequences, and Reward System – List and explain your classroom rules. Include a 200-250 word rationale that explains how the system will help create opportunities for students’ active engagement in learning, self-motivation, positive social interaction, and supportive learning environments.
- Communication with Parents/Guardians – Identify three ways you will communicate with parents to establish and maintain a positive collaborative relationship that promotes the intellectual, social, emotional, physical growth, and well-being of students. Include a 150-200 word rationale for each of the three forms of communication.
Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Class Profile
Student Name English Language Learner Socio-economic
Status Ethnicity Gender IEP/504 Other Age Reading
Performance Level Math Performance
Level Parental
Involvement Internet Available
at Home
Arturo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Med No
Bertie No Low SES Asian Female No None Grade level One year above grade level At grade level Low Yes
Beryl No Mid SES White Female No NOTE: School does not have gifted program Grade level Two years above grade level At grade level Med Yes
Brandie No Low SES White Female No Tier 2 RTI for Math Grade level At grade level One year below grade level Low No
Dessie No Mid SES White Female No Tier 2 RTI for Math Grade level Grade level One year below grade level Med Yes
Diana Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Donnie No Mid SES African American Female No Hearing Aids Grade level At grade level At grade level Med Yes
Eduardo Yes Low SES Hispanic Male No Tier 2 RTI for Reading Grade level One year below grade level At grade level Low No
Emma No Mid SES White Female No None Grade level At grade level At grade level Low Yes
Enrique No Low SES Hispanic Male No Tier 2 RTI for Reading One year above grade level One year below grade level At grade level Low No
Fatma Yes Low SES White Female No Tier 2 RTI for Reading Grade level One year below grade level One year above grade level Low Yes
Frances No Mid SES White Female No Diabetic Grade level At grade level At grade level Med Yes
Francesca No Low SES White Female No None Grade level At grade level At grade level High No
Fredrick No Low SES White Male Learning Disabled Tier 3 RTI for Reading and Math One year above grade level Two years below grade level Two years below grade level Very High No
Ines No Low SES Hispanic Female Learning Disabled Tier 2 RTI for Math Grade level One year below grade level One year below grade level Low No
Jade No Mid SES African American Female No None Grade level At grade level One year above grade level High Yes
Kent No High SES White Male Emotion-ally Disabled None Grade level At grade level One year above grade level Med Yes
Lolita No Mid SES Native American/
Pacific Islander Female No None Grade level At grade level At grade level Med Yes
Maria No Mid SES Hispanic Female No NOTE: School does not have gifted program Grade level At grade level Two years above grade level Low Yes
Mason No Low SES White Male No None Grade level At grade level At grade level Med Yes
Nick No Low SES White Male No None Grade level One year above grade level At grade level Med No
Noah No Low SES White Male No None Grade level At grade level At grade level Med Yes
Sharlene No Mid SES White Female No None Grade level One year above grade level At grade level Med Med
Sophia No Mid SES White Female No None Grade level At grade level At grade level Med Yes
Stuart No Mid SES White Male No Allergic to peanuts Grade level One year above grade level At grade level Med Yes
Terrence No Mid SES White Male No None Grade level At grade level At grade level Med Yes
Wade No Mid SES White Male No None Grade level At grade level One year above grade level Med Yes
Wayne No High SES White Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level High Yes
Wendell No Mid SES African American Male Learning Disabled Tier 3 RTI for Math Grade level One year below grade level Two years below grade level Med Yes
Yung No Mid SES Asian Male No NOTE: School does not have gifted program One year below grade level Two years above grade level Two years above grade level Low Yes
