Apprentice Teaching in Secondary Mathematics and Science

Classroom Management Implementation Plan Completed Instrument Due: March 11, 2013 Class Date: 2/22/2013 Class Time: 9:33-10:23 AM Observed Observer: Xavier Monroe Number of students:20

Class Location: GHS Name of Class: Algebra 1

Rules, Routines and Procedures Classroom rules 1. Posted. 2. Emphasize appropriate behavior. 3. Adhered to without exception.

Classroom routines and procedures are taught and practiced. 1. Getting students attention. 2. Beginning and ending of class 3. Materials acquisition, distribution and collection. 4. Sharpening pencils, heading papers, etc. 5. Students who are tardy, returning from an absent, or absent from class. 6. Incomplete or missed work. 7. Expectations for group work, seatwork and other activities.

Observed impact on student behavior The classroom rules are posted by the entrance to the classroom. These rules are the GHS school rules that all students are expected to adhere to and follow. Therefore, students know what is expected of them and to exhibit proper behavior at all times. Throughout the period, students are given reminders of what is expected of them and to remain on task. This is to minimize any behavior issues and to keep students on task. Students understand that there are high expectations for them to learn and grasp the material. Therefore, students were stopped from talking during instruction and off-subject conversations during work time. Students are accustomed to the daily routine. As they enter the classroom, they shake the teachers hand, take their seats and chat before the bell rings. After the bell rings, the students are told to listen up so that attendance can be taken. During this time, students are expected to work on the warm-up problems. Having students complete warm-ups focuses their attention on reviewing the previous days activities while also preparing them to think about the lesson to be presented. After the lesson, students are expected to begin the assigned homework. This allows them an opportunity to work with neighbor or ask the teacher for help while remaining in their seat. Students bring their own materials (calculators, pencils, rulers, etc.). When passing out an assignment, the teacher distributes enough for each row and students pass the papers back. This system allows the teacher to give directions and answer questions while distributing the material. Students are allowed to sharpen pencils without asking and are expected to put their name, date and period on their paper. Students who are absent understand the consequences for being tardy for class and receive the consequences without further notice. Students who are absent tend to contact peers to get the missed assignment and take responsibility to ask the teacher for any missed work. Students are allowed to turn in incomplete or missed work, as the teacher is concerned with them attempting the work. The class has tended to incorporate more group work activities during homework and warmups. While the expectation is for students to complete the assigned tasks, students are allowed to communicate with the understanding that they need to finish their work. Students are all facing the smart board, which keeps them focused during instructional time. For the most part, students were attentive and listened to the instruction and when directions were given. This arrangement also

Physical Environment 1. All students can see presentation of instruction. 2. Teacher can observe all students at all times. 3. Furniture arranged to facilitate learning and maximize space.

Apprentice Teaching in Secondary Mathematics and Science

4. 5. Classroom is attractive, bulletin boards are current and student work is displayed. Frequently used materials are accessible. allows students to work with neighbors and provides the teacher a good viewpoint of the class. The classroom is not decorated with math themed bulletin boards, student work or decorative displays. There are sports memorabilia around the class but this does not directly correlate to math. Including decorations and student work in the class could make students feel more comfortable, engaged and perhaps more energized to learn. Materials are not really distributed in this class, so there is not concern for accessibility to material. However, students feel comfortable asking for materials and even supplies if needed. The teacher only lectured which may not be the most engaging method as some students to become tiresome and a little disruptive by talking with neighbors. When he asked students to solve example problems, allowing them to work with a partner, students become more engaged and productive with the material. While the material was challenging, students were comfortable solving the problems and did not become frustrated with the material. Students were not bored when solving problems and actually asked clarification questions in efforts to understand the material. All students tried to complete the assignment as they were given time to do so during the class. The assignments were relevant rather than meaningful as it was just consistently solving problems, in particular linear equations. The problems did not have any real world implications or require too strenuous of thought. Students understand what they were expected to do throughout the class period and had something math related to work on throughout the period. The questions posed by the teacher during the lesson to probe and prod student understanding. While there were a few students who consistently answered questions, the teacher encouraged other students to at least attempt to answer questions. However, this could inhibit the potential of active learning and encouraging classroom discourse. Throughout the period, the teacher did not circulate around the room. I believe circulating around the room encourages students to ask more questions on an individual basis, remain focused on the activity, dissuade students from off-task conversation and ready to learn. There were no signs that formative assessments were used throughout the class, which is something that should be changed. I believe formative assessments help in creating better lessons to reach students and understand how students are grasping the material. Students did not appear to willingly want to come to the board to solve problems, perhaps this was in fear of saying the wrong thing in front of the peers. However, there is a jovial classroom environment and students have a good relationship with the teacher. This perhaps is one reason as to why students maintain a decent level of motivation and participate. For the most part, students remain attentive and on task to finish the work or to pay attention during the instruction.

Instruction and academic work Teacher 1. Varied teaching strategies. 2. Well-planned lessons at appropriate level for students. 3. Assignments are relevant and meaningful to students. 4. Clear questions/directions/instructions. 5. Balanced interactions with students. 6. Circulates around the classroom. 7. Utilizes formative assessment to guide the lesson. 8. Positive atmosphere and expectation for success. 9. Appropriate praise-tell them when they excel and how to improve.

Student 1. Attentive and on task.

Apprentice Teaching in Secondary Mathematics and Science

2. Accountable for their work. Students are responsible for turning in assigned work and completing tasks and understand that it serves two purposes. The purposes include receiving a grade and more importantly learning the material. He teacher has a great rapport with his students and treats them with respect. This has led to a mutual relationship of respect and an understanding that both parties are there to learn and educate. He is always positive and courteous to students, greets and shakes hand with students as they enter the room. I believe this aids in minimizing behavioral issues as there may be a reluctance to disappoint the teacher. Students know the rules and therefore have been taught the rules since the beginning of year. As the teacher explained, it is the middle of the year and there is no room for excuses when consequences are handed down for breaking the rules. This explains the no tolerance policy for skipping, insubordination or any inappropriate behavior. The implemented procedures and expectations have caused students to take responsibility and understand that there are consequences for their behavior.

Discipline Teacher 1. Calm, fair and consistent in word and deed. 2. Models positive behavior. 3. Knows students names. 4. Demonstrates respect for students. 5. Addresses conflict quickly and positively. 6. Consequences for inappropriate behavior. Student 1. Understands and has been taught the rules. 2. Understands there will be consequences for inappropriate behavior. 3. Student takes responsibility for his behavior.

Apprentice Teaching in Secondary Mathematics and Science

After observing the classroom and the students behavior reflect on the following: 1. Think about how rules, routines, and procedures are established and why they are important to your classroom learning community. List a set of general classroom and/or laboratory rules, routines and procedures and briefly describe how you plan to implement rules, routines and procedures in your classroom and how they contribute to the functioning of your classroom learning community. 1. 2. 3. 4. 5. 6. 7. 8. 9. Raise your hand to ask a question or to leave the classroom. Come to class prepared (pencil, paper, calculator, etc.) and on time. Respect your teacher, your peers and yourself. Do not talk while I am talking, during instructional time or when a peer is presenting. Sit in your assigned seat. When asked, pass all assigned work to the front of the class so that I can collect it. Late work will not be accepted unless signed by a parent. You will lose 10 points for each day it is late. If you have an excused absence, you will have the same amount of days missed to turn in all missed work. You are expected to be an active learner and respectful.

I believe it is important for a teacher to lay the ground rules and expectations for the classroom at the beginning of the year and to remind students about those expectations throughout the year. I believe students learn best when there are high expectations, a routine and understand classroom procedures. In order for students to buy into these beliefs as well, there must be a level of respect between the teacher and students as well as between students. Students must know that they are expected to come to class on time and learn the entire time. Creating a comfortable and nurturing environment will aid in the learning process. However, this process must begin and be enforced on day one of the school year. Students also need to understand that there are consequences for not following the rules or class procedures and therefore it will be necessary to minimize warnings and implement consequences at times. While students learn best when in the classroom, they must understand that they are also responsible for the education and will not be allowed to disrupt or hinder other students ability to learn. 2. Observe the physical environment of your mentors classroom. Draw a floor plan of your mentors classroom, paying attention to the arrangement of furniture and materials and the impact on student behavior. Label the different areas and write a short explanation of how different areas are used and whether and how this supports the classroom learning community.

I believe the classroom environment should invoke the idea that this space is used for learning. It should encourage, motivate, focus and help positively shape students ideas about the course. Therefore, I would have a number of pertinent mathematics posters, positive images, and real-world applications of math and encourage students to produce work that I could display in the classroom. While the current classroom is not very decorative, it is mostly covered with sports memorabilia; the seating arrangement is conducive to

Apprentice Teaching in Secondary Mathematics and Science

learning. In the current arrangement, all students face the SmartBoard and are able see the presented material. This arrangement also allows students the ability to work with partners or in small groups. The arrangement also allows the teachers to circulate to help students or to walk around to observe what students are doing. Students are not to close or far from each other which also helps to minimize behavioral issues. While students appear to feel comfortable in the classroom, I believe more mathematical decorations might make them more comfortable and apt to learn. 3. After observing the teacher and student behaviors associated with instruction and academic work, reflect on the impact the observed behaviors have on creating the classroom learning community. Discuss your plans for instruction and academic work and the learning community you hope to create in your classroom. My goal is to have students critically, analytically, cooperatively and confidently think while learning and exploring with mathematics. It goes without saying, that I will have high expectations for my students and will expect them to reach those expectations for both their self and myself. However, it is important for me to make sure I develop lessons, activities, and relationships with both students and families to make sure that they know that I genuinely care about their education and learning experience. I will also make sure that I help build students abilities to reach my expectations by encouraging questioning, working the entire class time , expecting on-task and cooperative behavior, and developing a routine for students to follow class procedures and expectations. From the onset, I will strive to create a classroom environment where students feel comfortable participating, exploring and asking questions through the incorporation of group activities, partner activities and interactive lessons. 4. Observe the teacher and student behaviors associated with discipline in your mentors classroom. Describe the most effective techniques used by your mentor teacher when dealing with student behavior. Include any additional techniques you would implement in your classroom. Students understand that Coach Knight is an easy going individual and therefore is not a harsh disciplinarian. However, students understand when they have crossed the discipline line and to modify their behavior. Coach Knight will first provide the student or a class with a warning and mention what behavior issue/action is not appropriate. Next Coach Knight will issue a second warning and provide further details about the discipline infraction and a course of action to stop with the behavior infraction. Finally, he will issue a threat to write a referral or contact parents. It is rare for him to reach the third warning, as the initial two warnings seem to misdirect off task or unacceptable behavior. However, when the third warning is issued, all students understand that it is truly time to follow directions, listen and remain on task as his warnings will quickly turn into consequences for students to behave and not hinder the learning process. I like the multi-tier process of warnings and then consequences used by Coach Knight. I would slightly modify the procedure to include one more step. I would first issue a warning to the general class, then narrow that warning to a specific student or students, next ask students to remind me of the expected behavior for the class and possible consequences, then I would remind students that the time for warnings are over and that for every negative action there are consequences. Of course, students need to understand that there are not many opportunities to correct misbehavior in the real world, but I believe it is important for them to know and buy into the rules. I also believe they are better served if they are in t he classroom learning, rather than sitting in the deans office. Yet, I will not tolerate students hindering the learning process in my classroom.