Assignment Prompt & Instructions
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Need project for tomorrow
– 2 years ago
**files (2)**
– ## 700.6Presponsetemplate2-21.docx
– ## 700.6PProjectRubric1.pdf
**## 700.6Presponsetemplate2-21.docx**
| | |
| — | — |
| **NAME:** | **TARGETED GRADE LEVEL:** |
**Explain your vision of the ideal learning environment for the age and subject you intend to teach in a 3 – 5 page original paper. You must answer the questions below, using a 12 point font and double spaced. Then, complete the behavior management plan that supports your vision using the form provided.**
1.
**How do you create and maintain a mutually respectful and collaborative class of actively engaged learners? Include how it responds to student needs and incorporates student strengths and personal experiences. You must use research to support your selection of these strategies and identify and explain the research.**
2.
**What strategies will you use to build relationships with students? Use research to support your selection of these strategies and identify and explain the research.**
3.
**How will you physically organize your classroom to ensure flexibility and accommodate the learning needs of all students including those with disabilities? Consider things such as the three zones of proximity and furniture.**
4.
**Explain how your behavior management plan supports your vision for the ideal learning environment.**
5.
**Using the template below, create a behavior management plan designed to create and maintain your ideal learning environment. Your behavior management plan must include:**
·
**3 – 5 positively worded rules that you can consistently enforce**
·
**3 – 5 expectations that encourage students to take responsibility for their own learning and instill a culture of individual and group accountability**
·
**Procedures for at least 3 – 5 common classroom tasks, such as returning graded work, turning in make-up work, handing out materials, going to lunch/being dismissed from class, sharpening pencils, going to the restroom, etc**
**RULES**
****EXPECTATIONS****
****PROCEDURES (at least 3)****
**| |**
**| — |**
**| **TASK 1:** |**
**| STEP BY STEP PROCEDURE |**
**| EXPECTATION FOR STUDENT BEHAVIOR |**
**| |**
**| — |**
**| **TASK 2:** |**
**| STEP BY STEP PROCEDURE |**
**| EXPECTATION FOR STUDENT BEHAVIOR |**
**| |**
**| — |**
**| **TASK 3:** |**
**| STEP BY STEP PROCEDURE |**
**| EXPECTATION FOR STUDENT BEHAVIOR |**
**| |**
**| — |**
**| **TASK 4:** |**
**| STEP BY STEP PROCEDURE |**
**| EXPECTATION FOR STUDENT BEHAVIOR |**
**| **TASK 5:** |**
**| STEP BY STEP PROCEDURE |**
**| EXPECTATION FOR STUDENT BEHAVIOR |**
**## 700.6PProjectRubric1.pdf**
NT 700.6PBP: The Learning Environment Rubric
Question 1 for Paper-
Creating and Maintaining a
Positive Classroom
Environment
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Includes at 3-5 specific
research-based
strategies for promoting
a positive classroom
environment.
*Collaboration and
respect explicitly
supported by strategies
chosen.
*Includes at least 3
specific research-based
strategies for
promoting a positive
classroom
environment.
*Collaboration and
respect clearly
supported by
strategies chosen.
*Includes 3 or fewer
research-based
strategies for promoting
a positive classroom
environment.
*Strategies’ support for
collaboration and
respect is not clear, may
be inferred.
*Includes fewer than 3
strategies for promoting
a positive classroom
environment. Strategies
may not be based on
research or best
practices.
*Strategies do not
support collaboration
and respect.
*Strategies embrace
students’ strengths and
experiences as an asset,
support social and
emotional learning
needs of students.
*Strategies include
student strengths and
experiences, mostly
support the social and
emotional learning
needs of students.
*Strategies loosely
connect to student
strengths and
experiences. Some
support for social and
emotional needs of
students apparent.
\* No connection to
student strengths and
experiences. Strategies
ignore the social and
emotional needs of
students.
**If research is not cited,
then this area will be
scored as a 0
**If research is not cited,
then this area will be
scored as a 0
**If research is not cited,
then this area will be
scored as a 0
**If research is not cited,
then this area will be
scored as a 0
Question 2 for Paper: Building
Relationships
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Detailed explanation of
research-based and
effective strategies for
building appropriate
student-teacher
relationships.
*Research-based and
effective strategies for
building appropriate
student-teacher
relationships
explained.
*Strategies for building
appropriate student-
teacher relationships
may lack a research-
base and/or not be
effective.
*Strategies for building
student-teacher
relationships lack a
research-base and may
not be effective or
appropriate.
Question 3 for Paper – The
Physical Environment
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Plan for arranging the
room includes fully
elaborated explanation
of flexible spaces and
justification of the plan.
Reflects a full
understanding of the
needs of learners.
Necessary furniture is
included in the
explanation.
*Physical
accommodations for
at least 3 different
disabilities fully
explained.
\* Fred Jones’ Zones of
Proximity fully and
correctly explained and
included in plan.
*May include graphic
depiction
\* Plan for arranging the
room includes
explanation of flexible
spaces. Reflects an
understanding of the
needs of learners.
Necessary furniture is
included in the
explanation.
*Physical
accommodations for at
least 3 different disabilities
noted .
*Fred Jones Zones of
Proximity correctly
discussed and included
in plan.
*Plan for arranging the
room includes some
explanation of flexible
spaces. May not reflect
full understanding of
the needs of learners.
Furniture may not be
included in the plan.
*Physical
accommodations for at
least 2 disabilities
noted. May need more
explanation.
*Fred Jones’ Zones
ofPproximity included
in plan, may not
demonstrate complete
understanding.
*Plan for arranging the
room does not address
flexible spaces in a way
that is helpful to
learners. Furniture not
included in the plan.
*May be lacking
physical
accommodations for
students with
disabilities.
*Fred Jones’ Zones of
Proximity either
missing from plan or
incorrectly explained.
Question 4 for Paper –
Supporting the Vision
Standard 4: Learning
Environment
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Fully detailed
explanation of how the
various components of
the behavior
*Explanation of how
the various
components of the
behavior management
*Connections between
the various components
of the behavior
management plan and
*Vague or no
connections between
the various components
of the behavior
management plan
supports the vision.
Connections between
plan and vision are
explicit.
*The behavior
management plan
supports all parts of the
vision.
plan supports the
vision makes
connections clear.
*The behavior
management plan
adequately supports
the vision.
the vision are not made
clear.
*The behavior
management plan
partially supports the
vision.
management plan and
the vision.
*The behavior
management plan does
not support the vision.
Structure of Paper EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Paper is well-
organized. Mechanics
and language usage are
excellent with few or no
errors.
*Paper is organized.
Mechanics and
language usage are
good with no more
than 5 errors.
*Paper is somewhat
organized. Mechanics
and language usage
contain more than 5
errors that do not
detract from the
meaning.
*Paper is loosely or not
organized. Mechanics
and language usage are
poor and detract from
meaning.
Procedures EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Includes at least 3 – 5
procedures for
everyday classroom
tasks.
*Procedures
demonstrate a full
understanding of the
need to create
classroom structures
that help students be
successful, explicitly
aligned to the
environment described
in the paper.
*Procedures are
sufficient to proactively
prevent and minimize
potential classroom
disruption.
*Procedures are clear
making every step
*Includes 3 or more
procedures for
everyday classroom
tasks.
*Procedures
demonstrate an
understanding of the
need to create
classroom structures
that help students be
successful. Aligned to
the environment
described in the paper.
*Procedures are
sufficient to minimize
potential classroom
disruption.
*Procedures are clear
and detailed enough
for students at the
targeted age range to
*Includes at least 3
procedures for
everyday classroom
tasks.
*Procedures
demonstrate some
understanding of the
need to create
classroom structures to
help students be
successful. May not be
fully aligned to the
environment described
in the paper.
*Procedures are
intended to minimize
disruption, but may not
be fully developed.
*Procedures are lacking
in clarity but
appropriate for
*Fewer than 3
procedures for
everyday classroom
tasks.
*Procedures
demonstrate little or no
understanding of the
need to create
classroom structures to
help students be
successful. Lacking
alignment to the
environment described
in the paper.
*Procedures not
conducive to classroom
management.
*Procedures are lacking
in clarity and
inappropriate for
intended student age.
detailed so that there is
no question that
students in the targeted
age range can follow.
The expectations for
student behavior are
fully explained.
follow. Includes
explanation of the
expectations for
student behavior.
students at the targeted
age range. Explanation
of the expectations for
student behavior
lacking or incomplete.
No expectations for
student behavior
included.
Classroom Rules EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Includes 3 – 5
classroom rules that are
appropriate for the
targeted age range.
*Rules are positively
and clearly stated (i.e.
“Students will stay in
their seats”)
*Rules are observable
and enforceable
*Includes 3 or more
classroom rules that
are appropriate for the
targeted age range..
*Rules are clearly
stated
*Rules are observable
and enforceable
*Includes at least 3
classroom rules that
may be appropriate for
the targeted age range.
*Rules are vague or
ambiguous
*Rules are difficult to
observe, thus difficult to
enforce
*Includes fewer than 3
or more than 5
classroom rules that are
not be appropriate for
the targeted age range.
*Rules are vague or
ambiguous
*Rules are impossible to
observe, thus
impossible to enforce
Expectations EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts.
*Includes 3-5
expectations that
*Includes 3 – 5
expectations that are
*Includes at least 3
expectations in which
*Includes fewer than 3
expectations with little
explicitly communicate
to students the need to
take responsibility for
their own learning.
*The expectations
directly and clearly
support a culture of
individual and group
accountability.
clearly worded to
encourage students to
take responsibility for
their own learning
*The expectations
support a culture of
individual and group
accountability.
the intent to encourage
students to take
responsibility for their
own learning is
inferred.
*The expectations may
be vague or lacking in
their support of a
culture of individual and
group accountability
or no connection to
encouraging students to
take responsibility for
their own learning.
*The expectations do
not support a culture of
individual and group
accountability.
**## 700.6PProjectRubric1.pdf**
NT 700.6PBP: The Learning Environment Rubric
Question 1 for Paper-
Creating and Maintaining a
Positive Classroom
Environment
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Includes at 3-5 specific
research-based
strategies for promoting
a positive classroom
environment.
*Collaboration and
respect explicitly
supported by strategies
chosen.
*Includes at least 3
specific research-based
strategies for
promoting a positive
classroom
environment.
*Collaboration and
respect clearly
supported by
strategies chosen.
*Includes 3 or fewer
research-based
strategies for promoting
a positive classroom
environment.
*Strategies’ support for
collaboration and
respect is not clear, may
be inferred.
*Includes fewer than 3
strategies for promoting
a positive classroom
environment. Strategies
may not be based on
research or best
practices.
*Strategies do not
support collaboration
and respect.
*Strategies embrace
students’ strengths and
experiences as an asset,
support social and
emotional learning
needs of students.
*Strategies include
student strengths and
experiences, mostly
support the social and
emotional learning
needs of students.
*Strategies loosely
connect to student
strengths and
experiences. Some
support for social and
emotional needs of
students apparent.
\* No connection to
student strengths and
experiences. Strategies
ignore the social and
emotional needs of
students.
**If research is not cited,
then this area will be
scored as a 0
**If research is not cited,
then this area will be
scored as a 0
**If research is not cited,
then this area will be
scored as a 0
**If research is not cited,
then this area will be
scored as a 0
Question 2 for Paper: Building
Relationships
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Detailed explanation of
research-based and
effective strategies for
building appropriate
student-teacher
relationships.
*Research-based and
effective strategies for
building appropriate
student-teacher
relationships
explained.
*Strategies for building
appropriate student-
teacher relationships
may lack a research-
base and/or not be
effective.
*Strategies for building
student-teacher
relationships lack a
research-base and may
not be effective or
appropriate.
Question 3 for Paper – The
Physical Environment
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Plan for arranging the
room includes fully
elaborated explanation
of flexible spaces and
justification of the plan.
Reflects a full
understanding of the
needs of learners.
Necessary furniture is
included in the
explanation.
*Physical
accommodations for
at least 3 different
disabilities fully
explained.
\* Fred Jones’ Zones of
Proximity fully and
correctly explained and
included in plan.
*May include graphic
depiction
\* Plan for arranging the
room includes
explanation of flexible
spaces. Reflects an
understanding of the
needs of learners.
Necessary furniture is
included in the
explanation.
*Physical
accommodations for at
least 3 different disabilities
noted .
*Fred Jones Zones of
Proximity correctly
discussed and included
in plan.
*Plan for arranging the
room includes some
explanation of flexible
spaces. May not reflect
full understanding of
the needs of learners.
Furniture may not be
included in the plan.
*Physical
accommodations for at
least 2 disabilities
noted. May need more
explanation.
*Fred Jones’ Zones
ofPproximity included
in plan, may not
demonstrate complete
understanding.
*Plan for arranging the
room does not address
flexible spaces in a way
that is helpful to
learners. Furniture not
included in the plan.
*May be lacking
physical
accommodations for
students with
disabilities.
*Fred Jones’ Zones of
Proximity either
missing from plan or
incorrectly explained.
Question 4 for Paper –
Supporting the Vision
Standard 4: Learning
Environment
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Fully detailed
explanation of how the
various components of
the behavior
*Explanation of how
the various
components of the
behavior management
*Connections between
the various components
of the behavior
management plan and
*Vague or no
connections between
the various components
of the behavior
management plan
supports the vision.
Connections between
plan and vision are
explicit.
*The behavior
management plan
supports all parts of the
vision.
plan supports the
vision makes
connections clear.
*The behavior
management plan
adequately supports
the vision.
the vision are not made
clear.
*The behavior
management plan
partially supports the
vision.
management plan and
the vision.
*The behavior
management plan does
not support the vision.
Structure of Paper EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Paper is well-
organized. Mechanics
and language usage are
excellent with few or no
errors.
*Paper is organized.
Mechanics and
language usage are
good with no more
than 5 errors.
*Paper is somewhat
organized. Mechanics
and language usage
contain more than 5
errors that do not
detract from the
meaning.
*Paper is loosely or not
organized. Mechanics
and language usage are
poor and detract from
meaning.
Procedures EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Includes at least 3 – 5
procedures for
everyday classroom
tasks.
*Procedures
demonstrate a full
understanding of the
need to create
classroom structures
that help students be
successful, explicitly
aligned to the
environment described
in the paper.
*Procedures are
sufficient to proactively
prevent and minimize
potential classroom
disruption.
*Procedures are clear
making every step
*Includes 3 or more
procedures for
everyday classroom
tasks.
*Procedures
demonstrate an
understanding of the
need to create
classroom structures
that help students be
successful. Aligned to
the environment
described in the paper.
*Procedures are
sufficient to minimize
potential classroom
disruption.
*Procedures are clear
and detailed enough
for students at the
targeted age range to
*Includes at least 3
procedures for
everyday classroom
tasks.
*Procedures
demonstrate some
understanding of the
need to create
classroom structures to
help students be
successful. May not be
fully aligned to the
environment described
in the paper.
*Procedures are
intended to minimize
disruption, but may not
be fully developed.
*Procedures are lacking
in clarity but
appropriate for
*Fewer than 3
procedures for
everyday classroom
tasks.
*Procedures
demonstrate little or no
understanding of the
need to create
classroom structures to
help students be
successful. Lacking
alignment to the
environment described
in the paper.
*Procedures not
conducive to classroom
management.
*Procedures are lacking
in clarity and
inappropriate for
intended student age.
detailed so that there is
no question that
students in the targeted
age range can follow.
The expectations for
student behavior are
fully explained.
follow. Includes
explanation of the
expectations for
student behavior.
students at the targeted
age range. Explanation
of the expectations for
student behavior
lacking or incomplete.
No expectations for
student behavior
included.
Classroom Rules EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Includes 3 – 5
classroom rules that are
appropriate for the
targeted age range.
*Rules are positively
and clearly stated (i.e.
“Students will stay in
their seats”)
*Rules are observable
and enforceable
*Includes 3 or more
classroom rules that
are appropriate for the
targeted age range..
*Rules are clearly
stated
*Rules are observable
and enforceable
*Includes at least 3
classroom rules that
may be appropriate for
the targeted age range.
*Rules are vague or
ambiguous
*Rules are difficult to
observe, thus difficult to
enforce
*Includes fewer than 3
or more than 5
classroom rules that are
not be appropriate for
the targeted age range.
*Rules are vague or
ambiguous
*Rules are impossible to
observe, thus
impossible to enforce
Expectations EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts.
*Includes 3-5
expectations that
*Includes 3 – 5
expectations that are
*Includes at least 3
expectations in which
*Includes fewer than 3
expectations with little
explicitly communicate
to students the need to
take responsibility for
their own learning.
*The expectations
directly and clearly
support a culture of
individual and group
accountability.
clearly worded to
encourage students to
take responsibility for
their own learning
*The expectations
support a culture of
individual and group
accountability.
the intent to encourage
students to take
responsibility for their
own learning is
inferred.
*The expectations may
be vague or lacking in
their support of a
culture of individual and
group accountability
or no connection to
encouraging students to
take responsibility for
their own learning.
*The expectations do
not support a culture of
individual and group
accountability.
**## 700.6Presponsetemplate2-21.docx**
| | |
| — | — |
| **NAME:** | **TARGETED GRADE LEVEL:** |
**Explain your vision of the ideal learning environment for the age and subject you intend to teach in a 3 – 5 page original paper. You must answer the questions below, using a 12 point font and double spaced. Then, complete the behavior management plan that supports your vision using the form provided.**
1.
**How do you create and maintain a mutually respectful and collaborative class of actively engaged learners? Include how it responds to student needs and incorporates student strengths and personal experiences. You must use research to support your selection of these strategies and identify and explain the research.**
2.
**What strategies will you use to build relationships with students? Use research to support your selection of these strategies and identify and explain the research.**
3.
**How will you physically organize your classroom to ensure flexibility and accommodate the learning needs of all students including those with disabilities? Consider things such as the three zones of proximity and furniture.**
4.
**Explain how your behavior management plan supports your vision for the ideal learning environment.**
5.
**Using the template below, create a behavior management plan designed to create and maintain your ideal learning environment. Your behavior management plan must include:**
·
**3 – 5 positively worded rules that you can consistently enforce**
·
**3 – 5 expectations that encourage students to take responsibility for their own learning and instill a culture of individual and group accountability**
·
**Procedures for at least 3 – 5 common classroom tasks, such as returning graded work, turning in make-up work, handing out materials, going to lunch/being dismissed from class, sharpening pencils, going to the restroom, etc**
**RULES**
****EXPECTATIONS****
****PROCEDURES (at least 3)****
**| |**
**| — |**
**| **TASK 1:** |**
**| STEP BY STEP PROCEDURE |**
**| EXPECTATION FOR STUDENT BEHAVIOR |**
**| |**
**| — |**
**| **TASK 2:** |**
**| STEP BY STEP PROCEDURE |**
**| EXPECTATION FOR STUDENT BEHAVIOR |**
**| |**
**| — |**
**| **TASK 3:** |**
**| STEP BY STEP PROCEDURE |**
**| EXPECTATION FOR STUDENT BEHAVIOR |**
**| |**
**| — |**
**| **TASK 4:** |**
**| STEP BY STEP PROCEDURE |**
**| EXPECTATION FOR STUDENT BEHAVIOR |**
**| **TASK 5:** |**
**| STEP BY STEP PROCEDURE |**
**| EXPECTATION FOR STUDENT BEHAVIOR |**
**## 700.6PProjectRubric1.pdf**
NT 700.6PBP: The Learning Environment Rubric
Question 1 for Paper-
Creating and Maintaining a
Positive Classroom
Environment
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Includes at 3-5 specific
research-based
strategies for promoting
a positive classroom
environment.
*Collaboration and
respect explicitly
supported by strategies
chosen.
*Includes at least 3
specific research-based
strategies for
promoting a positive
classroom
environment.
*Collaboration and
respect clearly
supported by
strategies chosen.
*Includes 3 or fewer
research-based
strategies for promoting
a positive classroom
environment.
*Strategies’ support for
collaboration and
respect is not clear, may
be inferred.
*Includes fewer than 3
strategies for promoting
a positive classroom
environment. Strategies
may not be based on
research or best
practices.
*Strategies do not
support collaboration
and respect.
*Strategies embrace
students’ strengths and
experiences as an asset,
support social and
emotional learning
needs of students.
*Strategies include
student strengths and
experiences, mostly
support the social and
emotional learning
needs of students.
*Strategies loosely
connect to student
strengths and
experiences. Some
support for social and
emotional needs of
students apparent.
\* No connection to
student strengths and
experiences. Strategies
ignore the social and
emotional needs of
students.
**If research is not cited,
then this area will be
scored as a 0
**If research is not cited,
then this area will be
scored as a 0
**If research is not cited,
then this area will be
scored as a 0
**If research is not cited,
then this area will be
scored as a 0
Question 2 for Paper: Building
Relationships
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Detailed explanation of
research-based and
effective strategies for
building appropriate
student-teacher
relationships.
*Research-based and
effective strategies for
building appropriate
student-teacher
relationships
explained.
*Strategies for building
appropriate student-
teacher relationships
may lack a research-
base and/or not be
effective.
*Strategies for building
student-teacher
relationships lack a
research-base and may
not be effective or
appropriate.
Question 3 for Paper – The
Physical Environment
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Plan for arranging the
room includes fully
elaborated explanation
of flexible spaces and
justification of the plan.
Reflects a full
understanding of the
needs of learners.
Necessary furniture is
included in the
explanation.
*Physical
accommodations for
at least 3 different
disabilities fully
explained.
\* Fred Jones’ Zones of
Proximity fully and
correctly explained and
included in plan.
*May include graphic
depiction
\* Plan for arranging the
room includes
explanation of flexible
spaces. Reflects an
understanding of the
needs of learners.
Necessary furniture is
included in the
explanation.
*Physical
accommodations for at
least 3 different disabilities
noted .
*Fred Jones Zones of
Proximity correctly
discussed and included
in plan.
*Plan for arranging the
room includes some
explanation of flexible
spaces. May not reflect
full understanding of
the needs of learners.
Furniture may not be
included in the plan.
*Physical
accommodations for at
least 2 disabilities
noted. May need more
explanation.
*Fred Jones’ Zones
ofPproximity included
in plan, may not
demonstrate complete
understanding.
*Plan for arranging the
room does not address
flexible spaces in a way
that is helpful to
learners. Furniture not
included in the plan.
*May be lacking
physical
accommodations for
students with
disabilities.
*Fred Jones’ Zones of
Proximity either
missing from plan or
incorrectly explained.
Question 4 for Paper –
Supporting the Vision
Standard 4: Learning
Environment
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Fully detailed
explanation of how the
various components of
the behavior
*Explanation of how
the various
components of the
behavior management
*Connections between
the various components
of the behavior
management plan and
*Vague or no
connections between
the various components
of the behavior
management plan
supports the vision.
Connections between
plan and vision are
explicit.
*The behavior
management plan
supports all parts of the
vision.
plan supports the
vision makes
connections clear.
*The behavior
management plan
adequately supports
the vision.
the vision are not made
clear.
*The behavior
management plan
partially supports the
vision.
management plan and
the vision.
*The behavior
management plan does
not support the vision.
Structure of Paper EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Paper is well-
organized. Mechanics
and language usage are
excellent with few or no
errors.
*Paper is organized.
Mechanics and
language usage are
good with no more
than 5 errors.
*Paper is somewhat
organized. Mechanics
and language usage
contain more than 5
errors that do not
detract from the
meaning.
*Paper is loosely or not
organized. Mechanics
and language usage are
poor and detract from
meaning.
Procedures EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Includes at least 3 – 5
procedures for
everyday classroom
tasks.
*Procedures
demonstrate a full
understanding of the
need to create
classroom structures
that help students be
successful, explicitly
aligned to the
environment described
in the paper.
*Procedures are
sufficient to proactively
prevent and minimize
potential classroom
disruption.
*Procedures are clear
making every step
*Includes 3 or more
procedures for
everyday classroom
tasks.
*Procedures
demonstrate an
understanding of the
need to create
classroom structures
that help students be
successful. Aligned to
the environment
described in the paper.
*Procedures are
sufficient to minimize
potential classroom
disruption.
*Procedures are clear
and detailed enough
for students at the
targeted age range to
*Includes at least 3
procedures for
everyday classroom
tasks.
*Procedures
demonstrate some
understanding of the
need to create
classroom structures to
help students be
successful. May not be
fully aligned to the
environment described
in the paper.
*Procedures are
intended to minimize
disruption, but may not
be fully developed.
*Procedures are lacking
in clarity but
appropriate for
*Fewer than 3
procedures for
everyday classroom
tasks.
*Procedures
demonstrate little or no
understanding of the
need to create
classroom structures to
help students be
successful. Lacking
alignment to the
environment described
in the paper.
*Procedures not
conducive to classroom
management.
*Procedures are lacking
in clarity and
inappropriate for
intended student age.
detailed so that there is
no question that
students in the targeted
age range can follow.
The expectations for
student behavior are
fully explained.
follow. Includes
explanation of the
expectations for
student behavior.
students at the targeted
age range. Explanation
of the expectations for
student behavior
lacking or incomplete.
No expectations for
student behavior
included.
Classroom Rules EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Includes 3 – 5
classroom rules that are
appropriate for the
targeted age range.
*Rules are positively
and clearly stated (i.e.
“Students will stay in
their seats”)
*Rules are observable
and enforceable
*Includes 3 or more
classroom rules that
are appropriate for the
targeted age range..
*Rules are clearly
stated
*Rules are observable
and enforceable
*Includes at least 3
classroom rules that
may be appropriate for
the targeted age range.
*Rules are vague or
ambiguous
*Rules are difficult to
observe, thus difficult to
enforce
*Includes fewer than 3
or more than 5
classroom rules that are
not be appropriate for
the targeted age range.
*Rules are vague or
ambiguous
*Rules are impossible to
observe, thus
impossible to enforce
Expectations EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts.
*Includes 3-5
expectations that
*Includes 3 – 5
expectations that are
*Includes at least 3
expectations in which
*Includes fewer than 3
expectations with little
explicitly communicate
to students the need to
take responsibility for
their own learning.
*The expectations
directly and clearly
support a culture of
individual and group
accountability.
clearly worded to
encourage students to
take responsibility for
their own learning
*The expectations
support a culture of
individual and group
accountability.
the intent to encourage
students to take
responsibility for their
own learning is
inferred.
*The expectations may
be vague or lacking in
their support of a
culture of individual and
group accountability
or no connection to
encouraging students to
take responsibility for
their own learning.
*The expectations do
not support a culture of
individual and group
accountability.
**## 700.6Presponsetemplate2-21.docx**
| | |
| — | — |
| **NAME:** | **TARGETED GRADE LEVEL:** |
**Explain your vision of the ideal learning environment for the age and subject you intend to teach in a 3 – 5 page original paper. You must answer the questions below, using a 12 point font and double spaced. Then, complete the behavior management plan that supports your vision using the form provided.**
1.
**How do you create and maintain a mutually respectful and collaborative class of actively engaged learners? Include how it responds to student needs and incorporates student strengths and personal experiences. You must use research to support your selection of these strategies and identify and explain the research.**
2.
**What strategies will you use to build relationships with students? Use research to support your selection of these strategies and identify and explain the research.**
3.
**How will you physically organize your classroom to ensure flexibility and accommodate the learning needs of all students including those with disabilities? Consider things such as the three zones of proximity and furniture.**
4.
**Explain how your behavior management plan supports your vision for the ideal learning environment.**
5.
**Using the template below, create a behavior management plan designed to create and maintain your ideal learning environment. Your behavior management plan must include:**
·
**3 – 5 positively worded rules that you can consistently enforce**
·
**3 – 5 expectations that encourage students to take responsibility for their own learning and instill a culture of individual and group accountability**
·
**Procedures for at least 3 – 5 common classroom tasks, such as returning graded work, turning in make-up work, handing out materials, going to lunch/being dismissed from class, sharpening pencils, going to the restroom, etc**
**RULES**
****EXPECTATIONS****
****PROCEDURES (at least 3)****
**| |**
**| — |**
**| **TASK 1:** |**
**| STEP BY STEP PROCEDURE |**
**| EXPECTATION FOR STUDENT BEHAVIOR |**
**| |**
**| — |**
**| **TASK 2:** |**
**| STEP BY STEP PROCEDURE |**
**| EXPECTATION FOR STUDENT BEHAVIOR |**
**| |**
**| — |**
**| **TASK 3:** |**
**| STEP BY STEP PROCEDURE |**
**| EXPECTATION FOR STUDENT BEHAVIOR |**
**| |**
**| — |**
**| **TASK 4:** |**
**| STEP BY STEP PROCEDURE |**
**| EXPECTATION FOR STUDENT BEHAVIOR |**
**| **TASK 5:** |**
**| STEP BY STEP PROCEDURE |**
**| EXPECTATION FOR STUDENT BEHAVIOR |**
**## 700.6PProjectRubric1.pdf**
NT 700.6PBP: The Learning Environment Rubric
Question 1 for Paper-
Creating and Maintaining a
Positive Classroom
Environment
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Includes at 3-5 specific
research-based
strategies for promoting
a positive classroom
environment.
*Collaboration and
respect explicitly
supported by strategies
chosen.
*Includes at least 3
specific research-based
strategies for
promoting a positive
classroom
environment.
*Collaboration and
respect clearly
supported by
strategies chosen.
*Includes 3 or fewer
research-based
strategies for promoting
a positive classroom
environment.
*Strategies’ support for
collaboration and
respect is not clear, may
be inferred.
*Includes fewer than 3
strategies for promoting
a positive classroom
environment. Strategies
may not be based on
research or best
practices.
*Strategies do not
support collaboration
and respect.
*Strategies embrace
students’ strengths and
experiences as an asset,
support social and
emotional learning
needs of students.
*Strategies include
student strengths and
experiences, mostly
support the social and
emotional learning
needs of students.
*Strategies loosely
connect to student
strengths and
experiences. Some
support for social and
emotional needs of
students apparent.
\* No connection to
student strengths and
experiences. Strategies
ignore the social and
emotional needs of
students.
**If research is not cited,
then this area will be
scored as a 0
**If research is not cited,
then this area will be
scored as a 0
**If research is not cited,
then this area will be
scored as a 0
**If research is not cited,
then this area will be
scored as a 0
Question 2 for Paper: Building
Relationships
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Detailed explanation of
research-based and
effective strategies for
building appropriate
student-teacher
relationships.
*Research-based and
effective strategies for
building appropriate
student-teacher
relationships
explained.
*Strategies for building
appropriate student-
teacher relationships
may lack a research-
base and/or not be
effective.
*Strategies for building
student-teacher
relationships lack a
research-base and may
not be effective or
appropriate.
Question 3 for Paper – The
Physical Environment
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Plan for arranging the
room includes fully
elaborated explanation
of flexible spaces and
justification of the plan.
Reflects a full
understanding of the
needs of learners.
Necessary furniture is
included in the
explanation.
*Physical
accommodations for
at least 3 different
disabilities fully
explained.
\* Fred Jones’ Zones of
Proximity fully and
correctly explained and
included in plan.
*May include graphic
depiction
\* Plan for arranging the
room includes
explanation of flexible
spaces. Reflects an
understanding of the
needs of learners.
Necessary furniture is
included in the
explanation.
*Physical
accommodations for at
least 3 different disabilities
noted .
*Fred Jones Zones of
Proximity correctly
discussed and included
in plan.
*Plan for arranging the
room includes some
explanation of flexible
spaces. May not reflect
full understanding of
the needs of learners.
Furniture may not be
included in the plan.
*Physical
accommodations for at
least 2 disabilities
noted. May need more
explanation.
*Fred Jones’ Zones
ofPproximity included
in plan, may not
demonstrate complete
understanding.
*Plan for arranging the
room does not address
flexible spaces in a way
that is helpful to
learners. Furniture not
included in the plan.
*May be lacking
physical
accommodations for
students with
disabilities.
*Fred Jones’ Zones of
Proximity either
missing from plan or
incorrectly explained.
Question 4 for Paper –
Supporting the Vision
Standard 4: Learning
Environment
EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Fully detailed
explanation of how the
various components of
the behavior
*Explanation of how
the various
components of the
behavior management
*Connections between
the various components
of the behavior
management plan and
*Vague or no
connections between
the various components
of the behavior
management plan
supports the vision.
Connections between
plan and vision are
explicit.
*The behavior
management plan
supports all parts of the
vision.
plan supports the
vision makes
connections clear.
*The behavior
management plan
adequately supports
the vision.
the vision are not made
clear.
*The behavior
management plan
partially supports the
vision.
management plan and
the vision.
*The behavior
management plan does
not support the vision.
Structure of Paper EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Paper is well-
organized. Mechanics
and language usage are
excellent with few or no
errors.
*Paper is organized.
Mechanics and
language usage are
good with no more
than 5 errors.
*Paper is somewhat
organized. Mechanics
and language usage
contain more than 5
errors that do not
detract from the
meaning.
*Paper is loosely or not
organized. Mechanics
and language usage are
poor and detract from
meaning.
Procedures EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Includes at least 3 – 5
procedures for
everyday classroom
tasks.
*Procedures
demonstrate a full
understanding of the
need to create
classroom structures
that help students be
successful, explicitly
aligned to the
environment described
in the paper.
*Procedures are
sufficient to proactively
prevent and minimize
potential classroom
disruption.
*Procedures are clear
making every step
*Includes 3 or more
procedures for
everyday classroom
tasks.
*Procedures
demonstrate an
understanding of the
need to create
classroom structures
that help students be
successful. Aligned to
the environment
described in the paper.
*Procedures are
sufficient to minimize
potential classroom
disruption.
*Procedures are clear
and detailed enough
for students at the
targeted age range to
*Includes at least 3
procedures for
everyday classroom
tasks.
*Procedures
demonstrate some
understanding of the
need to create
classroom structures to
help students be
successful. May not be
fully aligned to the
environment described
in the paper.
*Procedures are
intended to minimize
disruption, but may not
be fully developed.
*Procedures are lacking
in clarity but
appropriate for
*Fewer than 3
procedures for
everyday classroom
tasks.
*Procedures
demonstrate little or no
understanding of the
need to create
classroom structures to
help students be
successful. Lacking
alignment to the
environment described
in the paper.
*Procedures not
conducive to classroom
management.
*Procedures are lacking
in clarity and
inappropriate for
intended student age.
detailed so that there is
no question that
students in the targeted
age range can follow.
The expectations for
student behavior are
fully explained.
follow. Includes
explanation of the
expectations for
student behavior.
students at the targeted
age range. Explanation
of the expectations for
student behavior
lacking or incomplete.
No expectations for
student behavior
included.
Classroom Rules EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts
*Includes 3 – 5
classroom rules that are
appropriate for the
targeted age range.
*Rules are positively
and clearly stated (i.e.
“Students will stay in
their seats”)
*Rules are observable
and enforceable
*Includes 3 or more
classroom rules that
are appropriate for the
targeted age range..
*Rules are clearly
stated
*Rules are observable
and enforceable
*Includes at least 3
classroom rules that
may be appropriate for
the targeted age range.
*Rules are vague or
ambiguous
*Rules are difficult to
observe, thus difficult to
enforce
*Includes fewer than 3
or more than 5
classroom rules that are
not be appropriate for
the targeted age range.
*Rules are vague or
ambiguous
*Rules are impossible to
observe, thus
impossible to enforce
Expectations EXPERT: 10 pts PROFICIENT: 8 pts DEVELOPING: 6 pts NOVICE: 4 pts.
*Includes 3-5
expectations that
*Includes 3 – 5
expectations that are
*Includes at least 3
expectations in which
*Includes fewer than 3
expectations with little
explicitly communicate
to students the need to
take responsibility for
their own learning.
*The expectations
directly and clearly
support a culture of
individual and group
accountability.
clearly worded to
encourage students to
take responsibility for
their own learning
*The expectations
support a culture of
individual and group
accountability.
the intent to encourage
students to take
responsibility for their
own learning is
inferred.
*The expectations may
be vague or lacking in
their support of a
culture of individual and
group accountability
or no connection to
encouraging students to
take responsibility for
their own learning.
*The expectations do
not support a culture of
individual and group
accountability.