Joseph SigmonClassroom Mang. & Student Disc.Dr. Swin

Joseph Sigmon
Classroom Mang. & Student Disc.
Dr. Swinehart-Held
December 7, 2020
Reflection Paper: Virtual Field Experience EDU 3263
Classroom Management
The teachers promoted engagement by displaying pictures that
were familiar to students
and then she asked them questions. The classroom had boxes
drawn on the floor to boost
understanding. Students were asked to physically stand in the
boxes to boost understanding of
mathematics. The next step after physical demonstration was
use of projectors to display
calculations.
The video “Literacy Lesson First Grade” was effective in
student’s comprehension of
concepts since the teacher asked questions and influenced the
learners to remember prior lessons.

Classroom engagement was boosted by the teacher as he told
learners to divide themselves and
to discuss. His technique of regaining the students’ attention
was effective since there was a
familiar phrase he called out. The video “Teacher Observation
of Ms. Ainge” revealed effective
incorporation of technology in learning environments. The
teacher’s strategy of changing
projector slides as she asked students questions was highly
effective. Engagement was properly
applied in the classroom since she waited for feedback from
students using a particular gesture.
Students’ assessment was properly applied by Ms. Angie.
The video “Teaching Character Traits | 3rd Grade Reading
Comprehension” revealed
the teacher’s effective strategy of ensuring learners were
properly prepared for the lesson. The
teacher distributed charts to every student so that there would
be collaboration between her
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readings and questions listed on the charts. The teaching
strategy was effective since learners
could analyze character traits based on simple phrases. The
video “TPSD Kindergarten, Phonics
First, Lesson 16 Level 1” shows the effective strategy by the
teacher where she begins the lesson
by asking students to recall concepts from previous lessons. The
teacher had cards ensured
students could visually recall concepts. Engagement of three
teachers for many students ensured
every student received proper attention. The videos by Peoria
Unified C&I, Wow English, and
Teach4Life revealed that students’ engagement and application
of projector technology was an
effective tactic of promoting learning.
Since a learning environment is the most important component
of a student’s education, it
is important to create a conducive environment. The first
strategy I would apply is greeting
students as soon they reach the class (Terada, 2019). This is
highly effective in promoting
connection with students. I would ensure all students receive

equal share of attention before the
beginning of any lesson since this boosts their confidence. This
tactic would build relationships
between learners and me. The students would be more
comfortable when asking questions since
they would view me as an agreeable teacher. Classroom sessions
would feel like family
experiences.
The next strategy I would apply is to anticipate if any issues
would occur during learning
sessions (Finley, 2017). A learning environment is filled with
students from diverse cultural
backgrounds. As such, it is imperative to realize that there
could be moments of conflicts when
different learners engage. The most applicable technique is to
maintain authority so that learners
would respect any directives. I would ensure the method I use to
enforce authority is not harsh.
Shouting would be unheard of during any of my teaching
sessions so that learners would avoid
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improper conflict management tactics. I would resolve issues by
talking to learners so that they
would open up.
The next suitable strategy is to give praise after noticing any
positive behavior (Terada,
2019). After analyzing the videos, I realized that learners
enjoyed answering questions. This was
an indicator that they understood concepts taught in class. I
would ensure to praise learners after
they answered any questions correctly. Learner engagement and
collaboration is another action I
would praise. Classrooms usually contain learners with varying
cognitive capacities. Whenever
gifted learners help other students, I would praise such actions.
This would increase capability of
slow learners to understand concepts I would teach based on
how their peers understood.
The classroom management strategies that have learned in this
class, from my own
experience as a Para-Professional and the observations that I
have made prior by visiting a

classroom or Face Timing a classroom, I will definitely be using
some of those strategies as well
as come up with some of my own. In my most observation with
Ms. Hubbard’s class, she tried to
keep the class engaged by asking them questions about the test
on last Friday and how was their
weekend. The student was reluctant to answer but once one
student did, then the rest followed. I
am sure if the students were in a classroom setting, I am sure
this would have gone over a lot
better. I also noticed that the students looked tired. Not saying
that they did not get enough sleep
but tired of the learning from home and not enacting with their
friends and the teachers. I like
giving incentives to students that do well and even to those who
have made great strides because
I think students need motivation and praise when it is
warranted. I feel that it makes a student
more confident in their learning and they will continue to do
better. Lastly, the strategy that I
think is most important than all of them is that the students
know who is in charge and that the
teacher must show it every day. This can be shown by who the
teacher interacts with the class,

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how discipline is handled and discussing the class rules on day
1. By doing these things, will
make me an effective teacher and my classroom management
will be second to none.
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Reference
Dulude, L. (2013). 1st Grade Math Lesson-find the missing part
of 10 [Image]. Retrieved from
https://www.youtube.com/watch?v=UoQzv4wxmUE
Finley, T. (2016). 19 Big and Small Classroom Management
Strategies. Retrieved 25 November

2020 from https://www.edutopia.org/blog/big-and-small-
classroom-management-
strategies-todd-finley
luvbuggl3. (2015). Teacher Observation of Ms. Ainge [Image].
Retrieved from
https://www.youtube.com/watch?v=KRgIxK0WNis
Mr A. (2016). Literacy Lesson First Grade [Video]. Retrieved
from
https://www.youtube.com/watch?v=NkxJSwa_b3A
OfficialTPSD. (2016). TPSD Kindergarten, Phonics First,
Lesson 16 Level 1 [Video]. Retrieved
from https://www.youtube.com/watch?v=cjNv2dQCFEk
Peoria Unified C&I. (2017). Jean Cole 4th Grade Frontier
Elementary Classroom Observation
[Video]. Retrieved from
https://www.youtube.com/watch?v=nKxAyy0MBiQ
Revolve Learning. (2017). Teaching Character Traits | 3rd
Grade Reading Comprehension
[Video]. Retrieved from
https://www.youtube.com/watch?v=BL_p-6UQDZQ
Teach4Life. (2016). Wonders Day 1 Lesson 1st Grade [Video].
Retrieved from

https://www.youtube.com/watch?v=eR1rZ71ZKcA
Terada, Y. (2019). 8 Proactive Classroom Management Tips.
Retrieved 25 November 2020 from
https://www.edutopia.org/article/8-proactive-classroom-
management-tips
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Wow English. (2013). How to teach Kids | from a Prague
kindergarten, part 1 | English for
Children [Video]. Retrieved from
https://www.youtube.com/watch?v=NIk1-ck4c6Q
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Cryptography and Network Security:
Principles and Practice
Eighth Edition
Chapter 13
Digital Signatures
Copyright © 2020 Pearson Education, Inc. All Rights Reserved.
Figure 13.1 Simplified Depiction of
Essential Elements of Digital
Signature Process
Digital Signature Properties
• It must verify the author and the date and time of the
signature
• It must authenticate the contents at the time of the
signature

• It must be verifiable by third parties to resolve disputes
Attacks
• Key-only attack
– C only knows A’s public key
• Known message attack
– C is given access to a set of messages and their signatures
• Generic chosen message attack
– C chooses a list of messages before attemptin g to break A’s
signature scheme, independent of A’s public key; C then obtains
from A valid signatures for the chosen messages
• Directed chosen message attack
– Similar to the generic attack, except that the list of messages
to be
signed is chosen after C knows A’s public key but before any
signatures are seen
• Adaptive chosen message attack
– C may request from A signatures of messages that depend on
previously obtained message-signature pairs

Forgeries
• Total break
– C determines A’s private key
• Universal forgery
– C finds an efficient signing algorithm that provides an
equivalent way of constructing signatures on arbitrary
messages
• Selective forgery
– C forges a signature for a particular message chosen
by C
• Existential forgery
– C forges a signature for at least one message; C has
no control over the message
Digital Signature Requirements
• The signature must be a bit pattern that depends on the

message being signed
• The signature must use some information unique to the sender
to prevent both forgery and denial
• It must be relatively easy to produce the digital signature
• It must be relatively easy to recognize and verify the digital
signature
• It must be computationally infeasible to forge a digital
signature,
either by constructing a new message for an existing digital
signature or by constructing a fraudulent digital signature for a
given message
• It must be practical to retain a copy of the digital signature in
storage
Direct Digital Signature
• Refers to a digital signature scheme that involves only the
communicating
parties

– It is assumed that the destination knows the public key of the
source
• Confidentiality can be provided by encrypting the entire
message plus
signature with a shared secret key
– It is important to perform the signature function first and then
an outer
confidentiality function
– In case of dispute some third party must view the message and
its
signature
• The validity of the scheme depends on the security of the
sender’s private key
– If a sender later wishes to deny sending a particular message,
the sender
can claim that the private key was lost or stolen and that
someone else
forged his or her signature
– One way to thwart or at least weaken this ploy is to require
every signed
message to include a timestamp and to require prompt reporting
of
compromised keys to a central authority

ElGamal Digital Signature
• Scheme involves the use of the private key for encryption
and the public key for decryption
• Global elements are a prime number q and a, which is a
primitive root of q
• Use private key for encryption (signing)
• Uses public key for decryption (verification)
• Each user generates their key
– Chooses a secret key (number): 1 < xA < q-1
– Compute their public key: yA = axA mod q
Schnorr Digital Signature
• Scheme is based on discrete logarithms
• Minimizes the message-dependent amount of computation
required to generate a signature

– Multiplying a 2n-bit integer with an n-bit integer
• Main work can be done during the idle time of the
processor
• Based on using a prime modulus p, with p – 1 having a
prime factor q of appropriate size
– Typically p is a 1024-bit number, and q is a 160-bit
number
N I S T Digital Signature Algorithm
• Published by N I S T as Federal Information Processing
Standard F I P S 186
• Makes use of the Secure Hash Algorithm (S H A)
• The latest version, F I P S 186-3, also incorporates digital
signature algorithms based on R S A and on elliptic curve
cryptography

Figure 13.2 Two Approaches to
Digital Signatures
Figure 13.3 The Digital Signature
Algorithm (D S A)
Figure 13.4 D S A Signing and Verifying
Elliptic Curve Digital Signature
Algorithm (E C D S A)
• Four elements are involved:
– All those participating in the digital signature scheme use
the same global domain parameters, which define an elliptic
curve and a point of origin on the curve
– A signer must first generate a public, private key pair

– A hash value is generated for the message to be signed;
using the private key, the domain parameters, and the hash
value, a signature is generated
– To verify the signature, the verifier uses as input the signer’s
public key, the domain parameters, and the integer s; the
output is a value v that is compared to r ; the signature is
verified if the v = r
Figure 13.5 E C D S A Signing and
Verifying
R S A-P S S
• R S A Probabilistic Signature Scheme
• Included in the 2009 version of F I P S 186
• Latest of the R S A schemes and the one that R S A
Laboratories

recommends as the most secure of the R S A schemes
• For all schemes developed prior to P S S it has not been
possible
to develop a mathematical proof that the signature scheme is as
secure as the underlying R S A encryption/decryption primitive
• The PSS approach was first proposed by Bellare and Rogaway
• This approach, unlike the other R S A-based schemes,
introduces a randomization process that enables the security of
the method to be shown to be closely related to the security of
the R S A algorithm itself
Mask Generation Function (M G F)
• Typically based on a secure cryptographic hash function
such as S H A-1
– Is intended to be a cryptographically secure way of
generating a message digest, or hash, of variable
length based on an underlying cryptographic hash
function that produces a fixed-length output

Figure 13.6 R S A-P S S Encoding
Figure 13.7 R S A-P S S E M Verification
Summary
• Present an overview of the digital signature process
• Understand the ElGamal digital signature scheme
• Understand the Schnorr digital signature scheme
• Understand the N I S T digital signature scheme
• Compare and contrast the N I S T digital signature scheme
with the ElGamal and Schnorr digital signature schemes
• Understand the elliptic curve digital signature scheme
• Understand the R S A-P S S digital signature scheme

Copyright
This work is protected by United States copyright laws and is
provided solely for the use of instructors in teaching their
courses and assessing student learning. Dissemination or sale of
any part of this work (including on the World Wide Web) will
destroy the integrity of the work and is not permitted. The work
and materials from it should never be made available to students
except by instructors using the accompanying text in their
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these
restrictions and to honor the intended pedagogical purposes and
the needs of other instructors who rely on these materials.
Directions
There are 8 videos of classroom teaching and diversity issues.
You need to watch all videos to complete the reflection paper
assignment. Try to think about this in terms of either in-person
teaching or virtual or a combination of videos, in-person
observation, and interview of a teacher.
These videos are not to offend anyone but to discuss issues of
diversity and classroom teaching. The instructor does not want
to impose his own views on anyone but to allow you to study

issues as a way of the learning process.
After watching the videos and interviewing a teacher or visiting
a classroom, you should have enough information to write your
final paper. Your final paper will include responses to the
following questions:
1. Describe any observations in the classrooms or in the videos
that highlighted specific classroom management
rules/strategies. Make sure to identify the video(s) in your
response.
2. If you were the teacher in these classes, identify at least two
classroom management strategies that you would use. Be clear.
3. Finally, based on your personal experiences in-classroom
observation and discussions with teachers, share your thoughts
about how the classroom management strategies from this
course will help you to teach all students in your future
teaching assignments. Also, include some ways you could
avoid possible ineffective management strategies you may have
encountered or viewed in the videos.
To submit your response, you should develop a response in a
Word document and attach it.
There is a limit of words for this assignment. You must write a
response in no more than 1000 words. Quality of response is
important. You must complete the attached timesheet and
submit it with your final paper.
Good Luck!
https://www.youtube.com/watch?v=KRgIxK0WNis Second
Grade Lesson on Fractions
https://www.youtube.com/watch?v=NkxJSwa_b3A First
Grade Literacy Lesson
https://www.youtube.com/watch?v=eR1rZ71ZKcA First
Grade Wonders Day Lesson
https://www.youtube.com/watch?v=NIk1-ck4c6Q Prague
Kindergarten – English Lesson

https://www.youtube.com/watch?v=cjNv2dQCFEk
Kindergarten Writing Lesson
https://www.youtube.com/watch?v=nKxAyy0MBiQ Fourth
Grade ELA Lesson
https://www.youtube.com/watch?v=UoQzv4wxmUE First
Grade Math Lesson
https://www.youtube.com/watch?v=BL_p-6UQDZQ Third
Grade Reading - Character Traits

Joseph SigmonClassroom Mang. & Student Disc.Dr. Swin

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