or this assignment, use the same grade level you selected in Topic 2 and the “Class Profile.”

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or this assignment, use the same grade level you selected in Topic 2 and the “Class Profile.” Select two classroom management models from the following list to research:

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Harry Wong’s Effective Classroom
Kagan, Kyle, and Scott’s Win-Win Discipline
Fred Jones Positive Classroom Discipline
Morrish’s Real Discipline
Canter and Canter’s Assertive Discipline (middle school education focused)
Jeanne Gibb’s Tribes (elementary education focused)

Select two school-wide/campus-wide behavior management systems from the following list to research:

Character Education (e.g., Character Counts, Character First! Education, I CAN Character Curriculum)
Love and Logic
Positive Behavioral Interventions and Strategies (PBIS) (a school-wide program that uses PBS)
S.T.A.R. (“Stop, Think, Act, Review” or “Success Through Accepting Responsibility”) (elementary education focused)

Based on your research, complete the “Behavior Management Models/Systems Table.”

In addition, write your personal 200-250 word classroom management model statement. This statement should include elements of each model/system you would incorporate into your future classroom management plan. Explain your selections.

Include a minimum of three scholarly references to support your statement.

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

Class Profile

Student Name	English Language Learner	Socio-economic Status	Ethnicity	Gender	IEP/504	Other	Age	Reading Performance Level	Math Performance Level	Parental Involvement	Internet Available at Home
Arturo	Yes	Low SES	Hispanic	Male	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Med	No
Bertie	No	Low SES	Asian	Female	No	None	Grade level	One year above grade level	At grade level	Low	Yes
Beryl	No	Mid SES	White	Female	No	NOTE: School does not have gifted program	Grade level	Two years above grade level	At grade level	Med	Yes
Brandie	No	Low SES	White	Female	No	Tier 2 RTI for Math	Grade level	At grade level	One year below grade level	Low	No
Dessie	No	Mid SES	White	Female	No	Tier 2 RTI for Math	Grade level	Grade level	One year below grade level	Med	Yes
Diana	Yes	Low SES	White	Female	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Low	No
Donnie	No	Mid SES	African American	Female	No	Hearing Aids	Grade level	At grade level	At grade level	Med	Yes
Eduardo	Yes	Low SES	Hispanic	Male	No	Tier 2 RTI for Reading	Grade level	One year below grade level	At grade level	Low	No
Emma	No	Mid SES	White	Female	No	None	Grade level	At grade level	At grade level	Low	Yes
Enrique	No	Low SES	Hispanic	Male	No	Tier 2 RTI for Reading	One year above grade level	One year below grade level	At grade level	Low	No
Fatma	Yes	Low SES	White	Female	No	Tier 2 RTI for Reading	Grade level	One year below grade level	One year above grade level	Low	Yes
Frances	No	Mid SES	White	Female	No	Diabetic	Grade level	At grade level	At grade level	Med	Yes
Francesca	No	Low SES	White	Female	No	None	Grade level	At grade level	At grade level	High	No
Fredrick	No	Low SES	White	Male	Learning Disabled	Tier 3 RTI for Reading and Math	One year above grade level	Two years below grade level	Two years below grade level	Very High	No
Ines	No	Low SES	Hispanic	Female	Learning Disabled	Tier 2 RTI for Math	Grade level	One year below grade level	One year below grade level	Low	No
Jade	No	Mid SES	African American	Female	No	None	Grade level	At grade level	One year above grade level	High	Yes
Kent	No	High SES	White	Male	Emotion-ally Disabled	None	Grade level	At grade level	One year above grade level	Med	Yes
Lolita	No	Mid SES	Native American/ Pacific Islander	Female	No	None	Grade level	At grade level	At grade level	Med	Yes
Maria	No	Mid SES	Hispanic	Female	No	NOTE: School does not have gifted program	Grade level	At grade level	Two years above grade level	Low	Yes
Mason	No	Low SES	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Nick	No	Low SES	White	Male	No	None	Grade level	One year above grade level	At grade level	Med	No
Noah	No	Low SES	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Sharlene	No	Mid SES	White	Female	No	None	Grade level	One year above grade level	At grade level	Med	Med
Sophia	No	Mid SES	White	Female	No	None	Grade level	At grade level	At grade level	Med	Yes
Stuart	No	Mid SES	White	Male	No	Allergic to peanuts	Grade level	One year above grade level	At grade level	Med	Yes
Terrence	No	Mid SES	White	Male	No	None	Grade level	At grade level	At grade level	Med	Yes
Wade	No	Mid SES	White	Male	No	None	Grade level	At grade level	One year above grade level	Med	Yes
Wayne	No	High SES	White	Male	Learning Disabled	Tier 3 RTI for Math	Grade level	One year below grade level	Two years below grade level	High	Yes
Wendell	No	Mid SES	African American	Male	Learning Disabled	Tier 3 RTI for Math	Grade level	One year below grade level	Two years below grade level	Med	Yes
Yung	No	Mid SES	Asian	Male	No	NOTE: School does not have gifted program	One year below grade level	Two years above grade level	Two years above grade level	Low	Yes

Behavior Management Models/Systems Table

Description of how the Model/System Actively Engages Children	Strengths and Weaknesses of the Model/System	Two Quotes that Embody the Model/System Viewpoint	Three Credible Websites that give Practical Classroom Applications, including URLs
Classroom Management Model #1:
Classroom Management Model #2:
School-wide/Campus-wide Model #1:
School-wide/Campus-wide Model #2:

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