Area in Need of Improvement II – Standard 9: Classroom Management
Standard 9
Classroom management
1. Apply effective classroom management strategies as demonstrated in classroom guidance and large group guidance lessons.
2. Consult with teachers and parents about effective classroom management and behavior management strategies.
Courses Demonstrating Competencies and Standards
GEDU 529 Human Growth and Learning in the Family and Schools
GEDU 527 Developmental Assessment and Guidance Curriculum in the Schools
GEDU 538 Consultation, Leadership, and Advocacy Roles in School Counseling
Professional School Counselor Portfolio – Brief Reflection Form
Standard 9: Classroom management
Competencies Addressed:
1. Apply effective classroom management strategies as demonstrated in classroom guidance and large group guidance lessons.
2. Consult with teachers and parents about effective classroom management and behavior management strategies.
Date Created: March 23, 2014
Student Name: Jessica Radmaker
Artifacts:
Jessica Radmaker Large Group Counseling Video
Jessica Radmaker Small Group Counseling Video
Standard and competencies represented:
I collected these artifacts during my work as K-12 School Counselor at Colo-NESCO CSD during the 2013-2014 school year to demonstrate the work I need to do in the future to better address Standard 9, classroom management, of the State of Iowa School Counseling Standards. The specific competencies that I chose to address are: competency 1 – apply effective classroom management strategies as demonstrated in classroom guidance and large group guidance lessons and competency 2 – consult with teachers and parents about effective classroom management and behavior management strategies.
I believe the artifacts Jessica Radmaker Large Group Counseling Video and Jessica Radmaker Small Group Counseling Video fairly accurately demonstrate my current classroom management skills. I feel as though these two videos show both my strengths and weaknesses in terms of classroom management. In the large group counseling video I am working on a Second Step lesson with a second grade class. In the small group counseling video I am working on leadership skills with a small group of fourth graders. In both videos you can see my calm, informal approach to group counseling. I believe my classroom management skills in the large group setting are slightly more advanced than in the small group setting. I feel like my classroom management is slightly better in the large group counseling setting since it is more structured and takes place in the students’ normal classroom. I believe my classroom management in the small group counseling setting is lacking because of my lack of practice in this area and the informal setting and time—in the science lab during lunchtime.
My plans for additional growth or improvement:
Because I am able to continuously practice, I have already been able to see improvement in my classroom management skills during the 2013-2014 school year at Colo-NESCO CSD. I chose this as an area in need of improvement because of my overall lack of experience in the classroom setting. I do not have a teaching background so this year was my first experience teaching lessons to students in a classroom setting. I get constant reassurance from both teachers and administration that it is normal to struggle with classroom management when you are first starting out in a school setting. Despite this reassurance, I know that classroom management is something I actively need to work on in order to improve.
I am currently finishing up my first year in the State of Iowa’s two-year Beginning Teacher Mentoring Program. Through my involvement in this program, I have been able to interact with many beginning teachers. I am able to see what they struggle with and the strategies they use to overcome these obstacles. I have also been assigned a mentor as a part of this program who serves as a sounding board for me when dealing with difficult issues, including classroom management. I plan to continue to take advantage of this process and seek out classroom management techniques from teachers in this program. In addition to this program, I will seek out any and all professional development opportunities that will help me to develop my classroom management skills.
I believe one of the major obstacles I face when it comes to classroom management is that I move from class to class and need to be aware of all of the different classroom management styles used in various classrooms. To work on overcoming this obstacle, I plan to spend more time observing teachers at Colo-NESCO CSD to get a better understanding of what works and what does not work in terms of classroom management. I plan to work on integrating strategies that I believe will work for me in a way that fits my personal style and feels natural. I know that this process will take time and practice. In the meantime, I believe I have to be more forgiving of myself; knowing that this process takes time and that I will make mistakes. The key will be for me to learn from my mistakes and take constructive criticism from my colleagues.
My personal goals and my growth as a professional school counselor:
As I mentioned above, I do believe my classroom management skills have already improved from when I first began my work as a school counselor in August 2013. I feel as though I am moving in the right direction when it comes to my goal to continually improve my school counseling skills. I know that large and small group counseling are huge parts of the work of a professional school counselor. Classroom management doesn’t always come easy to educators but I believe that by actively working on improving these skills, I am doing all that I can do. I need to be patient with my progress while at the same time always pushing myself to succeed.
Area in Need of Improvement II – Standard 9 Classroom Management – Downloadable Version
Standard 9 Rubric
Classroom management
1. Apply effective classroom management strategies as demonstrated in classroom guidance and large group guidance lessons.
2. Consult with teachers and parents about effective classroom management and behavior management strategies.
Courses Demonstrating Competencies and Standards
GEDU 529 Human Growth and Learning in the Family and Schools
GEDU 527 Developmental Assessment and Guidance Curriculum in the Schools
GEDU 538 Consultation, Leadership, and Advocacy Roles in School Counseling
Professional School Counselor Portfolio – Brief Reflection Form
Standard 9: Classroom management
Competencies Addressed:
1. Apply effective classroom management strategies as demonstrated in classroom guidance and large group guidance lessons.
2. Consult with teachers and parents about effective classroom management and behavior management strategies.
Date Created: March 23, 2014
Student Name: Jessica Radmaker
Artifacts:
Jessica Radmaker Large Group Counseling Video
Jessica Radmaker Small Group Counseling Video
Standard and competencies represented:
I collected these artifacts during my work as K-12 School Counselor at Colo-NESCO CSD during the 2013-2014 school year to demonstrate the work I need to do in the future to better address Standard 9, classroom management, of the State of Iowa School Counseling Standards. The specific competencies that I chose to address are: competency 1 – apply effective classroom management strategies as demonstrated in classroom guidance and large group guidance lessons and competency 2 – consult with teachers and parents about effective classroom management and behavior management strategies.
I believe the artifacts Jessica Radmaker Large Group Counseling Video and Jessica Radmaker Small Group Counseling Video fairly accurately demonstrate my current classroom management skills. I feel as though these two videos show both my strengths and weaknesses in terms of classroom management. In the large group counseling video I am working on a Second Step lesson with a second grade class. In the small group counseling video I am working on leadership skills with a small group of fourth graders. In both videos you can see my calm, informal approach to group counseling. I believe my classroom management skills in the large group setting are slightly more advanced than in the small group setting. I feel like my classroom management is slightly better in the large group counseling setting since it is more structured and takes place in the students’ normal classroom. I believe my classroom management in the small group counseling setting is lacking because of my lack of practice in this area and the informal setting and time—in the science lab during lunchtime.
My plans for additional growth or improvement:
Because I am able to continuously practice, I have already been able to see improvement in my classroom management skills during the 2013-2014 school year at Colo-NESCO CSD. I chose this as an area in need of improvement because of my overall lack of experience in the classroom setting. I do not have a teaching background so this year was my first experience teaching lessons to students in a classroom setting. I get constant reassurance from both teachers and administration that it is normal to struggle with classroom management when you are first starting out in a school setting. Despite this reassurance, I know that classroom management is something I actively need to work on in order to improve.
I am currently finishing up my first year in the State of Iowa’s two-year Beginning Teacher Mentoring Program. Through my involvement in this program, I have been able to interact with many beginning teachers. I am able to see what they struggle with and the strategies they use to overcome these obstacles. I have also been assigned a mentor as a part of this program who serves as a sounding board for me when dealing with difficult issues, including classroom management. I plan to continue to take advantage of this process and seek out classroom management techniques from teachers in this program. In addition to this program, I will seek out any and all professional development opportunities that will help me to develop my classroom management skills.
I believe one of the major obstacles I face when it comes to classroom management is that I move from class to class and need to be aware of all of the different classroom management styles used in various classrooms. To work on overcoming this obstacle, I plan to spend more time observing teachers at Colo-NESCO CSD to get a better understanding of what works and what does not work in terms of classroom management. I plan to work on integrating strategies that I believe will work for me in a way that fits my personal style and feels natural. I know that this process will take time and practice. In the meantime, I believe I have to be more forgiving of myself; knowing that this process takes time and that I will make mistakes. The key will be for me to learn from my mistakes and take constructive criticism from my colleagues.
My personal goals and my growth as a professional school counselor:
As I mentioned above, I do believe my classroom management skills have already improved from when I first began my work as a school counselor in August 2013. I feel as though I am moving in the right direction when it comes to my goal to continually improve my school counseling skills. I know that large and small group counseling are huge parts of the work of a professional school counselor. Classroom management doesn’t always come easy to educators but I believe that by actively working on improving these skills, I am doing all that I can do. I need to be patient with my progress while at the same time always pushing myself to succeed.
Area in Need of Improvement II – Standard 9 Classroom Management – Downloadable Version
Standard 9 Rubric