Classroom Management Strategies

Identifying the management strategies used by a teacher when conducting a lesson:
·- Read the entire scenario as presented
– Click on the document below for further instructions.
– Use the Management Style PDF from the file below to identify strategies
– Record answers on the fillable PDF from the file below
This project is designed to evaluate your knowledge of the Learning Environment.
Part 1 Management Strategies
Part 1: Identifying the management strategies used by a teacher when conducting a lesson
· Read the entire scenario as presented(below highlighted in yellow)
· Identify the strategies used by the instructor
· Justify your strategy identified by providing evidence from the text
· Identify the
management style
from which the strategy comes
Forthis project Part 1, you will be scored according to the
700.6 Part 1 Rubric
Please review this rubric carefully before beginning and submitting the project.
Please use the
following format
for submission. This is a fillable form pdf. If you are unable to use the form, you may create a table as shown in the Part 1 directions.
You must score at least24 out of 30 pointsonPart 1. You may submit up to four times or until you reach a passing score.
Read the following scenario. As you read, select management strategies you recognize from your coursework. Identify each strategy you see and make a list of the strategies along with the accompanying passage, and the management style from which the strategy comes. Upload your document for scoring.
Mr. Havens, a high school social studies teacher, has planned a lecture for the class period. He usually has small group work and discussion activities for the class, but today, there is information that must be given to students in the form of a lecture. He has carefully prepared his notes and explained to the students that today’s routine will be slightly different. They are beginning a study of the Federalist Papers, and a little background is necessary before embarking upon that study. The information is not available in their textbooks, so he explains that he has put together a 15- minute talk that will give them the needed background for their subsequent work.
As Mr. Havens begins to talk, most of the class is taking notes. Things are proceeding in a satisfactory manner until he notices a pair of students in the back talking to each other and laughing. Clearly, they are not talking about the course material. He decides that the first course of action will be to ignore it. He has a relatively good relationship with this class, and he is confident that the talking will stop momentarily. Continuing his lecture, he grows slightly annoyed when their sidebar conversation continues. He pauses for a moment, and several students look up from their notetaking because he has been moving along at a steady pace. The sudden silence is noticed by the entire class. When he gains the attention of the talkative two, he gives them a direct stare, implying that he wants their activity to stop. They leave off with their conversation momentarily, but as soon as he is into the lecture once again, they take up their conversation. They are at least whispering this time, but a few students in the room are looking their way and then glancing up at the teacher to see how he is going to react.
Mr. Havens has tried two strategies—ignoring the behavior and giving a warning “look,” so this time, he stops and verbally asks the pair to stop talking while he is giving the lecture. They look at each other and roll their eyes, staring back pointedly at him. He resumes his talk, but his mind is distracted now because he feels certain the problem is going to persist. Mentally, he is trying to concentrate on his lecture because the material is somewhat complex, but he is also thinking ahead to what the next step will be if the two resume their conversation. As he is trying to get back on track with the lecture, an idea occurs to him.
“All right, let me finish up with this introductory section by saying. . .” and he continues for a moment, wrapping up loose ends from the introduction. “Now, I want you to turn and talk with a partner for 2 minutes, compare your notes, and summarize the introductory part of the lecture. I will call on people to share out in 5 minutes.” He makes sure he has the eye of the talkative two in the back when he concludes with that admonition. He feels pleased with his handling of the situation. He realizes that he was headed for a confrontation as the next step, and that was not what he wanted at all. He had almost backed himself into a corner, though. By calling them out in front of the class, he had played his last card. Their “eye roll” reaction was meant for the rest of the class as much as for the teacher and themselves. It gave them some modicum of cover for saving face after being called down in front of everyone. But Mr. Havens moved to correct that by changing the pace of what was happening in the classroom, providing an opportunity for student participation in the lesson, and giving fair warning that students might be called on to share their work.
Use the formatted fillable pdf to complete this project. If you are unable to use that form, you may create a table in this format to respond.

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