Classroom Management Plan Essay Example for Free

Classroom Management Plan Essay A classroom management plan is the road map for an effective teaching and learning environment. Classrooms are communities that only succeed when citizens work together, and take responsibility for their actions. It includes the physical environment, routines, student-teacher interactions, volunteers, expectations, rules, responsibilities, and consequences. †¢ Student-teacher interaction – Teachers support students in academic and social learning by remaining calm and consistent in all circumstances. This includes teaching how to take responsibility for behavior, making good choices, and learning from mistakes. Students are more motivated when mutual respect exists (Jones Jones, 2010). It is important for teachers to demonstrate interest in students. When students believe their teacher cares about them, they respect him or her. †¢ Behavioral expectations – Clear expectations are important for student understanding and success. Discussion of expected behaviors and consequences assist in clarifying appropriate behaviors. Modeling, practicing, and role-playing teach students proper behaviors. Negative behaviors are treated as teachable moments to continually educate students. †¢ Incentive program – Students who exhibit exemplary behavior receive class money toward the class store. Money is only given to students who exceed expected behaviors or achievements. Once a month, they have an opportunity to shop at the school store. †¢ Desk arrangement – It is important for students to know each other, and to know about each other’s experiences, values, and perceptions. Desks arranged in groups foster student to student relationships and collaboration among students. Desks are rearranged throughout the year. †¢ Teacher’s desk and other work areas – Close proximity to students enhances student-teacher relationships, so the teacher’s desk will be as close as possible with a clear walkway to student’s desks. Other work areas such as computer desks and reading club table are easily accessible for smooth transitions. †¢ Wall hangings – Wall hangings include school and classroom rules, expectations, and procedures. One wall includes a word-wall students build and refer to throughout the year. Other hangings include schedules, unit information, inspirational pictures, and general information. †¢ Routines and procedures – Routines and procedures are established, and practiced from the first day of school. They include arrival procedures, attendance, lunch count, bathroom breaks, transitions within the classroom, and transitions outside the classroom, passing out materials, submitting assignments, and end-of-day procedures. †¢ Parent volunteers – Parent volunteers are an important part of the classroom. Students enjoy seeing their parents in the class, and around the school. When parents volunteer, students behave and perform better. It provides opportunities for parents to understand the classroom community. When parents understand the classroom management, they can assist teachers in supporting it. Rules and Consequences To prevent disruptions, and maintain consistency in a classroom, rules and consequences must be clear and consistent. Some behaviors warrant only saying a student’s name, or walking over to the student. This provides subtle re-direction without embarrassment. Other behaviors require stronger intervention, such as removal from the classroom, teacher-student-parent discussions, or office referrals. Students are capable of demonstrating mutual respect of feelings and belongings, raising hands to be called upon, honesty, cleanliness, paying attention, and hard work. Classroom rules support these capabilities, and are used to promote positive behavior and student success. The first day of school, students and teacher together compile a list of rules and corresponding consequences. They may include: following directions, being prepared, respecting personal space, mutual respect for people and property, work quietly, kindness, good manners, and safety. A contract outlining class rules is provided to students. Students are required to review the contract with their parents and both must show understanding by signing it. Consequences are designed to support rules and expectations. Behaviors may result in positive or negative consequences. Positive consequences reinforce positive behaviors. They may include: good grades, verbal praise, written praise, self-pride, lunch with the teacher, extra computer time, and free time. Negative behaviors disrupt instruction and impact the classroom community. Consequences are designed to alleviate disruptions, and teach students to contribute positively to the classroom community. Although consequences depend on behaviors, some negative consequences may include: adjusting seating arrangement, missing recess to complete assignments, cleaning up messy work areas or the lunch room, bad grades, removal of fun activities, office referrals, and parent phone calls. Task Analysis of Procedures –Attending Assemblies An assembly is scheduled for 10:00am in the gym. Below is a task analysis of going to the assembly, and going back to the classroom after the assembly. 1. The principal announces by grade order, lowest to highest, to go to the assembly in the gym. 2. Teacher asks students to clear their desks, stand up, and push in their chairs. 3. Students clear their desks, stand up and push in their chairs. 4. Teacher asks students to quietly line up in alphabetical order. 5. Students quietly line up in alphabetical order. 6. Teacher reviews proper assembly behavior. a. Students should sit still, keeping hands, arms and legs to themselves. b. Students should not talk during the assembly. c. If asked for volunteers, students should raise hands, not call out. d. Students should clap when the assembly is over. It is a way of saying â€Å"thank you. † e.When assembly ends, students remain seated until teacher tells them to stand. f. Teacher reminds students to sit at their desks when they return from the assembly. 7. Teacher leads students down the hallway to the gym. a. Stay on the right side of the hallway. b. If a lower grade class needs to pass, the students stop and wait quietly against the right wall while the other class passes. c. If class is passing another class, they should walk quietly on the left side of the hallway. 8. Enter the gym through the southeast door. 9. Lead the line of students to their correct places. 10. Ask them to quietly sit down. 11. Take your seat in the folding chair at the end of your class row. 12. When assembly is over classes will exit the gym in grade order, lowest to highest. 13. Teacher stands up and reminds students to remain seated. 14. When it is time, teacher asks students to quietly stand up and remain in their line. 15. Teacher reminds students to sit at their desks when they return to the classroom. 16. Teacher reminds students to walk quietly down the hallway, staying in line, to their classroom. 17. Teacher leads students back to the classroom. 18. Teacher reminds students to sit at their desks. 19. When students are seated, teacher thanks students for following directions, and maintaining good behavior. Substitute Plan Welcome to the class. There are 20 students in the class. If you need assistance please call on Katie, Jackson, or Alexis. The following is a list of students who are pulled from class. SEM – Mrs. Hills will come get them Tuesday 1:00 – 2:00 Alexis, Jackson Thursday 1:30 – 2:30 Alexis, Jackson, Katie, Scotty Send students to Reading Club – Mrs. Dixon Monday – Thursday 12:30 – 1:00 Joey, Hailey, Eric, Steve, Lanie Send students to Speech – Mrs. Johnson Monday, Wednesday 12:30 – 1:15 John, Mark Daily Schedule: 8:45 8:50: Retrieve students from side door. 8:50 – 9:05: Hang coats, deliver homework to basket, lunch boxes to basket, Pledge of Allegiance, morning announcements, sit at desks, attendance 9:05 – 9:20: Review date, schedule, spelling and vocabulary words. 9:20 – 10:10: Math Lesson. Consult lesson planner. 10:10 – 10:15: Bathroom Break 10:15 – 10:30: Recess. Walk students to and from the back door. 10:35 – 11:25: Monday: Computer Lab – Walk students to and from Room 20 Tuesday: Music – Walk students to and from Room 13 Wednesday: PE – Walk students to and from Stage. Thursday: Library – Walk students to and from Library Friday: Parent Art Activity – see volunteer schedule 11:25 – 11:30: Bathroom Break 11:30 – 12:00: Lunch. Students line up in alphabetical order by last name. Walk students into the lunchroom to the cashier. 12:00 – 12:20: Recess. Students will be sent by the lunch room monitor, but please pick them up at the back door. 12:20 – 1:15: Lesson from Anthology books. Consult lesson planner. 1:15 – 1:35: Centers 1:35 – 2:00: Science Lesson. Consult lesson planner. 2:00 – 2:05: Bathroom Break 2:05 – 2:20: Recess. Walk students to and from the back door. 2:20 – 3:05: Activity related to lessons. Consult lesson planner. 3:05 – 3:20: Reading time. 3:20 – 3:25: Clear desks and put chairs on top. Gather belongings. Walk students to front door. Continue to walk Alexis, Steve, Josie, Braden, Braxton, Eric, and Kathy to bus. General Information: †¢ Class lists, lesson planner, management plan, and emergency procedures are located in the left desk drawer. Student files are in hanging folders in the right desk drawer. †¢ Occasionally, adjustments to the schedule need to be made because of assemblies. Please communicate any adjustments during morning announcements. †¢ Attendance is reported on the Encore software on my computer. Login information is located on the inside page of the lesson planner. You may use a class list to mark tardy and absent. †¢ Anytime the class leaves, they should quietly line up. Do not bring them anywhere until they are quietly lined up. When walking in hallways, they should remain quiet, walk single file, and stay to the right. †¢ At bathroom breaks, remind students of proper behavior (posted), and to wash their hands. If students need to go to the bathroom at other times, they must raise their hands and ask permission. They may not go in pairs. †¢ Any materials needed for activities, or other handouts are located in the materials area in the corner of the classroom, near the sink. †¢ Students may take AR tests on the computers during Reading Time. Remind them of the computer policies (posted near computer area). †¢ Prior to recess, and lunch, remind students to be respectful and demonstrate good behavior. †¢ If students finish assignments early, they may work on other unfinished assignments. If they do not have unfinished assignments, they may read, or take an AR test on one of the classroom computers. †¢ There is a pencil sharpener in the materials area, with a cup of pencils next to it. If they need sharpening, a different pencil sharpener is assigned each day. †¢ The students may use the water fountain when they take bathroom breaks, before lunch and recess. Students may keep water bottles at their desks. †¢ Classroom computers may be used during centers and for AR tests. †¢ Teacher’s mailboxes are located in the mail room in the front office. Please check the box with my name on it at least once a day. †¢ If a child is injured, he or she should be taken to the office. You may discuss with the office staff whether or not parents/guardians need to be called. †¢ When you leave for the day, please turn the lights off and close the door. In case of emergency: The class evacuates the building through the east doors. The students should calmly, but quickly line up, leave the building and walk straight up the hill. If you have an emergency in the classroom, you may call the office by pressing ‘office’ button on the phone. There is a fire alarm lever in the hallway to the left of the classroom door. In the event of a lockdown, teacher and students sit quietly by the north wall (under the coat rack). Turn the lights off, and remain silent until the principal or vice-principal comes to the door and gives the ‘all-clear’. Please consult the emergency procedures for further information. Classroom management: Rules, expectations, and procedures are posted on the wall. There is class money given to students who exhibit exceptional behavior. At the end of the month, provide an opportunity to shop in the school store. The store is located in the standing cabinet next to the bookshelves. Disruptive students should adjust their behavior when you say their name, or walk over to them. If they do not, they may be pulled aside to discuss reasons for their behavior and how to adjust it. If they continue to be disruptive, they may stay in at recess to reflect on their behavior. Please consult the management plan for further details. Please leave me documentation of disruptive behaviors, and their consequences. There is a documentation form with the management plan. Implementation Plan Beginning on the first day of school rules and expectations will be practiced, reviewed, and posted. They will also be reviewed throughout the year as necessary. To increase student ownership, there will be a rotation of student helpers who have extra responsibilities such as passing out papers, and delivering home lunches to the lunch room. Positive and negative behaviors will be quickly and consistently addressed to reduce disruptions. Students who are engaged are more likely to demonstrate positive behaviors. It is important to understand students’ learning styles, interests, and experiences when designing instruction. Instructional activities should be varied to promote positive learning experiences therefore reducing misbehaviors. Differentiated and individualized instruction may be implemented to further engage students. Parents support implementation when they foster positive teacher-parent relationships, and support the classroom rules and expectations. Parents ensure their students complete assignments, and prepare them for submission. They assist teaching student’s proper behaviors, and the skills needed to make positive choices. Letter to Parents Dear Parents, I am excited to welcome your child to my class. Our classroom is a community where together we will strive for success by working together, and relying on each other. To achieve success, it is important for you, me, and your child to work together. I have high academic and behavioral expectations for my students, and with your support in and out of the classroom, I believe we will have a fun, successful school year. I encourage you to volunteer in the classroom. Students love seeing their parents in school. It allows students extra one-on-one and small group work, which is increases their performance. Being involved is also an excellent way to gain information on what your child is learning and experiencing while at school. Involvement in your child’s education is vital for success. I realize my students are involved in many different activities, but I ask you to please make school and homework a top priority. You can do that by establishing bedtimes, homework routines, reviewing completed work, providing praise and support. I also ask that you contact me if you ever have questions or concerns. In addition to scheduled conferences, I will update you via newsletters, e-mail, and phone calls. Any work that has not been completed at school will be sent home as homework. In addition, your child is expected to read a minimum of 20 minutes per day, which will be tracked on a weekly reading log. Other homework assignments will be book reports, a science project, and a country project. In addition to academic work, your child is expected to follow the classroom rules. These rules include behaving responsibly, being kind, and staying safe. I believe consequences should be appropriate. For example, if I receive a complaint from the lunch ladies that the class lunch table was left messy, the class will assist in cleaning up. I will regularly update you on your child’s progress and behavior. I am very excited about this year. I am here for your child, so please feel free to contact me either by phone or e-mail anytime. I look forward to working with you and your child in achieving success both academically and socially. Thank you for allowing me to contribute to your child’s growth and success. Thank you, Lynn James [emailprotected] com (555) 555-5555 Strategies for Assessing Plan Effective classroom management is vital to student success. Classroom management plans may need adjustment depending on grade level and classroom dynamics. Academic achievement is an indicator of student success therefore it is one way to assess a classroom management plan. Parents and administrators receive copies of student grades which enables them to assess classroom management effectiveness. When administrators, visitors, substitute teachers, and volunteers come to the classroom, they see student behaviors. When they see students quietly working at their desks, or in centers without disruptions or chaos, they know they are in a well-managed classroom. If they see students shouting out answers without being called upon, or students constantly moving about the classroom when they should be at their desks working, they know it is not a well-managed classroom. Newer teachers should consult with experienced, effective teachers to assess classroom management plans. They understand the nature of disruptions in classrooms. They also understand whether or not students are effectively learning or simply going through the motions. Experienced teachers provide constructive criticism for any necessary adjustments. Principals or other administrators also effectively assess classroom management plans. Teachers should consult with principals for guidance in specific areas of classroom management. They understand when students respond positively or negatively to teachers. It is helpful for administrators to review the written classroom management plan, such as reviewing strategies addressing student behavior and reward or incentive programs. Their experience is invaluable to a new teacher. Reference Jones, V. , Jones, L. (2010). Comprehensive classroom management: Creating communities of support and solving problems (9th ed. ). Upper Saddle River, NJ: Merrill.

Identifying Obsessive Compulsive Disorder in School-Aged Children Essay

Very few people fully understand the implications of obsessive compulsive disorder and social phobias, but experts lead the way in making sense of these disorders. There are so many ideas as to what causes these conditions, and ways to treat them. Another implication that a lot of people don’t know or care to consider is whether or not these disorders are highly associated with violence. In the classroom setting, it is important to keep everyone safe. Students with such disorders may be at risk of hurting themselves and others. It is crucial for professional educators to understand these disorders thoroughly and make sure there are no high risks for these students; with high risk students it is important to understand how to handle specific behaviors and avoid harmful difficulties. Obsessive-compulsive disorder, or OCD, is defined as having unwanted ideas, feelings, thoughts, sensations, or behaviors that make them feel driven to do something. Although, a lot of â€Å"typical† people have behaviors and or sensations out of the general norm; OCD is only considered when these thoughts and/or behaviors are persistent and take up a lot of time. When these thoughts then make no sense, be the cause of suffering, or interfere with a person’s life then it is considered severe OCD. For example, if an individual cannot leave their home, because they have to continuously recheck their stove, or even count everything in their home backwards and forwards. These are severe OCD’s because this person cannot continue with their day without these behaviors. If this were a student, they may be sleepy before school because they spent the night doing this, or they may never arrive to school because they keep doing the procedure incorre... ...ve Disorder. Education and Treatment of Children, 31, 3, 395-416. Lilienfeld, S. (2010). Fear: Can’t Live with It, Can’t Live without It. Phi Kappa Phi Forum, 20, 16-20. McGough, J. L. (1993). Obsessive-compulsive disorder in childhood and adolescence. School Psychology Review, 22(2), 243. McLoone, J., Hudson, J., Rapee, R. (2006). Treating Anxiety Disorders in School Settings. Education and Treatment of Children, 29, 2, 221-233. Pence, S., Sulkowski, M., Jordan, C., Storch, E. (2010). When Exposures Go Wrong: Trouble-Shooting Guidelines for Managing Difficult Scenarios that Arise in Exposure-Based Treatment for Obsessive-Compulsive Disorder. American Journal of Psychotherapy, 64, 1, 39-51. Walsh, J. (26 Nov. 2001). Shyness and Social Phobia: Perspective on a Problem in Living. A Social Work Health & Social Work, 27, 2, 137-144.

Ethics in Urban Planning Essay

What is the law on eminent domain all about? Eminent Domain is the power of the State over all the properties within its jurisdiction, both public and private. The purpose being to empower the State to appropriate property for public use – for new and road widening projects, bridges, military installations, public parks and even urban renewal (Larson, 2004). In case of private properties, how does eminent domain apply? Well, properties that the Government deems as vital for public use and welfare can be seized from private owners based on the provisions of the law on eminent domain. But the Constitution, particularly the Fifth Amendment, guaranties that â€Å"No person shall be †¦ deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation† (Hornberger, 2005). Is the law on eminent domain ethical? The answer is an absolute no. It may be legal but it does not hold any moral definition. It is still classified as large-scale theft that is backed up by legal parameters. We live based on the principles of morality that abhors theft. In fact, the customs and laws of all civilized societies prohibit any form of banditry. In the exercise of our individual freedom, we as a people have the right to use our property in ways we deemed fit – unless we infringe on the rights of other people (Tenney, 1995). In our democratic system, do we exercise our right of suffrage to make stealing legal? It sounds like people casting their votes simply because they wanted your property sequestered. Where do ethics apply then? What are the consequences? Basically, the law on eminent domain was enacted to provide a leeway for the government in the planning of its developmental projects. Projects include road improvement, probably runway extensions or perhaps public hospitals. Private lands are purchased by the government for this purpose, based on a fair market value and as guaranteed by the Constitution. This provision becomes necessary so that the government can proceed with development without the process of lengthy litigation. Lately however, the scenario has been altered with the law on eminent domain applied even on urban renewal. This is where the abuse of discretion engages a number of government officials, all in the guise of development. This scheme is morally repugnant though it does not end at that point because with the eminent domain as the carrot stick, this marginally reduces the purchase price of the property. What has government got to do with it (Tenney, 1995)? Remember that development plans rests solely on the hands of government, so a slight deviation on the zoning area reclassification would normally affect property values. Imagine if your property lies on a commercial zone and the government suddenly establishes it as part of an industrial zone, the real estate property value is likely to plummet due to rising environmental concerns. The consequence is you are likely to sell it at much reduced price. But this scheme is just the tip of the iceberg, as more devious schemes are in the offing. The most unforgiving plan of government involves the declaration of a specific area as suffering from urban blight. Blighted areas, for purposes of urban renewal, refers to areas that in the process of deterioration being a haven of uncontrolled vices (drug addicts, alcoholics and other scum of society) where the crime rate is really high or an area that is already rendered useless which may include vacant lands and air rights. Who will then determine if the property falls under the category of blighted areas? This will be up to the discretion of the government and most likely this is where abuse is glaringly documented, particularly in cases where the government is in cahoots with property developers. When this happens, government has the right to raze the property and sell it to developers with the intention of making it into an attractive urban development (Blight, 2001). In most instances areas that are declared â€Å"urban blights† normally conforms to urban redevelopment. Areas that suffer from these types of classifications are low-cost housing communities with correspondingly low revenues where homeowners who have been in domicile for years while paying regular amortization to secure rights to the property. In these instances, these homeowners are suddenly met with the prospects of relocation. With the area categorized as such, the real property value is extremely low that the proceeds of the sale are not even enough to pay for the downpayment for another unit in a new housing development site (Parlow, 2007). What about areas in commercial districts that have been subjected to the process of eminent domain? The owner may have lived or conducted business in the area for the past twenty years but the government has the temerity to invoke the provisions of eminent domain to take control of said property simply because the adjacent school needs a playground or perhaps a football field. Where do ethics come in or is this just plain common sense? If you are the owner of the property, will you be not in arms to stop the proceedings? Where is morality then? We trumpet the virtues of democracy to the outside world and yet in our own backyard we practice anarchy (Parlow, 2007). This will all redound to displacement of all families affected by the claws of eminent domain. Families will be evicted from their properties – good if there is a ready site for relocation at least people can endure the inconvenience. But in most cases no relocation areas have been secured. Families will now be subjected to the task of searching for a new place as a consequence of eviction. What about their transportation need to and from work, school for their children and perhaps the affordable medical services that were readily available in their previous area (Blight, 2001). The final consequence maybe and I hope that this will not be met by evicted homeowners or storeowners or they could be relegated as the new scum of society, being degraded to a bunch of homeless citizens that have the potential of creating troubles for the government. The government shall have increased the problems associated with the housing needs and get the ire of the population. What then has this accomplished for the government in the end? Nothing, except perhaps that it compounds the problems of the locality (Hornberger, 2005). The law really smacks moral decadence, for how can you humanly evict families from their abodes without paying them fairly. Some may have inherited the property and as an ancestral abode, no amount would suffice in return for its sentimental value in the same way that no amount could compensate for the Statue of Liberty, being the symbol of freedom that Americans deeply treasure. How can you possibly sell an heirloom – a gift from the people of France, this is no longer a question of ethics, not even morality though it borders on bad taste and greed. What are the effects? Proponents of the measure on eminent domain will always sing the sad melody of development. Be that as it may, we can never stop development from happening because it is dictated by the social status of the locality. But can we not negotiate with property owners so they can also profit from the property they have tenuously preserved and paid for? It is more of a question of fair value for their property, an issue that is often ignored. Even for this gesture alone, the government, particularly the developers will benefit from the support and approval of the property owners. Let us not bully our neighbors by invoking the right of eminent domain, because that simply will not work. Who then does not desire physical development? When it means convenience to the inhabitants, particularly interchanges, super-highways, a modern airport terminal, a dazzling sports arena, an upbeat school campus or a modern hospital. Urban development on formerly blighted areas will be a big boost to the local trade as new shopping malls, five-star hotels, office towers and condominiums will be constructed. The local labor force will benefit as well, since hundreds or maybe thousands of jobs will be made available. It will be a shot in the arm for the local economy since development will encourage a lot of investors to take a chance on the improved infrastructure facilities. The government will likewise benefit from increased revenues and create more funds to finance the needs of local inhabitants. But most of all, this would drastically alter the locality’s image and skyline for the better. With a booming economy, the government can now plan ahead. Maybe exploit some more the bonanza that the new development concurred and build additional facilities to meet the increasing population requirements. As the citizen’s quality of life improves, new facilities will be needed, housing shortage will be felt, traffic congestion is possible as more and more cars will ply the streets and entertainment will be the call of the majority. The problems associated with crime and security will quadruple, new personnel will be added, police cars and gadgets will be required by our law enforcement agencies. There will be no stopping, once the wheel of development starts to roll. Then when everything seems to have settled and everybody is accustomed to the set-up, the arms of development will try to break the already serene environment. So the government will now invoke their right of eminent domain and the result, chaos strikes once again. It will be an unending cycle. The population will simply have to bear inconvenience and unfair treatment in the name of development. It is in the outlying implementation of eminent domain that government failed because officials can be motivated only with the expected revenues from the urban renewal project to disregard their main advocacy and moral obligation to its constituents – to promote, protect, and upheld the rights of the populace. Conclusion The moral and ethical question of the law on eminent domain had been subjected to criticisms from all sectors of society. It may be an effective tool for government to spice up development, but it oftentimes falls oppressive to many property owners. Sadly, the people’s right to their property has been trampled once again with no less than the Supreme Court of the United States stamping its approval on the right of government to invoke the provisions of eminent domain. Consider this. In 1954 the Supreme Court gave a ruling in a controversial case that â€Å"effectively gave government officials unlimited power to confiscate and redistribute lands†, arguing that â€Å"the concept of public welfare is broad and inclusive. The values it represents are spiritual as well as physical, aesthetic and monetary. It is within the power of the legislature to determine that the community should be beautiful as well as healthy, spacious as well as clean, well-balanced as well as carefully patrolled† (Tenney, 1995). The comment of the High Court was indeed a chilling premonition since this gave government officials the legal right to evict anybody from their properties when necessary and at their convenience. In effect this erased the intentions of our forefathers and the framers of the Constitution the absolute right of individuals to hold on to their properties (Tenney, 1995). Just recently, in a new and daunting case of Kelo vs. City of New London, Connecticut, the High Court upheld the previous ruling of 1954. In fact after due proceedings, a notice was posted at the door of the petitioner’s home stating that the petitioner have four months to vacate the property or else power police power will be used to prosecute the order based on the power of eminent domain (Larson, 2004). Is the ruling even fair? Is it morally correct to inflict undue suffering to the respondents? And is it ethical? The answer is no. That is why all the States of the Union are putting up legislations to curb the damning influence and abuse on the power of the law on eminent domain. How it will affect the future, your guess will be as good as mine!

Ways to Make Cross-Curricular Connections in Instruction