The graduate establishes norms and routines to create a safe and productive learning environment that encourages positive social interactions, individual and collaborative learning, and appropriate classroom behaviors.

Establishing a safe and productive learning environment begins with a plan, one that is founded on established theoretical foundations and professional practices. For this task, you will act as a teacher creating a classroom management plan for your future class based on a school you would work in. In your plan, you will customize the essential pieces of a safe and productive learning environment that encourages positive social interactions, individual and collaborative learning, and appropriate classroom behaviors. You will then justify the effectiveness of your plan by explaining the relevant theories and classroom management practices that support it.

Your submission must be your original work. No more than a combined total of 30% of the submission and no more than a 10% match to any one individual source can be directly quoted or closely paraphrased from sources, even if cited correctly. The originality report that is provided when you submit your task can be used as a guide.

You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course.

A.  Develop a classroom management plan for a class you aspire to teach in the future by doing the following:

1.  Describe your future class by identifying the grade level and content area, if applicable, and two types of instructional activities specific to your class that are relevant in a classroom management plan.

Note: Examples of information you might include in your description are as follows: If it is a secondary science class, will there be laboratory activities as well as direct instruction? If it is an elementary grade, will there be centers?

2.  Explain your personal philosophy about your (the teachers) role as a classroom manager. Include your responsibilities in establishing a positive, safe, and productive learning environment that is inclusive of diverse student populations.

3.  Identify three specific goals of your classroom management plan.

4.  Describe your classroom layout for the class described in part A1. Include your and the students seating arrangements and the placement of classroom materials and resources (e.g., computers, displays, lab equipment, supplies) needed to conduct the class activities identified in part A1.

a.  Explain how the classroom layout could change between the layout described in part A4 and a layout for a different type of activity (e.g., direct instruction, learning centers, group work).

5.  Describe two specific classroom routines, including one procedure associated with each routine, that you will implement to best provide structure for the classroom.

a.  Explain how these procedures will be communicated to students.

6.  List three specific classroom rules that support teaching and learning in your classroom.

a.  Explain how these classroom rules will inform and be supported by the creation of norms in your classroom.

b.  Explain how these classroom rules will be communicated to students.

7.  Describe positive reinforcement and consequences you will use to help students adhere to classroom norms, rules, and procedures.

8.  Explain how all students will be actively involved in the plan and what their roles will be in participating in a productive and collaborative learning environment.

B.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

C.  Demonstrate professional communication in the content and presentation of your submission

RUBRIC

GENERAL TEACHING DISPOSITIONS AS INDICATED IN THE WGU TEACHERS COLLEGE CODE OF ETHICS:

NOT EVIDENT

The submission demonstrates consistently unprofessional or unethical behavior or disposition as outlined in the WGU Teachers College Code of Ethics.

APPROACHING COMPETENCE

The submission demonstrates behavior or disposition that conflicts with the professional and ethical standards outlined in the WGU Teachers College Code of Ethics.

COMPETENT

The submission demonstrates behavior and disposition that align with the professional and ethical standards outlined in the WGU Teachers College Code of Ethics.

A1:DESCRIPTION OF CLASS

NOT EVIDENT

A description of the future class is not provided.

APPROACHING COMPETENCE

The description of the future class does not include the grade level or content area, if applicable, or 2 types of instructional activities to plan for in a classroom management plan. Or 1 or more types of activities are not specific or relevant to the class.

COMPETENT

The description of the future class includes the grade level and content area, if applicable, and 2 types of instructional activities to plan for in a classroom management plan. The activities are specific and relevant to the class.

A2:PERSONAL PHILOSOPHY

NOT EVIDENT

A personal philosophy is not provided.

APPROACHING COMPETENCE

The personal philosophy is irrelevant to the teachers role as a classroom manager, or it does not include the responsibilities of establishing a positive, safe, and productive learning environment that is inclusive of diverse student populations.

COMPETENT

The personal philosophy is relevant to the teachers role as a classroom manager, and it includes the responsibilities of establishing a positive, safe, and productive learning environment that is inclusive of diverse student populations.

A3:GOALS OF PLAN

NOT EVIDENT

3 classroom management plan goals are not identified.

APPROACHING COMPETENCE

1 or more classroom management plan goals are inappropriate for the class or are inconsistent with the personal philosophy described in part A2.

COMPETENT

The 3 classroom management plan goals are appropriate for the class and are consistent with the personal philosophy described in part A2.

A4:CLASSROOM LAYOUT DESCRIPTION

NOT EVIDENT

A description of the classroom is not provided.

APPROACHING COMPETENCE

The description does not include the overall seating arrangement or placement of classroom materials and resources needed to conduct the class activities identified in part A1.

COMPETENT

The description includes the overall seating arrangement and placement of classroom materials and resources needed to conduct the class activities identified in part A1.

A4A:EXPLANATION OF LAYOUTCHANGE

NOT EVIDENT

An explanation of how the classroom layout could change is not provided.

APPROACHING COMPETENCE

The explanation of how the classroom layout could change between the layout described in part A4 and a layout for a different type of activity is not detailed or is inappropriate for the identified class.

COMPETENT

The explanation of how the classroom layout could change between the layout described in part A4 and a layout for a different type of activity is detailed and appropriate for the identified class.

A5:PLANS ROUTINES AND PROCEDURES

NOT EVIDENT

2 classroom routines and 1 procedure associated with each routine are not provided.

APPROACHING COMPETENCE

1 or both classroom routines or 1 or both procedures associated with the routines are inappropriate for the identified class or are too limited in scope to provide structure for the classroom.

COMPETENT

The 2 classroom routines and 1 procedure associated with each routine are appropriate for the identified class and are sufficient in scope to provide structure for the classroom.

A5A:COMMUNICATION OF PROCEDURES

NOT EVIDENT

An explanation of how the procedures will be communicated to students is not provided.

APPROACHING COMPETENCE

The explanation of how the procedures will be communicated to students is not specific, is inappropriate for the identified class, or is inconsistent with effective classroom management practices.

COMPETENT

The explanation of how the procedures will be communicated to the students is specific, appropriate for the identified class, and consistent with effective classroom management practices.

A6:RULES

NOT EVIDENT

3 classroom rules are not provided.

APPROACHING COMPETENCE

1 or more classroom rules are inappropriate for the grade level or inconsistent with effective classroom management practices.

COMPETENT

The 3 classroom rules are grade-level appropriate and consistent with effective classroom management practices.

A6A:CREATION OF NORMS

NOT EVIDENT

An explanation of how the rules will inform and be supported by the creation of norms is not provided.

APPROACHING COMPETENCE

The explanation of how the rules will inform and be supported by the creation of norms is not specific, is inappropriate for the identified class, or is inconsistent with effective practices for creating classroom norms.

COMPETENT

The explanation of how the rules will inform and be supported by the creation of norms is specific, appropriate for the identified class, and consistent with effective practices for creating classroom norms.

A6B:COMMUNICATION OF RULES AND EXPECTATIONS

NOT EVIDENT

An explanation of how rules will be communicated to students is not provided.

APPROACHING COMPETENCE

The explanation of how the rules will be communicated to students is not specific, is inappropriate for the identified class, or is inconsistent with effective classroom management practices.

COMPETENT

The explanation of how the rules will be communicated to the students is specific, appropriate for the identified class, and consistent with effective classroom management practices.

A7:POSITIVE REINFORCEMENT AND CONSEQUENCES
NOT EVIDENT

A description of positive reinforcement and consequences is not provided.

APPROACHING COMPETENCE

The description of positive reinforcement and consequences that will be used to help students adhere to classroom norms, rules, and procedures is not specific, is inappropriate for the identified class, or is inconsistent with effective classroom management practices.

COMPETENT

The description of positive reinforcement and consequences that will be used to help students adhere to classroom norms, rules, and procedures is specific, appropriate for the identified class, and consistent with effective classroom management practices.

A8:STUDENT INVOLVEMENT

NOT EVIDENT

An explanation of how students will be actively involved in the plan is not provided.

APPROACHING COMPETENCE

The explanation of how all students will be actively involved in the plan is not specific, is inappropriate for the identified class, or is inconsistent with effective classroom management practices.

COMPETENT

The explanation of how all students will be actively involved in the plan is specific, appropriate for the identified class, and consistent with effective classroom management practices.

B:SOURCES

NOT EVIDENT

The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.

APPROACHING COMPETENCE

The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.

COMPETENT

The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

C:PROFESSIONAL COMMUNICATION

NOT EVIDENT

Content is unstructured, is disjointed, or contains pervasive errors in mechanics, usage, or grammar. Vocabulary or tone is unprofessional or distracts from the topic.

APPROACHING COMPETENCE

Content is poorly organized, is difficult to follow, or contains errors in mechanics, usage, or grammar that cause confusion. Terminology is misused or ineffective.

COMPETENT

Content reflects attention to detail, is organized, and focuses on the main ideas as prescribed in the task or chosen by the candidate. Terminology is pertinent, is used correctly, and effectively conveys the intended meaning. Mechanics, usage, and grammar promote accurate interpretation and understanding.