Activity for Students without Access to a Classroom Based on the content in this chapter, interactions with teachers, other texts, and classroom discussion, w
Activity for Students without Access to a Classroom
Based on the content in this chapter, interactions with teachers, other texts, and classroom discussion, what rules and procedures will you implement in your classroom? How do they reflect the specific age group that you’ll be teaching? How do they reflect the specific content area you’ll be teaching?
Summarize your answers to these questions in a short paper (1-2 pages- does not include Title and Reference pages)
Summary Guidelines:
- APA Formatting (title page and reference page)
- Double-spaced
- Size 12 font, arial, times new roman, or calibri
- Refer to the template to ensure proper formatting
The same idea applies in classrooms. Classroom organization is a professional skill that includes:
Preparing instructional materials in advance Starting classes and activities on time
Making transitions quickly and smoothly Creating well-established routines
It’s impossible to create productive learning environments if we’re fumbling around for materials, wasting
instructional time at the beginning or end of class periods, or lack effective procedures for routine activities such as collecting student work or passing it back. Organization is essential for effective classroom
management, and it’s one of the first things you’ll need to consider as you plan.
Shannon was well organized; she had an exercise prepared and waiting for her students as they entered the
room, so instruction began immediately. By planning a warm-up activity as she did, having materials prepared in advance, and beginning instruction immediately, we can eliminate “dead” time, when disruptions
are most likely to occur.
Transitions from one activity to another, such as from whole-class instruction to group work and back again,
are also important. Providing clear and precise directions for group-work helps make transitions quick and smooth and reduces opportunities for disruptions.
Well-established routines, such as procedures for turning in papers, going to the bathroom, and lining up for
lunch, are essential as well. When students perform these routines automatically, that is, essentially without thinking about them, management problems are reduced, and opportunities for teaching and learning are
maximized because you don’t have to spend time and energy continually explaining or reminding students of what to do.
Preventing Problems Through Planning
In productive learning environments, classroom management is nearly invisible. The atmosphere is calm but not rigid, movement around the classroom and interactions in lessons are comfortable, and students work
quietly. Few directions focusing on behavior are given, and reprimands are infrequent. Learning is occurring. This is an ideal, but you can make it happen in your own classroom. How?
Careful planning is the key. Some classes are tougher to manage than others, and if you anticipate a challenging class, it simply means that you’ll need to plan even more carefully. In most cases, creating an
orderly classroom is possible, but beginning teachers often underestimate the amount of time, energy, and planning it takes.
Developmental Differences in Students
As we begin our planning, we first need to consider the developmental needs and capabilities of our students. For instance, first graders are typically compliant and eager to please their teachers, but they also have
short attention spans and tire easily (Evertson & Emmer, 2017). So, if you’re a first-grade teacher, you will
plan differently than if you’re teaching older students. For example, you’ll need to carefully model simple procedures for first graders, such as how to turn in papers, and you’ll need to provide them with concrete
examples that illustrate each of your classroom rules.
In comparison, middle schoolers often test their developing independence, they’re sometimes rebellious and
capricious, and they’re sensitive about teachers who have “favorites” or “pets.” So, if you’re a middle school teacher, you will need to be judicious in enforcing your rules consistently and dispassionately (Emmer & Evertson, 2017). However, students at all levels need caring teachers who have positive expectations for them and hold them to high standards.
Creating Procedures and Rules
Having considered how to organize your classroom, keeping your students’ developmental needs in mind,
you’re now ready to make decisions about the procedures and rules you’ll implement in your classroom. They will be the cornerstone of your management system (Weinstein & Romano, 2019).
Procedures are the routines students follow in their daily learning activities, such as how they enter and
leave the classroom, sharpen pencils, and make transitions from one activity to another. For instance, Shannon’s students turn in their papers from the ends of the rows, with each student putting his or her paper
on the top of the stack as it moves forward. This allows her to collect the stacks from the first student in each row, and when she returns the papers, she simply gives the stacks to those same students, who take
their papers off the top and pass the stacks back. Simple procedures, such as these, create a sense of order and save time and energy.
You will need to create procedures for the following activities:
Entering and leaving the classroom
Handing in and returning papers Accessing materials such as scissors and paper
Sharpening pencils Making trips to the bathroom
Making up work after an absence
After planning and teaching students about procedures, expert teachers have their students practice until they can follow the procedures automatically—virtually without thinking about them.
Rules , such as “Listen when a classmate is talking,” are guidelines that provide standards for acceptable behavior (Emmer & Evertson, 2017; Evertson & Emmer, 2017). When consistently enforced, clear,
reasonable rules both reduce behavior problems that interfere with learning and promote a feeling of pride and responsibility in the classroom community. Perhaps surprisingly, students also see the enforcement of
rules as evidence of caring: “Students also say that they want teachers to articulate and enforce clear standards of behavior. They view this not just as part of the teacher’s job but as evidence that the teacher
cares about them” (Brophy, 2010, p. 24).
Table 10.1 includes examples of rules at different grade levels. Note that some occur at all levels, such
as students’ staying in their seats and waiting for permission to speak. Others are specific to a grade level and reflect the developmental needs of students at that level.
Table 10.1 Examples of Classroom Rules at Different Grade Levels
Lower Elementary Middle School High School
Stay in your seat unless
given permission by the
teacher.
Raise your hand before
speaking.
Listen politely when
someone else is talking.
Stand quietly in line
when entering and
leaving the classroom.
Keep your hands to
yourself.
Bring a textbook, notebook,
pen/pencil, and planner to class
every day.
Follow directions the first time
they’re given.
Be in your seat and quiet when
the bell rings and leave class only
when dismissed by the teacher.
Raise your hand for permission to
speak.
Keep your hands and feet to
yourself.
Do all grooming outside class.
Be in your seat before the bell
rings.
Stay in your seat except when
given permission to leave it.
Bring all materials daily,
including textbook, notebook,
pen/pencil, and paper.
Give your full attention to
others during discussions and
raise your hand to participate.
Leave when I dismiss, not
when the bell rings.
,
5
This Is Your Title: It Should Be Descriptive but Succinct
Your Name
Department of ABC, University of Wisconsin – Whitewater
ABC 101: Course Name
Professor (or Dr.) Firstname Lastname
Date
This Is Your Title: It Should Be Descriptive but Succinct
This is your introduction and thesis paragraph. The introduction should be about five or six sentences and provide some background or context for your topic. Limit the use of “I” and “you” in academic writing, though they are both used in this directions / template document. When appropriate, include recent events relating to the topic. For example, if you are writing about cyber warfare, you might mention Russia using cyber-attacks to influence the 2016 US presidential election. Your thesis should be one sentence and outline the main points of the paper. Readers should know from your thesis exactly what to expect from your paper. If you need help writing a thesis, check out Kibin’s Thesis Generator for argumentative or compare and contrast essays.
Literature Review or Background (This is a Level 1 Heading)
Summarize and quote the important research on this topic that has gone before you. Define subject-specific vocabulary or related theory. Usually, you want to look at books for background. You might want to use your textbook or an encyclopedia to find the names of researchers or theories that are important to the topic, then, search for those names on UWW Library’s homepage search tool, Research@UWW. Search Research@UWW for keywords of your topic (example: cyber warfare or cyber attack) to find related articles and books. Need help? Ask a Librarian.
This is a Level 2 Heading if Needed
Let’s talk about in-text citation. Anytime you summarize what someone else has said, you must always include the author’s last name and year either in the text narration (see next paragraph) or in parentheses at the end. Most in-text citations should look something like this, with the period after the parentheses (Ramirez, 2017). If you include any direct quotes from someone else, include the author’s last name, year, and page number in parentheses at the end. “Here is an example” (Ramirez, 2017, p. 26). If a work has three or more authors, the in-text citation includes only the first author’s last name and then “et al,” like this: (Stein et al., 2019).
If you would rather not have so many parentheses breaking up the flow of your text, you can also work the in-text citation into what you are writing. For example, you can explain in your narration how Pavlov et al. (2019, p. 5) are known for their research into classical conditioning with animals, while Skinner & Ferster (1957) studied reinforcement of behavior in children.
The purpose of in-text citations is so your reader can find the correct source in your References, so if you include any authors or titles in-text, they absolutely must match up with a corresponding citation in your References. No “orphan” in-text citations! Find out more about in-text citation on the UWW Library’s APA in-text citation page.
Business sources are not standard APA citations. See UWW Library’s APA business sources citation page.
Discussion
The discussion should be the largest part of your paper and include your argument, research, and experiences (for example, through Service-Learning). Each main point of your paper should start its own paragraph with a strong first sentence. Again, limit the use of “I” and “you” in academic writing.
Remember to introduce quotations with who said it and/or why it’s important. Make sure quotes fit seamlessly in your paper. Include short quotations (40 words or less) in-text with quotation marks. Use ellipsis (…) when omitting sections from a quote and use four periods (….) (i.e., an ellipsis plus the period) if omitting the end section of a quote.
This is a longer quote, which is 40 or more words. Indent the quote a half-inch from the left margin and double-space it with no quotation marks. To get the right format, just click on “Quote” in the Styles area on the Word frame above. In parentheses, include the author’s last name, year, and page number at the end, but no period (Smith, 2017, p. 45)
If you include website sources, make sure they are trustworthy. Evaluate your sources using the questions on this page. Check out our LibGuides by subject page – we have a guide for your subject area, and many contain trustworthy free websites that you can use. Or search in some of our introductory databases such as Academic Search Complete, CQ Researcher, ERIC for education, Business Premium Collection for business, or other databases in which you can easily search for popular sources such as newspapers and magazines.
Conclusion
The conclusion restates the thesis and summarizes the main arguments or points of the article, so that your reader could just read the conclusion to generally understand the paper. What is important to learn from reading your paper? If you know of areas in this topic that need further study, mention them. After this paragraph, there is a page break that forces References onto its own page: You will want to keep it there.
References
[ More References examples for your assistance here]
American Psychological Association. (year). Article title: Capital letter also for subtitle. Name of Journal, volume#(issue#), pg#-pg#.
Author(s) of essay or chapter. (year). Title of essay or chapter. In F. M. Lastname (Ed.), Book title (pages of essay or chapter). Publisher. https://doi.org/10.xx.xxxxxxxxxx
Freud, S. (year). Article title. Name of Journal, volume(issue), pages. https://doi.org/10.xx.xxxxxxxxxx
Pavlov, I., Jung, C., & Freud, S. (year of last update, month day). Webpage title. Source or hosting webpage. https://www.someurl.com/full/address
Ramirez, A. T. (year). Book title. Publisher. https://doi.org/10.xx.xxxxxxxxxx
Skinner, B. F., & Ferster, C. B. (year). Article title: Capital letter also for subtitle. Name of Journal, volume#(issue#), pg#-pg#. https://doi.org/10.xx.xxxxxxxxxx
Stein, D. J., Friedman, M. J., & Blanco, C. (Eds.). (year). Book title (edition, Vol. #). Publisher. https://doi.org/10.xx.xxxxxxxxxx
,
Quick Guide to Citations in APA Style (nn)
I. In-Text Citation Capitalization, Quotes, and Italics/Underlining
· Always capitalize proper nouns, including author names and initials: D. Jones.
· If you refer to the title of a source within your paper, capitalize all words that are four letters long or greater within the title of a source: Permanence and Change. Exceptions apply to short words that are verbs, nouns, pronouns, adjectives, and adverbs: Writing New Media, There Is Nothing Left to Lose. (Note that in your References list, only the first word of a title will be capitalized: Writing new media.)
· When capitalizing titles, capitalize both words in a hyphenated compound word: Natural-Born Cyborgs.
· Capitalize the first word after a dash or colon: "Defining Film Rhetoric: The Case of Hitchcock's Vertigo."
· Italicize or underline the titles of longer works such as books, edited collections, movies, television series, documentaries, or albums: The Closing of the American Mind; The Wizard of Oz; Friends.
· Put quotation marks around the titles of shorter works such as journal articles, articles from edited collections, television series episodes, and song titles: "Multimedia Narration: Constructing Possible Worlds"; "The One Where Chandler Can't Cry."
Short Quotations
If you are directly quoting from a work, you will need to include the author, year of publication, and the page number for the reference (preceded by "p."). Introduce the quotation with a signal phrase that includes the author's last name followed by the date of publication in parentheses.
According to Jones (1998), "Students often had difficulty using APA style, especially when it was their first time" (p. 199).
Jones (1998) found "students often had difficulty using APA style" (p. 199); what implications does this have for teachers?
If the author is not named in a signal phrase, place the author's last name, the year of publication, and the page number in parentheses after the quotation.
She stated, "Students often had difficulty using APA style," (Jones, 1998, p. 199), but she did not offer an explanation as to why.
Long Quotations
Place direct quotations longer than 40 words in a free-standing block of typewritten lines, and omit quotation marks. Start the quotation on a new line, indented five spaces from the left margin. Type the entire quotation on the new margin, and indent the first line of any subsequent paragraph within the quotation five spaces from the new margin. Maintain double-spacing throughout. The parenthetical citation should come after closing punctuation mark.
Jones's (1998) study found the following:
Students often had difficulty using APA style, especially when it was their first time citing sources. This difficulty could be attributed to the fact that many students failed to purchase a style manual or to ask their teacher for help. (p. 199)
Summary or Paraphrase
If you are paraphrasing an idea from another work, you only have to make reference to the author and year of publication in your in-text reference, but APA guidelines encourage you to also provide the page number (although it is not required.)
According to Jones (1998), APA style is a difficult citation format for first-time learners.
APA style is a difficult citation format for first-time learners (Jones, 1998, p. 199).
II. In-Text Citations: Author/Authors
APA style has a series of important rules on using author names as part of the author-date system. There are additional rules for citing indirect sources, electronic sources, and sources without page numbers.
Citing an Author or Authors
A Work by Two Authors:Name both authors in the signal phrase or in the parentheses each time you cite the work. Use the word "and" between the authors' names within the text and use "&" in the parentheses.
Research by Wegener and Petty (1994) showed…
(Wegener & Petty, 1994)
A Work by Three to Five Authors: List all the authors in the signal phrase or in parentheses the first time you cite the source.
(Kernis, Cornell, Sun, Berry, & Harlow, 1993)
In subsequent citations, only use the first author's last name followed by "et al." in the signal phrase or in parentheses.
(Kernis et al., 1993)
In et al., et should not be followed by a period.
Six or More Authors: Use the first author's name followed by et al. in the signal phrase or in parentheses.
Harris et al. (2001) argued…
(Harris et al., 2001)
Unknown Author: If the work does not have an author, cite the source by its title in the signal phrase or use the first word or two in the parentheses. Titles of books and reports are italicized or underlined; titles of articles and chapters are in quotation marks.
A similar study was done of students learning to format research papers ("Using APA," 2001).
Note: In the rare case the "Anonymous" is used for the author, treat it as the author's name (Anonymous, 2001). In the reference list, use the name Anonymous as the author.
Organization as an Author: If the author is an organization or a government agency, mention the organization in the signal phrase or in the parenthetical citation the first time you cite the source.
According to the American Psychological Association (2000),…
If the organization has a well-known abbreviation, include the abbreviation in brackets the first time the source is cited and then use only the abbreviation in later citations.
First citation: (Mothers Against Drunk Driving [MADD], 2000)
Second citation: (MADD, 2000)
Two or More Works in the Same Parentheses: When your parenthetical citation includes two or more works, order them the same way they appear in the reference list, separated by a semi-colon.
(Berndt, 2002; Harlow, 1983)
Authors With the Same Last Name: To prevent confusion, use first initials with the last names.
(E. Johnson, 2001; L. Johnson, 1998)
Two or More Works by the Same Author in the Same Year: If you have two sources by the same author in the same year, use lower-case letters (a, b, c) with the year to order the entries in the reference list. Use the lower-case letters with the year in the in-text citation.
Research by Berndt (1981a) illustrated that…
Personal Communication: For interviews, letters, e-mails, and other person-to-person communication, cite the communicators name, the fact that it was personal communication, and the date of the communication. Do not include personal communication in the reference list.
(E. Robbins, personal communication, January 4, 2001).
A. P. Smith also claimed that many of her students had difficulties with APA style (personal communication, November 3, 2002).
Citing Indirect Sources
If you use a source that was cited in another source, name the original source in your signal phrase. List the secondary source in your reference list and include the secondary source in the parentheses.
Johnson argued that…(as cited in Smith, 2003, p.102).
Note:When citing material in parentheses, set off the citation with a comma, as above.
Electronic Sources
If possible, cite an electronic document the same as any other docume
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