AED 205 Final Panel Interview
Imagine that you are invited to the third and final round of interviews for your dream job in the education field. All of the candidates with whom you are competing have equal experience and qualifications. The members of the hiring committee are going to offer the position to the candidate that responds to interview questions in a clear and concise manner, while communicating a full understanding of classroom management concepts.
Prepare responses to the following practice interview questions. Your response to each question must be 170 to 200 words in length. Note that your responses to questions 2 & 9 each require an APA-formatted citation of a journal article from the University Library.
· How do you establish and maintain a good student-teacher relationship?
· What is your opinion: Do students come in to class with a desire to learn or is it the teacher
Â’s job to foster a desire to learn? Note. You are required to back up your answer to this question with an APA-formatted reference other than the text. You must reference a journal article from the University Library.
· What do you ask yourself when deciding on an appropriate reprimand for an inappropriate behavior? Provide an example of an inappropriate behavior, your thought process, and your response. Also, explain what you would do if the inappropriate behavior continued in spite of your response. Note. You may not use examples of misbehavior already used in the text or assignments in this course. You must come up with your own example.
· Do you agree or disagree with the saying, “Don’t smile ‘tilChristmas?
” Why or why not? · If I was observing you during a collaborative activity, what would you be doing, and what would your students be doing? How will you ensure the activity is truly a collaborative process and that each individual is accountable?
· What strategies would you use when assigning independent work (seatwork) to keep all students on-task and engaged in their work? Discuss strategies for designing the activities and for delivering/completing the assignments during class.
· How often and under what circumstances should students receive positive recognition? What methods would you use? · What would you want your students’ parents to know about how you manage your classroom?
· What does the phrase special needs students mean to you, and in what ways does that impact how you design lessons, activities, and classroom arrangement? Note. You are required to back up your answer to this question with an APA-cited reference other than the text. You must reference a journal article from the University Library.
· How have your background and educational experiences prepared you to effectively manage a classroom? Prepare your responses into a Word document. Questions 2 & 9 require APA formatting when you cite your source in your answer. List your two references in APA format on a separate page at the end of your responses. Post your responses as an attachment.
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AED 205 Inclusion Checkpoint
Resource: Table 12.1 on p. 387 (Ch. 12)
of Elementary Classroom Management
Select
one of the six inclusion arguments in Table 12.1. The table includes both sides
of each argument.
Defend both viewpoints
(proponent and opponent) with a 100- to 150-word statement for each side of the
argument. Address benefits for teachers, special needs students, and all
students in your statements.
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AED 205 Career in Education
Write a 500- to 700-word reflection on
the reasons why you are interested in a career in education, and what you
expect classroom dynamics to be like. What inspired you? What does the ideal
classroom environment look like in your mind? How will your past experiences as
a student or in your current line of work influence how you will manage a class
full of students?
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AED 205 Challenges in the Classroom Checkpoint
Respond to the following in
200 to 250 words: In your opinion, what are the most challenging obstacles
teachers face when managing the classroom? What strengths do you possess that
will help you meet and overcome those challenges?
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AED 205 Minimizing Classroom Disruptions
| Complete the In Class activity (#1) at the bottom of p. 195 of the text. Refer to the following guidelines: |
Identify atleast three factors in the vignette that threaten activity flow. Address the interruptive factors. Using at least 100 words for each factor, address what strategies covered in the text, or from personal experience, could be
implemented to maximize focus and productivity?
Consider other types of interruptions, such as a fire drill or having a student paged to the
front office during a lesson. In at least 200 words, address how you will adapt your strategies to work under a variety of unexpected situations?
Cite any references used according to APA standards.
Post your assignment as an attachment.
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AED 205 Engaging Disengaged Students
Select the scenario below that is aligned with the age group you are interested in working with.
• Identify strengths in the lesson or the teacher’s behavior that make the lesson engaging.
• Address students who are not engaged in the lesson. How would you approach the disengaged students, and what would you do to get them interested in completing and learning from the lesson? Use strategies for motivating disengaged students discussed in Ch. 7.
o Elementary School:
Mrs. Nelson is teaching a vocabulary lesson. Standing at the front of the classroom, she reads a short story to the class. The story is about how a brother and sister that got lost in the woods and survived on their own for 2 days until they were found by their dog. All but two students, Stephanie and Oscar, are listening with wide eyes and open mouths.
After reading the story, Mrs. Nelson lists some of the words from the story on the board and asks the students to look up the words in the dictionary, write the definition of each word, use each word in a sentence, then draw a picture to illustrate the sentence. Their sentences can either come from their own imagination or from their memory of the story. After giving the directions, Mrs. Nelson circulates the room. Almost all of the students eagerly begin the activity, but Stephanie is looking out the window and Oscar is doodling on his paper.
o Middle or High School:
Mr. Nelson is teaching an American History lesson about the Great Depression. Standing at the front of the classroom, he reads a newspaper article written the day after Black Tuesday. He then reads two more short articles about the aftermath. He asks students to close their eyes and think about the last time they were very hungry or very worried. A few moments later, he has the students open their eyes.
He delivers a 10-minute PowerPoint® presentation about what life was like in the lower, middle, and upper classes during the Great Depression, complete with pictures and clips of popular music from the era. After the presentation, Mr. Nelson walks the class to the library to work on research for a small team assignment.
Students are told to work in pairs to write a newspaper article about a day in the life of an American, as if they were reporters during the Great Depression. One student puts his head down and falls asleep. Another student works on sending text messages instead of helping his partner work on the project.
Post your response as an attachment
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AED 205 Sample Activity
Describe your activity according to
the following guidelines:
Identify the grade level and subject area of the activity.
Include the learning objective or goal the activity will support.
o Describe the process, materials, and length of time necessary to complete the individual activity.
o Discuss how a teacher can implement and manage the students‟ independent work on this activity during class time.
o Briefly explain how the individual activity will support the learning objective or goal.
Your description must be a separate Word document.
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AED 205 Earth Day Poster Activity Checkpoint
Resource: CheckPoint: Earth Day
Poster multimedia interaction located on your student Web site at
Appendix D,
and pp. 268–269, Ch. 9 of Elementary
Classroom Management
Complete Appendix D.
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AED 205 Delivering Lessons for All Students
| Resource: Discovery School Web site at http://school.discovery.com/lessonplans/index.html Locate a lesson plan for the grade level and subject you are interested in on the Discovery School Website: Select and click on the grade level you are interested in from the Lesson Plans menu on the left. Select and click on a Subject from the list to the right of the Lesson Plans menu. |
Select and click on a Lesson Plan from the list to the right of the Subject Menu.
Describe the lesson in its original form as found on the Discovery School Web site. What is the purpose of the
lesson, and what will the teacher and students be doing during the lesson?
Adapt the lesson for the following four
types of special needs students:
Language
Learner
Gifted
Learning
disabled (listening comprehension)
ADHD
Identify and apply a variety of instructional strategies to the lesson to make it effective for all four types
of special needs students listed above.
Provide a detailed explanation of how the lesson will change once the strategies are applied.
Discuss how the adapted lesson will impact all four student types.
Copy the Web address for your selected lesson plan and paste it into your assignment as a reference. Test the address
to make sure it goes directly to the lesson plan you selected. Cite it according to APA standards.
Compose your response in a 1,200-to 1,450-word paper.
Use two sources in addition to your text and the Discovery School Web link for the lesson plan.
Format your paper according to APA standards and cite references
Post your paper as an attachment.
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AED 205 Meeting Students Special Needs Exercise
Resource: Meeting Students’
Special Needs multimedia exercise on your student Web site at
Complete the Meeting Students’Special Needs exercise.
Post a screen shot of the conclusion screen as an attachment.
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AED 205 Classroom Management Goals Checkpoint
Refer to Table 1.1 on p. 6 (Ch. 1) of
the text to review seven assumptions about classroom management.
Write a one-sentence goal for each of
the seven assumptions that will support a productive and positive learning
atmosphere. Your goals should focus on how you can achieve the demands of each
assumption.
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AED 205 Elements of Classroom Management Checkpoint
Professionals are always learning while they are educating. Like all newcomers to any career, inexperienced education professionals cannot expect to be perfect their first time in the classroom.
One strategy to avoid becoming overwhelmed by a new, dynamic working environment is to select the most
important areas to focus on, develop them well, then broaden the scope of focus once a foundation in the basics is laid.
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AED 205 Monitoring Student Progress Checkpoint
Review the methods for monitoring student progress presented in Ch. 6 (pp. 187–191) of the text. Each method presents a monitoring strategy for a particular type of activity or situation in a classroom, such as learning centers or independent work.
Select two to three strategies you think could transfer across multiple instructional situations.
Explain in 200 to 300 words how each monitoring strategy you selected might apply in an alternate type of activity or situation.
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AED 205 Challenges of Independent Work Checkpoint
Resource: Find Table 8.1 on p.
235 (Ch. 8) of the text.
Select one challenge for a teacher, and one challenge for a student.
Explain in 200 to 300 words which strategies you would use to mediate those selected challenges posed byseatwork.
AED 205 AED205 AED/205 ENTIRE COURSE HELP – UNIVERSITY OF PHOENIX
AED 205 Week 5 Assignment: Managing
· Complete Part A and Part B.
· Create an 8- to 10-slide PowerPoint® presentation that outlines strategies for independent work (or seatwork) management. Your presentation must include detailed speaker‟s notes, a title slide, and a reference slide.
· Emphasize ways to ensure that independent work is purposeful and meaningful. Also discuss challenges students and teachers may face with independent work assignments and how to overcome them.
· Incorporate viewpoints, opinions, or examples of any aspect of independent work from the five teachers profiled in the text (Courtney, Ken, Garnetta, Viviana, and Barbara).
· Cite a minimum of four references in your presentation (one of which must be your textbook) according to APA standards.
· Develop a sample activity that incorporates the strategies provided in your presentation.
· Describe your activity according to the following guidelines:
o Identify the grade level and subject area of the activity.
o Include the learning objective or goal the activity will support.
o Describe the process, materials, and length of time necessary to complete the individual activity.
o Discuss how a teacher can implement and manage the students‟ independent work on this activity during class time.
o Briefly explain how the individual activity will support the learning objective or goal.
o Your description must be a separate Word document.
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AED 205 Week 8 CheckPoint: Student Behavior-Teacher Response- Appendix E
CheckPoint: Student Behavior-Teacher Response
· Complete Appendix E.
· Post Appendix E as an attachment.
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AED 205 Week 2 DQs
Why is building student-teacher rapport critical to establishing and maintaining a productive classroom environment? How does communication with students impact successful implementation of classroom rules and procedures? What communication skills and methods will you use to establish a rapport with students?
Select two peer harassment scenarios from the list below that align with the age group you plan to work with. What methods can you use to address each selected scenario? What would you do if the method escalated or failed to stop the harassment? How can you make sure each party has been treated justly?
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AED 205 Week 4 DQs
Think about the last time you were excited to learn about a particular topic. What made it exciting, and why were you motivated to learn? Was the motivation intrinsic or extrinsic? How did your excitement relate to the expectancy-value model? Think about the last time you were not excited to learn about a topic. How might the expectancy-value model explain your lack of motivation?
Review Ms. Boring’s eight-grade history lesson plan in Appendix C. Her lesson must meet the content standard for her state (standard PO3, located in the lesson plan). Ms. Boring would like your input on how to change one of the highlighted sections of her lesson so it will be more engaging for her students.
Use the information in Ch. 7 as a guide (particularly, Table 7.1 on p. 205). Using a motivational strategy, how would you modify the section to make it more engaging? Respond to your classmates by describing conditions under which their proposed strategies might not be successful
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AED 205 Week 6 DQs
Review the Discussion Question: Earth Day Poster multimedia interaction located on your student web page . Describe at least one challenge any of the students in Group 4 faced as a result of working on a collaborative assignment, and at least one challenge the teacher failed to meet.
What strategies would you use to overcome those challenges? How will implementing those strategies lead to a successful collaborative activity? Note: if you only see Groups 1 and 5, make sure you have opened the correct multimedia interaction
Post your response to the “Pause and Reflect” question on p. 291, Ch. 9 of the text.
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AED 205 Week 8 DQs
Read Culturally Responsive Classroom Management: Awareness Into Action located on this week’s student web page, then respond to the following: What impact does culture have on the perception of normal behavior? How will the reading impact the way you structure discipline in your classroom? What does culturally responsive teaching mean to you?
What violence-related issue in Ch. 13 was new to you, or surprised you? Why did it surprise you? How can you effectively prevent and respond to the issue inside and outside the classroom?
