In this assignment, you will continue to develop the classroom management plan for your future classroom by creating Section 2, “Student Engagement Strategies.”
Crucial elements of classroom management are developing strategies to engage students, promoting individual and group motivation, and encouraging positive behaviors among students. For a future teacher, developing a toolkit of effective engagement and classroom management strategies is important.
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Importance of Engagement
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For this assignment, create a 10-15 slide digital presentation on the importance of engagement strategies related to student motivation. This presentation will be used in a professional development workshop for first-year teachers.
Include the following:
- Explain why engagement strategies are important for fostering self-motivation and positive social interaction among students of diverse backgrounds
- Describe three engagement strategies you can apply in your future classroom that foster active engagement in learning, self-motivation, and positive social interaction.
- Explanation of how engagement strategies and activities can be used to support individual learning needs. Provide two engagement strategies to support English language learners and students with exceptionalities.
- Provide two examples of how instruction could be modified using technological tools to encourage student engagement.
- A title slide, reference slide, and presenter’s notes.
Support your presentation with 2-3 scholarly sources.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Importance of Engagement Strategies
20.0
Explanation of the importance of engagement strategies and how they relate to student motivation is thorough.
Presentation
comprehensively describes how engagement is connected to improving student outcomes.
Description of Engagement Strategies
20.0
Description of engagement strategies demonstrate best practices for the grade level band and creatively foster active engagement in learning, self-motivation, and positive social interactions.
Engagement Strategies to support Individualized Student Needs
1
5.0
Description of engagement strategies is extensive provides compelling evidence of support for individual student needs.
Modifying Instruction using Technology
15.0
Examples of how instruction could be modified using technological tools are extensive and expertly encourage student engagement.
Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style)
5.0
Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error.
Research
5.0
Research strongly supports the information presented. Sources are timely, distinctive and clearly address all of the criteria stated in the assignment.
Aesthetic Quality
5.0
Design is pleasing. Skillful handling of color, text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident.
Presentation
5.0
The work is well presented. The overall appearance is neat and professional. Work would be highly desirable for public dissemination.
Mechanics of Writing (includes spelling, punctuation, grammar, and language use)
10.0
Submission is virtually free of mechanical errors. Word choice reflects well-developed use of practice and content-related language.
Class Profile
Student Name
English Language Learner
Socio-economic
Status
Race/ Ethnicity
Native Language
Gender
IEP/504
Other
Age
Reading
Performance Level
Math Performance
Level
Arturo
Yes
4
Low SES
Mexican
Spanish
Male
No
Glasses
Grade level
One year below grade level – 98
At grade level
151
Bertie
Yes
5
Low SES
Vietnamese
Vietnamese
Female
No
None
Grade level
One year above grade level – 210
At grade level
108
Beryl
No
Mid SES
White
English
Female
No
Grade level
Two years above grade level – 268
At grade level
163
Brandie
Yes
4
Low SES
Liberian
Liberian English
Female
No
None
Grade level
At grade level – 178
One year below grade level
79
Dessie
Yes
4
Mid SES
Russian
Russian
Female
No
None
Grade level
At grade level – 113
One year below grade level
65
Diana
Yes
4
Low SES
Mexican
Spanish
Female
No
None
Grade level
One year below grade level – 79
At grade level
198
Donnie
No
Mid SES
African American
English
Female
Yes
Hearing Aids
Grade level
At grade level – 150
At grade level
124
Eduardo
Yes
5
Low SES
Puerto Riccan
Spanish
Male
No
Glasses
Grade level
One year below grade level – 88
At grade level
101
Emma
No
Mid SES
White
English
Female
No
None
Grade level
At grade level – 124
At grade level
135
Enrique
No
Low SES
Mexican
English
Male
ADHD
None
One year above grade level
One year below grade level – 45
At grade level
163
Fatma
Yes
5
Low SES
Mexican
Spanish
Female
No
Glasses
Grade level
One year below grade level – 21
One year above grade level
289
Frances
No
Mid SES
Mexican
English
Female
No
Diabetic, Glasses
Grade level
At grade level – 116
At grade level
114
Francesca
Yes
5
Low SES
Mexican
Spanish
Female
No
None
Grade level
At grade level – 162
At grade level
178
Fredrick
No
Low SES
White
English
Male
Learning Disabled
None
One year above grade level
Two years below grade level – 285
Two years below grade level
15
Ines
Yes
4
Low SES
Mexican
Spanish
Female
Learning Disabled
Glasses
Grade level
One year below grade level – 50
One year below grade level
55
Jade
No
Mid SES
African American
English
Female
No
None
Grade level
At grade level – 183
One year above grade level
224
Kent
No
High SES
White
English
Male
ADHD
Glasses
Grade level
At grade level – 178
One year above grade level
208
Lolita
Yes
5
Low SES
Navajo
Navajo
Female
No
None
Grade level
At grade level – 110
At grade level
141
Maria
No
Mid SES
Mexican
Spanish
Female
No
NOTE: School does not have gifted program
Grade level
At grade level – 139
Two years above grade level
296
Mason
Yes
4
Low SES
Vietnamese
Vietnamese
Male
Yes
High Functioning Autism
Grade level
At grade level – 154
At grade level
138
Nick
No
Low SES
White
English
Male
No
None
Grade level
One year above grade level – 205
At grade level
180
Noah
No
Low SES
African American
English
Male
No
Glasses
Grade level
At grade level – 193
At grade level
177
Sharlene
No
Mid SES
White
English
Female
No
None
Grade level
One year above grade level – 110
At grade level
125
Sophia
Yes
5
Mid SES
Guatamalen
Spanish
Female
No
None
Grade level
At grade level – 129
At grade level
152
Stuart
No
Mid SES
White
English
Male
No
Allergic to peanuts
Grade level
One year above grade level – 231
At grade level
116
Terrence
No
Mid SES
African American
English
Male
No
None
Grade level
At grade level – 189
At grade level
192
Wade
No
Mid SES
White
English
Male
No
Glasses
Grade level
At grade level – 179
One year above grade level
223
Welington
Yes
3
Low SES
Cuban
Spanish
Male
Learning Disabled
Glasses
Grade level
One year below grade level – 82
Two years below grade level
24
Wendell
Yes
2
Low SES
Somalian Refugee
Somali
Male
No
None
Grade level
One year below grade level – 51
Two years below grade level
45
Yung
Yes
4
Low SES
Burmese
Burmese
Male
No
None
One year below grade level
One year below grade level – 98
Two years below grade level
65
Scaled Scores Key: Above Grade Level = 200 +, At Grade Level = 100-199, Below Grade Level = 0-99
