Edit Submission: u05a1 Partial Reflective Journal Unit One Reflection For this week’s journal entry reflect on your teaching experience. In both the Marzano and Jones textbooks, the authors stress the importance of focusing on classroom policies and procedures at the beginning of the school year in order to achieve a good start. How closely do you attend to the types of procedures discussed by these authors and what might you do differently in terms of planning and instructing in the future as a result of the readings? I work with students who are only assigned to my caseload; therefore I’m not closely involved in school wide/teacher planning. However, at times I participate in Intervention meetings with the Principal, Assistant Principal, teacher(s), School psychologist, School social worker and sometimes the parent. During the meetings, I offer strategies for classroom management behaviors. If a student is a candidate for ADHD or any disability, I arrange for psychological testing to assess whether possible ADHD or emotional factors are interfering with the student’s academic performance, provide feedback to the parents, and school officials regarding the psychological evaluation. I also consult with parents and school officials about designing effective learning programs for intervention strategies that build on his strengths and compensate weaknesses. Unit Two Reflection The "Dealing with the Dilemma of Gum Chewing" case study provides an example of how we can teach productive behaviors. After completing this week's reading, reflect on where this type of strategy might apply in your setting. •Have you encountered situations in your setting where this approach may be more productive than what you have been doing? In the Kindergarten class, the students continue to struggle with picking up cut paper. Instead of having the students cut paper, the teacher showed the class how to fold the paper and use the edge of their desk to cut. After several times of redirecting, the students were able to begin using the scissors again. The students developed a system in the class where 1 person from each table (red, blue, purple, yellow) collects the paper straps. •What are the ethical issues involved in establishing expectations without teaching the appropriate expected behaviors? Ethical issues continue to be an ongoing issue today in schools and without providing detailed expectations teachers leaves room for issues and concerns. Misinforming, consents, students getting hurt, etc. could happen. Students could always say they were not informed and the responsibility falls back on the teacher. I think in this situation communication is vital. Unit Three Reflection During Unit 2, you designed Mini-Intervention 1. For this unit's journal reflection, take time to reflect on how well or how poorly the intervention is working. Reflect on your learning’s so far in the course in the area of managing unproductive behaviors. Long Term goals were identified t ...

1. Edit Submission: u05a1 Partial Reflective Journal
Unit One Reflection
For this week’s journal entry reflect on your teaching
experience. In both the Marzano and Jones textbooks, the
authors stress the importance of focusing on classroom policies
and procedures at the beginning of the school year in order to
achieve a good start. How closely do you attend to the types of
procedures discussed by these authors and what might you do
differently in terms of planning and instructing in the future as
a result of the readings? I work with students who are only
assigned to my caseload; therefore I’m not closely involved in
school wide/teacher planning. However, at times I participate in
Intervention meetings with the Principal, Assistant Principal,
teacher(s), School psychologist, School social worker and
sometimes the parent. During the meetings, I offer strategies for
classroom management behaviors. If a student is a candidate for
ADHD or any disability, I arrange for psychological testing to
assess whether possible ADHD or emotional factors are
interfering with the student’s academic performance, provide
feedback to the parents, and school officials regarding the
psychological evaluation. I also consult with parents and school
officials about designing effective learning programs for
intervention strategies that build on his strengths and
compensate weaknesses.
Unit Two Reflection
The "Dealing with the Dilemma of Gum Chewing" case study
provides an example of how we can teach productive behaviors.
After completing this week's reading, reflect on where this type
of strategy might apply in your setting.
•Have you encountered situations in your setting where this
approach may be more productive than what you have been
doing? In the Kindergarten class, the students continue to
struggle with picking up cut paper. Instead of having the
students cut paper, the teacher showed the class how to fold the

2. paper and use the edge of their desk to cut. After several times
of redirecting, the students were able to begin using the scissors
again. The students developed a system in the class where 1
person from each table (red, blue, purple, yellow) collects the
paper straps.
•What are the ethical issues involved in establishing
expectations without teaching the appropriate expected
behaviors? Ethical issues continue to be an ongoing issue today
in schools and without providing detailed expectations teachers
leaves room for issues and concerns. Misinforming, consents,
students getting hurt, etc. could happen. Students could always
say they were not informed and the responsibility falls back on
the teacher. I think in this situation communication is vital.
Unit Three Reflection
During Unit 2, you designed Mini-Intervention 1. For this unit's
journal reflection, take time to reflect on how well or how
poorly the intervention is working. Reflect on your learning’s
so far in the course in the area of managing unproductive
behaviors.
Long Term goals were identified to assist the student with his
behavior:
1) John will terminate temper tantrums and replace with
controlled, respectful compliance with directions from authority
figures.
2) John will bring hostile, defiant behaviors within socially
acceptable standards.
Interventions that’s been identified for John has been successful
thus far. John is learning and implements calming strategies as
part of a new way to manage reactions to frustration and
defiance. John will practice using new calming, communication,
conflict resolution, and thinking skills.
The most effective intervention that I’ve used is instruction and
role modeling to use assertive communication versus using
physical and/or verbal aggression. The intervention is ongoing
with addition to academic underachievement. Due to the
student’s behavior, he’s not performing at his best. He’s now

3. displaying disruptive attention seeking behaviors. An added
intervention is assist the student to make a connection between
unpleasant and negative emotions and annoying behaviors.
Unit Four Reflection
A common theme during Unit 3 was that effective instructors
need to make adjustments or accommodations based on the
learning needs of their learners–whether they are identified as
having a learning disability or not.
Take some time to reflect on how you adjust your teaching style
to meet the needs of each of your learners. Reflect on your
learning’s in the course so far in the area of managing
classroom inclusion and motivation. What ethical issues may be
involved if an instructor does not make accommodations or
modifications and instead takes a one-size-fits-all approach to
instruction?
As a behavioral specialist I make recommendations for students
that perform at a slower pace. Arrange for psycho educational
testing to evaluate the presence of a learning disability and to
determine whether the student is eligible to receive special
education services. If the student is eligible for
accommodations, according to Special Education
Mandates/Law, the student must receive the appropriate level of
services. If a student is performing at a very slow pace, under
grade level, it’s important for school officials to gather
psychosocial history information that includes developmental
milestones and a family history of educational achievements and
failures. It’s also recommended that parents seek privately
contracted tutoring services. School counselors are also a vital
resource to students, parents and school officials.
School counseling program is balanced if there is proactive
prevention programming and reactive intervention, responsive,
and treatment services. (Baker & Gerler, 2008). Counselors
recognize that our educational system is being challenged by the
increasing needs of today's students and the rising expectations
of society. Effective school counseling programs are a
collaborative effort among the counselors, other educators, and

4. parents to create an environment which promotes student
success. All students enter school with a unique set of needs.
Staff and counselors value and respond to the diversity and
individual differences in our society and communities. This
comprehensive school counseling and guidance program helps
to insure opportunities for all students to participate fully in the
educational process.
School Counseling Program provides academic, personal/social,
and career development counseling to assist students in their
success in school, at home and in the community.
· The Program exists to provide advocacy for every student,
developing and protecting their individuality in such issues as
support their personal, social, career and educational growth.
· The Program is developmental and comprehensive, based on a
planned, sequential curriculum of guidance activities designed
to help children at all educational levels.
· The Program welcomes and promotes the involvement of
school personnel, parents and community entities in
collaborative efforts to help all children achieve high
educational goals and to acquire skills that enhance lifelong
learning.
· The Program provides developmental preventative,
intervention and remedial services, incorporating flexibility and
creativity to assist students in acquiring competency in
education, social and career development skills.
· The Program is compatible with the Mission Statement and
Goals of the Nampa School District, The American School
Counselor Association Model for School Counseling Programs
and The Idaho Comprehensive School Counseling Model.
· The Program provides a structure for regular process,
perception and outcome evaluation.
· The Program provides opportunities for continuous refinement
through systematic staff evaluation, staff development and the
promotion of professional ethics. (Students-counseling, 2009)
References:

5. Baker, B.B., & Gerler, E.R., Jr. (2008). School counseling
for the twenty-first century (5th ed.). Upper
Saddle, New Jersey: Merrill Prentice Hall.
http://www1.nsd131.org/mainsite/content/students-counseling-
program.html retrieved on December 2, 2012.
Running head: u03a1 Annotated Bibliography- Class Meeting
Class Meeting/Class Management/Discipline
ED5503 Classroom Management Strategies
Edit Submission: u03a1 Annotated Bibliography (Attempt 1)

6. Eshel, Yohanan, & Kohavi, Revital (2003). Perceived
Classroom Control, Self-Regulated Learning Strategies and
Academic Achievement. Educational Psychology, Volume 23
Issue 3 pg. 249
The authors discuss the relations between perceived classroom
control, self-regulation strategies and academic achievement.
They also discuss the four distinct perceived classroom control
styles, which were based on balance between teacher and
student control over learning. A study was conducted to
determine classroom control styles, academic achievement and
self-regulated learning strategies. The authors also discussed
two dimensional models, Perceptions of teacher and student
control over learning.
Knoff, Howard M., (2012). School Discipline, Classroom
Management, and Student Self-Management. A PBS
Implementation Guide.
The award winning author, discuss the importance of class
room management and student self-management through
classroom meetings. The authors ask, “How do you help
students who act out or shut down, due to academic frustration
or whose social and emotional issues keep them from achieving
in school.” The article also features case studies for effective
learning, classroom behavioral charts and posters. An important

7. feature in this article is how the author provides guidance on
implementation of school wide discipline and safety
precautions, teaching students how to identify and build social
and interpersonal skills, promote evaluations, and encouraging
more family/community involvement. Implementing and
strategizing these implementations would assist on classroom
behaviors.
Payne, Ruby K., Ph.D., (2006). Working with Students
(Discipline Strategies for the Classroom).
The author discusses the Six Basic Components of
Classroom Discipline in this article. The author identifies the
components as (1) Classrooms Are Systems, (2) The Larger
System- Your Campus, (3) Individual Students, (4) Individual
Parents, (5) Teacher’s Approach to Discipline and (6)
Addressing Particular Individual Behaviors. The author puts
emphasis on teachers setting the common ground and informing
students that the classroom is a system. In the system the class
identifies, procedures, rules, motivation, organization, planning,
schedules, participants and those in charge. It’s very important
to have classroom meetings to ensure that these rules are set and
are in place. Having such will set the tone for accountability
and responsibility within the classroom.
Page 2 of 2
The course project contains the following elements:
1. Classroom Management Plan.
2. Annotated Bibliography.
3. Mini-Interventions 1, 2, and 3, including implementation
evaluations.
4. Reflective Journal entries.
For this assignment, submit all four project components as a

8. cohesive whole, with a title page and table of contents. Please
structure and organize your paper with the sections in order, as
presented in the Course Project Guidelines and in the list above.
Also, be sure to provide a heading, introduction, and summary
for each section. Make any revisions you feel necessary based
on your own work, as well as feedback from your instructor and
fellow learners. Review all references to ensure they are
formatted in APA style and include a reference list at the very
end of the document. This should not be a patchwork of
previous assignments, copied and pasted into one paper. There
should be evidence of revision according to feedback, summary
and evaluation of interventions and implementations, and a
thread of logical development throughout the paper.