Responses to two discussion questions regarding classroom management integration ideas (possible ways to integrate student differences into social skills instruction & how self-management can be observed in 1st and 5th-grade students).

1. J’Nai Whitehead
Module 2 Discussion 1 Module 2 Discussion-Classroom Management Ideas
1. How would you integrate student and behavioral differences due to gender, culture, and
socioeconomic status into social skills instruction?
Regardless of a student’s gender, culture, or socioeconomic status, social skills must be
taught to some degree at all grade levels. “We teach social skills exactly using the same
pedagogy as when we teach academic skills; it’s just a little bit different” (Knoff, 2021, slide 10).
As an educator, I would integrate student differences into social skills instruction by
demonstrating the target social skill and leading students in a role-playing activity. “Skills taught
through curricula and programs might include how to make better decisions in high-stake
situations, strategies for stress and anger management, and setting and tracking progress toward
goals” (Rumberger, R., et. al., 2017, p. 50 ). I would also integrate student and behavorial
differences into social skills instruction by practicing Culturally Relevant Teaching Practics.
“The understanding and incorporation of a student’s culture into the classroom is referred to as
culturally responsive teaching or culturally responsive pedagogy” (Larson et al., 2018, p. 154 ).
Since I teach 5th grade, I would find a picture book that targets a social skill for our read-aloud
during ELA. The book would be culturally relevant in which it would represent something that
my students could relate to. Good examples are the books: Teasing written by Joy Berry, Jabari
Jumps written by Gaia Cornwall to teach how to teach facing challenges, or I Can’t Believe You
Said That! written by Julia Cook to teach students about appropriate comments and using a
social filters.

2. J’Nai Whitehead
Module 2 Discussion 1 Module 2 Discussion-Classroom Management Ideas
2. Given the developmental differences between first graders and fifth graders, how would
“self-management” be behaviorally observed at each age level?
“Children with strong social skills are more likely to make and sustain friendships,
initiate positive relationships with teachers, participate in classroom activities, and be positively
engaged in learning (Mathur & Mahto, 2018, p. 50). Dr. Knoff explains how typically,
self-management in students at an early elementary level will not automatically demonstrate
good social skills. The teacher must first teach, model, and provide scripts to students to follow
before they will learn the desired social behaviors. Self-management skills in first grade may be
observed by their ability to wait for an adult’s attention, know how to interrupt, how to deal with
losing, apologizing, and dealing with consequences. Although, at times, adults will still need to
prompt the use of social skills needed under the conditions of “emotionality” in lower grade
levels (Knoff, 2021, slide 10). As students get older and move towards upper elementary and
middle grade levels, they will display good social skills automatically. Advanced
self-management skills at an upper elementary level may be: avoiding trouble, dealing with
anger, dealing with rejection, dealing with accusations, and peer pressure (Knoff, 2021, slide 10).
“They need a variety of interpersonal skills, such as the capacity to develop sophisticated
friendships, engage in prosocial and ethical behavior, and solve social conflict” (Mathur &
Mahto, 2018, p.58). Needless to say, teachers in elementary levels will need to teach and
reinforce social behaviors for students to be successful. These skills can be taught through
modeling, small group role-play activities, read-alouds, or discussed daily during morning
meetings.

3. J’Nai Whitehead
Module 2 Discussion 1 Module 2 Discussion-Classroom Management Ideas
Reference:
Knoff, H. (2021). Social Skills & Self-Management [Course Lecture]. In Module 2: Classroom
Management. Kultura Media Gallery. Retrieved 7 13, 2022, from
https://ace.instructure.com/courses/1897434/external_tools/118428
Larson, K. E., Pas, E. T., Bradshaw, C. P., Rosenburg, C. P., & Day-Vines, N. L. (2018).
Examining how proactive management and culturally responsive teaching relate to
student behavior: Implications for measurement and practice (47th ed., Issue 2). School
Psychology Review. Retrieved 07 14, 2022, from
http://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eric&AN=EJ11
82041&site=eds-live&scope=site&authtype=sso&custid
Mathur, A., & Mahto, S. (2018). A Study of Social Skills of Special Children (11th ed., Issue 1).
The Journal of Progressive Education. Retrieved 7 13, 2022, from
http://search.ebscohost.com/login.aspx?direct=true&AuthType=sso&db=eue&AN=13415
8507&site=eds-live&scope=site&authtype=sso&custid=ns083389
Rumberger, R., Addis, H., Allensworth, E., Balfanz, R., Bruch, J., Dillon, E., Duardo, D.,
Dynarski, M., Furgeson, J., Jayanthi, M., Newman-Gonchar, R., Place, K., & Tuttle, C.
(2017). Preventing drop-out in secondary schools (NCEE 2017-4028). Washington, DC:
National Center for Education Evaluation and Regional Assistance (NCEE), Institute of
Education Sciences, U.S. Department of Education. https://whatworks.ed.gov