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Gnaritias;
Can you do these assignments for me? I am posting all of the information that you will need.

A Comparison of Discipline Models
Compare Wong's "pragmatic classroom"; Kagan, Kyle, and Scott's "win-win discipline"; and Morrish's "real discipline."



1. Identify the strengths and weaknesses, and advantages and disadvantages, of each.

2. Do you agree or disagree with each? Why?


3. Present your information as a matrix with bullet points. Although no specific word count is required, be detailed in your information and use full sentences in the bulleted items.

Early Childhood Education students should focus on Birth to Age 5/Pre-K and K to Age 8/Grade 3. Elementary Education students should focus on Grades K-8. Secondary Education students should focus on Grades 7-12.

While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.



This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.












Assignment

Week 3 | Current Trends in Classroom Management
Current All




Save Link
Assignment Influences in the Teaching Environment





View Rubric
Due Date: Jul 21, 2013 23:59:59 Max Points: 40

Details:

Consider your personal experiences and/or those of your friends or teachers.

Write an essay of 1,250-1,500 words in which you address the following components:



1. Identify 10 negative classroom conditions and/or disruptive behaviors that influence the teaching environment.


2. Speculate on how each of these might be changed through the application of different strategies and how this informs your personal classroom management system.

Early Childhood Education students should focus on Birth to Age 5/Pre-K and K to Age 8/Grade 3. Elementary Education students should focus on grades K-8. Secondary Education students should focus on grades 7-12.
Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Cite in-text and in the References section.
This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

.



































Apply Rubrics

Influences in the Teaching Environment






1
Unsatisfactory
0.00%


2
Less Than Satisfactory
65.00%


3
Satisfactory
75.00%


4
Good
85.00%


5
Excellent
100.00%


75.0 %Content


20.0 % Classroom Conditions or Behaviors

Essay does not identify 10 negative classroom conditions or disruptive behaviors.

Some conditions/behaviors are identified, but they are not designated as negative or disruptive.

Essay identifies 10 clearly negative classroom conditions or disruptive behaviors.

Conditions/behaviors are adequately described.

Conditions/behaviors are described clearly with anecdotes.


35.0 % Application of Strategies

Essay does not contain an application of strategies to change classroom conditions or behaviors.

Some strategies are inappropriately applied; others may be missing entirely.

Essay contains an application of strategies to change each condition or behavior.

Strategies are accurately applied and appropriate to each condition or behavior.

Strategies suggested are novel.


20.0 % Informing Personal Classroom Management System

Essay does not include ways in which this informs a personal classroom management system.

Analysis is sketchy and lacks depth of insight.

Essay contains an analysis of how this informs a personal classroom management system.

Analysis is clear and concisely presented.

Analysis draws conclusions about relative effectiveness of particular strategies within the student's personal classroom management system.


15.0 %Organization and Effectiveness


5.0 % Argument Logic and Construction

Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is in part or wholly incoherent.

Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic.

Argument is orderly, but may have a few inco
Submitted: 11 months ago.
Category: Writing Homework
Expert:  Josie-Mod replied 11 months ago.

Hi, I'm Josie and I am a moderator for this topic. I sent your requested professional a message to follow up with you here, when he is back online.

 

If I can help further, please let me know. Thank you for your continued patience.

Expert:  Gnaritas replied 11 months ago.

Is there any additional information needed to complete the assignment? I will take care of it.

Customer: replied 11 months ago.

Gnaritas:


There is additional information, this it that I am posting.


 



Current Trends in Classroom Management


Introduction


Lecture 2 discussed why students misbehave and how teachers react to their misbehavior. These questions needed to be addressed before attention could be given to ways in which to prevent disruptive behavior and to manage a classroom. Effective classroom management includes preventative discipline techniques. These techniques are grounded in current trends in classroom management.


Preventive Discipline Practices


One of the most important characteristics of preventative discipline is consistency. Teachers should develop consistent standards and then follow those standards without fail because students need to know what to expect. It follows from the discussion in Lecture 1 that if the rules (or their consequences) are often changing, it becomes difficult for students to gain an understanding of cause and effect. The result can be misbehavior. In many cases, students will misbehave as much as the teacher allows. While not every disruption can be avoided, many can. The following list provides a few tactics for minimizing disruptive behavior. They are also solid classroom management techniques.


Set up the classroom to encourage order.


Teachers should be certain each student can be seen, that the seating arrangement does not encourage mischief, and that movement behind and around students is possible. However, this does not mean that the teacher's desk should be in the front of the classroom and the students' desks set up in rows. While this arrangement might lend itself to less talking, it is reminiscent of the Industrial era and should be avoided. Teachers might try setting up desks in a circle, in a horseshoe, or in groups, and a change on occasion can be stimulating to students. A teacher's desk might be set off to the side. When group work is planned, teachers should ensure that students can move to their assigned groups with a minimum amount of disruption. Once there, necessary material should be ready for them to begin work immediately. As teachers move around the classroom, students tend to stay focused and are less likely to be off task. The teacher's proximity can cut down on any misbehavior before it gets out of hand.


Be prepared for class.


This sounds easy, but sometimes things happen to get in the way of even the best-laid plans. As such, teachers should ensure that the day's lessons are planned well and have alternative activities if one is not working. A technical problem with the white board can ruin a well-developed lesson, so alternative methods should be planned. At times, the lesson will progress faster or slower than anticipated. Because of this, having a backup plan is helpful. In fact, Harry and Rosemary Wong encourage teachers to plan more than might be necessary (Charles, 2008). Their pragmatic classroom leaves no dead time.


Implement bell work.


Many teachers have an activity posted daily on the board so that when students enter the classroom, they start on it immediately. The Wongs' (Charles, 2008) emphasize the importance of this; it helps promote a learning tone for the room immediately upon entry. Students should be taught that once they come into the classroom, they should start on the posted activity. Teachers may even consider bell work for extra credit or for a full grade, depending on the education level of the students. While the students are working, the teacher can complete administrative tasks as needed.


Allow for the fact that classwork can be noisy and that some movement is good.


It is just not possible for students to work without some movement and noise. During group activities, the noise level might rise; this should be permitted but managed. If group work time starts to become too loud and disruptive, teacher proximity and a request to lower voices will lower the noise level. Organized chaos is expected (and sometimes encouraged) during many activities, but it must be managed. Teachers should decide how much the environment can and should tolerate.


Observe and be present.


Good observation skills and the teacher's presence can prevent misbehavior from getting out of hand. In many cases, just a look or a nod can return students to the task at hand.


Distinguish misbehavior from other student actions.


An action which disrupts the class and interferes with teaching and learning should be addressed immediately according to the previously developed rules and consequences. However, some actions should be overlooked or ignored. Honest mistakes happen. Messages can be misinterpreted. Teachers should understand the class dynamics and handle situations accordingly.


Avoid threats and provide warnings.


Never use empty threats; ultimatums are dangerous. Once an ultimatum is given, teachers must follow through or they risk loss of student respect. Again, teachers should follow the discipline process developed with their students.


Avoid head-on confrontations.


Someone will win and it may not be the teacher. It is best to handle a challenge so that no one looses face, yet the disturbance is eliminated. Kagan, Kyle, and Scott encourage teachers to entertain these win-win situations (Charles, 2008). Although Rutherford (2002) says, "Always remember: Kids are people and deserve to be treated accordingly. Focus on learning rather than on compliance and control" (p. 5), Morrish (Charles, 2008) believes that training for compliance is the first step to a well-managed classroom.


Record everything.


Writing something down makes it real. As soon as a problem starts, teachers should begin a paper trail (dates, times, places, what the student did, and what actions were taken by all involved parties), electronic or otherwise. If the misbehavior continues such that administrative action is required, it is always best to present documentation of previous actions and corrective attempts.


Conclusion


Preventive discipline is possible. But as with most methods meant to influence a teacher's overall classroom management system, a teacher must carefully consider the applicability of each within the teaching environment. Teachers are encouraged to try new methods and to critically assess results continually. A classroom management system is not rigid; rather, it is fluid.


References


Canter, L. (2006). Classroom management for academic success. Bloomington, IN: Solution Tree.


Charles, C. M. (2008). Building classroom discipline (9th ed.). Boston: Pearson Education.


Rutherford, P. (2002). Why didn't I learn this in college? Teaching and learning in the 21st century. Alexandria, VA: Just ASK Publications.


 



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Assignment
Week 3 | Current Trends in Classroom Management

Current All







Due Date: Jul 21, 2013 23:59:59 Max Points: 40
Details:

Consider your personal experiences and/or those of your friends or teachers.


Write an essay of 1,250-1,500 words in which you address the following components:


1. Identify 10 negative classroom conditions and/or disruptive behaviors that influence the teaching environment.


 


2. Speculate on how each of these might be changed through the application of different strategies and how this informs your personal classroom management system.


Early Childhood Education students should focus on Birth to Age 5/Pre-K and K to Age 8/Grade 3. Elementary Education students should focus on grades K-8. Secondary Education students should focus on grades 7-12. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Cite in-text and in the References section. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.

























Apply Rubrics
Influences in the Teaching Environment































































































1 Unsatisfactory 0.00%


2 Less Than Satisfactory 65.00%


3 Satisfactory 75.00%


4 Good 85.00%


5 Excellent 100.00%


75.0 %Content


20.0 % Classroom Conditions or Behaviors


Essay does not identify 10 negative classroom conditions or disruptive behaviors.


Some conditions/behaviors are identified, but they are not designated as negative or disruptive.


Essay identifies 10 clearly negative classroom conditions or disruptive behaviors.


Conditions/behaviors are adequately described.


Conditions/behaviors are described clearly with anecdotes.


35.0 % Application of Strategies


Essay does not contain an application of strategies to change classroom conditions or behaviors.


Some strategies are inappropriately applied; others may be missing entirely.


Essay contains an application of strategies to change each condition or behavior.


Strategies are accurately applied and appropriate to each condition or behavior.


Strategies suggested are novel.


20.0 % Informing Personal Classroom Management System


Essay does not include ways in which this informs a personal classroom management system.


Analysis is sketchy and lacks depth of insight.


Essay contains an analysis of how this informs a personal classroom management system.


Analysis is clear and concisely presented.


Analysis draws conclusions about relative effectiveness of particular strategies within the student's personal classroom management system.


15.0 %Organization and Effectiveness


5.0 % Argument Logic and Construction


Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is in part or wholly incoherent.


Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic.


Argument is orderly, but may have a few inconsistencies. The argument presents minimal justification of claims. Argument logically, but not thoroughly, supports the purpose.


Argument is strong, showing logical progressions. Firm control of the technique of argumentation is evident. Smooth progression of claims


Clear and convincing argument that presents a persuasive claim in a unique and compelling manner.


5.0 % Language Use and Audience Awareness (includes sentence construction, word choice, etc.)


Inappropriate word choice and/or sentence construction, lack of variety in language use. Writer appears to be unaware of audience. Use of "primer prose" indicates writer either doesn't apply figures of speech or uses them inappropriately.


Some distracting and/or inconsistencies in language choice (register), sentence structure, and/or word choice are present. Sentence structure may be sporadic. The writer exhibits some lack of control in using figures of speech appropriately.


Sentence structure is correct and occasionally varies. Language is appropriate to the targeted audience for the most part.


The writer is clearly aware of audience; uses a variety of sentence structures and appropriate vocabulary for the target audience; uses figures of speech to communicate clearly.


The writer uses a variety of sentence constructions, figures of speech, and word choice in unique and creative ways that are appropriate to purpose, discipline, and scope.


5.0 % Essay Structure, Paragraph Development, and Transitions


Paragraphs and transitions consistently lack unity and coherence. No apparent connections between paragraphs. Transitions are inappropriate to purpose and scope. Organization is disjointed.


Some paragraphs and transitions may lack logical progression of ideas, unity, coherence, and/or cohesiveness. Some degree of organization is evident.


Paragraphs are generally competent, but ideas may show some inconsistency in organization and/or in their relationships to each other.


A logical progression of ideas between paragraphs is apparent. Paragraphs exhibit a unity, coherence, and cohesiveness. Topic sentences and concluding remarks are used as appropriate to purpose, discipline, and scope.


There is a sophisticated construction of the essay. Ideas universally progress and relate to each other. The writer has been careful to use paragraph and transition construction to guide the reader.


10.0 %Mechanics and Format


5.0 % Mechanics of Writing (includes spelling, punctuation, grammar)


Surface errors are pervasive enough that they impede communication of meaning.


Frequent and repetitive mechanical errors distract the reader.


Some mechanical errors or typos are present, but are not overly distracting to the reader.


Prose is largely free of mechanical errors, although a few may be present.


Writer is clearly in control of standard, written American English.


3.0 % Evaluating and Documenting Sources (includes use of appropriate style, correct in-text and citation format, etc.)


Plagiarism; rarely follows any documentation format correctly; uses non-credible sources


Uses documentation, but frequent formatting/citation errors are present; some sources have questionable credibility


Sources used are credible and documented appropriately to the discipline; formatting and citation is usually correct, but some lack of control is apparent.


Documentation is appropriate and formatting/citation is correct, although a few errors/typos may be present; most sources are authoritative.


There are virtually no errors in documentation format or citation; all sources are authoritative.


2.0 % APA Format and Style Requirements


APA format and style are not evident.


Title page is present, though missing APA elements; in-text citations, where necessary, are used but they are formatted inaccurately and not referenced.


All key elements of an APA title page are present; an abstract is present and formatted correctly; in-text citations and a reference section are present with few format errors. Mechanics of writing are reflective of APA style.


Plan elements are theoretically supported with accurate citations and references.


A broad understanding of APA format and style is evident in use of level headings and lists, for example.


100 % Total Weightage

















A Comparison of Discipline Models

Compare Wong's "pragmatic classroom"; Kagan, Kyle, and Scott's "win-win discipline"; and Morrish's "real discipline."


1. Identify the strengths and weaknesses, and advantages and disadvantages, of each.


2. Do you agree or disagree with each? Why?


 


3. Present your information as a matrix with bullet points. Although no specific word count is required, be detailed in your information and use full sentences in the bulleted items.


Early Childhood Education students should focus on Birth to Age 5/Pre-K and K to Age 8/Grade 3. Elementary Education students should focus on Grades K-8. Secondary Education students should focus on Grades 7-12.


While APA format is not required for the body of this assignment, solid academic writing is expected and in-text citations and references should be presented using APA documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.


This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.


70.0
Influences in the Teaching Environment

Consider your personal experiences and/or those of your friends or teachers.


Write an essay of 1,250-1,500 words in which you address the following components:


1. Identify 10 negative classroom conditions and/or disruptive behaviors that influence the teaching environment.


 


2. Speculate on how each of these might be changed through the application of different strategies and how this informs your personal classroom management system.


Early Childhood Education students should focus on Birth to Age 5/Pre-K and K to Age 8/Grade 3. Elementary Education students should focus on grades K-8. Secondary Education students should focus on grades 7-12. Prepare this assignment according to the APA guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required. Cite in-text and in the References section. This assignment uses a grading rubric. Instructors will be using the rubric to grade the assignment; therefore, students should review the rubric prior to beginning the assignment to become familiar with the assignment criteria and expectations for successful completion of the assignment.






 


 

Customer: replied 11 months ago.

Gnaritas:


I tried to post all of the information can you please let me know if you got it ?


 


 


Thanks Bernice:

Customer: replied 11 months ago.

Gnaritas:


I was wondering if you was working on the assignment? I have not heard back from you, Please let me know so that I can know what to do>


 


 


Bernice

Expert:  Gnaritas replied 11 months ago.
Yes, it will be completed either on time or before the due time today.
Expert:  Gnaritas replied 11 months ago.

I forgot to ask which one are you: Early Childhood Education students should focus on Birth to Age 5/Pre-K and K to Age 8/Grade 3. Elementary Education students should focus on grades K-8. Secondary Education students should focus on grades 7-12.

Customer: replied 11 months ago.
Yes, K thur 8th



Bernice
Expert:  Gnaritas replied 11 months ago.

Okay.

Customer: replied 11 months ago.


Gnaritas:


Do you have an estimated time that the assignments will be ready?


 


 


 


Thanks Bernice:

Customer: replied 11 months ago.

Gnaritas:


I am getting worried, Is the work going to be done soon ? I have been waiting to hear from you, please give me an answer, if the assignment will be done on time as you said.


 


 


Bernice:.

Customer: replied 11 months ago.

Gnaritas


 


I am not understanding, You stated in you message that you would have the assignments ready for me this evening, I have sent you several messages you have not responded back to me about what time that you will be sending me the work, If you are not going to do as you promised please let me know. So that I can know what to do. I have been waiting for you to reply to several of my message there is no response from you, I would like an answer one way or the other, waiting to hear from you.


 


Bernice:

Expert:  Gnaritas replied 11 months ago.

Here's the assignment: https://app.box.com/s/lopbu7eb1ft4yo6ljpds

 

My apologies that it took so long.

Gnaritas, Bachelor's Degree
Category: Writing Homework
Satisfied Customers: 1385
Experience: I am skilled at writing papers from reports to research, also short essays.
Gnaritas and other Writing Homework Specialists are ready to help you
Customer: replied 11 months ago.

Gnaritas


 


There was another assignment can you please check you post , or will it be finish soon it was Influence in the Teaching Environment, Please let me know.


 


Thanks:


Bernice


 

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