What is the rational actor model

Classroom Management Part 1 1.Why is it important to have a classroom management plan? What are the most important elements that this plan should include?Classroom management plans are important to spend time on up front. A classroom with a comprehensive classroom management plan will run more smoothly than a classroom that does not have a plan. These plans, although they take a lot of work to create, are very helpful in decreases time spent on unwanted and negative behaviors. When a classroom management plan is set up in the classroom, then the students know all rules, procedures, and consequences for breaking the rules. The most important elements of a classroom management plan are: a statement of purpose, rules, procedures, consequences, and an action plan. Each of these five elements is important to the plan as a whole. The statement of purpose insures that all students, teachers, and parents are on the same page about how expected behaviors. The rules, procedures, and consequences provide students with what to expect in the classroom. And finally, the teacher should always have an action plan for how the behavior management system will be implemented throughout the school year. 2.How can procedures that are well developed and specifically taught reduce behavior problems?When a student knows and has practiced procedures, then it is less likely that time will be wasted asking questions like “where do I turnin my homework?” or “what am I supposed to do now?” Also, a lot of behavior problems are caused during down times or transitions. Well-developed and specifically taught procedures reduce time wasting, and in turn decrease behavior problems. 3.Name at least four things teachers should keep in mind when delivering positive or negative consequences.When delivering positive or negative consequences, it is important to remember that theconsequences should be clear and specific, relate directly to the rules and procedures of the classroom, are given on a hierarchyscale, and are natural and logical for the school environment. It is also important to remember that when delivering a consequence that the manner in which the consequence is given it taken into consideration. For example, when giving a negative consequence it is important not to give the consequence with a smile. 4.Ms. Gardner teaches seventh-grade science. For the first time in her career, her room is equipped with several lab stations. Because of this, she plans to have her students perform more hands-on experiments. She is excited by this prospect but also concerned that her students will be disruptive as they go to their lab stations and work in small groups. She is also concerned that her studentswill get hurt if they are not careful at the lab stations. To alleviate her concerns, help Ms. Gardner:
a.Develop a set of classroom rules1.Students are not allowed in lab area without permission. 2.Students must wear all required safety equipment while in the lab area. 3.Do NOT perform unauthorized experiments.4.No food or drinks are allowed in the lab. 5.Students should report any and all injuries that occur during the lab.6.Students should keep their hands out of their eyes and mouths in the lab. b.Create at least three procedures for walking to and working at the lab stations1.The students should always walk and never run to and from the lab stations. 2.The students should read each lab thoroughly before beginning any and all labs. 3.The student should ask the teacher to clarify any misunderstood information given in the labs. 5.Sierra, a student in Ms. Gardner’s science class, is shy and often anxious. However, when working with a partner at a lab station, she usually is very talkative. This disruptive behavior often results in her and her partner missing important teacher directions and not completing labs on time. Name at least two surface management strategies that Ms. Gardner could use to address Sierra’s disruptive behavior. Explain why you chose these strategies.Ms. Gardner could use the strategy of signaling. Clearing her throat or making eye contact with Sierra before beginning instruction with show that the behavior will not be accepted in the lab area. I chose this strategy, because it can be used without disrupting the natural flow of a lesson. Another strategy that I think Ms. Gardner could be used if the negative behavior continues after the use of signaling is removal of the object. In Sierra’s case, the “object” is working with a partner. If Sierracontinues talking and missing instruction because she is talking with her partner, then I think it is appropriate to make Sierra work alone on the labs. By removing the “object”, or partner, then the disruptive behavior should be removed as well. Reflection: I really enjoyed this IRIS module. I feel that I learned a lot about classroom management. More specifically, I learned about the importance of creating and implementing a Comprehensive Behavior Management Plan. I thought that I had a very good behavior management plan, but after reading and learning about what a comprehensive plan entails, I learned that my behavior plan needs a lot of improvements. Before the next school year, I want to create a comprehensive plan that includes both rules and procedures. During the first two years I have been teaching, I have taught rules and major procedures on the first week, but my behavior plan has never included minor procedures like when to sharpen a pencil. I have always taught those procedures as I go. I learned in this module that teaching those minor procedures up front is vital to classroom behavior being well managed.