Syllabus

It is important for teachers to understand how classroom management is an integral component of every learning environment. By making appropriate instructional and educational decisions, teachers promote student learning and students acquire content as well as procedures and models of behavior, in a safe learning environment. This course is designed to provide teachers with the understanding, skills and dispositions for successful classroom management.

The Florida Department of Education requires that Classroom Management be part of each undergraduate student’s education. This course is designed to fulfill that requirement. The specific Florida Educator Accomplished Practices (FEAP) assessed in this course are:

• Standard 1.a.2 – The Learning Environment: To maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive and collaborative. The effective educator consistently:
  • Indicator 1.a.2.a: Organizes, allocates and manages the resources of time, space and attention
  • Indicator 1.a.2.b: Manages individual and class behaviors through a well-planned management system
  • Indicator 1.a.2.d: Respects students’ cultural, linguistic and family background
  • Indicator 1.a.2.f: Maintains a climate of openness, inquiry, fairness and support
• Scoring Rubric
• TESOL Standards Addressed
  • Domain 1: Culture (Cross-Cultural Communications)
    • Standard 1: Culture as a Factor in ELLs’ Learning: Teachers will know and apply understanding of theories related to the effect of culture in language learning and school achievement for ELLs from diverse backgrounds. Teachers will identify and understand the nature and role of culture, cultural groups, and individual cultural identities.
      • Indicator 1.1.e: Understand and apply knowledge about home/school connections to build partnerships with ELLs’ families
  • Domain 4: Curriculum and Materials Development
    • Standard 1: Planning for Standards-Based Instruction of ELL’s: Teacher will know, understand an apply concepts, research, best practices, and evidenced-based strategies to plan classroom instruction in a supportive learning environment for ELLs. The teacher will plan for multilevel classrooms with learners from diverse backgrounds using a standards-based ESOL curriculum.
      • Indicator 4.1.b: Create supportive, accepting, student-centered classroom environments

1. Global Awareness Student Learning Outcome Addressed:

• Students will be able to demonstrate an understanding of the complex ways that world events and cultural bias mutually influence classroom environment, classroom management, and student-teacher-parent communication. 
  • Activities: Students will participate in activities, e.g. self-assessment, readings, and Cultural Perceptions activity that assist per-service teachers in becoming more aware of their own ethno-centrism. Students will then examine the ways that culture, home, school, local, national, international, and global events are interrelated and influence the daily interactions that occur across all classrooms between students, parents, and teachers. (See Cultural Bias Assignment description, which starts on page 14.)
  • It is very import for people to know and understand the events that are happening locally, nationally and globally and how these events may affect your students and classroom environment. You will be required to complete a current event assignment. This assignment consists of reading an article pertaining to education in a newspaper, magazine, or listening to a television news broadcast and to analyze the article. The purposes of this assignment is to (1) increase your ability to research current events in education, diversity, and classroom management, (2) to increase your understanding of a particular area of education; and (3) to be able to critically evaluate news articles regarding education and how they may affect your students, parents, and your classroom environment. (See Current Event Assignment)

2. Global Perspective Student Learning Outcome Addressed:

• Students will be able to analyze diverse cultural elements in the home, school, local and international arena may affect the classroom environment, classroom management, and student-teacher-parent communication.
  • Activity: Students will participate in activities, e.g. interview, readings, and case study that assist the student in becoming more aware of the multi-perspective influences in the classroom and in the community where they live and their families originate. Students will then examine the ways that culture, home, school, local, national, international, and global events are interrelated and influence the daily interactions that occur across all classrooms between students, parents, and teachers. (See Interview Assignment description)

3. Global Engagement Student Learning Outcome Addressed:

• Students will be able to utilize culturally responsive practices required for classroom management.
  • Activity: Students will apply their knowledge of cultural diversity by developing a comprehensive Learning Environment Plan. To succeed in increasingly diverse classrooms, tomorrow’s special educators need explicit training and practice in working effectively with all families. This assignment will require the students with a practical framework for cultural reciprocity so that parents and teachers can respect each other’s differences and collaborate skillfully to benefit children and the classroom community. This plan requires the student to identify cultural and linguistic differences in the classroom, as well as the role of parent in in the classroom. Students must identify and apply appropriate instructional strategies and communication styles to communicate with student and parents. This plan must reflect the culture, home, school, local, national, international, and global events influence the daily interactions that occur across all classrooms between students, parents, and teachers. (See Learning Environment Plan description)

This is a fully online course in which all of the instructional materials and activities are delivered through Blackboard, and/or other internet-based media. Should you have any questions, please contact the professor.

The College of Business cares about the quality of your education. For more information please visit the Assurance of Learning website to learn more on the College’s commitment to this initiative.

Please review the FIU's Policies webpage. The policies webpage contains essential information regarding guidelines relevant to all courses at FIU, as well as additional information about acceptable netiquette for online courses.

One of the greatest barriers to taking an online course is a lack of basic computer literacy. By computer literacy we mean being able to manage and organize computer files efficiently, and learning to use your computer's operating system and software quickly and easily. Keep in mind that this is not a computer literacy course; but students enrolled in online courses are expected to have moderate proficiency using a computer. Please go to the "What's Required" webpage to find out more information on this subject.

This course utilizes the following tools:

1. Videos
2. Blogs
3. Discussion Boards
4. Wikis
5. Journals

Please visit our Technical Requirements webpage for additional information.

Please visit our ADA Compliance webpage for information about accessibility involving the tools used in this course.

Please visit Blackboard's Commitment Accessibility webpage for more information. 

For additional assistance please contact FIU's Disability Resource Center.

This course has a prerequisite(s). For more information about prerequisites, click here.

Pre-requisite: EDP3004, Co-Requisite: EDG3321

Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of the University. All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook.

Academic Misconduct includes: Cheating – The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of examination papers or course materials, whether originally authorized or not. Plagiarism – The use and appropriation of another’s work without any indication of the source and the representation of such work as the student’s own. Any student who fails to give credit for ideas, expressions or materials taken from another source, including internet sources, is responsible for plagiarism.

Learn more about the academic integrity policies and procedures as well as student resources that can help you prepare for a successful semester.

This is an online course, which means most (if not all) of the course work will be conducted online. Expectations for performance in an online course are the same for a traditional course. In fact, online courses require a degree of self-motivation, self-discipline, and technology skills which can make these courses more demanding for some students.

You are responsible for making sure that your hardware/server is compatible with BlackBoard 9. Please review the following links to ensure that your technology meets the requirements of the course:

http://online.fiu.edu/futurestudents/whatsrequired

http://server.iad.liveperson.net/hc/s-63516465/cmd/kbresource/kb-8546798894722903779/view_question!PAGETYPE?sc=5&sf=101133&documentid=340770&action=view

In the event that you experience technical problems that are out of your control, then you MUST contact FIU Online Support for assistance. Failure to complete or submit any assignment, posting, journal, etc. due to technological problems and is considered the result of your failure to review the above policies and use appropriate hardware, software, etc. will not be accepted, re-opened, or graded.

ALL technical issues are to be referred to the online help desk; not your professor. Link provided:(http://online.fiu.edu/supportservices) DO NOT wait until last minute to complete assignments, quizzes, or exams. Online support may not be available and simply sending an email to the instructor at that time will not rectify the grade you will receive if your assignments are not submitted on time and in the proper location.

Students are expected to:

• Review the how to get started information located in the course content.
• Introduce yourself to the class during the first week by posting a self-introduction in the appropriate discussion forum.
• Take the practice quiz to ensure that your computer is compatible with Blackboard.
• Interact online with instructor/s and peers.
• Review and follow the course calendar.
• Log in to the course a minimum of three days per week; at least one log in should be at the beginning of the week so that assignments can be reviewed and communication with the professor can be done well before the due date.
• Respond to discussion boards, blogs, and journal postings with by due date.
• Respond to messages in BlackBoard 9 messaging system within two days.
• Submit assignments by the corresponding deadline.

The instructor will:

• Log in to the course once daily Monday through Friday. Messages will not be responded to on the weekends.
• Respond to discussion boards, blogs, and journal postings as needed and after due date.
• Respond to BlackBoard 9 messaging system within three days.
• Grade assignments within within one week of the assignment deadline.

Florida International University is a community dedicated to generating and imparting knowledge through excellent teaching and research, the rigorous and respectful exchange of ideas and community service. All students should respect the right of others to have an equitable opportunity to learn and honestly to demonstrate the quality of their learning. Therefore, all students are expected to adhere to a standard of academic conduct, which demonstrates respect for themselves, their fellow students, and the educational mission of the University. All students are deemed by the University to understand that if they are found responsible for academic misconduct, they will be subject to the Academic Misconduct procedures and sanctions, as outlined in the Student Handbook. Students who plagiarize or cheat can be charged with academic misconduct. Penalties for academic misconduct can be as severe as dismissal from the University.

Be assured and forewarned that cheating will not be tolerated in this course. All cases of suspected cheating or plagiarism will be referred to the University’s Committee on Academic Misconduct. This action is required by all instructors. Regarding the consequences of being found guilty of dishonest academic practice, the instructor shall make an academic judgment about the student’s grade on that work and in that course and shall report incidents to the Primary Administrative Officer.

http://www2.fiu.edu/~jms/standards_of_conduct.htm

Misconduct includes:

Cheating – The unauthorized use of books, notes, aids, electronic sources; or assistance from another person with respect to examinations, course assignments, field service reports, class recitations; or the unauthorized possession of examination papers or course materials, whether originally authorized or not.

Plagiarism – The use and appropriation of another’s work without any indication of the source and the representation of such work as the student’s own. Any student who fails to give credit for ideas, expressions or materials taken from another source, including internet sources, is responsible for plagiarism.

All submitted assignments will automatically be reviewed by Turnitin, a plagiarism detection service. An originality report will be automatically generated for your instructor’s review. Additional information about plagiarism and Turnitin, can be found at this site: http://online.fiu.edu/faculty/resources/plagiarism

All of the following are considered plagiarism:

• Turning in someone else's work as your own.
• Copying words or ideas from someone else without giving credit.
• Failing to put a quotation in quotation marks.
• Giving incorrect information about the source of a quotation.
• Changing words, but copying the sentence structure of a source without giving credit.
• Copying so many words or ideas from a source that it makes up the majority of your work, whether you give credit or not.

(http://drc.fiu.edu/)

The Disability Resource Center’s mission is to provide FIU students with disabilities the necessary supports to successfully complete their education and participate in activities available to all students. If you have a diagnosed disability and need assistance or instructional accommodations, please contact the Center at 305-348-3532 or visit them at the Graham Center (GC) 190.

An incomplete grade is a temporary symbol given at the discretion of the instructor for work not completed because of serious and documented interruption not caused by the student’s own negligence. An incomplete must be made up as quickly as possible, but no later than two (2) consecutive semesters after the initial taking of the course or it will automatically default to an “F” or the grade that the student earned in the course. There is no extension of the two (2) semester deadline. The student must not register again for the course to make up the incomplete. Students who have incomplete grades on their records must remove the incomplete by the end of the fourth week of the term in which they plan to graduate. Failure to do so will result in a cancellation of graduation.

In such cases where the course instructor determines that it is appropriate to award a student a grade of “I” (incomplete) the following steps must be followed. Using an Official University Form, the course instructor will report the following:

1. The grade earned by the student to date.
2. The missing work and the percentage of the final grade it represents (this requires the details of the specific missing assignment).
3. The date the instructor expects the missing work to be submitted or in the case of an examination made up.
4. The justification for awarding the grade of “I”.
5. Have the student sign the form.
6. Submit the form to the Department Chair and Dean, and maintain a copy for instructor records and provide a copy for the student.
7. Upon satisfying the requirements for a grade, the instructor will sign off on the form and attach it to the change of grade form she or he will submit.

No field hours are required for this course.

Please view the following website for important term deadlines:

http://calendar.fiu.edu/events/index/calendar:academic/

Communication in this course will take place via Messages.

Messages is a private and secure text-based communication system which occurs within a course among its Course members. Users must log on to Blackboard to send, receive, or read messages. The Messages tool is located on the Course Menu, on the left side of the course webpage. It is recommended that students check their messages routinely to ensure up-to-date communication.

The Email feature is an external communication tool that allows users to send emails to users enrolled within the course. Emails are sent to the students’ FIU email on record. The Email tool is located on the Course Menu, on the left side of the course webpage.

Visit our Writing Resources webpage for more information on professional writing and technical communication skills.

Keep in mind that your discussion forum postings will likely be seen by other members of the course. Care should be taken when determining what to post.

Please note that your initial discussion responses should be brief (150-300 words), it should also be written with accepted conventions of standard American English. In other words, capitalize, punctuate and check spelling! Your follow-up discussion, or responses to your peers, may take on a more relaxed and conversational tone, but the initial response should reflect appropriate scholarship. View the Discussion Board Grading Rubric for more details.

You must post an initial response to the posted question and respond to a minimum of two peer responses.

Discussion posts are due on their designated week on Sunday at 11:59 pm. LATE POSTS WILL NOT BE GRADED. The system literally disables grading for late posting.

In order to mitigate any issues with your computer and online assessments, it is very important that you take the "Practice Quiz" from each computer you will be using to take your graded quizzes and exams. It is your responsibility to make sure your computer meets the minimum hardware requirements.

Assessments in this course are not compatible with mobile devices and should not be taken through a mobile phone or a tablet. If you need further assistance please contact FIU Online Support Services.

Throughout the semester, three schedule online quizzes will be given. You will have 30 minutes to complete 20 multiple choice and/or True and False questions that are based on the textbook and video information. You are only allowed one attempt at each quiz so do not enter the quizzes until you are ready to take them. You will see your grade after the due date and time which always falls on Sundays at 11:59 pm.

Important information regarding quizzes in Blackboard:

• Quizzes open on Fridays of the assigned week and are available through Sunday at 11:30 PM of the assigned week. You will not be able to access the quiz prior to the Friday of the assigned week; an error message will appear should you attempt to complete it beforehand.
• Quizzes have time limits; all questions must be answered and submitted before the time expires. When the time has run out, the quiz is submitted automatically with whatever answers have been filled in so far and will automatically receive a grade of zero.
• Be aware of the availability window on quizzes/exams.
  • For example: If your quiz closes at 11:59 pm, YOU MUST START THE QUIZ BY 11:29 pm and you have 30 minutes to complete the quiz; you would need to start your quiz at 11:25 pm in order for you to have the 30 minutes. If you start at 11:40 pm, then you will only have 15 minutes to complete your quiz.

Three online exams (50 points each) will be given. You will have 100 minutes to complete 50 multiple choice and/or True and False questions pertaining to the textbook and video information. You are only allowed one attempt at each exam so do not enter the exams until you are ready to take them. Exams will close 100 MINUTES (10:20 PM) PRIOR TO THE 11:59 PM DUE DATE. Exam grades can be viewed after Sundays at 11:59 pm.

Important information regarding exams:

• Exams are open the entire week when they are assigned and can be completed anytime during this period.
• Exams have time limits; all questions must be answered and submitted before the time expires. When the time has run out, the exam is submitted automatically with whatever answers have been filled in so far and will automatically receive a grade of zero
• Be aware of the availability window on exams

For example: if your exam is available from 7am - 7pm and you have 1 hour to complete the exam, you would need to start your quiz/exam at 6pm in order for you to have the full hour. If you start at 6:20 then you will only have 40 minutes to complete the exam

Journals are private, and are only visible to the instructor. All journal entries are required and must be submitted on their designated week on Sunday at 11:59 pm. LATE JOURNALS WILL NOT BE GRADED. The system literally disables grading for late posting. Please respond to the journal directly through BlackBoard. Do not attach a document for grading. View the Journal Grading Rubric for more details.

Please note that your journal responses should be written with accepted conventions of standard American English. In other words, capitalize, punctuate and check spelling! Reflections should answer the posed question in depth, providing details and various examples from course content and other resources when applicable.

WORK SUBMISSION POLICY:

• All weekly assignments are due Sundays no later than 11:59 pm.
• No make-ups will be permitted except in extenuating circumstances, with proper documentation.
• ASSIGNMENTS: (e.g., current event article, interview, etc) are due on the date specified in the syllabus. EACH calendar day it is late, there will be 5 points deducted, including the day it was due. 
  • For example, if you do not turn in your interview on time (by Sunday evening of Module 10 at 11:59 pm), you lose 5 points. If you turn it on Wednesday, after it was due, that is FOUR days late. Five points for each day late means the assignment will be worth zero points. 
• PARTICIPATION ASSIGNMENTS: LATE journals, discussions, blogs, and wikis will not be graded and a point value of zero will be posted to the grade center. 
• Assignments e-mailed or messaged through BlackBoard directly to your professor will NOT BE GRADED. All assignments, journals, discussions, blogs, and wikis must be submitted in the designated area within BlackBoard (i.e.: dropbox or module)
• If you do not complete exams and/or quizzes in the allotted timeframe, there will be no make up opportunities. 
  • Exceptions to this policy will only be granted with VALID WRITTEN DOCUMENTATION (e.g. doctor, police report, etc.).
  • Documentation must be provided within two weeks of the emergency. You will have two weeks to complete the assignments missed during your approved emergency.

All papers must be typed, double-spaced with 1-inch margins (top, bottom, left, right). Each paper must have the course number, and your first and last name on the top left hand corner of each page as a header. 5 points will be automatically deducted from papers that do not follow this format.

In the event that you experience technical problems that are out of your control, then you MUST contact FIU Online Support for assistance. Failure to complete or submit any assignment, posting, journal, etc. due to technological problems and is considered the result of your failure to review the above policies and use appropriate hardware, software, etc. will not be accepted, re-opened, or graded.

ALL technical issues are to be referred to the online help desk; not your professor. Link provided:(http://online.fiu.edu/supportservices) DO NOT wait until last minute to complete assignments, quizzes, or exams. Online support may not be available and simply sending an email to the instructor at that time will not rectify the grade you will receive if your assignments are not submitted on time and in the proper location.

Hours of Operation - http://online.fiu.edu/supportservices
Support Services hours of operation are:

E-mail & Live Chat Support
7 days a week 8am - midnight

Phone Support
7 days a week 8am - midnight 
Telephone: 305-348-3630
Toll-Free: 1-877-3-ELEARN

Office Support (On Campus)
Monday - Friday from 8am - 10pm 
Modesto A. Maidique Campus
Ryder Business Building, Room 358

SYLLABUS CONTENT QUIZLET: Students must complete the syllabus quiz. You will earn 5 points for the syllabus quiz, which is based on the specifics of the syllabus.

• Follow the directions
• Complete the quiz
• Score at least 80%
• Print a copy of test results (score report)
• Write your name, Panther ID, and date on the score report
• Scan the printed report with information above as a PDF file, OR
• Do a screen print of your score
• Upload the scanned PDF or JPEG image file via BlackBoard in Module 1 Dropbox

IRIS MODULES:

1. Go to the following website:
   1. http://iris.peabody.vanderbilt.edu/index.html
2. Click on the toolbar button titled Resources
3. In the drop down menu, go to IRIS Resource Locator
4. This will take you to a screen based on topic.
5. You will complete THREE different modules during the semester.
   1. Under the topic: Behavior and Classroom Management, you will be completing the following three modules titled:
      1. Addressing Disruptive and Non Compliant Behaviors Part I
      2. Addressing Disruptive and Non Compliant Behaviors Part II
      3. Classroom Management (Part 1): Who’s in Charge?

For each of the modules, you will complete the following activities:

6. Click on the icon, Perspectives and Resources. 
7. Read all content, view all media content, and take notes as you navigate through the module. When you have finished the entire Thoughts and Perspectives section of the modules, respond to all questions in the Assignment Dropbox in Blackboard section, using the guidelines presented in your syllabus. All answers must be in complete sentences. 
8. You will upload the Word document into the Assignment Dropbox for the assigned IRIS Module.

Your responses must be in complete sentence and answer all questions thoroughly, using proper grammar and sentence structure. Cut and paste answers will not be accepted. 

VIDEOS (Posted and assigned in modules)

Videos are required as part of weekly assignments and can be accessed online under the corresponding week. Information presented in assigned videos directly relates to the current topic/chapter and are meant to supplement textual content. Furthermore, video information may be considered during quiz and exam creation.

LEARNING ENVIRONMENT PLAN *Taskstream Assignment (Global SLO #3): The state of Florida requires that you receive a score of 2 or better in Taskstream on this assignment to pass the class.

Learning Environment Plan: To better assist you, this assignment will be completed in portions prior to the due date for the entire plan. For instance, phase I will be submitted as part of an assignment earlier in the semester and phase II will be submitted a few weeks later as part of another assignment. Students will receive feedback for each submission. Students are expected to utilize such feedback to modify the assignment as needed and create a final draft for submission on the due date. Please note that initial submissions will receive a score out of 10 total points for each phase submitted. Once the completed and updated final assignment is submitted, a grade for the Learning Environment Plan assignment will be provided (50 possible points).

You will submit this assignment in two locations: online via the Blackboard dropbox AND directly to taskstream.com.

• After reviewing and revising your journal assignments for Phase I and II, you should then create one file, which includes Phase I, II, and the classroom map.
• The protocol for naming your document should be LEP_YOURLAST NAME.docx (for example, LEP_Morales.docx)
• You MUST submit this entire document(s) to TWO LOCATIONS:
  • Assignment Dropbox for the Learning Environment Plan - This is where your grade will be recorded for the course. If you do not submit IN THE DROPBOX ON BLACKBOARD by the due date, then you WILL NOT RECEIVE A PASSING GRADE IN THE CLASS. Maximum points earned here is 50 points. 
• AND, Directly uploaded to www.taskstream.com
  • The self enrollment code for this course can be found at https://www.taskstream.com/ts/chang28/COE_WEBSITE.
• If you do not submit DIRECTLY TO TASKSTREAM by the due date, then you WILL NOT RECEIVE A PASSING GRADE IN THE CLASS. You also must receive a score of 2 or better to successfully meet the requirements of this class.
• If a section of your assignment earns a score of 1, then It may be necessary for you to re-do a section of your LEP in order to score a 2 or better. You will only have one opportunity. Your grade in BlackBoard, however, will not change.
• All taskstream assignments will automatically be reviewed by Turnitin, a plagiarism detection service. All submitted work will have an originality report automatically generated for your instructor’s review. Additional information about plagiarism and Turnitin, can be found at this site: http://online.fiu.edu/faculty/resources/plagiarism

For More Help with TaskStream:

1-800-311-5656
help@taskstream.com
COE Taskstream Office, ZEB 211, 305-348-3655/6143, tstream@fiu.edu
IT Department, ZEB 269, 305-348-6305, coesupport@fiu.edu
COE Computer Lab Assistance, ZEB 165, 305-348-6134

Learning Environment Plan - TaskStream Artifact: For this assignment, you are expected to design an effective learning environment plan. The plan must be typed (12 point-Times font) double-spaced. Clearly identify each section/subsection of the plan. The Plan must:

Follow the format:

• Include the phase headings (Phase I: Learning Environment and Phase II: Communicating Expectations)
• Include an introductory and conclusion paragraph
• Please make sure your assignment is grammatically correct and professional in narrative. Always, always, always proofread your work prior to submitting!

Phase I- Learning Environment (FEAP 1.a.2.a; 1.a.2.f) (ESOL 4.1.b)

• Physical Layout: A computer generated diagram with the physical layout of your classroom with a minimum of 20 students including:

• 3 students with limited English proficiency:

• 1 student with limited English proficiency is of Cuban origin, Spanish being their primary language.
• 1 student with limited English proficiency is of Haitian origin, Creole and French being their primary languages.
• 1 student with limited English proficiency is of Brazilian origin, Portuguese being their primary language.

• 5 students who have been identified as part of the Exceptional Student

Education (ESE) program:

• 1 student has been identified as dyslexic. This student confuses letter names and sounds, demonstrates difficulty with blending sounds into words and exhibits a slow rate of reading while also struggling to remember what was read. 
• 1 student has been identified as having a visual processing disorder, struggling to interpret visual information.
• 1 student has been identified as having Attention-Deficit/Hyperactivity Disorder (AD/HD), demonstrating issues with concentration and focus. This student is easily distracted, impulsive, can’t sit still, loses interest easily and tends to daydream.
• 2 students have been identified as gifted, depicting high achievement capabilities and exceptional ability to reason and learn. These students tend to produce above average (above grade-level) work.

• 3 students with more than typical behavior problems

• 9 general education students

The computer generated diagram must graphically display the below noted items and must be individually labeled; do not use symbols or abbreviations as they relate to each physical structure:

A. Seating arrangements that promote a cooperative learning environment (please include an arrow to display the direction of seats)

B. Labels for desks of each of the students described above. Please include a legend if you choose to use acronyms as labels. This is the only location where acronyms will be accepted if a legend accompanies the layout.

C. The teacher’s desk: Keep in mind that teacher’s should spend minimal time at the teacher’s desk, using proximity to evaluate behavior and understanding-even when students are testing. Teachers should only be at the teacher’s desk when students are out of the classroom or when conferencing with a student.

D. Small group teaching station: Small group instruction is most readily associated with reading instruction. This is a teacher-directed area where 5-6 students are homogeneously grouped based on academic performance. Here, the teacher is able to meet individual student needs while differentiating instruction. While the teacher works with a small group, the remaining groups (homogeneous in nature as well) should be rotating centers where academic concepts are reinforced. All groups should have an opportunity to experience each center by the end of the week.

E. A minimum of three center areas (such as library center, math center, ect.) in addition to the small group teaching station and the computer station.

F. Computer station

G. Classroom door(s)

H. Board(s) and storage area(s)

**Please note that while classroom door(s), board(s) and storage area(s) are predetermined in most cases, student should specify their location as an indication that such predetermined structures affect classroom arrangement and must be considered.

• Narrative Explaining the Learning Environment: Along with the diagram, write a narrative description of how you will set up the learning environment to maximize learning time in the classroom. In the narrative provide:
  • An introductory paragraph describing the importance of effective classroom setup
  • At least one reason why you are making each environmental arrangement listed above (arrangements A-H). Each of the noted items (A-H) must be justified in paragraph form.
    • Please make sure to include the justification of seating arrangements for each group of students as described above.
      • One paragraph must justify the seating arrangement for students with limited English proficiency, speaking specifically to individual needs
      • One paragraph must justify the seating arrangement for students identified as part of the ESE program, speaking directly to individual needs
      • One paragraph must justify the seating arrangement for students with more than typical behavior problems.
      • One paragraph must justify the seating arrangement for general education students
    • Justifications should be solid and based on course text, video content and additional research
  • A concluding paragraph

Phase II-Communicating Expectations (FEAP 1.a.2.b; 1.a.2.d; 1.a.2.f)

• Developing Rules and Procedures: Write a detailed plan for developing and using effective classroom rules and procedures. 

The plan must include a detailed description of:

1. An introductory paragraph
2. Procedures for developing classroom rules:
   • Include specific recommendations for how to include students in the decision making process:
     • This refers to the teacher guided process where students participate in creating rules themselves. Please avoid imposing predetermined rules on students. Instead, explain what your class would “look” and “sound” like when allowing students the opportunity to create classroom rules.
   • Clearly detail how the rule-creation process will address possible linguistic and/or cultural differences among students. More specifically, how will the teacher allow culturally/linguistically diverse students to participate in this process while ensuring an inclusive and welcoming environment?
3. A list of 4-6 positive classroom rules that may possibly be created by students
4. Parent-Teacher Conferences:
   • Describe the various purposes of parent-teacher conferences
   • Explain the process for requesting and conducting a conference. Here, please describe:
     • How you will contact parents
     • How you will determine a date/time for meeting
     • How you will begin and end a conference
     • What you will discuss during a conference
     • Whether or not the student should/could be part of the conference
   • How will you accommodate the conference for the parent(s)/guardian(s) of students with limited English proficiency (specifically, those noted in phase I)?
5. Procedures for teaching rule following
   • While general procedures such as those implemented for bathroom or sharpener use are important, this section should focus on procedures the teacher will integrate with students in order to reinforce rules. Through such procedures, students should clearly understand rules and expectations.
6. Consequences:
   • Reward system: This section should detail possible methods for rewarding students, groups and the class as a whole. Please consider both tangible rewards as well as intrinsic rewards.
   • Possible punishments: Please explain a natural progression of possible punishments. Keep in mind that teachers are expected to manage classroom issues, using referrals as a last resort or when mandatory such as in bullying, vandalism or physical altercation cases.
7. A conclusion paragraph

**It is important that textual, video and/or researched information be cited properly and referenced at the end of the narrative. Please refer to APA format for this process.

SUBMITTING THE ASSIGNMENT:

The Learning Environment Plan must be submitted in BlackBoard to the Dropbox. Additionally, to receive credit for the TaskStream assignment, you must post it on TaskStream, the College of Education’s (COE) new web-based electronic portfolio application.

All students enrolled in the COE are required to subscribe and maintain a TaskStream account throughout their FIU career so they can generate and maintain an electronic portfolio of their work in the college. You can purchase a TaskStream account online.

You have the option of selecting the terms of your subscription. However, you must maintain your TaskStream account throughout your professional preparation program. Costs and other TaskStream information can be found at this COE website:

http://www.taskstream.com/main/?/chang28/COE_WEBSITE.html and help can be provided in COE computer labs, by TaskStream at 1-800-311-5656, and at tstream@fiu.edu. You may also contact TaskStream assistants at: (305) 348-6156.

TASKSTREAM SCORING: 

All taskstream assignments will automatically be reviewed by Turnitin, a plagiarism detection service. All submitted work will have an originality report automatically generated for your instructor’s review. Additional information about plagiarism and Turnitin, can be found at this site: http://online.fiu.edu/faculty/resources/plagiarism

• PANEL REVIEW:

The artifacts you upload onto TaskStream may be reviewed by a panel of assessment raters in the college to ensure fairness and consistency in the scoring of the critical assignments. These reviews are required for accreditation purposes. The students’ assignments reviewed will have no identifying information so the raters will not know whose student’s work they are reviewing. All data aggregated will contain no personal identifying information to ensure confidentiality of students’ work.

• SCORING RUBRIC:
  • Level 3: The paper is typed, double-spaced and free of grammatical errors. The diagram in Phase I includes arrangements A-H. The narrative description of the diagram includes an introductory paragraph, at least one appropriate justification statement explaining why each environmental arrangement was made and a concluded statement. Phase II of the plan includes components A-G.
     
  • Level 2: The paper is typed and double-spaced but contains some grammatical errors. The paper also fails to include one or two of the following:
    • Arrangements A,B,C,D,E,F,G, or H in the diagram in Phase I
    • An introductory paragraph
    • Justification of each environmental arrangement
    • A conclusion statement
    • A detailed description of any component (A-G) in Phase II
  • Level 1: The paper is typed and double-spaced but contains a large amount of grammatical errors. The paper also fails to include three or more of the following:
    • Arrangements A,B,C,D,E,F,G, or H in the diagram in Phase I
    • An introductory paragraph
    • Justification of each environmental arrangement
    • A conclusion statement
    • A detailed description of any component (A-G) in Phase II

Adobe Connect is an online meeting room where you can interact with your professor and fellow students by sharing screens, sharing files, chatting, broadcasting live audio, and taking part in other interactive online activities.

Requirements for using Adobe Connect:

• Disable any window pop-up blocker.
• Adobe Flash Player is required to successfully run your Adobe Connect meeting. You can test your computer to make sure your computer and network connections are properly configured to provide you with the best possible Adobe Connect meeting experience.
• Use of a combination headset and microphone with USB connection is recommended to ensure quality sound and reduce technical difficulties.

Reference Adobe Connect (Tutorials & Help) to learn about the tool, how to access your meeting rooms and recordings.