AED 205 Your world/uophelp.com

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AED 205 Your world/uophelp.com

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AED 205 Career in Education
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• Write a 500- to 700-word reflection onthe
  reasons why you are interested in a career in
  education, and what youexpect classroom dynamics
  to be like. What inspired you? What does the
  idealclassroom environment look like in your
  mind? How will your past experiences asa student
  or in your current line of work influence how you
  will manage a classfull of students?

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AED 205 Challenges in the Classroom Checkpoint
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• Respond to the following in200 to 250 words In
  your opinion, what are the most challenging
  obstaclesteachers face when managing the
  classroom? What strengths do you possess
  thatwill help you meet and overcome those
  challenges?

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AED 205 Challenges of Independent Work Checkpoint
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• 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

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AED 205 Classroom Management Goals Checkpoint
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• Refer to Table 1.1 on p. 6 (Ch. 1) ofthe text to
  review seven assumptions about classroom
  management.Write a one-sentence goal for each
  ofthe seven assumptions that will support a
  productive and positive learningatmosphere. Your
  goals should focus on how you can achieve the
  demands of eachassumption.

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AED 205 Delivering Lessons for All Students
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• 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.

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AED 205 Earth Day Poster Activity Checkpoint
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• Resource CheckPoint Earth DayPoster multimedia
  interaction located on your student Web site
  athttp//corptrain.phoenix.edu/axia/aed205/earthd
  ay-checkpoint.html, Appendix D,and pp. 268269,
  Ch. 9 of ElementaryClassroom ManagementComplete
  Appendix D.

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AED 205 Elements of Classroom Management
Checkpoint
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• professionals are always learning while they are
  educating. Like all newcomersto any career,
  inexperienced education professionals cannot
  expect to beperfect their first time in the
  classroom. One strategy to avoid
  becomingoverwhelmed by a new, dynamic working
  environment is to select the mostimportant areas
  to focus on, develop them well, then broaden the
  scope of focusonce a foundation in the basics is
  laid.

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AED 205 Engaging Disengaged Students
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• Select the scenario below that is aligned with
  the age group you are interested in working with.
• Identify strengths in the lesson or the teachers
  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.

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AED 205 Entire Course
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• AED 205 Final Panel Interview
• AED 205 Inclusion Checkpoint
• AED 205 Career in Education
• AED 205 Challenges in the Classroom Checkpoint
• AED 205 Minimizing Classroom Disruptions
• AED 205 Engaging Disengaged Students
• AED 205 Sample Activity
• AED 205 Earth Day Poster Activity Checkpoint

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AED 205 Final Panel Interview
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• 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.

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AED 205 Inclusion Checkpoint
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• Resource Table 12.1 on p. 387 (Ch. 12)of
  Elementary Classroom ManagementSelectone of
  the six inclusion arguments in Table 12.1. The
  table includes both sidesof each
  argument.Defend both viewpoints(proponent and
  opponent) with a 100- to 150-word statement for
  each side of theargument. Address benefits for
  teachers, special needs students, and
  allstudents in your statements.

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AED 205 Meeting Students Special Needs Exercise
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• Resource Meeting StudentsSpecial Needs
  multimedia exercise on your student Web site
  athttp//corptrain.phoenix.edu/axia/aed205/specia
  lneeds.html.Complete the Meeting
  StudentsSpecial Needs exercise.Post a screen
  shot of the conclusion screen as an attachment.

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AED 205 Minimizing Classroom Disruptions
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• 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
  beimplemented to maximize focus and
  productivity?

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AED 205 Monitoring Student Progress Checkpoint
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•  Review the methods for monitoring student
  progress presented in Ch. 6 (pp. 187191) of the
  text. Each method presents a monitoring strategy
  for a particular type of activity orsituation in
  a classroom, such as learning centers or
  independent work.Select two to three strategies
  you think could transfer across multiple
  instructional situations.

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AED 205 Sample Activity
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• 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.
• Describe the process, materials, and length of
  time necessary to complete the individual
  activity.

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AED 205 Week 2 DQs
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•  
• 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?

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AED 205 Week 4 DQs
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• 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?

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AED 205 Week 5 Assignment Managing Independent
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• 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.

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AED 205 Week 6 DQs
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• Review the Discussion Question Earth Day Poster
  multimedia interaction located on your student
  web page at http//corptrain.phoenix.edu/axia/aed2
  05/earthday-dq.html. 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

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 AED 205 Week 8 Check Point Student
Behavior-Teacher Response- Appendix E
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• CheckPoint Student Behavior-Teacher Response
  Complete Appendix E. Post Appendix E as an
  attachment

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AED 205 Week 8 DQs
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• Read Culturally Responsive Classroom Management
  Awareness Into Action located on this weeks
  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?

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AED 205 Your world/uophelp.com

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• www.uophelp.com