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Read the following scenario.  
As you read, select management strategies from the list I have added.  
Identify each strategy you see and make a list of the strategies along with the accompanying passage, and the management style from which the strategy comes. 
There is a rubric added as well to guide of what should be contained in your paper. 
I have added the Scenario that must be analyzed, the rubric, and the blank paper that needs to be filled out. 
I also added the list of management strategies to choose from.
There needs to be a 7 strategies in total.

Criteria Ratings Pts

EXEMPLARY 10 pts PROFICIENT 8 pts DEVELOPING 6 pts

Identification of Strategy Correctly identifies at
least 7 strategies

Correctly identifies at least 5
strategies

Correctly identifies less
than 5 strategies

10 pts

Passage relating to strategy
Correctly references
the passages related to
the strategies

Correctly references most of
the passages related to the
strategies

Passage references are
incomplete or
incorrect

10 pts

Management style from which the
strategy comes

Correctly identifies all
the management
styles of each strategy

Correctly identifies most of
the management styles of
each strategy

Most management
styles are mis‐
identified

10 pts

SCORING RUBRIC FOR 700.6 PART 1

Passage Identifying Teacher Behavior Strategy Management Style

Mr. Havens, a high school social studies teacher, has planned a lecture for the class period. He usually has small group work and discussion activities for the class, but today, there is information that must be given to students in the form of a lecture. He has carefully prepared his notes and explained to the students that today’s routine will be slightly different. They are beginning a study of the Federalist Papers, and a little background is necessary before embarking upon that study. The information is not available in their textbooks, so he explains that he has put together a 15- minute talk that will give them the needed background for their subsequent work.
As Mr. Havens begins to talk, most of the class is taking notes. Things are proceeding in a satisfactory manner until he notices a pair of students in the back talking to each other and laughing. Clearly, they are not talking about the course material. He decides that the first course of action will be to ignore it. He has a relatively good relationship with this class, and he is confident that the talking will stop momentarily. Continuing his lecture, he grows slightly annoyed when their sidebar conversation continues. He pauses for a moment, and several students look up from their notetaking because he has been moving along at a steady pace. The sudden silence is noticed by the entire class. When he gains the attention of the talkative two, he gives them a direct stare, implying that he wants their activity to stop. They leave off with their conversation momentarily, but as soon as he is into the lecture once again, they take up their conversation. They are at least whispering this time, but a few students in the room are looking their way and then glancing up at the teacher to see how he is going to react.
Mr. Havens has tried two strategies—ignoring the behavior and giving a warning “look,” so this time, he stops and verbally asks the pair to stop talking while he is giving the lecture. They look at each other and roll their eyes, staring back pointedly at him. He resumes his talk, but his mind is distracted now because he feels certain the problem is going to persist. Mentally, he is trying to concentrate on his lecture because the material is somewhat complex, but he is also thinking ahead to what the next step will be if the two resume their conversation. As he is trying to get back on track with the lecture, an idea occurs to him.
“All right, let me finish up with this introductory section by saying. . .” and he continues for a moment, wrapping up loose ends from the introduction. “Now, I want you to turn and talk with a partner for 2 minutes, compare your notes, and summarize the introductory part of the lecture. I will call on people to share out in 5 minutes.” He makes sure he has the eye of the talkative two in the back when he concludes with that admonition. He feels pleased with his handling of the situation. He realizes that he was headed for a confrontation as the next step, and that was not what he wanted at all. He had almost backed himself into a corner, though. By calling them out in front of the class, he had played his last card. Their “eye roll” reaction was meant for the rest of the class as much as for the teacher and themselves. It gave them some modicum of cover for saving face after being called down in front of everyone. But Mr. Havens moved to correct that by changing the pace of what was happening in the classroom, providing an opportunity for student participation in the lesson, and giving fair warning that students might be called on to share their work.

MANAGEMENT STYLES AND STRATEGIES

The strategies and skills associated with the Authoritative style of Management are:

• the establishing and enforcing of rules

• issuing commands, directives and orders

• using mild reprimands

• utilizing proximity control

• utilizing isolation and exclusion

Strategies and skills associated with Behavior Modification Management are:

• Reinforcement

• Token Economy and Incentives

• Praise and Encouragement

• Cues, Prompts and Signals

• Self-monitoring

Strategies and skills associated with Instructional Management are

• Behavior and Classroom Management

o With-it-ness/Overlapping/The Ripple Effect

• Instructional Management

o Momentum/Smoothness/Satiation

• Group Management

o Group Focus and Accountability

The strategies and skills associated with Social/Emotional Management are:

• Building positive interpersonal relationships

• Active listening

• Logical consequences

• Shared control

• Consequences with empathy