A System is a regularly interacting or interdependent group of items forming a unified whole (Merriam-Webster). Example: digestive system, automotive system, plumbing system, etc.

Think about your classroom as a system. Define the system: the parts, the function of each part, and the purpose. Write a paragraph that explains how the parts affect one another. For example, you might think about how your students interact, how you affect your students, and how an interruption affects the classroom system.

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System Defined

The system to which I would compare my classroom would be that of an offensive football team. Such an offensive system would have myself as the coordinator and the students as players within the system. An offensive team has a particular mission; that is, to score points. As a coordinator or coach, I prepare my students to do exactly that in academic terms. Scoring points means reaching a high level of academic achievement particularly with respect to the grading scale. Victory should be thought of as successful completion of the course and matriculation towards high school graduation.
Whereas I analogize my role as a teacher to that of the offensive coordinator, it is my job to install the proverbial game plan. Game planning is a metaphor for utilizing effective instructional strategies. Within the system of the offense, these strategies such as cooperative learning, student directed learning, and the practice of creating and testing hypothesis enable students; i.e., the team to reach the goal line and eventual victory.


As a coach/coordinator I am responsible for the individual success of players on the team. It is the students job to prepare, participate, and practicediligently! It is the students responsibility to accept the coaching and to strive to achieve the standards set forth by the coach/teacher. The students executes the game plan. The student executes the instructional strategies and uses such to achieve growth and advancement individually and collectively. As any team, coaches and athletes succeed and fail as a unit because the nature of teams is interdependency.
In actuality, there is pedagogy in coaching for sure. Sports and competition are universally popular because they encapsulate the human condition, so thoroughly. This example, provides evidence of the powerful consistencies existing between sports teams and learning communities. Therefore both students (athletes) and teachers (coaches) should obsess about the objective of victory as a common collaborative pursuit.


The hypothetical asks the candidate to imagine a teachers assistant working with students for half a day. In terms of the offensive system described above, such an occurrence may be a blessing and a curse. Think of the analogy of an assistant to the primary coach. Such a person may have a different approach to coaching altogether. They might have their own ideas about how to plan and how to succeed. Moreover, such an assistant might have their own game plan/instructional strategies to which they are accustomed. On the other hand, an assistant may prove to be a great enhancement to the program and lead to tremendous success. Theres always a benefit of having a different messenger to deliver the message. Athletes may relate positively to new coaching strategies. You never know what might happen in such cases until you try it out. My guess would be that effective methods could be developed to ensure that such an assistant would become an asset.

Test of Hypothesis

Testing the hypothesis would include planning collaboratively with the assistant teacher/coach. Common goals and objectives and common approaches should be agreed upon between the two individuals. Teaching strategies should be discussed, moreover plan to correctly utilize such strategies should be developed. I would test my hypothesis by using the assistant both in small group instruction and as a facilitator to whole group and collaborative instruction. The students should understand the role of the co-teacher and should rely upon the co-teacher whenever possible. The co-teacher and the coordinator should maintain a functional and effective working relationship. I believe the test of my hypothesis would prove successful with respect to these results.
I would compare the classroom to a car. The teacher would the motor. The purpose of a car engine is to convert gasoline into motion so that your car can move. The purpose of a teacher is to feed information to students so that they can process information to make their brain move toward solutions to said info. The students are the various parts of the car: the steering wheel (your higher level learners/alpha personalities). They drive the classroom with their energy. The lower level learners are the gauges (gas, tire pressure etc) because you have to make sure they are in line and not lacking or else your car will have problems. All of the parts of a car are interacting with each other and working together for the purpose of making the car “go,” Ultimately if the car engine isn’t working or lacking, it will in turn affect the whole car. The car doesn’t move without the engine. The student’s won’t move unless they are being challenged. We recently had a discussion on governments and why some countries operate the way that they do. Most students had the impression that a dictatorship was bad and that all dictators ruled with an iron fist. Through research and discussion, I was able to show them that sometimes these types of governments are not always ruthless and heartless. Yes those people may have less freedoms than we do, but they can still enjoy certain freedoms.
In keeping with the same comparison, an assistant teacher joining would be like adding a hemi to your car. The hemi gives your car a boost which makes it achieve maximum speed in a short amount of time. The assistant can help the teacher in areas that he/she are lacking. We could split the class into groups (high and low learners) to devote more individual time to students. We could also differentiate instruction to those groups to improve quality of work and understanding. If the two teachers have a clear plan on how to achieve predetermined results, they will be able to maximize the student’s potential. All (both teachers and students) working together to make the “car” go.
Example 2



Virtual Clinical Simulation Documentation

The following template is to be completed for each simulation experience during the Fall 2022 quarter

Course Number & Title: FAL22-PRN1562LL-MHD-MHXA1A3Z

Number of Required Clinical Hours: 45

Section: MHXA1A0Z

Faculty: Kelly Economon

Campus/Campuses: FM

Date Submitted:

Clinical Plan for Fall 2022 Quarter

This table provides a summary/tracker of how the hours will be completed for the Fall 2022 quarter.

Delivery Method



Hours to completed at a clinical site
Site Name: Prairie St. Johns


10/22/22 0700-1900
11/05/22 0700-1900

Hours to be completed via residential simulation on campus

Hours to be completed via virtual simulation on WebEx


10/08/22 0800-1830
10/09/22 0800-1830

INACSL Standards of Best

Practice: SimulationSM

(See Appendix A)

Simulation Design

Outcomes & Objectives



Participant Evaluation

Professional Integrity

Simulation Enhanced IPE


Learning Objectives

Should be measureable and link the clinical experience to the course competencies and Program SLOs.

Explain current issues and social concerns related to mental health disorders and treatments.

Evaluate nursing care strategies for clients with somatic illnesses or neurodevelopmental disorders

Select appropriate nursing interventions for clients with mental health disorders.

Brief Scenario Description

Students will understand the signs, symptoms, treatments, and outcomes for patients diagnosed with Schizophrenia and Bipolar. Likewise, students will develop a safety plan and will review Seclusion and Restraint as it applies within an inpatient mental health setting. Last, students will view videos of people living with schizophrenia and reflect upon what they have learned.


Description of Activity


Activity Time

Orientation/ Pre-Briefing

(See Appendix B)


Total time 45 minutes

Review schizophrenia pathophysiology
total viewing time and discussion 30 minutes

Khan Academy

Another link to support

Discussion on basics of Bipolar Disorder
1.Describe the presentation of Bipolar Disorder
2. Discuss disease progression if left untreated.
3. Discuss the treatment regimen for Bipolar Disorder.
4. Discuss the medication regimen for Bipolar Disorder
5 Discuss nursing role
6. Identify topics that should be included in patient education.
7. Describe how you think the patient may be presented to you during this simulation.
8. Explain how you might care for this patient.

1 hour and 30 minutes


(See Appendix C)

Students to develop concept map (acute and chronic), pharmacologic templates and safety plans
Safety Plan: Safety plan
Students will develop a safety plan for working on an acute closed unit. Discuss important safety considerations for personal safety, other client safety, facility design and important features for safety. Review seclusion and restraint protocols.
Picmonic Restraints –
Picmonic Tardive Dyskinesia
Picmonic Malignant Hyperthermia, Neuroleptic Malignant Syndrome, Serotonin Syndrome

Watch the following videos where people living with schizophrenia discuss their disease and write a reflection:

Students to drop in drop box safety plan and reflection

2 hour

3 hour

Virtual Scenario

(See Appendix D)

Watch the following videos detailing people living with bipolar and write a reflection:
Review Patient RK, watch the video linked:

Testimonial of a young man living with bipolar type II:

Case Study- Hannah

Therapy session with Tom:

Interview with a patient who is in a depressed state:

2 hour


(See Appendix E)

Twice the amount of time that the simulation runs

Debrief is streamed following each event Do a general ahhas, and question and comments at this time discuss individual strengths and growth opportunities for working in mental health.

2 hours

Daily Attendance Record, Sunday, October 9th, 0800-1830

Student Name



1. Thelma Dennis

2. Rosemarie Hollywood

3. Kebbeh Kollie

4. Christina Kosak

5. Agnes Ngateh

6. Chilli Nyanti

7. Sayee Zulu

Total Clinical Time:

10.5 hours

Faculty Signature:

Kelly Economon BSN RN CHPN

*When complete, these forms should be scanned and uploaded into a hidden file within the course shell and sent to your Dean of Nursing who will forward to the appropriate Clinical Coordinator.

03.24.20 lb/jr/gv/km/at



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