Title of Assignment: Classroom Architect Project
Score using the Classroom Architect Project Rubric
Course Title: SPE 326- Management of Classroom Behavior
Assignment Due Date: TBD
Location to Post Assignment: LiveText
Who Scores/Where: The course instructor will score the assessment in LiveText.
Expected Performance Level/Planning for Instruction Rubric: Candidates are expected to
perform at the Meet Expectations level on rubric indicators. Candidates will undergo
remediation if deemed necessary by the cooperating teacher and university supervisor.
Rational/Purpose: Creating safe, inclusive, and culturally responsive learning environments for
all students, including those with exceptionalities is a key component of a teachers
responsibility. It is imperative that teachers understand the components and process of
establishing and maintaining safe, inclusive, and culturally responsive learning environments to
ensure that students have the opportunity to become active and effective learners and develop
emotional well-being, positive social interactions, and self-determination. Novice teachers also
need to understand how to collaborate with colleagues to use motivational and instructional
interventions to teach individuals with exceptionalities how to adapt to different environments,
as well as how to intervene safely and appropriately with individuals with exceptionalities in
crisis.
Creating safe, inclusive, and culturally responsive learning environments concentrates on
teachers setting the tone for the expectations of their classrooms all while considering the diverse
backgrounds, interests, personal experiences, etc. of the students. Teachers must be able to
demonstrate the ability to establish a safe, inclusive, culturally responsive learning environment
that aligns with Positive Behavior Supports and Interventions (PBIS) by: creating the physical
arrangement, establishing positively stated rules and procedures, planning for building a rapport
with students and families, and establishing a class wide behavior management plan that includes
hierarchy of reinforcement and consequences.
Collaborative special education candidates must demonstrate competency in instructional
design and implementation to ensure that instructional goals are being met. This assignment will
allow candidates to meet criteria related to each of the following Council for Exceptional
Children (CEC) standards listed below:
CEC Initial Preparation Standard 2 Learning Environments
2.0 – Beginning special education professionals create safe, inclusive, culturally responsive
learning environments so that individuals with exceptionalities become active and effective
learners and develop emotional well-being, positive social interactions, and self-determination.
Key Elements
o 2.1 – Beginning special education professionals, through collaboration with general educators
and other colleagues, create safe, inclusive, culturally responsive learning environments to
engage individuals with exceptionalities in meaningful learning activities and social interactions.
o 2.3 – Beginning special education professionals know how to intervene safely and
appropriately with individuals with exceptionalities in crisis.
Additional Standard Alignment
In this assignment, you will be able to demonstrate your understanding of the above-mentioned
standards. Elements of this assignment also align with standards found in the Council for
Accreditation of Educator Preparation (CAEP) Standards, The Interstate Teacher Assessment
and Support Consortium (InTASC) Standards, and Alabama Core Teaching Standards (ACTS).
CAEP 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the
appropriate progression level(s) in the following category: the learning environments.
InTASC Standards
Standard 3: Learning Environments-The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social interaction, active
engagement in learning, and self-motivation.
Assignment Directions
The Classroom Architect Project is designed establish a solid understanding of how to create a
safe, inclusive, and culturally responsive learning environment. The project consists of five parts.
To ensure the best opportunity of success please read the directions in their entirety before you
begin.
Part 1: In Part 1 of the Classroom Architect Project, you will create the rules
(expectations) that will govern behavior in your class.
Part 2: In Part 2 of the Classroom Architect Project, you will create procedures that will
govern how your classroom will run.
Part 3: In Part 3 of the Classroom Architect Project, you will create a 3-D replica of your
future classroom. This part of the project focuses on your idea of what the physical
arrangement of your classroom will look like.
Part 4: In Part 4 of the Classroom Architect Project, you will create a plan complete with
samples, of how you will build a rapport with students and families.
Part 5: In Part 5 of the Classroom Architect Project, you will discuss your class wide
behavior management plan to include your hierarchy of reinforcement and consequences.
Assignment Overview:
You will create a list of rules for your classroom that will govern behavior, establish classroom
procedures that will identify how the classroom will be run, create a 3-D replica to display what
your future classroom will look like, create a plan for building a rapport with students and
families, and create a class wide behavior management plan.
CLASSROOM ARCHITECT PROJECT
Project Components:
1. Rules: a. Candidates will collaborate with cooperating teacher and other colleagues to
establish rules for their classrooms.
b. Rules must be stated in a positive manner of what you want to see instead of what you do not want to see.
c. Rules should take into consideration the cultural background of all students as to not offend/exclude students. For example, if one of your rules is the student must
look you in your eyes when they speak to you, but in that childs culture it is a
sign of disrespect to you look an adult in their eyes, it is not appropriate for you to
have that as a rule for your classroom.
d. Candidates will write a reflection detailing how to develop effective classroom rules. The reflection must include:
i. 12-point Times New Romans font ii. Single-spaced
iii. Maximum of 1-page iv. Cooperating teachers classroom rules v. The collaborative process the cooperating teacher went through to develop
their classroom rules
vi. How will the candidate collaborate with other colleagues to create effective classroom rules and the importance of this collaborative process.
2. Procedures: a. Classroom procedures should be clear and concise. b. Procedures should outline exactly what the students will do from the time they
enter your classroom until the time they leave.
c. Procedures should offer additional options for activities in the event a student finishes work early or may have already completed the task. Note: Remember the
students should know what they need to do every second they are in your class as
a means to decrease the opportunity for inappropriate/off-task behavior.
d. Candidates will write a reflection detailing how to develop effective classroom procedures. The reflection must include:
i. 12-point Times New Romans font ii. Single-spaced
iii. Maximum of 1-page iv. Cooperating teachers classroom procedures v. The collaborative process the cooperating teacher went through to develop
their classroom procedures
vi. How the candidate will collaborate with other colleagues to create effective classroom procedures and the importance of this collaborative
process.
3. Physical Arrangement: a. The physical arrangement should be a 3-D model b. The physical arrangement should include where each item will be, as you
envision it, in your classroom based on your grade level and content teaching.
i. Student desks ii. Teacher desk
iii. Centers iv. Projector/black board v. Rules
vi. Procedures vii. Door
viii. Lockers ix. Etc.
c. The physical arrangement should take into consideration ease of movement/access for students with disabilities (i.e., students in wheelchairs,
students with vision impairment etc.)
d. The instructor should be able to identify grade level or subject being taught upon observation of the model
i. Items on the wall (posters, pictures, etc.) and/or ii. Written somewhere on the model
4. Plan for building a rapport with students and families a. Plan must be written detailing how you will build a rapport with families and
students. The plan must include:
i. 12-point Times New Roman ii. Double spaced
iii. Reference (APA Formatted) iv. How you plan to communicate with families about who you are as the
teacher
v. How you plan to get to know the student, their family, and their culture vi. How you plan to use information that you gain about the student (interests,
experience, strengths, weaknesses, culture, etc.) into your daily practice
b. Plan must include samples of items that you will use to build a rapport with the student and families.
i. Parent letter sent home ii. Interest inventory
iii. Etc. 5. Behavior Management Plan:
a. Plan must be written detailing your behavior management system. i. Class Dojo
ii. Clip up/Clip Down chart iii. Tally Marks
b. Plan should include: i. 12-point Times New Roman
ii. Single-spaced iii. References (APA formatted) iv. Discussion as to why you chose this system. v. Discussion as to how you plan to implement the system.
vi. Hierarchy of reinforcement. vii. Hierarchy of consequences.
viii. Plan for making adjustments within the plan as needed and what would contribute to adjustment being made.
? Part 2: In Part 2 of the Classroom Architect Project, you will create procedures that will govern how your classroom will run.
? Part 3: In Part 3 of the Classroom Architect Project, you will create a 3-D replica of your future classroom. This part of the project focuses on your idea of what the physical arrangement of your classroom will look like.
? Part 4: In Part 4 of the Classroom Architect Project, you will create a plan complete with samples, of how you will build a rapport with students and families.
? Part 5: In Part 5 of the Classroom Architect Project, you will discuss your class wide behavior management plan to include your hierarchy of reinforcement and consequences.
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Home>Applied Sciences homework help>In documents
Title of Assignment: Classroom Architect Project
Score using the Classroom Architect Project Rubric
Course Title: SPE 326- Management of Classroom Behavior
Assignment Due Date: TBD
Location to Post Assignment: LiveText
Who Scores/Where: The course instructor will score the assessment in LiveText.
Expected Performance Level/Planning for Instruction Rubric: Candidates are expected to
perform at the Meet Expectations level on rubric indicators. Candidates will undergo
remediation if deemed necessary by the cooperating teacher and university supervisor.
Rational/Purpose: Creating safe, inclusive, and culturally responsive learning environments for
all students, including those with exceptionalities is a key component of a teachers
responsibility. It is imperative that teachers understand the components and process of
establishing and maintaining safe, inclusive, and culturally responsive learning environments to
ensure that students have the opportunity to become active and effective learners and develop
emotional well-being, positive social interactions, and self-determination. Novice teachers also
need to understand how to collaborate with colleagues to use motivational and instructional
interventions to teach individuals with exceptionalities how to adapt to different environments,
as well as how to intervene safely and appropriately with individuals with exceptionalities in
crisis.
Creating safe, inclusive, and culturally responsive learning environments concentrates on
teachers setting the tone for the expectations of their classrooms all while considering the diverse
backgrounds, interests, personal experiences, etc. of the students. Teachers must be able to
demonstrate the ability to establish a safe, inclusive, culturally responsive learning environment
that aligns with Positive Behavior Supports and Interventions (PBIS) by: creating the physical
arrangement, establishing positively stated rules and procedures, planning for building a rapport
with students and families, and establishing a class wide behavior management plan that includes
hierarchy of reinforcement and consequences.
Collaborative special education candidates must demonstrate competency in instructional
design and implementation to ensure that instructional goals are being met. This assignment will
allow candidates to meet criteria related to each of the following Council for Exceptional
Children (CEC) standards listed below:
CEC Initial Preparation Standard 2 Learning Environments
2.0 – Beginning special education professionals create safe, inclusive, culturally responsive
learning environments so that individuals with exceptionalities become active and effective
learners and develop emotional well-being, positive social interactions, and self-determination.
Key Elements
o 2.1 – Beginning special education professionals, through collaboration with general educators
and other colleagues, create safe, inclusive, culturally responsive learning environments to
engage individuals with exceptionalities in meaningful learning activities and social interactions.
o 2.3 – Beginning special education professionals know how to intervene safely and
appropriately with individuals with exceptionalities in crisis.
Additional Standard Alignment
In this assignment, you will be able to demonstrate your understanding of the above-mentioned
standards. Elements of this assignment also align with standards found in the Council for
Accreditation of Educator Preparation (CAEP) Standards, The Interstate Teacher Assessment
and Support Consortium (InTASC) Standards, and Alabama Core Teaching Standards (ACTS).
CAEP 1.1 Candidates demonstrate an understanding of the 10 InTASC standards at the
appropriate progression level(s) in the following category: the learning environments.
InTASC Standards
Standard 3: Learning Environments-The teacher works with others to create environments that
support individual and collaborative learning, and that encourage positive social interaction, active
engagement in learning, and self-motivation.
Assignment Directions
The Classroom Architect Project is designed establish a solid understanding of how to create a
safe, inclusive, and culturally responsive learning environment. The project consists of five parts.
To ensure the best opportunity of success please read the directions in their entirety before you
begin.
Part 1: In Part 1 of the Classroom Architect Project, you will create the rules
(expectations) that will govern behavior in your class.
Part 2: In Part 2 of the Classroom Architect Project, you will create procedures that will
govern how your classroom will run.
Part 3: In Part 3 of the Classroom Architect Project, you will create a 3-D replica of your
future classroom. This part of the project focuses on your idea of what the physical
arrangement of your classroom will look like.
Part 4: In Part 4 of the Classroom Architect Project, you will create a plan complete with
samples, of how you will build a rapport with students and families.
Part 5: In Part 5 of the Classroom Architect Project, you will discuss your class wide
behavior management plan to include your hierarchy of reinforcement and consequences.
Assignment Overview:
You will create a list of rules for your classroom that will govern behavior, establish classroom
procedures that will identify how the classroom will be run, create a 3-D replica to display what
your future classroom will look like, create a plan for building a rapport with students and
families, and create a class wide behavior management plan.
CLASSROOM ARCHITECT PROJECT
Project Components:
1. Rules: a. Candidates will collaborate with cooperating teacher and other colleagues to
establish rules for their classrooms.
b. Rules must be stated in a positive manner of what you want to see instead of what you do not want to see.
c. Rules should take into consideration the cultural background of all students as to not offend/exclude students. For example, if one of your rules is the student must
look you in your eyes when they speak to you, but in that childs culture it is a
sign of disrespect to you look an adult in their eyes, it is not appropriate for you to
have that as a rule for your classroom.
d. Candidates will write a reflection detailing how to develop effective classroom rules. The reflection must include:
i. 12-point Times New Romans font ii. Single-spaced
iii. Maximum of 1-page iv. Cooperating teachers classroom rules v. The collaborative process the cooperating teacher went through to develop
their classroom rules
vi. How will the candidate collaborate with other colleagues to create effective classroom rules and the importance of this collaborative process.
2. Procedures: a. Classroom procedures should be clear and concise. b. Procedures should outline exactly what the students will do from the time they
enter your classroom until the time they leave.
c. Procedures should offer additional options for activities in the event a student finishes work early or may have already completed the task. Note: Remember the
students should know what they need to do every second they are in your class as
a means to decrease the opportunity for inappropriate/off-task behavior.
d. Candidates will write a reflection detailing how to develop effective classroom procedures. The reflection must include:
i. 12-point Times New Romans font ii. Single-spaced
iii. Maximum of 1-page iv. Cooperating teachers classroom procedures v. The collaborative process the cooperating teacher went through to develop
their classroom procedures
vi. How the candidate will collaborate with other colleagues to create effective classroom procedures and the importance of this collaborative
process.
3. Physical Arrangement: a. The physical arrangement should be a 3-D model b. The physical arrangement should include where each item will be, as you
envision it, in your classroom based on your grade level and content teaching.
i. Student desks ii. Teacher desk
iii. Centers iv. Projector/black board v. Rules
vi. Procedures vii. Door
viii. Lockers ix. Etc.
c. The physical arrangement should take into consideration ease of movement/access for students with disabilities (i.e., students in wheelchairs,
students with vision impairment etc.)
d. The instructor should be able to identify grade level or subject being taught upon observation of the model
i. Items on the wall (posters, pictures, etc.) and/or ii. Written somewhere on the model
4. Plan for building a rapport with students and families a. Plan must be written detailing how you will build a rapport with families and
students. The plan must include:
i. 12-point Times New Roman ii. Double spaced
iii. Reference (APA Formatted) iv. How you plan to communicate with families about who you are as the
teacher
v. How you plan to get to know the student, their family, and their culture vi. How you plan to use information that you gain about the student (interests,
experience, strengths, weaknesses, culture, etc.) into your daily practice
b. Plan must include samples of items that you will use to build a rapport with the student and families.
i. Parent letter sent home ii. Interest inventory
iii. Etc. 5. Behavior Management Plan:
a. Plan must be written detailing your behavior management system. i. Class Dojo
ii. Clip up/Clip Down chart iii. Tally Marks
b. Plan should include: i. 12-point Times New Roman
ii. Single-spaced iii. References (APA formatted) iv. Discussion as to why you chose this system. v. Discussion as to how you plan to implement the system.
vi. Hierarchy of reinforcement. vii. Hierarchy of consequences.
viii. Plan for making adjustments within the plan as needed and what would contribute to adjustment being made.
? Part 2: In Part 2 of the Classroom Architect Project, you will create procedures that will govern how your classroom will run.
? Part 3: In Part 3 of the Classroom Architect Project, you will create a 3-D replica of your future classroom. This part of the project focuses on your idea of what the physical arrangement of your classroom will look like.
? Part 4: In Part 4 of the Classroom Architect Project, you will create a plan complete with samples, of how you will build a rapport with students and families.
? Part 5: In Part 5 of the Classroom Architect Project, you will discuss your class wide behavior management plan to include your hierarchy of reinforcement and consequences.
Applied Sciences
Architecture and Design
Biology
Business & Finance
Chemistry
Computer Science
Geography
Geology
Education
Engineering
English
Environmental science
Spanish
Government
History
Human Resource Management
Information Systems
Law
Literature
Mathematics
Nursing
Physics
Political Science
Psychology
Reading
Science
Social Science
Liberty University
New Hampshire University
Strayer University
University Of Phoenix
Walden University
Home
Homework Answers
Blog
Archive
Tags
Reviews
Contact
twitterfacebook
Copyright © 2022 SweetStudy.com
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