Description of Assignments
1. PYCL 585 Assignment #1 Comprehensive Classroom Management and Organization Plan (FPEC 1.9, 2.1 thru 2.8, 7.1, 7.4, 9.3, 10, 10.5; FL DOE ESE 4.1, 4.2, 4.3, 4.4, 4.5, 6.1, 6.2, 6.3; InTASC 3i, 5e, 5f; FEAP Key Assessment 2; SSPEM Domain D; CAEP 1g) (Due 3/14/21 -35 Points)
In order to provide quality instruction, the school counselor must provide and maintain a student-centered learning environment that is safe, organized, equitable, flexible, inclusive, and collaborative (Florida Educator Accomplished Practices, 2011). The Comprehensive Classroom and Organization Plan assignment provides an opportunity to reflect on ones leadership and management style in order to develop an effective classroom management and discipline plan. This assignment requires the skills of application, analysis, synthesis, and evaluation.
Part 1: Background
Before developing your Comprehensive Classroom and Organization Plan, you need to review background information on behavior management and social skills development strategies for students with disabilities by completing IRIS Center modules. Each module will provide an opportunity for you to understand the challenges school counselors face in managing both individual behavior and the classroom environment effectively.
1. Click on the module Behavior and Classroom Management on the IRIS Center () Complete the following modules:
a. Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan () (4.1, 4.5)
b. Addressing Disruptive and Noncompliant Behaviors (Part 1): Understanding the Acting Out Cycle () (4.3)
c. Addressing Disruptive and Noncompliant Behaviors (Part 2): Behavior Interventions () (4.2)
i. () (FL ESE 4.4)
2. Choose the link for the first module and click on the CHALLENGE icon. View the movie and the transcript for Classroom Management (Part 1): Learning the Components of a Comprehensive Behavior Management Plan.
3. Click on NEXT on the bottom of the page and jot down your initial thoughts about the challenge by answering these two questions:
a. What does Ms. Rollison need to understand about student behavior?
b. What can Ms. Rollison do to increase the chances that her students will behave appropriately in class?
4. Click NEXT on the bottom of the page to go to the Perspectives & Resources section of the module. Click on Pages 1-14 and review their content. Pay particular attention to page 13 (The Behavior Games) to practice effective behavior management strategies.
5. After completing the Perspective & Resources portion, answer the same two questions you answered in the Initial Thoughts section. Compare these latest answers to the answers you gave at the beginning of the module. How different are your answers?
6. Repeat the process and continue to work through the other modules listed above.
7. After completing all of the modules, write a two-page position paper on behavior management as it relates to school counseling. You may also use Internet resources as needed. Please incorporate all of the elements from the Exceptional Student Education Addendum rubric in your paper.
Part 2: The Learning Environment
The Learning Environment Social Skills
The components listed below must be addressed in your Comprehensive Classroom and Organization Plan. Write the paper in the first person format and be certain to include detailed examples.
1. Introduction Provide a rationale and philosophy for why you think that the quality of instruction is impacted by the learning environment.
2. Describe the social features that school counselors must take into account when managing interpersonal relationships in the classroom. For background information on social skills development for students with disabilities, read the Teaching Social Skills document at and answer the questions below in a one page paper. Be certain to address all of the components in the Exceptional Student Education Addendum for Competency 6.
a. How are social skills defined? What are examples of general social skills?
b. What is social problem solving and why is mastery of social skills important for successful interactions within the school and work environments?
c. What are some of the instructional challenges to teaching social skills to Exceptional Education Students?
d. What are some of the programs that have been developed to teach social and emotional skills? Visit the Collaborative for Academic, Social, and Emotional Learning (CASEL) site at for further information.
e. How does creating a positive school climate contribute to the mastery of social skills and what are some of the recommendations for developing/maintaining this environment?
3. Provide specific examples in your responses to the questions below that deal with the social features that school counselors must take into account when managing interpersonal relationships in the classroom.
a. How will you promote respect for students cultural, linguistic, and family backgrounds? (FEAP a.2.d/FPEC 7.1/InTASC 2d.p, 2j.k, 2m.d, 4m.k, 10q.d)
b. How will you establish positive relationships with your students and their parents? (FEAP a.2.d/FPEC 7.1/InTASC 2d.p, 2j.k, 2m.d, 4m.k, 10q.d)
c. How will you maintain a climate of openness, inquiry, fairness, and support? (FEAP a.2.f/FPEC 2.6/InTASC 3a.p, 3j.k, 3n.d, 3q.d)
d. How will you organize, allocate, and manage the resources of time, space, and attention? (FEAP a.2.a/FPEC 2.1/InTASC 3d.p)
e. How will you collaborate with students and colleagues to develop shared values and expectations for respective interactions with students in discussions and group work? (NSU a.2.k/FPEC 1.9/InTASC 3c.p, 3r.d)
f. How will you create safe learning environment processes and procedures that support school safety rules and guidelines? (NSU a.2.l/InTASC 3a.p, 3m.k)
g. How will you generate and evaluate new ideas and novel approaches, seek inventive solutions, and develop original work? (InTASC 5f)
The Learning Environment Conduct Management
4. In support of your schools or districts student code of conduct, describe a set of procedural skills that school counselors use when addressing and resolving discipline problems in the classroom.
Provide specific examples.
a. Locate your schools or districts student code of conduct and review this document with your students.
b. Based on the student code of conduct, how will you establish and teach about classroom procedures, homework, transitions, dismissal, rest room, etc.? (FEAP a.2.b/FPEC 2.2/InTASC 3k.k)
c. Based on the student code of conduct, how will you develop and teach classroom rules, rewards, and consequences? (FEAP a.2.b/FPEC 2.2/InTASC 3k.k)
d. How will you demonstrate use of all safety measures, features, and training? (FEAP a.2.b/FPEC 2.2/InTASC 3k.k)
e. How will you maintain emergency access? (FEAP a.2.b/FPEC 2.2/InTASC 3k.k)
f. Based on the student code of conduct, how will you manage individual and class behaviors through a well-planned management system? (FEAP a.2.b/FPEC 2.2/InTASC 3k.k)
The Learning Environment Content Management
5. Describe how you plan to manage space, materials, equipment, the movement of people, and the standards-based lessons (e.g., using the Common Core Standards) that are part of your curriculum. Provide specific examples.
a. How will you address the needs of students with special needs? (FEAP a.2.h/FPEC 7.4/InTASC 2f.p, 2l.k,3e.p)
b. How will you address the needs of students who do not speak English as their first language? (FEAP a.2.h/FPEC 7.4/InTASC 2f.p, 2l.k,3e.p)
c. How will you address the needs of students of varying ability levels? (FEAP a.2.h/FPEC 7.4/InTASC 2f.p, 2l.k,3e.p; 5i)
d. How will you address student interests, learning styles, and multiple intelligences? (FEAP a.2.d/FPEC 2.4, 7.1/InTASC 2d.p, 2j.k, 2m.d, 4m.k, 5e, 5i10q.d)
e. How will you convey high expectations to all students? (FEAP a.2.c/FPEC 2.3, 2.4/InTASC 3f.p, 3l.k, 3q.d)
f. How will you model clear, acceptable oral and written communication skills? (FEAP a.2.e/FPEC 2.5/InTASC 8h.p, 8m.k, 8q.d)
g. How will you integrate current information and communication technologies? (FEAP a.2.g/FPEC 2.7/InTASC 3g.p, 3m.k, 8g.p, 8o.k, 8r.d)
h. How will you vary learning experiences that help students to work as self-directed learners and as collaborative learners in pairs or groups, both face-to-face and virtual, who are respectful of diverse social and cultural perspectives? (NSU a.2.j/FPEC 1.9/InTASC 3b.p, 3h.p, 3i.k, 3o.d, 3p.d, 5g.p)
i. How can you promote thoughtful and responsive interactions with students and colleagues that promote shared values and expectations for interactions through collaborative and self-directed learning? (NSU a.2.k/InTASC 3b.c.p, 3r.d)
j. How will you design learning experiences using strategies that build self-direction and ownership of learning? (InTASC 3i)
The Learning Environment – Technology
6. Describe how you will utilize current and emerging assistive technologies that enable students to participate in high-quality communication interactions and achieve their educational goals. What tools and devices will you use to increase a students ability to adapt or compensate for a disability? (FEAP a.2.i/FPEC 2.8/InTASC 3l.k, 3m.k)
Part 3: Conclusion
7. Provide a conclusion wherein you summarize and synthesize the various criteria and elements of your Classroom Management and Organization Plan.
Carefully review the rubric for Assignment #1 at the end of the syllabus. To earn a high grade on the assignment, aim to meet the requirements in the exceeded column. Provide a reference list of at least 5 professional references. APA style is required.
Additional details on completing this assignment can be found in the rubric below.
A rubric for this assignment can be found at the end of the syllabus. Students must receive at least a 70% to receive a passing grade. A student who scores less than 70% of the grade on the assignment must complete an Individual Remediation Plan with the instructor. Failure to successfully remediate the assignment will result in a F (Fail) grade in the course.
