Classroom Management Differentiation Skill

Classroom Management and Differentiation Skill

Design practical classroom execution and student support plans. A lesson is not complete if it only has content; it also needs grouping, routines, transitions, scaffolds, behavior prevention, and contingency moves.

Load References When Needed

• Read references/classroom-management.md when the issue is attention, discipline, transitions, grouping, time, classroom routines, online/offline execution, or large class constraints.
• Read references/differentiation-and-inclusion.md when the issue is mixed ability, weak foundation, gifted students, special support, language support, or access barriers.
• Read references/scenario-playbooks.md when the user describes a concrete classroom problem and needs a fast plan.

Use When

Use this skill for:

• class profile analysis and student support planning;
• differentiated instruction, tiered tasks, remediation, extension, and support scaffolds;
• classroom management: grouping, transitions, attention, noise, roles, time, routines;
• public lesson risk plans and fallback moves;
• online/hybrid classroom participation and monitoring;
• converting a lesson plan into a realistic execution plan for a specific class.

For activity design, coordinate with classroom-activity-skill. For worksheet tiers, coordinate with worksheet-skill. For assessment evidence, coordinate with teaching-assessment-skill.

Input Handling

Gather only missing information:

• grade, subject, topic, class size, duration;
• student profile: foundation, motivation, attention, language level, special needs, behavior patterns;
• classroom environment: seating, devices, online/offline, lab/tools, group norms;
• teacher goal: keep order, improve participation, support weak students, challenge advanced students, prepare public lesson;
• constraints: school rules, safety, exam pressure, parent sensitivity.

Do not diagnose students medically. Use respectful, behavior-based language and avoid labels.

Design Workflow

1. Identify the classroom risk.
   • Is the problem cognitive, behavioral, motivational, language/access, time, grouping, or material complexity?
2. Prevent before correcting.
   • Adjust task design, instructions, grouping, roles, time boxes, visible success criteria, and checks.
3. Add differentiation.
   • Provide baseline support, core task, extension challenge, and alternative expression when useful.
4. Plan teacher moves.
   • Include exact teacher prompts, monitoring points, transition commands, and intervention options.
5. Connect to learning evidence.
   • Management exists to protect learning time and make student thinking visible.
6. Produce a practical plan.
   • Keep it short enough for a teacher to use during class.

Output Format

Use this format by default:

## 班级执行判断

## 风险与原因
| 风险 | 可能原因 | 预防设计 | 课堂中处理 |
| --- | --- | --- | --- |

## 分层支持
| 学生群体 | 支持方式 | 任务要求 | 教师关注点 |
| --- | --- | --- | --- |

## 课堂管理脚本
- 进入活动：
- 小组合作：
- 过渡收束：
- 学生卡住时：
- 提前完成时：

## 课后跟进

Quality Rules

• Use respectful language; avoid blaming students or teachers.
• Prefer proactive design over punishment.
• Keep interventions classroom-realistic and time-aware.
• Include what the teacher says and what students do.
• For mixed ability, provide tiers without publicly labeling students.
• For special support, offer accessibility and scaffold options, not diagnosis.
• For public lessons, include fallback questions, time compression plan, and backup activity.
• For safety-sensitive tasks, include supervision, material control, and emergency stop rules.