I need help with revising a previously submitted assignment. The directions are below. Attached is my previous response as well as a copy of evaluator’s notes with needed revisions

Introduction:

For this task, choose from the following two scenarios based on the grade level you desire to teach. You will demonstrate your knowledge of how to create an emotionally safe environment with classroom management and how to intervene using instruction and technology. Apply this knowledge to the grade level you desire to teach and adapt or highlight aspects of the scenario to relate it more to your grade level. (9th grade)

Elementary School:
You are a teacher in a classroom of 20 students who vary greatly in academic and social skill levels. Some of them are very good in all subjects, some are good in mathematics but do not read well, others are good readers but not very proficient in mathematics, and a few are struggling with every subject. Joey continually talks out of turn, loudly, and off topic. Sarah cannot seem to sit in her seat and wanders around the room, distracting other students. Often when Sarah starts wandering, you notice several other students do the same thing. George can get out of control (although not frequently), striking out at other students or you and throwing his books and papers on the floor. Because Bridgett needs continual confirmation that she is doing her work correctly, she demands your constant attention. Usually, Walden barely talks in class, but when you discussed the solar system, he became enthusiastic and more talkative. When Nancy is interested in the topic, she can concentrate much better than when she thinks the lesson is boring and useless. Nancy, George, Sarah, and several other classmates are members of an extracurricular photography and movie-making club while Walden, Joey, Bridgett, and several other classmates attend a NASA-supported science camp.

Secondary School:
You are a teacher with six sections of approximately 20 students each. In all of these sections, the students differ greatly in their academic and social skill levels. Some of the students seem to immediately grasp the subject matter, others seem to understand the material part of the time, and others never seem to understand the material. Alex continually talks loudly out of turn and off topic, and spends class time flirting with girls. Liz does not stay in her seat and wanders around the room distracting other students. Often when Liz starts wandering, you notice several other students will do the same. James can get out of control (although not frequently), shouting profanities at other students or you and refusing to participate in class. Tasha constantly demands your attention to confirm that she is doing her work correctly. Usually, Wilson barely talks in class, but when you discussed yesterday?s topic he became enthusiastic and more engaged.

Requirements:

A.? Analyze?one?student, for your chosen grade level, from the chosen scenario above by doing the following:
?

Note: While the scenario only broadly outlines grade levels (i.e., elementary and secondary), your responses should be written with respect to the specific grade level you intend to teach (e.g., first grade, fifth grade, tenth grade).
?

1.? Explain how the student?s behavior is disruptive to the classroom environment.

2.? Discuss a possible antecedent of the student?s behavior.

3.? Discuss a possible consequence of the student?s behavior.

4.? Discuss an instructional intervention that could mitigate the student?s behavior.

5.? Explain how the outcome could change if the teacher in the scenario applied the instructional intervention from part A4.

a.? Include?two?sources to support your explanation in part A5.

?

B.? Explain your personal philosophy of classroom management (suggested length of 1?2 pages) as it relates to the following points:

?? self-management

?? self-efficacy

?? student engagement and motivation

1.? Include?two?sources to support your explanation in part B.

?

C.? Discuss?two?techniques the teacher could use to create an emotionally safe classroom for the student you chose in part A.

1.? Include?two?sources,?one?to support?each?technique in part C.

?

D.? Discuss how to incorporate various types of technology to enhance the following topics, using?one?student from your chosen grade level and scenario as an example for?each?topic:

1.? teaching

2.? learning

3.? engagement

4.? motivation

?

E.??When you use sources, include all in-text citations and references in APA format.

CLASSROOM MANAGEMENT
In a classroom set up, there are different types of students who have differing
personalities and abilities. However, it is important for the teacher to understand each of the
students and help them in achieving the overall goal of education. Therefore, as a teacher, an
individual should be accommodative of the various characters of the students and also ensure
that they tend to the particular requirements of each student.
Alex is a student who continually talks in class. Alex talks about irrelevant issues, and
none of them are related to the topics that the teacher addresses. Moreover, he spends time
flirting with ladies in the classroom. Alex?s behavior is totally unacceptable and is likely to be
caused by a poor span of concentration. The student does not settle on an item and gets bored
quickly, therefore, to justify the boredom, Alex speaks in class frequently and interacts with the
ladies. The behavior which is exhibited by Alex is detrimental to the learning environment. Due
to his nature of staying out of context and constantly flirting with the ladies, he causes a great
distraction in the classroom. The other students will not be concentrating on the teacher but
rather on what Alex would say or do next (Swanson et al. 2012).
For the teacher to combat Alex?s distractive classroom behavior, an intervention is
required to curb the behavior. The interventions which the teacher should use are expected to be
student friendly and efficacious. The teacher should ensure that the lesson has breaks in between
which can prevent student boredom (Swanson et al. 2012). Through this intervention, Alex will
would stay on task better and not distract the entire classroom. Moreover, he will be pleased to

have a break from the treadmill session. The teacher is therefore expected to ensure that the
students are in a comfortable learning environment (August et al. 2009).
Classroom management is carried out in various ways. Predominantly the task lies with
the teacher. Classroom management is, therefore, a task that the teacher should ensure
implemented by the most efficient means. First and foremost, the teacher should ensure selfmanagement. Through self-management, the teacher can guarantee peace and stability in the
classroom environment. To ensure self-management, a teacher should consider their selfconfidence in the classroom and be mindful of their attitude intonation, enthusiasm, and
manners. In the classroom, a teacher should ensure that his or her voice is not raised at the
students even in the most difficult situations (Manning & Bucher, 2012). Moreover, the teacher
should exhibit excellent composure and self-controlling handling the students. Through this
intervention, the students will respect the teacher and pay heed to his instructions. On the other
hand, personal appearance is a major factor to consider for the teachers. An appealing appearance
will attract the students to whatever the teacher is saying. Therefore, self-management is efficient
in managing a classroom.
Self-efficacy, on the other hand, ensures that a particular tone and mood is set for the
classroom environment. The teacher should ensure that when beginning the session with the
students, rules and regulations should be set. This will constantly make the students aware of
their position and expectations from the teacher. Moreover, the teacher should explain to the
students the various topics of the next lessons and also control the manner in which students sit
and answer to questions in the classroom. Therefore, the students will not shout answers but
instead, raise their hands to answer the questions (Hardin, 2011).

Through student engagement and motivation, the classroom environment will be effective
for learning. The teacher should ensure that the students are well engaged. This includes the
asking questions and various views from the students for different topics. If a student gets a right
answer for a question, they should be rewarded. This motivates the students to work hard.
Trough this, the teacher achieves the ultimate educational goals.
Alex is a student who requires special intervention to cope up with the rest of the pupils.
To create a conducive environment for Alex to learn, the teacher should ensure that they do not
raise their tones on the student in a confrontational manner. This will help the student to ensure
that they recognize their mistakes and correct them. On the other hand, the student should not be
left alone; instead, the teacher should show high expectations for the student and show them that
they can make it (Wolfgang, 2008). Through this, the student will seek to impress the teacher
and, in turn, tune to the requirements of the teacher.
Including technology in the classroom helps to achieve the goals of education. Through
the inclusion of technology, the classroom also helps achieve a high student concentration rate.
This ensures that the objectives of the lesson are well met. In the teaching process, the teacher
can ensure that they use projectors to show the students specific topics and also include the use
of electronic media in the learning of the pupils. Through the use of emails to send assignments,
students will not feel monotonous on the various functions of the classroom. On the other hand,
the teacher can use social media groups to engage the students and update them on various
matters that are to be learned in the next lessons (Mamgren et al. 2005). Through this, the
participation of the students is guaranteed. For motivation, the students can be referred to online
platforms where intellects in the area of their interest exist. Through the incorporation of
technology, the students are assured of a high level of concentration.

In conclusion, classroom management requires great effort from the teacher. Classroom
management ensures that the teacher is accepted in the classroom, and the students are
effectively taught. Therefore, the various avenues of classroom management should be exercised.

REFERENCES
August, D., Branum-Martin, L., Cardenas-Hagan, E., & Francis, D. J. (2009). The impact of an
instructional intervention on the science and language learning of middle grade English
language learners. Journal of Research on Educational Effectiveness, 2(4), 345-376.
Hardin, C. J. (2011). Effective Classroom Management: Models & Strategies for Today's
Classrooms. Pearson Higher Ed.
Malmgren, K. W., Trezek, B. J., & Paul, P. V. (2005). Models of classroom management as
applied to the secondary classroom. The clearing house: A journal of educational
strategies, issues and ideas, 79(1), 36-39. 9
Manning, M. L., & Bucher, K. T. (2012). Classroom management: Models, applications and
cases. Pearson Higher Ed.
Swanson, E., Solis, M., Ciullo, S., & McKenna, J. W. (2012). Special education teachers?
perceptions and instructional practices in response to intervention implementation.
Learning Disability Quarterly, 35(2), 115-126.
Wolfgang, C. H. (2008). Solving discipline and classroom management problems. Wiley Global
Education.