Classroom Management Strategies
Assessment Description
As a teacher, you will need to plan ways to motivate and support students with disabilities during instruction. A matrix that identifies common supports for students with specific disabilities is a great tool to use when planning accommodations, supports, and strategies to improve engagement in classroom activities.
Use the “Classroom Management Strategies” template to complete this assignment.
Part 1: Classroom Management Matrix
Complete the matrix of disabilities and classroom management strategies that promote intrinsic motivation and encourage engagement of students with disabilities.
Within the matrix, list and describe one engagement strategy for each of the disability categories.
APA style is not required, but solid academic writing is expected.
This assignment uses a grading rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
Part 2: Strategies Rationale
Compose a 250-500 word summary that rationalizes how the described strategies promote and encourage the following in students:
Intrinsic motivation
Engagement
Support your summary with a minimum of three scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center.
This assignment uses a grading rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit assignments that are print deliverables to LopesWrite. A link to the LopesWrite technical support articles is located in Class Resources if you need assistance.
Classroom Management Strategies
Student’s Name
Institution
Course Number and Name
Instructor’s Name
Date
Part 1: Classroom Management Matrix
Disability Category
Strategies to Motivate and Engage Students
Learning Disability (LD)
Give them a choice in their assignment (Young et al., 2019)
Emotional Behavioral Disability (EBD)
Reinforce them with praise (Morano et al., 2021)
Intellectual Disability (ID)
Divide tasks into smaller sections (Gargiulo & Metcalf, 2023)
Autism Spectrum Disorder (ASD)
Connect the learning task to the student's preferred interest (Chen et al., 2023)
Physical Disability (PD)
Assist students to participate in the classroom as much as possible (Gargiulo & Metcalf, 2023)
Other Health Impairment (OHI)
Use teacher feedback
Attention Deficit Hyperactive Disorder (ADHD)
Incorporate musical instructions or lessons (Young et al., 2019)
Orthopedic Impairment (OI)
Assign learning tasks that the student can perform independently (Gargiulo & Metcalf, 2023)
Traumatic Brain Injury (TBI)
Encourage student’s imagination through visual imagery (Gargiulo & Metcalf, 2023)
Part 2: Strategies Rationale
Giving students with LD a choice in their assignments can increase their intrinsic motivation because choice enhances their self-determination. It makes them feel in control and competent (Young et al., 2019). They not only feel in control of the learning activities but also of the outcomes. In addition, choice increases the student's engagement because it allows them to focus on their interests and strengths (Young et al., 2019). When students are making choices, they stay engaged and curious. The teacher can use the choice board with several learning activities tied to the learning outcomes. Students can then choose the learning activity that's most interesting and engaging.
Reinforcing students with EBD can increase their intrinsic motivation and engagement. According to Morano et al. (2021), using behavior-specific praise enhances intrinsic motivation by providing specific information about the preferred behavior, allowing students to feel good about their behavior and act appropriately. It also increases student engagement because the teacher offers explanations and allows students to receive positive feedback. For example, teachers can use statements such as "great job Pete, you worked quietly in your group without distractions." The statement not only praises the student but also acknowledges acceptable behavior.
Dividing learning tasks into smaller sections can increase intrinsic motivation among students with ID. According to Gargiulo and Metcalf (2023), dividing tasks into smaller sections ensures the student is not overwhelmed, allowing them to master each task more effectively. It eliminates the potential for learned helplessness, which stems from over-dependence on others. With increased mastery comes improved intrinsic motivation. Also, as students master each task, they become engaged in the activities because they can see that the outcomes resul...