In order to determine the procedures you need for your classroom, you need to Quizlet

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-Maintain activity flow
*Teachers need to avoid moving back and forth between activities, spending too much time on an activity, or providing instructions when students already know or understand the content, or becoming distracted with less important tasks.
*Have a task for students to do in the case of an interruption in teaching.

-Manage expected interuptions
*Teachers need to manage the routine interruptions associated with inclusive education, such as additional staff entering the classroom to assist specific students and students leaving for special services.

-Minimize transition time
*Most misbehaviors, problems, and complaints occur during transition times.
*There is typically less structure during these times, so more disruptions.
*Teachers need to have very clear procedures from transitions.
*Teachers need to include prompts or reminders about the routine.

-Provide clear instruction
*Teachers who initially provide clear instructions and expectations for assignments spend less time answering basic questions about those assignments.
*A good strategy is having a student repeat the instructions.

-Monitor student behavior and progress
*Teachers need to pay attention to students, even when they are working independently.
-In order to manage a classroom, you should rarely sit down. You should slowly walk around the room, make eye contact with students, check on student progress, and answer questions.
-Teacher should possess withitness. Teachers with a high level of withitness will anticipate disruptions to instructional time and intervene before large amounts of time are wasted.

-Establish communication early in the school year
*This might include sending a note home the first day with the school phone number, teacher's school email address, times the teacher is most likely to be available to call or return email, and the preferred mode of communication

-Use multiple modes of communication
*Teachers can send mass emails, create and maintain web pages, and use social media sites to provide information or reminders.

-Three points of caution are necessary when considering modes of communication:
*Provide the same information in multiple ways because not all parents have access to all forms of communication.
*Be sure the information is updated regularly and presented in a professional manner. Parents will become frustrated quickly if the information posted on the class web page or social media site is outdated. Similarly, provide grammatically correct and edited written forms of communication.
*Only communicate sensitive or personal information, including grades, in verbal forms, such as on the phone or face-to-face.

-Hold an open house for the classroom.
*The school may hold an open house and the classroom's open house can certainly be the same day and time.
*If the school doesn't sponsor an open house, teachers should consider still having one for their classroom.
*Parents from diverse backgrounds might benefit from a personal invitation to attend the open house and specific information about how their involvement is essential to their child's success.

-Be prepared for parent-teacher conference.
*A teacher might begin by posing a few starter questions to get the parent to speak first (ex. How do you think Billy likes the class?, etc.).
*Opportunity for parents to ask questions should be provided.
*The teacher might have some notes or specific points to cover about the class generally or the specific student.
*Teachers should begin with stating some positives about the student.
*When discussing weaknesses or problem areas, teachers need to speak calmly and discuss possible solutions with a tone of assurance that the issue can be improved or resolved.

-Provide additional support for students from diverse backgrounds
*Parents from diverse backgrounds may be less likely to become involved in their child's education, especially at school or communicating with teachers. This may be particularly true for English language learners.

-A categorization of 6 learning objectives that includes lower-level objectives (remember, understand, apply) and higher-level objectives (analyze, evaluate, create).

The 6 learning objectives:

-Remember:
*Remembering facts or information learned earlier without necessarily understanding or being able to use that knowledge.
*Instructional activities: state, define, list, label, name

-Understand:
-*Understanding or making sense of information without connecting it to prior knowledge
*Instructional activities: explain, describe, summarize, and paraphrase

-Apply:
*Selecting and using information to solve a problem or specific task
*Instructional activities: demonstrate, compute, solve, or apply knowledge

-Analyze:
*Breaking information into parts; making connections between those parts
*Instructional activities: compare, contrast, categorize, classify

-Evaluate:
*Making judgements about the value of information for a particular situation.
*Instructional activities: justify, critique, recommend

-Create:
*Creating or generating new ideas by combining information
*Instructional activities: produce, develop, invent, design, hypothesize

-Norm-referenced letter grades: based on how a student has performed in comparison with other students in the class.

-Growth-based grading: comparing a student's performance with your perceptions of his or her capability

-Percentage grading system: based on what percentage of information a student has answered or completed correctly; all percentage grades are averaged to compute a final grade.

-Point grading system: each test, quiz, assignment, project, etc. a certain number of points.

-Weights: the total grade for the class is separated out into categories (daily work, tests, quizzes, large writing, participation, etc.) that are each assigned a percentage weight. All grades within that category produce points that are averaged to compute the grade for the category. The categories are then averaged together, based on their weight, to produce the total grade for the class.

Objective Assessments:
-Breadth of assessment, can assess many learning objectives at once.
-Typically measures lower level objectives (ex: knowledge and comprehension)
-Time consuming to create good items, items often poorly constructed.
-Takes little class time (typically 10 to 30 minutes)
-Quick and accurate scoring, can be scored with scanning sheets
-Generally high reliability and validity when teachers follow research-based guidelines for construction of objective items

Performance Assessments:
-Depth of assessment, typically assesses one or only a few learning objectives in one assessment.
-Typically assess higher level objectives
-May be difficult and time-consuming to create
-Can take up valuable instructional time if assessments are done in class (ex: presentations, group projects) possibly days or weeks.
-Some performance assessments (products) evaluated outside of class time.
-Time-consuming
-Lower reliability than objective assessments; rubrics improve reliability but often poor quality; factors outside of the learning expectations, such as creativity, neatness, and originality, may affect teachers' consistency in applying the criteria of the rubric
-Possible reduced validity if performance assessments contain aspects of the task, such as reading or writing ability or creativity, that are not directly relevant to the learning objective.

-Constructing the stem (the question/statement that needs to be answered):
*The stem should make a single statement or ask a single question that is of central importance to a learning objective.
*Use simple, clear language
*Put as much wording in the stem as possible, rather than in the alternatives, to minimize reading.
*Use negatively worded items (except, least, never, not) only to measure a relevant learning objective, such as what to avoid, what is not true, or several characteristics of a trait. The negative word should appear in capital letters and boldface font.
*Limit the use of "always" and "never" because good test takers will rule out distractors based on these words

-Constructing alternatives (choices):
*Use three to five alternatives
*Alternatives should be unambiguous so the correct response can be clearly identified.
*Alternatives should fit the stem grammatically
*Alternatives should be of equal length and grammatical complexity because there is a tendency to make the correct answer longer.
*Place alternatives in a logical or numerical order, such as placing numbers in ascending order, dates in chronological order, and names in alphabetical order.
*Make the distractors plausible (no giveaways that can be easily eliminated) and use common misconceptions of students to create distractors.
*Avoid "all of the above"
*Sparingly use "none of the above"