Foundations and Assessment of Education/Edition 1/Foundations Table of Contents/Chapter 11/The Scoop From Someone Who Knows/Peer Review One

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This article has been reviewed by: Abitt002 (talk) 03:52, 13 June 2009 (UTC)

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Part 1 - Article Components

Learning Target(s)[edit]

Answer the following questions regarding the learning targets:

  • Is/are the stated learning targets actual learning targets i.e. they state what the reader should know or be able to do after reading the article? YES
  • Is/are the learning target(s) specific? YES
  • Is/are they appropriate and reasonable? (Are they too easy or too difficult for ECI 301 students?) YES, GOOD GOALS FOR TOPIC.
  • Is/are they observable? (You wouldn't have to look inside the readers head to know if they met this target.) YES
  • Does the article provide adequate information for readers to achieve these targets? NO. THE ARTICLE COULD HAVE BEEN MORE SPECIFIC AND PROVIDED BETTER, MORE INDEPTH RESOURCES.

Please make a comment about the learning target(s). If you answered "No" to any of the questions above, please explain how the author can improve them.


Grammar and Mechanics Review[edit]

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Keeping Order in the Classroom By Angelia Ferguson Learning Targets • Identify areas of classroom management • Learn ways to deal with disruptive students Content • Introduction • Areas of Classroom Management • Disruptive Students • Scoop From Someone Who Knows • Conclusion • Questions • Answers • References Introduction As teachers, we all have an educational philosophy in our mind pertaining to the classroom. How the environment will feel and what it will look like. Classroom management which is managing both student behavior and the physical learning environment is an important issue. This is a main concern for all teachers. As teachers, we need to make sure that lessons run smoothly despite disruptive behavior by students. REVISE... AS TEACHERS, WE ALL HAVE EDUCATIONAL PHILOSOPHIES IN OUR MINDS PERTAINING TO OUR CLASSROOMS. HOW WILL THE ENVIRONMENT FEEL? WHAT WILL IT LOOK LIKE? CLASSROOM MANAGEMENT MEANS MANAGING BOTH STUDENT BEHAVIOR AND THE PHYSICAL LEARNING ENVIRONMENT. IT IS AN IMPORTANT ISSUE AND IS A CONCERN FOR ALL TEACHERS. WE NEED TO ENSURE THAT LESSONS RUN SMOOTHLY, DISPITE DISRUPTIVE BEHAVIOR BY STUDENTS. Areas of Classroom Managemant According to Karen Zauber, from the National Education Association, teachers need to consider four areas of classroom management: 1. Establishing classroom climate - the look and feel of your room 2. Conducting class efficiently - managing time and students 3. Reaching all students - delivery, encouragement, teaching techniques 4. Establishing discipline - creating an atmosphere of consistency and mutual respect. (Management Tips for New Teachers) Research has shown that (NEEDS QUOTATIONS) “teachers' actions in their classrooms have twice the impact on student achievement as do school policies regarding curriculum, assessment, staff collegiality, and community involvement(ELIMINATE PERIOD). (Marzano, 2003a).” (USE PERIOD AND END QUOTATION ON THIS SIDE OF PARENTHESIS) One of the A teacher's most important jobs is managing the classroom effectively. Students cannot learn in a chaotic, poorly managed classroom. Teachers can establish clear expectations for behavior in two ways: by establishing clear rules and procedures, and by providing consequences for student behavior. Reinforcing acceptable behavior, (USE COMMA) while providing consequences for unacceptable behavior. (STILL NOT A COMPLETE SENTENCE. SHOULD NOT START WITH VERB.) Sample Rules Be kind to others Raise hand to talk Work quietly Also, TEACHERS SHOULD establish rules for basic situations to keep order in THEIR classroomS. Examples: HOW TO passing papers, going to bathroom PROTOCOL, sharpening pencils, and safety routines. Disruptive Students Being a new teacher with a class of 20 students can be overwhelming. But, usuallyHOWEVER, just a small number of students will USUALLY disrupt class. This is a difficult situation for teachers and more so for other students. Time spent on inappropriate behavior takes time away from teaching and causes distractions.(ELIMINATE PERIOD HERE) (Teaching and Learning: Disruptive Students). (PERIOD STAYS HERE. IF THIS IS INFORMATION FROM A SOURCE, WHERE ARE THE QUOTATIONS, YEAR, AND AUTHOR?) There are 3 key ideas in handling disruptive students: (ACCORDING TO WHO?) • Know your students • Use the schools resources (RESOURCES COULD BE LISTED HERE) • Use practical application in discipline (WHAT DOES THIS MEAN? WHERE DID YOU FIND A PRACTICAL DEFINITION?) (How to deal with disruptive students) REPHRASE. HOW TO HANDLE DISRUPTIVE STUDENTS. Knowing your studentS and being able to relate to them is very important. Their background, family life, interests, hobbies, talents, COMMA etc. will help with IN the communication process. Parental involvement is also important. Talking with the guidance counselors, and previous teachers can also help ONE UNDERSTAND THEIR students and MAY shed some light on their PROBLEMATIC behavior. Using these resources can help you to better understand how to handle a disruptive student. Finally, apply practical discipline. Find something "important" for the student to do and take the focus off of THE inappropriate behavior. Example: If a student is running down the hall instead of staying in line with OTHER classmates walking to lunch, give him/her a job as the "leader." Praise the child in front of classmates. Scoop From Someone Who Knows Beth Close has been a Kindergarten teacher for 12 years. (WHERE?) I asked her the following questions. What is the hardest part about managing your classroom? She said, "Meeting the individual needs of each student at the same time. Every child is different, and THEY learns in different ways." How do you handle disruptive students? She said there was IS a variety of strategies she has used over the years. One that has worked well for her is using a piggy bank with pennies as a reward system. The student receives a penny each day for good behavior. At the end of the week, (COMMA) they get to buy something out of the treasure chest. This gives students an incentive to have good behavior. She said, "Students with inappropriate behavior first receive a warning, THEN A time out, THEN A note senT home, THEN A phone call home, and finally THEY ARE removed from the class." She also useS the old fashioned name on the board routine, and a color light/green light. I also asked her, (INSERT COMMA) What would DO you do WHEN a student refuses to do what you ask? Beth said this automatically calleS for A 5 MINUTE time out. for 5 minutes. She said there was SHE HAS no tolerance for this kind of behavior. The last question I tossed at her ASKED was concerning how students treat each other. What would DO you do if WHEN students were being ARE disrespectful to each other? This situation callS for the A child to be removed from the classroom and to sit alone for a few minutes. Beth saYS that consistency IS THE key, (INSERT COMMA) as well as THE same punishment and reward for each student. (NEED TO WATCH TENSES... IS VERSUS ARE AND WAS, HAVE VERSUS HAS.) It is refreshing to get the scoop from someone already out in the field, (COMMA) living the experience everyday. We imagine what the classroom setting will be like, but will not really know until we are there ourselves. The information provided is meaningful in thatBECAUASE she already knows what works and what does not. It was nice to see that all of her answers were ARE parallel to what the research says.(WHAT DOES THE RESEARCH SAY?) Being consistent and fair and it was interesting to hear about all the different ways to promote good classroom discipline. REPHRASE...NOT A PROPER SENTENCE. Conclusion It seems that the phrase "expect the unexpected" really applies in managing a classroom. As teachers, we need to be flexible in responding to the unexpected. We also need to be consistent in the application of discipline, not raise our voiceS and try to remain calm and rational. WE NEED TO Be fair to all students. The combination of establishing clear expectations for rules and procedures, and providing consequences with incentives or by punishment and learning the best ways to handle disruptive behaviors are the important issues in managing an effective classroom. (RUNON, REPHRASE) We need to evaluate each circumstance and THEN ensure that punishment fits the crime. DO YOU REALLY BELIEVE IN PUNISHMENT? WHAT DOES RESEARCH SAY ABOUT PUNISHMENT’S EFFECTIVENESS? Questions 1) Which is one of the four areas of classroom management? • a. grade assignments ASAP • b. being mobile in classroom • c. establishing classroom climate • d. begin class on time 2) Which is NOT a way to deal with disruptive students? • a. apply practical discipline • b. arguing with students • c. use school resources • d. know your students 3) In class, Mason is talking and not paying attention. What would you do? • a. threaten him to be quiet • b. call his name and humiliate him • c. ignore him and keep on teaching • d. call on him to read next sentence/paragraph 4) During storytime Gayle will not sit still. NEED PERIOD. She is distracting other students. You should? • a. let her help you hold the book • b. make her leave room • c. keep telling her to sit down • d. allow her to keep disrupting class in order to not make it worse Answers: 1)C 2)B 3)D 4)A


1) Atherton, J.S.(2005) Teaching and Learning: Disruptive Students. Retrieved June 4, 2009 from

2) Classroom Management.(n.d.) Retrieved June 4, 2009 from

3) How to deal with disruptive students. Retrieved June 4, 2009 from

4) Marzano, R.J.(2003a). What works in schools. Alexandria, VA: ASCD.

5) Marzano, R.J. (with Marzano, J.S., & Pickering, D.J.)(2003b). Classroom Management that works. Alexandria, VA: ASCD.

6) Zauber, Karen. Management Tips for New Teachers. Retrieved June 4, 2009 from



For each source listed in the "References" section of the article, name the type of source (scholarly or popular) and the perspective it provides (research, expert opinion from educator, popular news source, parent organization, personal contact, etc.)

  4. . 4. JOURNAL? UNSURE?
  5. . 5. JOURNAL? UNSURE?
  7. .

List the range of publication years for all sources, e.g. 1998-2006: 2003 - PRESENT?

Answer the following questions about the sources used in the article:

  1. Did the author CITE at least 5 sources? YES and use at least 2 scholarly sources? UNSURE
  2. Are the citations in APA format? NO
    1. Here are two examples of citations in APA format, one for a paraphrase and one for a quotation:
      1. Constructing a title is both a science and an art, but on one fact all of the experts agree: the title must contain a colon (Lennon, McCartney, Harrison, & Starr, 2007).
      2. Unfortunately impoverished children are often attending “low-performing schools staffed by ill-equipped teachers” (Murnane, 2007, p. 34).
  3. Are all the sources listed in APA format in a Reference list labeled "References"? ALL REFERENCES ARE LISTED. JUST NEED TO CHECK FORMATTING.
    1. Here is an example of a reference written in APA format:
      1. Bailey, J., & Barnum, P. (2001). The colon and its rise to prominence in the American circus. Journal of American Punctuation, 34(5), 2-3.
  4. Taken together do the 5 sources represent a good balance of potential references for this topic? NO
  5. Does the author consider potential bias in the sources? NO
  6. Are most of the sources current (less than 5 years old)? YES, ASSUMING WEBPAGES ARE CURRENT.

Please make a comment about the sources. If you answered "No" to any of the questions above, please explain how the author can improve. Comment: (THE MARZANO SOURCES...WHERE DID THEY COME FROM? THE OTHER WEBSITES, SPECIFICALLY 1 AND 3, WHO IS THEIR PUBLISHER? WHAT IS THEIR AFFILIATION OR ORGANIZATION?)

Multiple Choice Questions[edit]

  1. What does each question assess: knowledge or reasoning (application of knowledge)?
    1. Question 1 KNOWLEDGE
    2. Question 2 KNOWLEDGE
    3. Question 3 APPLICATION
    4. Question 4 APPLICATION

Answer the following questions about the multiple-choice questions.

  1. Are there 4 multiple-choice questions? YES
  2. Do they each have four answer choices (A-D)? YES
  3. Is there a single correct (not opinion-based) answer for each question? NO
  4. Do the questions assess the learning target? YES
  5. Are the questions appropriate and reasonable (not too easy and not too difficult)? YES
  6. Are the foils (the response options that are NOT the answer) reasonable i.e. they are not very obviously incorrect answers? YES
  7. Are the response options listed in alphabetical order? YES...IF YOU ARE REFERRING TO A-D. IF YOU ARE REFERRING TO ACTUAL ANSWERS, NO.
  8. Are correct answers provided and listed BELOW all the questions? YES

Please make a comment about the multiple-choice questions. If you answered "No" to any of the questions above, please explain how the author can improve the question/s.


Part 2 - Ratings

LIST and EXPLAIN your rating for each of the four criteria.

  • Importance:
    I rated this article 3 for importance because... NOT ENOUGHT RESEARCH. OPINION BASED. JUST SKIMMED THE SURFACE OF THE TOPIC.
  • Interest:
    I rated this article 2 on interest because... ONLY ONE SIDEBAR. PRETTY VAGUE.
  • Credibility:
    I rated this article 1 for credibility because... I DON'T KNOW WHERE THE SOURCES ORIGINATED AND THEY ARE NOT CITED ENTIRELY CORRECT.
  • Writing skill:


To do this: Highlight sections with the cursor and use the BOLD icon above OR type ''' (3 apostrophes) before and after the text you want to make bold

Wiki Article Rubric[edit]

criteria 5 4 3 2 1
How important was the information presented on this topic to you as a teacher education student?
  • Covers key ideas crucial for future teachers to know
  • Based on researched information.
  • Highly relevant to current educational practice (*this description may be less applicable for some topics such as history of education)
  • Provides an excellent overview of the topic including relevant research, educational practice, laws and litigation. Includes in-depth discussion of at least a few selected key issues.
  • Includes ideas relevant to future teachers
  • Mostly based on researched information.
  • Applicable to today’s schools
  • Provides a good general overview with relevant information and discussion of a few key ideas
  • A couple useful points; some irrelevant information
  • About half of the information is the author’s opinion.
  • Some out-dated information; may not reflect current practice
  • Good information is included but the paper yields a partial /incomplete understanding of the topic or key issues'
  • One useful point
  • A few facts but mostly the author’s opinion.
  • Most of the information is irrelevant in today’s schools.
  • Focused on unimportant subtopics OR overly general with few specifics. Important information is missing.
  • Information is not relevant to future teachers.
  • Information is entirely the author’s opinion.
  • The information is obsolete.
  • Only irrelevant details or common knowledge. Lacks any substantive information.
criteria 5 4 3 2 1
How interesting was the article to read?
  • Sidebar includes new information that was motivating to read/view
  • Visuals (headings, colors, fonts, pictures, etc.) enhance the article by making it easier or more inviting to read
  • Multiple perspectives are considered and discussed
  • Mostly new information/ideas
  • Insightful interpretation & analysis are evident throughout the article; a clearly stated conclusion synthesizes all of the material presented.
  • Points are clearly made and elaborated on with compelling examples.
  • Sidebar includes new information that enhances understanding of the topic
  • Visuals add to the article
  • At least two perspectives were presented
  • About half of the information/ideas are new
  • Interpretation and analysis is provided for 3-4 points in the article; a reasonable conclusion based on this information is stated
  • Some good points are made and explained.
  • Sidebar includes new information related to the topic.
  • Visuals are included but have minimal effect
  • One interesting or new perspective is presented
  • A couple (2-3) new ideas or pieces of information
  • Interpretation/ analysis is included for a few (1-2) individual sections, but there is not a conclusion that synthesizes the information presented.
  • Points are made but may not always be adequately supported or explained.
  • Sidebar repeats what is already in the article
  • Visuals are somewhat distracting or not included
  • Only the “typical” view or one biased perspective is presented.
  • One new idea or bit of information
  • Information presented with minimal analysis or interpretation; no conclusion or the conclusion is not based on the information presented
  • At least one clear point is made and supported.
  • No side bar included.
  • Visuals are offensive and completely detract from the content
  • No perspective is acknowledged.
  • Nothing new.
  • No analysis or interpretation included
  • No clear points are made or points appear pasted from other sources without any explanation.
criteria 5 4 3 2 1
How credible do you think the information is?
  • Required sources are properly cited and included in a reference list in APA format.
  • Information from diverse sources representing multiple perspectives is included. Several reputable and current sources are cited. The author acknowledges potential bias in sources where appropriate.
  • Author clearly identifies his own ideas, biases and opinions
  • Required sources are included; a couple of formatting errors
  • Information from a variety of sources is included. Most sources are reasonably reputable; bias is acknowledged in others.
  • It is clear when the author is presenting his own opinion; he doesn’t try to pass if off as fact.
  • Required sources are included; APA format is not used or has many errors.
  • A variety of sources is listed but the information primarily reflects a single viewpoint. Sources are reasonable.
  • The author occasionally (1-2 times) states his own opinion as fact.
  • Only 4 sources are cited/listed in the references or only 1 scholarly source was used
  • Sources lack diversity OR information from divergent sources is only superficially mentioned. Some sources are untrustworthy or biased and not acknowledged as such.
  • Author routinely (3-4 times) states her opinion as fact, ignores own biases.
  • Missing two or more sources OR sources used but not cited or listed.
  • All sources and information reflect a single viewpoint. Most sources are untrustworthy or biased and not acknowledged as such.
  • The entire article is biased and opinion-based without acknowledgment of this perspective.'
criteria 5 4 3 2 1
How well do you think this article was written?
  • Multiple-choice questions (2 application & 2 knowledge) align with the learning targets, assess key points, and are written according to guidelines (see R4)
  • Specific, appropriate and observable learning targets are stated; the content is clearly organized to help the reader achieve these goals
  • Captures and maintains attention throughout
  • All or almost all of the cited information is introduced, elaborated on and explained
  • Writing is organized, easy to read, and contains few to no mechanical errors.
  • Multiple-choice questions (2 application & 2 knowledge) align with the learning targets, and assess key points.
  • Specific and reasonable learning targets are stated; the content aligns with these goals
  • Captures attention initially and periodically throughout
  • Most of the cited information is discussed or explained.
  • The article flowed pretty well and there were just a few mechanical errors.
  • Multiple-choice questions (2 application & 2 knowledge) assess key points
  • Reasonable learning targets are stated; the content relates to these goals
  • Parts of the article capture attention
  • About half of the cited information is discussed
  • A few areas were hard to follow, confusing or oddly organized. There were a few distracting errors.
  • 4 multiple-choice questions are included.
  • Learning targets generally related to the content are stated
  • At least one part of the article is interesting
  • Information is “pasted” together with minimal explanation.
  • Organization was difficult to follow, sentences were awkward and/or there were several distracting errors.'
  • Questions are missing or not multiple-choice.
  • Learning target is missing or unrelated to content or is/are not actual learning targets
  • Nothing in the article grabs the reader’s attention
  • Article is entirely “pasted” together from other sources.
  • Poor organization, sentence structure and/or grammatical errors made it very difficult to understand the content.

Part 3 - "2+2"

List TWO compliments and TWO suggestions about the article content

  • Hints:
    • Focus on the work, not the person
    • Describe "There is...", "I see.." rather than judge "You didn't..."


  2. .


  2. .

You can make compliments and suggestions that relate to specific areas of the paper or to the paper in general. I suggest a mixture of both. Focus on what's most important. Of course, you can also include more than two suggestions and more than two compliments. The goal is to help the author improve his/her article.