C935 PCE Task 1.docx A. Describe three classroom management strategies you observed or pa

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C935 PCE Task 1.docx A. Describe three classroom management strategies you observed or participated in during your live classroom experience. A1. Evaluate what was effective or ineffective about the... classroom management strategies for increasing engagement, using an example to support your evaluation. During my experience in a first-grade classroom, one of the management strategies I observed was the strategy of students marking their lunch choice for the day. Every morning on the SmartBoard, students names were listed, and two different colored dots were listed as options for hot lunch or cold lunch. Once students hung up their coats and backpacks, they were responsible for going up to the board and dragging a hot lunch dot or a cold lunch dot next to their name to indicate their choice for the day. This is an effective management strategy as it introduces a routine for the students and makes them responsible for something first thing in the morning and increased student involvement at the start of the day. It also creates more time for the teacher to get started, rather than asking students if they are hot or cold lunch and having to count and double count and make sure she is not missing any students. The students loved this strategy as it meant they could use the SmartBoard, but it also gave them a sense of motivation. If all the students remembered to move their dots, the teacher would praise them for remembering and completing their daily task. Another management strategy I observed wa. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. .. . . . . . . . . . . . . . . . . . .. . . . . [Show More]

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