Blog 2: Enlisting and Providing Support.

The questions to ask to my colleagues is how long is the presentation and how long are the last two papers for Application 4 and 5?  My information that I was seeking is to work on the impact of student achievement regarding curriculum, assessment, staff collegiality and community involvement (ASCD & Marzano, 2003a).   The most important learning goals is to establish unit of instruction, provide feedback on those goals, continually and systematically revisiting the goals and providing summative feedback regarding the goals (ASCD).  These ideas would improve children's behaviors and other emotional/physical developments.  

The information that I found helpful and insightful is learning the categories of High-Needs Students.  This would help me figure out more about it's meaning, what's the common characteristics and offer suggestions to improve children's behaviors.  I found information about the estimate of children's academic learning.  In the state, there's 1,080 hours, in attended time, three's 1,020 of time minus days absent, in available time, there's 816 of times minus the recess. lunch, transitions and etc., in academic time, there's 652, in actual academic time, there's 522, in engaged time, there's 417, in productive time, there's 333 (Sadker & Zittleman p. 358).  I found this information interesting because I have noticed that there's not enough productive time, engaged time and academic time and should offer more time to improve their academic achievement.   My best strategy is to offer them strategies that would work for the child's needs. This is the only way to have a well-managed classroom. 

Another helpful and insightful information is to understand the general recommendations of the do's and don't's of classroom management.  The steps is to create classroom lessons and materials that interest students, ensure that there is a match between student's skills and classroom instructional level, develop home-school partnerships though student learning and behavior can be met, teach students the skills that they need to meet classroom expectations, develop a statement explaining the purpose of classroom management, establish procedures of positive behaviors, establish procedures for discouraging problem behaviors, and and establish the student's process and keeping records.  I would also add a few don'ts that the school shouldn't use in the classroom.  They are not to use vague rules, have the rules that you are unwilling to enforce, don't ignore student behaviors that violate school and classroom rules, don't engage in ambiguous or inconsistent treatment of misbehaviors and do not use corporal punishment (APA).  I hope with all these strategies, this would make a difference in improving my advocacy plan.

References:

APA. (2013). Classroom Management. Retrieved from http://www.apa.org/education/k12/classroom-mgmt.aspx?item=2

Achievement First. (1999-2013). Achievement First Public Charter Schools. Retrieved from http://www.achievementfirst.org/resources/login/

ASCD. (2010-2013). Educational Leadership: Building Classroom Relationships: The Key to the Classroom Management. Retrieved from http://www.ascd.org/publications/educational-leadership/sept03/vol61/num01/The-Key-to-Classroom-Management.aspx        

Miller Sadker, David, & Zittleman, Karen R. (2012). Teachers, Schools, and Society: A Brief Introduction to Education. 3rd Edition. New York, NY: The McGraw-Hill Companies, Inc.