This multi-page form is used to submit coursework for CED 403 Classroom Organization & Management.

• * The Study Guide can be downloaded HERE (opens in new window).
• * The Management Plan Worksheet can be completed ONLINE with this form. While you do not need to download a copy, you are free to access a copy HERE (opens in new window).
• * The Teacher Skills Assessment Checklists can also be completed ONLINE with this form. If you need a copy of the Checklists to download, print, and use out in the field, you can access those HERE (opens in new window). You can return here and duplicate your checklist results on this online form to submit electronically.
• * The other work required for submission (Response Papers and Observation Report in .doc, .docx, or .pdf format) can be uploaded on the last page of this form.

All work is required to be submitted together. However, you can begin working on the Management Plan Worksheet and Teacher Skills Assessment Checklists with this form and save a partially filled form by selecting "Save and Continue Later" at the bottom of any page. You must do this in order to save any partial work. You will be provided with a temporary link and the option to have the link emailed to you.

PLEASE KEEP THIS MIND: This website will save your partially filled form for only 365 days. After that, your partially filled form will be automatically deleted and any partial input will be lost. If you choose to work on this form over time, it is recommended that you do not let too much time pass between the time you start and the time you submit a completed form. Also, when saving a partially filled form, we highly recommend you use the "email link" option and SAVE THAT EMAIL. The web admin cannot retrieve any lost links to partially filled forms.

Do NOT use the "Submit" button on the last page of this form (pg. 9) until ALL work is ready to be submitted. Use the "Save and Continue Later" option at the bottom of each page when partially working on the form.

When all work is completed (Worksheet/Checklists completed online and Response Papers/Observation Report uploaded), you can submit your work on the last page by selecting "Submit."

The nine pages of this form are listed at the top of each page and linkable for quick navigation.

This worksheet is to be used in conjunction with the book, "With All Due Respect" by Ronald G. Morrish.

Purpose: Students will be able to think through the various aspects of classroom management and develop their own management plan.

Instructions: Complete each section, reflecting on all that has been taught during the course. Take as much space as needed while being concise. You should complete the responses in narrative form - do not use bullet points.

Here are some question to ask as you consider your responses:

- How do you want the students at your school to behave?
- In what ways is this different from their behavior outside of the school?
- Which of their present behaviors should be blocked? (Not here!)
- What skills and attitudes must be taught to the students?
- What obstacles must be overcome in order to achieve the desired results?

Remember, this is your management plan, and it should reflect your beliefs regarding the Christian faith, the value of the individual in the sight of God, and your calling as a teacher.

DECIDE HOW YOUR STUDENTS WILL BEHAVE

From: Section 1 of “Qualities of Effective Teachers” by, James H. Stronge

The Teacher Skills Assessment Checklists are based on a synthesis of the research presented throughout Qualities of Effective Teachers. The checklists are designed to help identify key indicators of effectiveness in a teacher's practice. Each effectiveness quality identified in a checklist includes multiple indicators of success. The checklists also provide a continuum for rating relative strengths and weaknesses, ranging from ineffective to master. Before you use these checklists, read Section II which breaks down teacher responsibilities and behaviors in two categories, “Positive Qualities” and “Red Flags of Ineffective Teaching.”

APPLICATION & METHOD

1. Assess Others: You will use the checklists to assess the effectiveness of teachers you observe. Of course, as a student, you have a limited capacity to weigh relative strengths and weaknesses, so your assessment will act more as a tool to see whether or not the teacher uses the Indicators delineated under each Quality. Be sure that you have permission from the teacher to use this checklist (perhaps have her/him read this section).

Once you complete the checklist in this manner, ask if you may go over the results with the teacher who will be able to explain their strategies. Be sure to ask questions humbly rather than make assertions—remember you are the student! See Study Instruction 5e of the Course Syllabus.

2. Be Assessed by Others: When you begin your student teaching practicum, give a copy of the Checklists to your supervisor and ask them assess your teaching and then talk with you about the responses. Include the completed checklist along with a copy of your self-assessment in your Student Teaching Portfolio.

3. Assess Yourself: You may use the checklists as a self-assessment tool. If you have already taught, think back on your experience and “grade” yourself.

You may find it helpful to use the checklists after each student teaching practicum, repeating the process using a blank checklist, and then comparing your results with the previous one.

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KEY TO THE TEACHER SKILLS CHECKLISTS

Master: Exhibits the quality such that others would be able to use the teacher as an expert for how to work with students. The teacher not only has a sense of the quality, but demonstrates an understanding of the essence of the quality.

Professional: A teacher who exhibits the quality most of the time.

Apprentice: The teacher demonstrates the quality to the degree necessary to make the classroom function. May lack fluidness of use, but the result is still effective.

Ineffective: A teacher who would benefit from more work on the quality in terms of working with a teacher at the professional or master level or taking classes.

Not observed: The observer has not seen evidence, either through demonstration or observation, of the quality.

The Teacher as a Person

The Teacher as Classroom Manager and Organizer

Organizing for Instruction

Implementing Instruction

The Teacher Teaching: Monitoring Student Progress and Potential

Check that you have the following completed for submission. Response papers and observation report can be attached below using DropBox. Word (.doc or .docx) or PDF preferred. A dropbox account is required (free). You will be given the option to login to an existing account or create a new one. Multiple files can be selected.