Classroom Culture and Relationships Assignment
As an educator, you are the leader in the classroom. You are leading children, parents, paraprofessionals, other service providers, and community members. Consider your role as this leader. Answer the following questions, using supports from the readings and outside sources. Each answer should be between 150-250 words.
Collaboration is an essential component to early childhood education. Why is collaboration necessary to meet the needs of young learners and their families? Cite evidence and specific codes of ethics, teacher dispositions, and/or standards that apply.
Paraprofessionals are often assigned to classrooms by administrators. You will likely be the direct supervisor of a paraprofessional who was hired and assigned by someone other than you. What will you do in the event that your personality or general philosophies about education seem to clash with those of your paraprofessional? How will you maintain a positive relationship and a professional rapport? What strategies could you use to teach, lead, and model appropriate interactions and responses to student needs so that you and your paraprofessional are on the same page?
How can you utilize your paraprofessionals to maximize student engagement in your classroom, as well as help, maintain a structured learning environment?
You have a paraprofessional who is older than you and more experienced. She has been at the school for the past 15 years and this is your first year there. As you set up the classroom and begin lesson planning, she challenges you at every turn, stating that, “this is not how it is done here.” When your students arrive, she begins undermining you and dismissing your comments, even when you are managing classroom behaviors. On two occasions, she refuses to comply with your classroom management plan and instead sends students to the office for minor behavioral infractions. What will your plan of action be to gain control of your classroom, maintain professionalism, and address the paraprofessional’s actions?
You have a paraprofessional who comes to school late every day, takes frequent bathroom breaks that last 20-30 minutes or more and leaves early at least three days a week. What strategies will you use to gain rapport, set limits, and reduce these absences? Are there any procedures you can think of that might reduce these “disappearances”? At what point will you need to contact your administration and have them intervene? What steps should you take before that point? How might building a rapport help reduce these issues?
|Course Code||Class Code|
|ECS-560||ECS-560-O500||Classroom Culture and Relationships||100.0|
|Criteria||Percentage||No Submission (0.00%)||Insufficient (69.00%)||Approaching (74.00%)||Acceptable (87.00%)||Target (100.00%)||Comments||Points Earned|
|Question 1: Collaboration||10.0%||Not addressed.||Response poorly attempts to examine why collaboration is necessary to meet the needs of young learners and their families. Research support is absent or inappropriate, not related to code of ethics, teacher dispositions, and standards that apply.||Response inadequately examines why collaboration is necessary to meet the needs of young learners and their families. Support is limited and does not necessarily address code of ethics, teacher dispositions, and standards that apply.||Response examines why collaboration is necessary to meet the needs of young learners and their families with research support specific to code of ethics, teacher dispositions, and standards that apply.||Response thoroughly examines why collaboration is necessary to meet the needs of young learners and their families with insight and professionalism. Support provided is relevant and applicable and specific to code of ethics, teacher dispositions, and standards that apply.|
|Question 2: Relationships with Paraprofessionals||15.0%||Not addressed.||Answer weakly addresses proposed actions when personality or philosophies may clash and details a plan to maintain a positive relationship and professional rapport with paraprofessionals. Provided strategies for student interactions and responses for paraprofessional to use are underdeveloped or unsuitable.||Answer minimally addresses proposed actions when personality or philosophies may clash and details a marginal plan to maintain a positive relationship and professional rapport with paraprofessionals. Strategies for student interactions and responses for paraprofessional use are also provided, but lack relevancy.||Answer addresses proposed actions when personality or philosophies may clash and details a plan to maintain a positive relationship and professional rapport with paraprofessionals. Strategies for appropriate student interactions and responses for paraprofessional to use are also provided.||Answer comprehensively addresses proposed actions when personality or philosophies may clash and insightfully details a plan to maintain a positive relationship and professional rapport with paraprofessionals. Compelling, expert strategies for appropriate student interactions and responses for paraprofessional to use are also provided.|
|Question 3: Paraprofessionals and Student Engagement||10.0%||Not addressed.||An unfocused, irrelevant response attempts to discuss how to utilize paraprofessionals to maximize student engagement and help maintain a structured learning environment is provided.||A vague response discussing how to utilize paraprofessionals to maximize student engagement and help maintain a structured learning environment is provided.||Response discusses how to utilize paraprofessionals to maximize student engagement and help maintain a structured learning environment.||An advanced, thoughtful response discussing how to utilize paraprofessionals to maximize student engagement and help maintain a structured learning environment is provided.|
|Question 4: Paraprofessionals and Classroom Management||15.0%||Not addressed.||Answer weakly details or presents an indistinct plan of action to gain classroom control, maintain professionalism, and address the paraprofessional’s actions, omitting relevant details provided in the paraprofessional scenario.||Answer details a plan of action to gain classroom control, maintain professionalism, and address the paraprofessional’s actions, but is inconsistent, and fails to appropriately detail the paraprofessional scenario provided.||Answer details a plan of action to gain classroom control, maintain professionalism, and address the paraprofessional’s actions, appropriately detailing the paraprofessional scenario provided.||Answer carefully and skillfully details a plan of action to gain classroom control, maintain professionalism, and address the paraprofessional’s actions, appropriately detailing the paraprofessional scenario provided.|
|Question 5: Building Rapport with Paraprofessionals||15.0%||Not addressed.||Response poorly outlines strategies and procedures to gain support, build rapport, set limits and reduce absences, omitting relevant details provided in the paraprofessional scenario. Steps to take before seeking administration intervention are inappropriate, and a weak argument for when to contact administration is provided.||Response vaguely outlines strategies and procedures to gain support, build rapport, set limits and reduce absences, failing to appropriately detail the paraprofessional scenario provided. Steps to take before seeking administration intervention, along with an argument for when to contact administration is present, but presents clear faults.||Response outlines strategies and procedures to gain support, build rapport, set limits and reduce absences, appropriately detailing the paraprofessional scenario provided. Steps to take before seeking administration intervention, along with a clear, argument for when to contact administration is also provided.||Response exceptionally outlines strategies and procedures to gain support, build rapport, set limits and reduce absences, appropriately detailing the paraprofessional scenario provided. Professional, thoughtful steps to take before seeking administration intervention, along with a clear, compelling argument for when to contact administration is also provided.|
|Research||5.0%||Not addressed.||Sources provided do not support the claims of the presentation or are not credible.||Submission includes only 1-2 sources, sources do not fully support claims, or sources are not all credible.||Research is relevant and generally supports the information presented. All of the criteria stated in the assignment are addressed.||Research is supportive of the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.|
|Argument Logic and Construction||10.0%||Not addressed.||Statement of purpose is not justified by the conclusion. The conclusion does not support the claim made. Argument is incoherent and uses noncredible sources.||Sufficient justification of claims is lacking. Argument lacks consistent unity. There are obvious flaws in the logic. Some sources have questionable credibility.||Argument shows logical progressions. Techniques of argumentation are evident. There is a smooth progression of claims from introduction to conclusion. Most sources are authoritative.||Clear and convincing argument that presents a persuasive claim in a distinctive and compelling manner. All sources are authoritative.|
|Mechanics of Writing (includes spelling, punctuation, grammar, language use)||10.0%||Not addressed.||Surface errors are pervasive enough that they impede communication of meaning. Inappropriate word choice or sentence construction is used.||Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied.||Submission includes some mechanical errors, but they do not hinder comprehension. A variety of effective sentence structures are used, as well as some practice and content-related language.||Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language. Sentence structures are varied and engaging.|
|Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)||10.0%||Not addressed.||Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors.||Sources are documented, as appropriate to assignment and style, although several minor formatting errors are present.||Sources are documented, as appropriate to assignment and style, and format is mostly correct.||Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.|
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