Course Author/Theory Summary Connection to

Practice
EDU302 Locke and Latham (2002)
New Directions in Goal-Setting setting improves
Theory
Educational Psychology p. 485 3.) Students are more
Chan & Sachs (2001)
Beliefs about Learning in
Childrens Understanding of
Science Texts.
Educational Psychology p. 490 Students who believe in
SPED460 Jacob Kounin (1970)
Effective Classrooms
Four reasons why goal Student goal setting
can be incredibly
performance: valuable. This
1.) Focus attention research not only
2.) Increases student encourages me, as a
effort future teacher, to
assist my students in
persistent setting goals, but also
More likely to encourages me to set
independently try new goals for myself to
learning strategies in order improve my
to meet goals teaching. Having
students set goals
will increase their
motivation to
succeed.
Some students believe that In my classroom, it
learning is understanding, will be important that
whereas other students I emphasize the
believe that learning is purpose of learning
reproducing facts. to be comprehending
and applying new
the first line of thought ideas rather than
tend to be more successful solely rote
than students who believe memorization. I will
in the second theory. provide students with
opportunities to
apply their learning,
so that they may
deepen their
understanding and
come to believe that
learning is about
understanding rather
than fact
reproduction.
The most effective Throughout every
classrooms are those who class period I will
have teachers who are make sure to
"aware of what is maintain a constant
happening in all parts of awareness of
the classroom at all classroom behaviors
times." in order to help

Hallowell (1994)
Strategies for working with
ADHD Students
SPED302 Skinner B.F., 1950 Operant
Conditioning: Antecedents and
Behavior Change. Educational
Psychology page 280-282
SPED460 Rhode, G., Jenson, W. R.,
Reavis, H. K. (2010). The
Tough Kid Book. Second
edition. The six influence
students stay
accountable for their
learning and the
effectiveness of the
classroom.
Color-coding, Using Hallowell's
lists/reminders/notes to strategies for
self, break down of tasks, working with
prioritizing, mini-breaks, students with ADHD
encouragement will help me create a
classroom
environment that
reduces the stress
levels of learning for
those students.
Antecedents are the events I will use cues and
leading up to a behavior prompting in my
that results in a classroom to help
consequence. People learn shape behaviors. By
to adapt our behavior saying things like
based on antecedents. As "Are we (positive
teachers, we can behaviors)?" can cue
intentionally impact the students who are not
environment (antecedent) engaging in
to create certain types of appropriate behaviors
behaviors in students. By of what they should
using effective teaching be doing. Prompts
strategies, cueing, and follow a cue and act
prompting, we can help as a reminder for
create positive behavioral what they should be
environments. doing. Cueing
students can help
those who forget
expectations or who
need extra reminders
of what is expected.
This is important for
students who have a
more difficult time
self-regulating
behaviors.
Every teacher will have at Praising all students
least one tough student for their good
in his or her classroom. behavior should be
Rhode, et al., (2010), an everyday
 principles for use with tough
kids (p. 35-39).
SPED460 Sutherland, K. S., Copeland,
S., & Wehby, J. H. (2001).
Catch Them While You Can:
Monitoring and Increasing the
Use of Effective Praise.
Beyond Behavior. 46-49.
describe the principles of
behavior reciprocation,
commitment and
consistency, social proof,
liking, authority, and
scarcity to influence
students to make good
behavior choices. As
teachers, these six
principles are important to
bring into the classroom
environment every day.
Behavior reciprocation is
explained as the more
positive a teacher is
towards tough students,
the more likely those
students will reply with
positive compliance and
behaviors. If you act
negatively towards
students, their behaviors
will be negative towards
you too.
One of the major key
components that teachers
need in their classroom is
effective classroom
management. In order to
have effective classroom
management, it is
essential that teachers
praise their students
frequently throughout the
day, specifically once
every 10 minutes. This
article mentions that
teachers who have
students with EBD rarely
ever use praise and this is
a huge problem. When
occurrence in the
classroom. Behavior
reciprocation plays a
role in student
praising, especially
for the tough kids in
the classroom. When
tough kids do
something positive,
like being on task,
they are not likely to
receive positive
praise for it. Tough
kids get their
attention from acting
up and getting
negative praise for it.
I will make an extra
effort to use positive
praising to the tough
kids in my
classroom. By being
a positive teacher and
pointing out the good
behaviors of all my
students, I will more
likely receive
positive compliance
in return.
I am going into
Exceptionality and
Disability, so I will
only be working with
students who have
disabilities. When
working with these
students praise is
very important to
help them understand
what is good
behavior and what is
bad behavior. I will
be praising the good
behavior almost
immediately after the
behavior occurs so

SPED460 Sprick, R. (2009).CHAMPS A
Proactive and Positive
Approach to Classroom
Management. Second Edition.
Arrange an Efficient Daily
Schedule, (pg. 64-70).
SPED460 Sprick, R. (2009). CHAMPS: A
Proactive & Positive Approach
to Classroom Management
(2nd edition). Identify Long-
Range Classroom Goals (p.
30-33).
teachers praise the good that these students
behaviors, the disruptive will be able to
behavior decreases. Not understand what they
only does praise decrease did good. This will
the negative behavior, but eventually allow
it motivates students to these students to
learn and creates a progressively work
positive classroom on the desired
environment. behaviors.
An important part of When students come
teaching is arranging an in from lunch/recess,
efficient daily schedule for misbehavior tends to
not only yourself but your occur during these
students. How we times because they
schedule our day and are all excited from
activities can influence the running around or
actions of our students talking with their
throughout the day and friends. One strategy
research found that off that I could use is
task behavior tends to allow my students to
happen after recess, at the share out during this
last hour of the day, or lasttime because it can
five minutes of a class be teacher-directed.
period. During these When it's towards
times, like the last hour of end of the day,
the day it is important to students tend to lose
not do independent work focus because they
because students can are tired. During this
become more distracted. time, I can take the
These are valuable times time to go over
where teachers can gather homework directions
the students up and review and answer any
lessons taught, homework clarifying questions
given, or any other the students have.
housekeeping details. These two strategies
eliminates the
possibility for
disruptions or off-
task behavior.
An important part of life is I will have long term
goals so it is important goals posted in my
that we teach students to classroom because I
create and achieve goals will be more than
early on. Long term goals likely to achieve
in the classroom help the them that way and so
teacher determine what that the students can

SPED460 Sprick, R. (2009).CHAMPS A
Proactive and Positive
Approach to Classroom
Management. Second Edition.
Arrange an Efficient Daily
Schedule, (pg. 64-70).
your going to be focusing
on in class through out the
year. The teacher may
choose to focus on
behavior goals, or
something that is
academic. These goals
should also be sent to the
parents and students at the
beginning of the year so
that they know what your
classroom will be drawing
its attention to.
Teaching is a balancing
act of getting a schedule
that holds the student's
attention while also
including all the
mandatory parts of the
day. It is best to schedule
independent work and
group tasks right after
teacher-directed tasks.
This allows the newly
acquired knowledge to be
fresh in the students mind
and lets the teacher
effectively monitor where
students are succeeding or
struggling. If time isn't
taken into account when
creating a student-friendly
schedule, then the chance
of misbehavior increases.
If a scheduling conflict
causes you to teach at an
inopportune time, then be
see what they should
be working on as
well. This will also
keep the class on
track for success so
that at the end of the
year we dont end up
somewhere I did not
want my class to be.
By having goals for
the class the students
learn how to set their
goals and accomplish
them which is a key
to success. It is
important that
students are able to
set their own goals
and work toward
something they want
in order to get
somewhere in life.
Because I teach my
lesson right after
lunch, I have had to
analyze how much
transition time
students need to get
settled and ready for
a potentially
challenging lesson.
What I might
continue to do is
teach sign language
before the lesson to
keep student using
that built up energy
from recess, while
teaching them
something that they
have enjoyed in the
past. Another thing to
consider is that my
math lessons can
potentially run long,
meaning that my

SPED302 Willingham, D. T. (2008-
2009). What Will Improve a
Students Memory? American
Educator, 17-44.
SPED460 Sprick, R. (2009).CHAMPS A
Proactive and Positive
Approach to Classroom
Management. Second Edition.
Create a Positive Physical
prepared to reteach the
content.
Memorys have to be
stored properly to be able teaching to make
to find them later.
Willingham brought up
that as humans once
something enters our
longterm memory we
don't actually forget it. We remember what we
just didn't give it enough
attention and meaning
when learning it so we
can't think of cues to be
able to find it. This article to everything we
also talked about ways to
make sure we remember
things and by telling us
how to give attention to
something so that it is
easy to find.
Environment affects
everything from mood to
behavior. Have your
classroom be somewhere
you and your students
independent practice
portion of the
assignment might be
pushed until after
music. As I become
better at managing
time within a lesson,
I should be able to
have enough time to
at least start the
independent practice
before music.
When it comes to
sure our students
effectively learn is
our job. Another job
is to make sure our
students will
teach them. To do
this we need to make
sure we provide
significant meaning
teach. so that one day
in the future they
have a cue that can
easily find that
memory. As students
in a program that
requires a lot of
reading and focus to
theories and many
many acronyms it is
important that we use
these strategies as
well to be able to
remember everything
we need to teach the
future youth.
I will make my room
a safe, warm,
creative, supportive,
inviting place to
be. Most teachers
 Space, (pg. 70-76).
SPED Archer, A. L. And Hughes, C.
420/440 A. (2011). Explicit
Instruction. Scaffolding
Instrucition (p.10-11).
want to be, make sure to
give careful thought to
how you set things
up. Arrange the physical
space in your classroom to
promote positive
interactions and reduce
disruptions.
Scaffolding is a way to
instruct your students by
allowing them to do the
content with less and less
help as they continue to
understand the content
more. Teachers would
start with providing a high
level of guidance and then
gradually reduce the
guidance and support with
dont have a choice
about whether they
have desks or tables,
what technology they
have or whether there
are windows in the
classroom. We need
to take what we have
and make the best of
it. Cleanliness and
Neatness go a long
way to having
students respect their
environment. I like
to say Clutter
outside leads to
clutter inside. Most
people think better in
an environment
where things seem in
their place. That
being said, desk or
table arrangement
can be changed often,
if you would
like. Different
arrangements can
better support certain
activities. Think
about what kind of
place you want your
classroom to be and
then make it
happen. Thats what
Im going to do!
I will use the
scaffolding
instruction technique
when teaching my
students so that they
become more
independent in their
work. I will start out
by demonstrating the
content I am
teaching, then aid

SPED460 Sprick, R. (2009). CHAMPS: A
Proactive & Positive Approach
to Classroom
Management (2nd edition).
Manage Independent
Work Periods (p. 99-104).
greater understanding and them by doing
accuracy of the content. practice courses of
This helps to increase the that content until I
student's independence feel like they
until they can eventually understand it, finally
do the task completely on I will let my students
their own. It also helps try to complete the
students gain self content on their own.
confidence without having With some students I
a teacher hover over them may have to provide
and helping them every more help than
step of the way. others, but I will
slowly start to take
away the support so
that they are more
independent and have
more self
confidence.
Managing independent I will manage the
work begins independent work
with scheduling. You need portion of my lesson
to schedule effective by creating routines
routines and times to have and a way for the
a lesson's independent students to get help
practice. You also want to quietly. If the
make sure the students are students know the
ready for everything in the routine and system
independent practice. then they can adjust
There should not be when something gets
anything in the distracting. I will also
independent practice that make my
has not been through the independent relevant
demonstration and and engaging for the
supervised practice students.
portions of the lesson.
After making sure the
student are prepared, you
should make sure the
behavior expectations
should be very clear and
explicitly explained. Next,
creating a system for the
student to ask questions in
a way that is efficient and
not distracting to the other
students is important. This

SPED460 Sprick, R. (2009). CHAMPS: A
Proactive & Positive Approach
to Classroom
Management (2nd edition).
Expectations (p.147-163)
SPED460 Sprick, R. (2009). CHAMPS:
A Proactive & Positive
Approach to Classroom
Management (2nd edition).
Determine the Level of
Classroom Structure (p. 109-
114).
should be a routine that
the student should practice
consistently.
Every classroom and
teacher has expectations.
It has been consistently
shown that successful
teachers are clear with
students about exactly
how they are expected to
behave. If a teacher does
not communicate their
behavioral expectations to
students, they have to
guess what constitutes as
responsible behavior.
When they have to guess
they often do not act how
they are supposed to.
Teachers need to teach
their expectations to their
class in the beginning of
the year or before they do
anything with new
expectations, e.g
transitioning. It is
important to teach these so
your student knows how
to behave during any
given task.
The level of structure and
how you manage is fully
based on your personal
style and what the
students needs are. If there
is a high need for structure
its encouraged to have a
highly
arranged management
plan even if your students
can handle a less
structured environment.
Start the year with high
structure and make
adjustments as the year
progresses.
I will have clear
expectations of all
students in my
classroom. I will
have expectations
posted in my
classroom that are
visible for students to
read. I will teach my
classroom
expectations at the
beginning of the
year, that way they
know what I am
expecting and how
they should behave. I
will also be explicit
with my expectations
and remind the
students of them
frequently, especially
expectations for
things like walking in
the hallway, when
there is a substitute,
or going to lunch.
I will develop a
management plan
that I will start every
year with and
depending on the
amount of structure
my students need I
will adjust
accordingly. There
are many students
that need that strong
structured day and
there are some that
dont. I have a
feeling that I will be
changing my

SPED Archer, A. L. And Hughes, C.
420/440 A. (2011). Explicit
Instruction. Word Walls p.88-
89
SPED460 Rhode, G., Jenson, W. R.,
Reavis, H. K. (2010). The
management plan a
lot when working
with different groups
of students. These
plans will help keep
the structure and
flow of the
classroom. Making
sure everyone is an in
environment where
they can learn.
Posting target vocabulary This allows student
words on a wall in the and teachers alike to
classroom gives the use the words in
teacher/ students a quick everyday language to
review, and keep the help them practice,
words in everyone's mind. and really help them
The words should be very understand their
visible, accompanied with meaning. In my
definitions and examples classroom I would
of context. Words should use this for almost
be posted by subject rather anything that I want
than alphabetically. my student to be
thinking about.
Whether its is
vocabulary words, a
classroom procedure,
or the facts of an
important subject we
are covering in class.
This also helps
student who struggle
with paying attention
or remembering
content, with this
they will always have
have a reminder. This
way student can
easily find a
reminder and allows
them to redirect
themselves or to
participate with the
rest of the class.
Positive reinforcements I will create a system
are things that are valued in my classroom to
 Tough Kid Book. or wanted by a student provide my students
that are contingent on with positive
their behavior in the reinforcers.
classroom. Positive Reinforcers like
reinforcements have a telling students they
goal to increase are doing a great job
appropriate behavior by can act as a natural
giving some form of reinforcer that can be
wanted praise. very effective while
reinforcers such as
giving out stickers
for completed
assignments can be
just as effective.
Praising a student for
doing what is
expected should
increase the
likeliness of the
behavior in the future
because of the desire
of the reinforcer.
SPED460 Rhode, G., Jenson, W. R., Positive reinforcement It is important to
Reavis, H. K. (2010). The involves the contingent understand each
Tough Kid Book.Second presentation of something student and know
edition. Using positive values or desired by the what motivates them.
reinforcement (44-47) student. Whatever it is that Using positive
is valued by the particular reinforcement
student will be presented strategies to help
directly after a desired guide students
behavior is demonstrated throughout the day
by the student. will increase their
good behavior.
Another aspect of
positive
reinforcements is
learning the
antecedents. Being
able to anticipate
students behavior
will allow teachers to
set the stage for good
behavior to happen,
instead of waiting for
the good behavior to
happen and then

SPED460 Sutherland, K, et al. (2001).
Catch them while you can:
monitoring and increasing the
use of effective praise. Beyond
Behavior, Fall, 46-49.
SPED302 Willingham, D. T. (2008-
2009). What Will Improve a
Students Memory? American
Educator, 17-44.
having to reinforce
it.
This articles main focus I will use effective
was about the effective praise frequently
use of praise. Teacher throughout the day,
praise has been known to making sure that I am
be an effective strategy in praising every
classroom management, student as often as
showing that when once every 10
teachers praise appropriate minutes. It will
behaviors, students' make for a positive
disruptive behaviors classroom
decrease (Sutherland, environment, which
Copeland, and Wehby, is something that is
2001, p.47). With the very important to me.
use of effective praise, Having a positive
more instructional time in classroom
the classroom becomes environment will
available, a positive ensure that my
classroom environment is students feel
established and sustained, comfortable and safe,
relationships between and will help
teachers and students are motivate them to
improved and maintained, learn. For the 'tough
and students motivation kids' I will have in
increases (Sutherland, my classroom, this is
Copeland, and Wehby, a good, positive way
2001, p.47). As teachers, to help get them on
the use of effective praise the right track!
is important because all of
these benefits it is shown
to have. Not only will it
help 'tough kids,' but it
also benefits the rest of the
students in the classroom.
There are many different I will teach my
techniques you can use to students effective
improve your memory, memorization
especially while studying. strategies for
This article had many studying that will
examples, including take them all the way
demonstrations to show through college.
students when their Through learning
memory works best. these techniques they
will have a greater
chance to remember

SPED460 Sprick, R. (2009). CHAMPS:
A Proactive & Positive
Approach to Classroom
Management (2nd edition).
Manage Student Assignments,
90-99
all we have taught
them. It will also
help to distress them,
knowing they have
valid practice based
memorization
methods at their
disposal. This will
help students who
have a hard time
knowing how to
study, and help
imprint proper
studying techniques
on them for life.
Students not finishing To implement this
classwork or homework is concept I will be sure
a problem teachers often to follow the four
face in a classroom. When major areas with
assignments are not every assignment.
complete by students it When assigning
hinders the individuals classwork and
learning. As a teacher you homework I will
are responsible for making make that students
sure each student is have clear/easy
getting where they need to access to assignment
be which can be difficult specific information.
if the assignment For collecting
management is not complete work make
organized. The four major an effort to
areas that relate to personally collect
managing students work work from each
is, assigning classroom student. This makes
and homework, collecting it clear that you know
completed work, keeping when homework or
records and providing classwork wasnt
feedback and dealing with complete which may
late/missed assignments. motivate students to
These areas should be do the work. To keep
considered for every records and provide
assignment as well as feedback I will keep
strategies you will use for an updated and
effective implementation. accurate grade book
so students know
where they stand.
Last dealing with late

SPED460 Sprick, R. (2009). CHAMPS A
Proactive and Positive
Approach to Classroom
Management. Second Edition.
Shape Behavior, (p. 17-19).
SPED Archer, A.L. and Hughes,
420/440 C.A. (2011). Explicit
Instruction. New York,
NY: The Guilford Press.
Guided versus Unguided
Instruction (p.18-19)
and missing
assignments, I
believe this area
would be case by
case for me. I would
set strict expectations
and hold students to
that however, those
expectations may
vary depending on
who I am working
with.
As educators, we need to With these ideas in
teach students to be mind, I will practice
independently responsible. a lot of explicit praise
In order to do this we, the to responsible, on
teachers, should support task behaviors while
this development of very minimally
responsibility through the attention or response
ways in which we to off-task,
structure our classes, and irresponsible
the ways in which behaviors-- unless
address/respond to safety is a concern.
behavior. We should first This technique is
structure our classes in intended to keep the
ways that promote space, myself, and
responsible behavior. the students positive
Secondly, we should by focusing attention
effectively acknowledge on what we are doing
responsible behavior well as opposed to
while also effectively our missteps, or less
responding to successful moments.
irresponsible behavior. This technique will
With this second point, it also, likely, promote
should be known that relationship building
effective teachers spend in the classroom
more time promoting which will only act
responsible behavior than as an additional
responding to the support in behavior
irresponsible behavior. management.
Guided instruction refers I am constantly faced
to explicit instruction, with this match-up in
while unguided refers to my work with
the constructivist children. There are
approach. This is one of many elementary
the major debates in teachers who see

SPED460 Sprick, R. (2009).CHAMPS A
Proactive and Positive
Approach to Classroom
Management. Second Edition.
pages 76-79
education, and hinges on a
few different things. This
book describes these
different instruction styles
as a continuum with each
of the before mentioned
approaches at either end.
It also shares studies that
have been done regarding
which approach may be
better. Novice learners
don't have enough
knowledge to draw on
when given a new
problem to solve. They
can face cognitive
overload which can then
hider their learning. If
however, novice (or even
more advanced) learners
are guided through the
process through explicit
instruction, it will give
them the opportunity to
focus on what they're
learning with out being
overloaded. In the end it is
found that guided
instruction is just as
effective as unguided,
even in situations where
the students have high
levels of prior knowledge.
Getting and holding
students attention is
incredibly important for
teachers classroom
management. Regardless
of grade level it is
important to have a signal
to transition students and
get the students attention.
Choosing a signal that has
visual and auditory
components is a great way
to get students engaged
many benefits of the
constructivist
teaching methods, so
it is something that I
have seen in many of
the classrooms that I
have worked in. As I
have learned the
benefits of explicit
instruction, and
become more
comfortable with
using it, I know that I
will continue to use
that teaching style in
the future. I want my
students to be set up
for success in every
way possible.
In the classroom the
teacher I work with
has multiple signals
for attention that
engage students and
bring the attention
back to her. At the
beginning of the
lessons I teach I
review with the
students what signal
for attention I am
going to use and how
and get their attention. It
is important to teach your
students a signal from day
one and explicitly tell
them how they need to
respond.
they should respond.
I am using Hands on
top that means I stop,
so when I say "hands
on top" the students
put their hands on
their head and say
back "that means I
stop". This signal for
attention gets the
students engaged
while getting their
attention back to the
teacher.