Abstract

The purpose of this paper will be to discuss resources and tools that can be used in the classroom. These tools will involve successfully establishing classroom management. Classroom management is as simple as creating a routine for the students in the classroom, which will also guide the students through the classroom expectations. Setting expectations is crucial and will assist students by helping them gain an understanding of what is expected of them while in the classroom, and while they are working. This also establishes what kind of role model the teacher plans to be in the classroom. When a teacher utilizes classroom management, students are taught effective techniques, expectations are established and students are guided. Guiding students involves an effective procedure when directing students to perform a task. This teaching method is called “I do, they do, we do together,” and an effective time to use this method is when students are taught how they are expected to transition from working in stations to working independently at their desks. The teacher will show the class how to move from their stations to their desks and model these movements. The expectation is that the students will then do it with the teacher, and be prepared to do it successfully by themselves. This method is often successful because the students can see how the teacher performs the task, and the students can copy those procedures themselves. Often teachers in higher-level education will explain to their students their expectations, which can be difficult. Getting students up and out of their seats alongside the teacher to perform the expectations helps students with focus and attention and provides direct engagement in what they are doing. This leads to the next topic to be discussed, classroom engagement. Engagement by and with students in the classroom plays an important role when teaching students, a new curriculum. Often, students can become bored or will not pay attention to the teacher if nothing is pulling their attention towards the teacher. Engagement can look like many things, such as discussing topics the teacher knows their students are interested in. Students are more likely to be interested in an activity by connecting with their teacher, and will naturally become much more engaged. These classroom strategies involve decreasing bad behavior and prioritizing positive behavior and positive outcomes. Positive classroom and student outcomes provide special educators with a better opportunity to reach students and to become successful at a much higher level. When students succeed, everyone succeeds.

Year Manuscript Completed

Spring 2024

Senior Project Advisor

ERIC UMSTEAD

Degree Awarded

Bachelor of Integrated Studies Degree

Field of Study

Educational Studies

Document Type

Thesis

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