Classroom Management Lesson 13: Assignment

This assignment worksheet for Lesson 13 has four parts. For each part, enter the results from the Lesson 13 Learning Activities and Check Your Understanding sections. Expand this worksheet to fit your answers and use the headings below to identify the nature of your answers. Name this document [yourPID]_crmgmt13.doc

Part 1 of 4 – Defining & Working with “At-Risk” Students After considering the different definitions of “at-risk” students:

(1) develop your own definition of “at-risk” students and the factors that frequently produce “at-risk” students; and

(2) make a list of strategies and methods that were recommended in your readings for teachers working with “at-risk” students.

PSLC Classroom Management Page 1 of 3 Lesson 13 Assignment Page crmgmt13.doc Part 2 of 4 – Working With Challenging Students Answer the following questions based on your case study readings, and the readings on working with ADD/ADHD students and students with multiple intelligences.

a. From case study #3, summarize the teacher’s specific approaches to teaching challenging students. Does this teacher’s advice align with the research on effective teachers that you have learned in this course? If so, how, and if not, how does it differ?

b. From case study #13, what does the story teach us about the importance of the teacher-student relationship? How can you apply this in your classroom as you teach at-risk students?

c. From the article on working with ADD/ADHD students, what strategies would you like to remember and use?

d. From the information on multiple intelligences, what strategies do you think you could use in your classroom to differentiate instruction and maintain the attention of your students?

PSLC Classroom Management Page 2 of 3 Lesson 13 Assignment Page crmgmt13.doc Part 3 of 4 – Readings on the Culturally & Linguistically Diverse Answer the following questions from your readings on working with culturally diverse students and families.

a. From the case study in the SEDL article, “Reaching Out to Diverse Populations,” what did Mr. Han do and say to make connections with his diverse populations of students? What type of attitudes toward his efforts did Mr. Han get from Mr. Atkins and the other teachers?

b. What expectations do diverse families have toward education? What barriers exist that stifle connections between teachers, schools and diverse populations? What sort of impact can reaching out to families have on student achievement?

Part 4 of 4 –Strategies to Use With Diverse Students & Families: The Check Your Understanding exercise required you to add a worksheet to your Best Practices Journal containing a list of strategies to use with each category of student studied in this lesson. You will submit this along with the rest of your Journal in Lesson 14 of this course. On this worksheet, provide a sample of the strategies you collected for...

a. Strategies to use with diverse student populations, including those who are diverse culturally, linguistically, economically, socially, and the many types of “at-risk” categories (provide one strategy for each type)

and

b. Strategies for connecting with the families and communities of culturally, linguistically, socially or economically diverse students (provide at least five strategies).

PSLC Classroom Management Page 3 of 3 Lesson 13 Assignment Page crmgmt13.doc