Updated Fall 2012

Francis

Classroom Management Plan PART 1: 1. Learning Environment: A detailed description of how you plan to cultivate a positive learning environment that includes the following A description of how you plan to promote community within the classroom. Community building will begin on the first day. Outside my door there will be a large welcome sign. As students enter the door, I will be at the door greeting each student and providing them with information about where to sit. Students will be given an assigned seat so that all students feel secure and that they belong as soon as they walk in the door. Once students have entered the classroom, I will thank them for their attendance and welcome everyone. I will begin by introducing myself and provide the students with an opportunity to introduce themselves. I will be implementing classroom meetings on the first day of class we will sit down and as a community discuss the roles, expectations, assignments, and procedures. Nelsen and Lott both believe that classroom meetings are a way to build students' social skills (Charles, 2010). By implementing classroom meetings I am demonstrating that all students have a voice, and as a community we can work together to negotiate and communicate the needs of our classroom (Charles, 2010). Students will have an opportunity to develop a class name or logo during the first classroom meeting. This name will be displayed in a specific area of the room, and any student work for the specific class will be displayed in this area. As well, class names will be linked to class rules and each class will have an opportunity to define their rules.

Updated Fall 2012

Francis

I will be instituting Preferred Activity Time (PAT) in each of my classes. Students will have the opportunity to earn time to complete educational activities and will be rewarded for positive behavior (Jones, Jones, & Jones, 2007). PAT will help to build cooperation in the classroom because students will be working together to earn time to complete educational activities. During the first week of school, students will be completing icebreaker activities that will allow them to begin to get to know each other. I will ask students to introduce themselves or their partner to the class. I will ask students to give examples of activities or interests they have out of school. I will link activities or interests to members of the class. For example, if one student says that they love cats, and then a few students later another student says they love cats, I will extenuate that we have found another animal lover. By doing this I hope to establish bonds within the classroom. As well, I will provide many opportunities for students to work together with partners and groups. Before implementing group or partner activities, I will be discussing and modeling communication strategies that students can use while communicating with each other so that students can learn from each other. As well, I will be modeling positive interactions between students and I so that students can learn ways to effectively communicate with others. My classroom will have low lighting, plants, and students work displayed throughout. I plan on creating many bulletin boards and soliciting students for their input and help in creating the classroom environment. I feel that if students have the opportunity to have a choice on how the classroom is set up and what is displayed, students will understand that the room is our place for learning. Furthermore, believe that involving the students in activities that help promote the school is a great way to build a positive classroom environment. By asking students to bring in

Updated Fall 2012

Francis

box tops off of General Mills products, we can work together to fund extracurricular activities at the school (Boxtops4education.com, 2013) A description of how you plan to protect students from conditions harmful to learning by maintaining a open, equitable, and supportive classroom climate within the classroom where students can take academic risks. I feel the first step to protecting students from harmful learning environments is demonstrate to students that the classroom is not just mine, but ours and that we are here to learn and have fun while learning. To do this I will be asking students to help me decide how the classroom should be decorated. I will be using student work to decorate the classroom, and I will be soliciting students to help me create bulletin boards. I also feel that the classroom needs to be organized. I will be utilizing baskets for classroom supplies, absent stations, and homework bins to keep the classroom orderly. As well, there will be procedures in place that will help students to be responsible for the supplies they use. By teaching and modeling procedures for organization, I feel that my time on task will increase and I will have more time to tutor students before and after school instead of having to spend time cleaning up my room. I believe that for students to feel safe, students need predictability, and a predictable environment will allow students to feel safe (Eggen & Kauchak, 2007). When students feel safe in my classroom, they will be able to develop a sense of attachment, and this will allow and encourage students to be motivated to learn (Eggen & Kauchak, 2007). The first step to developing a predicable organized classroom is to establish rules and procedures on the first day of class and to be consistent with the rules and procedures. By establishing the rules and posting the rules on the first day, students will be on their way to learning in a safe environment (Wong & Wong, 2011, p. 213).

Updated Fall 2012

Francis

By discussing the rules and procedures in an environment such as a classroom meeting, students will learn how to communicate with each other by negotiating, listening to each other's opinions, and they will learn how to take turns speaking (Charles, 2010). Moreover, the classroom meetings will help to promote an environment where all students feel that their opinions are worthy of being heard and are necessary to function of our classroom. I will be modeling positive dialogue so that students can learn how to communicate effectively with their peers. I want my students to speak to each other with respect and courtesy so that all of my students can feel safe to express their ideas without fear, so I will be modeling, teaching, and asking students to show me examples of ways to communicate with each other using positive dialogues. For students to feel as if they can take academic risks, I believe that they need to know not only that their ideas are important, but also that learning is messy. I will establish during the first two weeks of school the concept that taking risks is necessary for learning. To do this I will model to students how to take risks with their learning and I will promote the idea that taking risks is a great way to learn. I feel that "a truly safe classroom encourages and invites students to take risks, to stretch themselves intellectually, to think critically, to attempt difficult tasks and to make mistakes in the pursuit of learning" (Mackenzie & Stanzione, 2010, 36). To promote this classroom environment it is essential to provide consistent encouragement to the students. I think it is important to praise "what the person did, rather than the person, and then encourage the person to do the achievement or deed again" (Wong & Wong, 2005, p. 183). This will reinforce the positive behavior and it will allow the student to develop a sense of accomplishment.

Updated Fall 2012

Francis

I will be promoting a classroom environment where the wrong answer does not mean failure, but rather that there may be a better answer. I will do this by not promoting the notion of wrong answer. For example, when students raise their hand and provide an answer if there is a response that I feel may address the question more appropriately, I will prompt students with the response, is there any other ways that we may be able to answer the question or can we stretch that response. I feel that is important for students to learn that there are multiple perspectives in the world and that there may not always be one correct answer. A description of how you will adapt the classroom environment to accommodate the differing needs and diversity of students. I plan to foster a positive and open learning environment in my classroom where all students are treated equitably. Moreover, I truly feel that all students need accommodations. I will be working closely with guardians, paraprofessionals, and the students to help identify and meet the needs of each student. I feel that fostering a relationship with each student and their guardian is essential to determining the needs of the individual student. From here, I will provide extra support to each student and accommodate him or her in areas that will benefit them. These needs can be environmental in nature, such as providing students with an opportunity to get up and stretch during transitions, and having low lighting in the classroom. As well, students with behavioral disabilities may need to be seated at the front of the class in order to limit distractions (Mackenzie & Stanzione, 2010. I plan to have areas in the classroom that are quiet so that students can read silently or refocus and restore their self-control (Mackenzie & Stanzione). I think these areas are great for children that have ADHD or Autism disorders because they allow students to remain in the classroom learning, but also allow them the time they need to self-control their own behavior.

Updated Fall 2012

Francis

Students that need additional behavior reinforcement will be placed on an omission training system. The omission training system will allow the student to earn preferred activity time for the class when they are able to sustain positive behavior for a given length of time (Jones, Jones, & Jones, 2007). Positivity will increase in my classroom when using omission training with students that may be having difficulties with behavior. This is because omission training students will be reinforced by their peers for earning preferred activity time. This will increase the feeling of involvement and belonging in the omission training student and ultimately will increase their self-esteem, which may help to lessen behavior problems. I feel that it is important to demonstrate on day one that I have high expectations for every student, and that by remaining consistent, organized, responsive, and understanding to every student, I can accommodate their varying needs. I will be modeling courtesy and respect, as well as doing "self talks" on responsibility. During the first classroom meeting, we will be discussing responsibility during our discussion about "being prepared" for class. I feel that it is very important for students to see me prepared, as well as to see me take responsibility for my actions so that they can learn how responsible. I plan to integrate multicultural texts into my curriculum. As well, I will provide many opportunities for my students to gain knowledge about each other and I will encourage the students to support each other and take academic risks. I plan to utilize many icebreaker activities throughout the year, not only in the beginning, so that students can continually be learning about each other's culture and interests and develop lifelong friendships. A diagram of one way you plan to arrange your classroom to maximize student learning.

Updated Fall 2012

Francis

A description of how your diagram will maximize student learning. During the first few weeks of class, students' desks will be in modified rows, much like Fredric Jones' interior loop arrangement (Jones, Jones, &Jones, 2007). This formation will maximize learning and minimize behavioral problems, which will be essential for learning to occur. Additionally, I do not want students to have their backs turned to me because this would only create learning and behavioral issues. I like the interior loop arrangement because I can easily walk around the room, and open pathways will avoid congestion and distractions (Weinstein & Novodvorsky, 2011). All students will be able to see the board and congestion will be kept to a minimum. Ultimately, this formation will allow me to reach my students quickly because there are opens, and this will increase my time on task. As well with this desk arrangement, all students will be able to see the rules, which will be posted after day one. I will be utilizing a seating chart because I want to establish to students that I am expecting them and that they belong in my classroom. Students who have accommodations that

Updated Fall 2012

Francis

require them to be in the front of the room will have their seating front and center so that I can be within their zone of proximity and eliminate any possible learning or behavioral problems. My desk will be located in middle left of the classroom. I do not plan on sitting at my desk during instructional or learning time; this desk will only be used when students are not in the room. There will be another desk that I will utilize for student writing and reading conferences. As well, I plan to implement the use of a stool to use during book discussions so that I can pick up my stool and walk around to each literature group. I do not want to hover over my students during group discussions; I want them to understand that I am there to facilitate their discussion and that I am not there to intrude on their opinions. I will be utilizing storage spaces where supplies such as markers, extra pencils, and glue sticks will be stored. I will also create an area where student work will be turned in. As well at this location, students will find the notebook book and filing container, which will house the agenda, schedule, and make-up assignments for students that may be absent. By creating this organized area, students will know where to go when they are absent, and the classroom will be orderly. I will be personalizing the room to make it inviting to all of my students. We will be working on activities that will allow students to create artwork, poetry, and bulletin boards. I will display these items around the class so that students can feel comfortable in my room. I believe that it is important to involve my students in the decisions of how the class will be arranged. During the first few weeks, I will have a welcome poster outside the door, and during the first week, we will be posters to display the classroom rules. As well, each class will have an opportunity to develop a class name or logo and this will be displayed in a section of the room. I will have comfortable quiet seating areas for students to read, and to regain self-control of one's

Updated Fall 2012

Francis

10

self. I feel that these areas are very necessary in today's classroom, because many students may feel tense or uncomfortable in close quarters and these areas will allow students to remain actively engaged in learning in the classroom, but also allow them time to self-evaluate about ones behavior. I also feel that having a comfortable rug in the classroom will allow a great place to have classroom meetings. Students can meet on the rug, in a circle, and this will limit the distractions found at ones desk and help to build a positive community within the classroom. 2. Rules/ Provide a list of 3-5 rules you will have in your classroom. 1. Be Respectful to the classroom, your classmates, and yourself. 2. Be on Time 3. Be Prepared 4. Take Risks An explanation of how you will determine/select these rules. All four of these rules will be presented in the first classroom meeting. I will inform each class that in all democratic societies there needs to be rules to help establish positive behaviors. I will suggest that I have developed four rules for the class, but they have the opportunity to help me elaborate and define these rules. At this time, students will have the opportunity to elaborate and discuss what each of these rules means to them and if they believe, they are important to establishing a positive learning environment. I will provide the students will all four rules and ask students to tell me what they believe each rule means. As a class, the students will have the opportunity to define what each rule means to them. If the class believes that any rule does not fit in with their beliefs,

Updated Fall 2012

Francis

11

they will have the opportunity to modify the rule to better accommodate their needs to develop a safe effective learning environment. An explanation of why these rules are important (be sure to take into account the safety of all students). The four rules that I have developed are important because they establish behaviors that must be met in order to have a positive learning environment. Being respectful to the classroom, your classmates, and yourself is one rule that will establish a safe environment for the students. By having a rule that dictates that one must be respectful to everything in the classroom; students will understand that any behaviors that are not respectful would be considered breaking the rules. An explanation of how these rules help to foster a safe and productive learning environment where student learning can be maximized. I believe that being on time will establish a safe environment that is supportive to learning, because when students are not on time they may be in a location of the school where I cannot get to them if needed. As well, when students enter the room late, they are interrupting the ability of another student to learn. Being prepared is a great rule that will foster an environment where students know that they need to have all their materials ready to go when the bell rings. Without this rule, I feel that students would not be held accountable to forgetting their books in their locker, and something of this nature would take away from learning time from the student and ultimately, this would be a form of not respecting themselves. I want all students to understand the importance of taking risks. As well, I want students to understand that rules are not put in place to punish students. These rules are to establish

Updated Fall 2012

Francis

12

guidelines that promote positive learning. This rule is a great way to establish the importance of openness of ideas. A description of how you will communicate/teach classroom rules/expectations to your students. I feel that the students need to be able to put rules in their own words and define the rules in their own words. I want students to clearly understand each rule and the expectations of each rule so after we have established rules in their own words with their own meanings, we will define ways that students may not meet the expectations of the rules "break the rules." At this time I will ask all students to list ways that each rule could be broken. Each student may interpret rules differently, and by having the rules in their "language" I feel that each student will be able to understand what the expectations are for every rule. A detailed explanation or how these rules create a classroom climate of openness, equity, and support was provided During the classroom meeting, all students will have the opportunity to voice their opinions about the rules. By implementing a classroom meeting that takes all students' opinions into consideration, we will be starting the year with an open relationship that is supportive and demonstrates the equality of classroom. As well, each student will be asked to list ways in which rules can be broken. By doing this activity, I will be able to support each student in their understanding of the rules and the expectations of the rules. Ultimately, the students of each class will have the opportunity to better define the initial rules that will be provided. This activity will demonstrate to the class my high expectations for them as well as my beliefs that our classroom should be a place where each student feels that they are respected, treated fair but equal, and where their option counts and I want to hear it.

Updated Fall 2012

Francis

13

When I provide the initial rules to students, I will begin by discussing why responsibility and respect are important in the classroom. I will ask students to help me define what respect and responsibility means to them, and we will discuss terms that they believe define these words. I then will discuss how being prepared and on time is important because students must be in my classroom with their essential tools so that they can learn. I will suggest that to me if someone shows up late it is disrespectful, and I will ask students for examples of times that someone they know may have been late and how that made them feel. We will discuss how to be respect and why positive dialogues are important in the classroom. From this conversation, we will be discussing what respectful conversations mean to each student and how one shows enthusiasm, respect, and why positive dialogues are important. During the discussion we will discuss why bullying, harassment, and dishonesty are all qualities that do not show respect from one's self or others. Once we have discussed respect and responsibility we will discuss how both of these qualities are needed in a classroom so that students can take academic risks. I will allow students to give me examples of what they think an academic risk is and we will discuss ways that we can promote positive dialogues so that all students feel safe taking risks. Lastly, I will provide the students with time to discuss, vote, and come up with their own "terms" for the student rules. We will define their terms, and the students will create two posters, which will display the rules. Students will be given time to write their rules and definitions in their notebooks, and we will take time to model what it looks like when students break the rules. Once we are finished I will discuss with the students that it is important to me that they all follow the rules that they created, and that I will follow their rules. My actions throughout the year will demonstrate that I am consistent with consequences for broken class rules.

Updated Fall 2012

Francis

14

3. Procedures Provide a list of 15 procedures you will have in your classroom. 1. Entering the Room A detailed description of each procedure. I will be standing outside the door and I will greet each student as they enter my classroom. As soon as students enter the room, they are to go directly to their desk and get out their notebooks and writing utensils. This procedure will decrease any possible behavior inside the room that I may not be able to address quickly because I will be standing outside the door and greeting students as they walk in the room. 2. Bell work A detailed description of each procedure. As soon as the bell rings, students are expected to begin their bell work. The bell work will be completed in their notebooks and will be used to connect the lesson to the day to their previous knowledge. 3. Absent A detailed description of each procedure. Students that were absent the previous day are required after they finish their bell work to get up and go directly to the absent workstation. Here they will find the agenda, the class notebook, and a file folder containing the any homework that may have been provided, and a log sheet. Students are required to copy down the agenda information into their agenda, write any information from the class notebook into their notebook, and pickup any homework that may be listed, and sign the log sheet identifying that they have completed this task. 4. Participation

Updated Fall 2012

Francis

15

A detailed description of each procedure. Participation and academic risks is very important in the classroom. To participate in discussions or to ask questions students must raise their hand. Students then will be provided with the "class object." If more than one student raises their hand to participate, students will number off and we will go in order. After providing their response, students will gently pass the item to the next student. The class will have an opportunity to choose their "class object" during the first day class meeting. 5. Bathroom Passes A detailed description of each procedure. To use the restroom, students must raise their hands and cross their index finger and their middle finger. From this point, students will write their name on the bathroom log out sheet and grab the laminated bathroom pass. Students must proceed directly to the bathroom at this point, and scurry quickly back from the bathroom. 6. Class Notebook A detailed description of each procedure. All paperwork, graded homework assignments, vocabulary, and daily assignments will be glue-stick(ed) into each student's notebook. Daily homework in my classes will be limited; however, students will be required to read nightly. Their journal entries will be logged in their class notebook under the correct day. Each student will be provided with a notebook agenda and will be required to keep t heir notebook organized. 7. Late Work A detailed description of each procedure.

Updated Fall 2012

Francis

16

All students are required to turn in their work. I will accept "late work," it must be turned into the "late work bin." If daily-homework is assigned, it is because the homework is meaningful and essential for learning. Points removed from student homework will be discussed on a case-by-case basis. 8. Attendance A detailed description of each procedure. Attendance will be taken during bell-work. Most districts currently employ the use of district software to take attendance. As the bell rings, I will be standing outside the door hustling students to come in the classroom. If students are late past my attempts to rush them inside the room, I will be forced to give them a tardy. At this time, I will have to abide by my school's tardy policy. In my classroom, students that are late will be required to meet with me during their free time (before, after, or lunch break). I will keep a personal record of students tardy and possibly student absentees depending on my schools technology. 9. Supplies A detailed description of each procedure. There will be times where we will utilize the supplies such as markers, glue sticks, and poster boards. There will be baskets that house each supply such as glue sticks, crayons, pencils, paper, and markers. During these times, students will either hand the baskets to one another (if they are not in cooperative learning groups) or students will one basket per group of students. If students are not in cooperative learning groups, there will be two baskets circulating. Students are to remove the supplies they need and pass the basket along to the next student. Baskets will be passed around to pick up the supplies as well. Students are required to place the materials back in the basket once they are finished. If students are in cooperative learning groups, one

Updated Fall 2012

Francis

17

student from every group will be required to get the basket for the group and to return the basket for the group. 10. Good books-Independent reading material A detailed description of each procedure. There will be a library in my classroom where students are welcome to check out any book of their choice. Students may only have one book checked out at a time and students must utilize the log-out sheet when checking out and in a book. 11. Transitions A detailed description of each procedure. Preferred activity time will be implemented in my classroom. During transitions, students will be given criteria for time and the class clock will be set. Students will be given clear directions for what they need to do and where they need to go. Students will have the opportunity to earn time to complete educational activities at the end of the week. If students dawdle, they will take the risk of losing time. 12. Forgotten Supplies A detailed description of each procedure. If a student is not prepared for class and their class partner does not have the supplies they need to borrow, students will be required to stand up before bell-work and proceed directly to the forgot-it class supplies station. Here students will find all the supplies they could possibly need. To check out an item the student must log the item out in the logbook, and once the student is finished with the item or items they must log them back in to the logbook. 13. Dismissal A detailed description of each procedure.

Updated Fall 2012

Francis

18

We will be working right up to the bell every day because our learning time is very important. Students will be dismissed from my class, and students must wait to be dismissed before leaving the classroom. 14. Call-out A detailed description of each procedure. Each class will have the opportunity to pick a "call-out." The call-out will be implemented when I need to get all students' attentions quickly and get the room silenced. I will utilize the "call-out", and the students will follow with their response. 15. Substitute A detailed description of each procedure. I will inform students when there will be a substitute the following day. Students will be reminded that when there is a substitute they must have out their placement cards. Their placement cards will have their name, three activities that they enjoy, and a photo of themselves. A description of how will you plan to implement each procedure. Each procedure will be taught and implemented when it is needed to be used. I will explain to students what I am asking from them, I will ask a student in the class to explain what I am saying, and then I will ask for a demonstration. If a procedure is not being implemented in the correct manner it was intended to be used, I will utilize the "class call out" and I will ask for another student to explain what the directions are, and I will ask for another demonstration. Students will then have the opportunity to complete the procedure once again until there are minimal hiccups. An explanation of why is each procedure is important and helps to maximize student learning.

Updated Fall 2012

Francis

19

Each of these procedures is essential for establishing a safe, organized, positive, effective learning environment. Students will know what is being asked of them because there is an organized procedure for each activity, and this will decrease distractions and behavior problems. I feel that it is important to have an orderly classroom because this is essential for safety. These procedures will help to establish an organized classroom that is free from clutter. Ultimately, these procedures will increase time on task because students will learn how to be responsible for their behavior. Students will know what is expected of them because I as well as one of their peers will explain the procedures to them. In addition, students will also have the opportunity to view what is being asked of them in the student demonstration of the procedure. When students understand what is being asked of them, behavioral problems are minimized because you do not have students goofing off because they are unsure or confused about what is going on around them. 4. Behaviors & Consequences List and describe a total of 3 minimum, 3 moderate, and 3 significant inappropriate student behaviors that may be in violation of the classroom rules and/or jeopardize the promotion of a positive classroom environment. Minimum 1. Talking during class. Explanation of why each behavior was categorized as minimum, moderate, or significant. I believe that talking during class is a minimum behavior problem because middle school students are very social and are at a stage where they are developing their impulse control. This behavior is distracting to others and myself; however, it also provides me with instant feedback that my lesson my need to be adjusted and be more student centered.

Updated Fall 2012

Francis

20

2. Tardiness Explanation of why each behavior was categorized as minimum, moderate, or significant. I feel that student tardiness needs to be handled in my room and not in the office. If a student is tardy and I chose to send them to the office, they would be missing more learning time. I feel that middle school students are at a time in their life where their bodies are changing, and I feel that when this behavior is not excessive it is only a minimal behavior problem. 3. Sleeping during Class Explanation of why each behavior was categorized as minimum, moderate, or significant. If a student is sleeping during class they are breaking the respecting themselves rule. This is a minimal concern because I feel that students may have many reasons for their extreme tiredness. If a student has his/her head on the desk, my first concern is that they are not feeling well. At this time in their lives, their bodies are changing and they may need a lesson on how to take care of their bodies. Moderate 1. Excessive talking out of turn-not using class object Explanation of why each behavior was categorized as minimum, moderate, or significant. If a student is talking without the designated "class object" they are not respecting themselves or their peers. This is a moderate concern because this behavior negatively affects the classroom community and disrupts learning for all students. 2. Using cell phones during an undesignated time Explanation of why each behavior was categorized as minimum, moderate, or significant.

Updated Fall 2012

Francis

21

Students will have many opportunities to use technology. I need students to be aware of their surroundings and on task. If students are texting on their phones, this is a moderate concern because they are not learning and respecting themselves; thus, breaking the respect rule. 3. Not taking personal academic risks Explanation of why each behavior was categorized as minimum, moderate, or significant. Students that do not participate in class are not taking academic risks. This is a moderate concern because it is breaking both the respect and risk taking rules. Significant 1. Bullying Explanation of why each behavior was categorized as minimum, moderate, or significant. Any form of bullying is not acceptable in the classroom. Not only is the offender not respecting others; but also they are not respecting the classroom community and themselves. This is a significant behavioral problem because it will negatively alter our classroom community. 2. Cheating Explanation of why each behavior was categorized as minimum, moderate, or significant. Students are encouraged to take academic risks. If students choose to "take the easy" street and cheat, they are breaking two rules: academic risk and respecting themselves. This is a negative behavioral problem because students are not respecting themselves and me. 3. Physical Abuse Explanation of why each behavior was categorized as minimum, moderate, or significant. Physical abuse is a significant concern because students are not only disrespecting themselves, but also they are not respecting their peers or the classroom community. This type of

Updated Fall 2012

Francis

22

behavior will seriously damage the classroom community and because of that, it is considered a significant behavior issue. A hierarchy of consequences for each minimum, moderate, and significant behavior. 1. Body Language (direct eye contact, close proximity) Using body language will end the behavior and let the student know that I see what they are doing and that I want the behavior to end. 2. Comments that redirect refocus the student I will integrate the student's name into my lesson to redirect the student. This will help the student redirect their attention to the lesson or refocus their attention to the task. 3. Loss of preferred activity time Students will lose preferred activity time for not being on task. 4. Detention Students will be required to meet with me before, after, or during a free period/lunch. At this time, we will discuss ways that student can alter their behavior. 5. Call home Parents will receive a phone call from me and I will inform the parent of the issue and suggest that with their cooperation we can get their son/daughter quickly back on track. 6. Parent/teacher/student conference At this meeting, we will address the issue and ways that we can work towards eliminating the problem behavior. 7. Parent/teacher/student/counselor conference At this meeting, we will address the issue, and possible solutions to the behavior. 8. A written referral to the office

Updated Fall 2012

Francis

23

I prefer to keep all problems within my classroom. If I can handle it on my own or with the help of another teacher/counselor, I will try my best to find the solution that the student needs to succeed in my classroom. However, if all of my efforts have failed, I will be forced to write a referral. At this time, I will also make contact with the parents once again. A description of how do these consequences help students be accountable for their own behavior. Consequences begin with redirecting student behavior. If the behavior continues, students will lose preferred activity time. Essentially this consequence is the final warning before detention. If behavior the behavior warrants a detention, at this meeting, we will discuss ways that I both the student and I can accommodate their needs in order to decrease the behavior and increase student learning. Possible solutions that I will offer during detention is omission training, moving desks closer to me, offering to take more breaks. Parent phone calls will be utilized in order to get parents to help me get full cooperation from the student. I want my parents to know if I am having excessive behavior problems with their child and I will utilize this method if the behavior warrants. Parent/teacher/student as well as parent/teacher/student/ counselor conferences are used in order to find solutions for the behavior. I believe that it is very important that consequences are logical and are linked to the behavior. My consequences, specifically detentions, will be used as a way to involve students in finding solutions to behavior problems that students feel are useful and that I can live with. I do not see consequences as punishments, bur rather, opportunities for students to learn how to change their behavior.

Updated Fall 2012

Francis

24

I feel that sometimes behaviors may be because of something I am doing, such as implementing too much direct instruction, and sometimes behaviors may arise due to room arrangements. By having multiple opportunities to discuss with the student ways that we can overcome the behavior problems, I feel that I will be demonstrating to the student that I do not accept the behavior, but I am open, caring, and willing to help him/her change the behavior. 5. First Day of Class Agenda Describe how you will approach the first day of class by creating a step-by-step detailed agenda that includes a focus on fostering a positive learning environment and building community along with communicating high academic and behavioral expectations. Be very specific. 1. Students will be greeted at the door and given a number and folded placement card. There will be numbers on every desk and the number given to the students will correspond to the desk that they will be sitting. Students will be welcomed, directed to find their seats, and prompted to read the directions on the board and begin working on their placement card. Directions: Your placement card will help your classmates and me memorize your name and get to know you. Please fill out your placement card and place it on your desk so that everyone can see it. 2. Once all students are seated, I will tell them how happy I am to see each one of them. Then I will introduce myself and show the class a Prezi of myself. The Prezi will outline why I am a teacher, where I obtained my degree, and three interests I have outside of school. 3. I will then inform the students that we are going to have a class meeting. I will tell students that I am going to give them directions, and then ask a student to explain my directions, and then I will take a volunteer to help me demonstrate what I am asking from them. I will explain to

Updated Fall 2012

Francis

25

students that I need them to stand up, bring their number, placement card, a writing utensil, and their notebook, and move to the class meeting area. I will direct students to where the class meeting area is located. I then will ask a student to repeat my directions, and for another student to demonstrate what I am asking. 4. Once all students are at the class-meeting circle, I will explain to the class that we are having a class meeting so that we can get to know each other, establish rules for the class, create a class name, a class "call out" and we will discuss preferred activity time. I will inform the students that classroom meetings are a great way for all students to provide their opinions in open environment. I will indicate that all student opinions are important; however, in order to have ones opinions heard, you must be holding one of the class objects. At this time, I will allow the students to choose a class object. I then will explain once again that in order to ask a question or to provide your opinion, you must be holding the class object. To obtain the object you must raise your hand. If more than one student raises their hand, they will be numbered off and we will go in order. I will ask a student to explain my directions to the class and then I will ask a student to demonstrate the use of the class object. I will begin the class meeting with the agenda. I will let the students know that in today's meeting everyone will have an opportunity to introduce themselves, and then we will be discussing, defining, and voting on class rules. We then will have an opportunity to vote on a class "call-out," and a class name. I will finish the meeting with a short discussion on preferred activity time. 5. I am going to begin by explaining to the students that I have very high expectations for each student, and that I have created four rules for our class that will establish order and create a positive environment for learning. I will suggest that my rules are written for me to understand

Updated Fall 2012

Francis

26

but I need the students to reword the rules or vote to keep my rules, so that all students understand the rules. We will discuss what respect and responsibility mean to each student and what these words look like when they are put into action. We then will discuss the importance of open, friendly, positive dialogues. I will indicate that academic risk taking is very important to me because I want all students to succeed and to do their very best. 6. I will indicate that we must have a positive classroom where we show respect & care for each other with our dialogues and actions. I will tell students that I do not tolerate bullying, harassment, or discrimination. I will tell students that when someone bullies, harasses, or discriminates another individual they are disrespecting themselves, their peer, and the classroom/school. During this time, I will ask students to open their notebook and write down ways that someone could discriminate, harass, or bully another individual. I will then ask students to write down how they would feel if this happen to them, and ways that they would react to this type of behavior. We then will discuss ways that we can eliminate bullying, harassment, and discrimination. I will instill in my students the belief that these qualities are not positive and that I know they will report to me any incidences where they witness this behavior occurring. I will indicate to my students that my intent is not to punish students that take part in these behaviors, but rather, that I want to help students learn new ways to communicate so that they do not hurt others. 7. I will then ask students to take a moment and think about all the ways that the rules could be broken. I will ask students to write down these ways under the rules. I will then solicit students to provide me with what they wrote. I will ask students to act out "broken rules."

Updated Fall 2012

Francis

27

8. Once we have established new worded rules, and they have been voted on, I will ask students to open their notebook and on page one and write down the rules. We then will write out our rules on poster boards. 9. I will then discuss the need for a "call-out" this motto will work as our call and response. I will provide examples of call-outs, and then I will ask students to write down possible call-outs. I will solicit answers. We then will vote on our class call out. We will then discuss the need for a class name. I will provide suggestions for a class name. Students once again will be asked to write down possible class names. We then will vote on a class name. Once all students are finished, I will display our "class rules" so that all students can see the rules. 10. Before concluding the meeting, I will inform students that each week they will have an opportunity to earn preferred activity time. I will explain that preferred activity time is a great way to earn time to complete activities such as free reading, character drawing, and vocabulary hangman. I will draw a T chart on the board, put their class name next to it, and provide them with 20 free minutes. I will explain that with PAT, students will have opportunities to earn time with automatic and hurry-up bonuses and students will lose time for being off task. I will tell the students that throughout the rest of the day, we will discuss ways that they can both earn and lose time. 11. I will conclude the class meeting and provide directions for students to move back to their desks. I will ask a student to tell me what I am asking and then I will ask one student to demonstrate the task for me. I will suggest to students that during transitions is a great way to earn PAT. I will tell them that they have a suggested amount of minutes to gather their belongings and move back to their desks and if they complete this task in an orderly fashion with

Updated Fall 2012

Francis

28

time to spare they will earn the remaining PAT. I then will start the PAT timer. I will provide students with their earned PAT. 12. While students are transitioning back to their desks, I will distribute "get to know you" worksheets. I will ask students to begin filling out their worksheet. I will inform students that they will have an opportunity to finish filling out the worksheet at the beginning of class tomorrow, but for now, I need them to put their worksheets in their language arts folder. 13. The bell will be ringing shortly. I will conclude the class by telling my students that I was very happy to meet each one of them and that I am looking forward to getting to know each one of them. I then will tell students that is time to pack up their belongings and that I expect everyone to wait for me to dismiss them from the classroom before they hustle to their next class. I will indicate to the students that they must way for me to say goodbye, and I look forward to seeing you tomorrow before they may leave the room. I will then ask the students to say aloud what words they must wait for before they can leave the room. The bell will ring, I will say goodbye, and I look forward to seeing you tomorrow. 6. Instructional Grouping A description of different ways you plan to provide effective interaction routines for ALL of the following: a. Individual work As soon as the bell rings, students will begin bell work. Each bell work assignment will link personal knowledge and interests to the lesson of the day. Students will be solicited to share their responses to the bell work, and students must be holding the "class object" before they can share their response.

Updated Fall 2012

Francis

29

Students will be responsible for independent reading outside of the classroom. Students will have opportunities to choose books on topics that interest them; but also, students will be required to read texts for class that are chosen by me. Students will be responsible for filling out their reading response journals. I will be reading these journals and responding to students' responses. Students will be responsible for learning vocabulary and spelling words. Students will have multiple opportunities to demonstrate mastery through formative and summative assessments. Students will be responsible for keeping their interactive journal up-to-date. As well, students will be required to create a writing portfolio that will demonstrate their writing throughout the year. I will be reading their work, and helping contribute to the revising process. During independent work, I will be walking around the room to check students' work for understanding. I will be monitoring their work during class as well as their homework assignments to assess each student's understanding of the covered concepts. Individual work will allow me to check where each of my students is at so that I can differentiate my instruction to meet the needs of every student. b. Cooperative/collaborative work Students will have many opportunities to discuss their independent reading texts as well as the class texts throughout the year in cooperative learning groups as well as partnered activities. Students will work with partners when completing think-pair-share activities. Further, there will be opportunities during instructional activities where students will be asked to turn and talk with their partners. Each of the strategies listed help students learn from others Literary circles will be chosen by me and will consist of 3-4 group members. I will be utilizing jigsaw activities where students will become experts in their field of study, and then students will be asked to teach their group about their topic. I will be utilizing our class "call out"

Updated Fall 2012

Francis

30

to regain the attention of students when I need the students to refocus their attention on the lesson and me. I will be monitoring the groups while they work, and groups will be required to "produce a product" while they work together so that students are held accountable while they work within their groups (Eggen & Kauchak, 2007, p. 432).Cooperative learning activities will allow students to learn from each other, and students will be developing social skills while they interact. c. Whole class discussions We will be utilizing whole class discussion every day after the bell-work. I will prompt the class to provide me with their bell-work examples or responses. Students will be expected to follow the procedure of using the "class object" before speaking so that all students can be heard. We will also have many opportunities where I will ask students as a whole to respond to the themes or questions posed in our class readings. Students will follow the procedure of using the "class object" when responding to these questions. I will be reminding students during the first ten days that they must be holding the "class object" before they can provide their response. Whole class discussions are a great way to allow students to hear multiple perspectives. How do these groupings aid in cultivating a positive learning environment and promote the learning of all students? Students learn in a variety of ways. Be utilizing many teaching strategies I am able to better accommodate all learners needs. As well, by promoting the "class object" for student responses, I will be demonstrating that all student responses are important and that each student needs to be quiet and use their listening ears when someone has the "class object." Further, by utilizing many opportunities for both partner and "group" cooperative learning, students will have many opportunities to develop social skills and learn from their peers.

Updated Fall 2012

Francis

31

I will also be utilizing individual work because at the middle grade level, many students may be able to demonstrate mastery best when they have an opportunity to complete individual work. In other words, I feel that it is necessary to allow students an opportunity to work individually, in groups, and with partners at this age because many students may still be shy. I want all my students to have an opportunity to shine, and I will be promoting the importance of being able to work individually but also with others. Individual work will allow me to check each students' understanding of the concepts so that I can differentiate my instruction where needed. We will begin the year with individual and partner work; but then we will begin to work in opportunities for cooperative learning. I feel that students need to be taught how to respectfully respond to others opinions and how to have an open dialogue. We will be working on how to respond to group members. 7. Instructional Best Practices: Describe, in detail, how you will use three different instructional best practices for your future/current classroom. 1) KWL Students will be constructing KWLs when we begin new topics of study. Students will be asked to complete the K & W portion of the KWL organizer before we begin the lesson(s). Working together, the students will compile a list of "what they know." I will write on the board the information that they know. We will work as a group to organize the information into categories. Students then will be asked to form questions based on the information that they know. I will facilitate students by prompting questions about the categories of each

Updated Fall 2012

Francis

32

question. Students then will "learn" about the topic area and will be asked to go back to their KWL chart and fill in the information that they learned. 2) Jigsaw Students will be participating in Jigsaw cooperative learning teams where each student will become an expert in one topic area. Students will be given home teams and assigned expert topic areas. Expert topic area students will form teams and work together to learn about their expert topics. Students are then asked to return to their home team and report what they have learned. 3) Inside/Outside Circle Students will be in two circles, one group on the inside, and one group on the outside. Students on the inside circle will answer an open-ended question. Then students on the outside circle will answer the same open-ended question. Students on the outside will then move to the right and pair up with the next student and open-ended questions will continue until the outside circle has completely rotated. How can each instructional best practice listed above promote a meaningful learning experience for all students? (FEAP a2c) KWL charts help students categorize information and develop critical thinking skills. Students are asked what they know about topics and are prompted to categorize the information into groups of information. From here, students are asked to develop questions based on the information that they already know, and this requires students to think cortically about the information that they may already know and develop questions about missing knowledge. Students work together as a whole to construct a list of knowledge and questions

Updated Fall 2012

Francis

33

they have about the topic. As well, students are independently responsible for filling out their KWL chart. The jigsaw activity creates information interdependence where students are dependent upon each other to learn new information. Students are placed in home teams and given expert topic areas. Students are required to learn about their expert area and then report back to their home team. This requires students independently acquire knowledge, but then students are responsible to teach the information to their home teams. Students must acquire new information and present the information to their home team, so that the home team students can learn the information. Students become reliant on their team members to help them learn information. This activity helps students develop social skills because students are reliant on their group members to provide them with new information. As well, when learning about their topic areas, students must synthesize the information that they learned into smaller chucks of information so that they can tell their group members the key information about the topics. Inside outside circles, require students to synthesize information into concise sentences because students have a limited amount of time to respond to questions. Students must think critically about what is the key information that must be delivered their partner in order to effectively answer the questions presented. All students are responding to the questions, and there should be 100% participation. How do the instructional best practices listed above accommodate the differing needs of students or how can they be adapted to accommodate the differing needs of students? Each of these activities allows students to demonstrate mastery through individual, patterned, and group work. Students that need accommodations can work with partners when

Updated Fall 2012

Francis

34

filling out their KWL charts. As well, students that must become experts in their topic area can be provided with cloze worksheets. Further, expert groups can work collaboratively to develop their knowledge and students can be provided with graphic organizers to help organize the new information. When completing inside outside circles, students can be provided with prompts for how they can begin to respond to questions. Additionally, before having students get into circles, students can be provided the open-ended questions and students can think-pair-share their responses with a partner. 8. Student Motivation: Describe, in detail, how do you plan to encourage student motivation in your classroom to reach high levels of learning and promote a positive classroom climate where students are motivated to learn? I believe that student motivation is directly related to classroom environment, student involvement, and student autonomy/choice. Students are more engaged in classrooms when they believe "their teacher like, understand, and empathize with them" (Furrer & Skinner, 2003). To establish these beliefs I will begin the day by greeting each student at the door and welcome them to the classroom. I will be making all efforts to learn each student's name as quickly as possible. As soon as students are greeted, they will be provided with a number, which will direct them to their assigned seat. I want all students to know that I am expecting them, and that they have a place in my classroom. Further by doing this I hope to establish a sense of belonging for each student. As well, with this, my intentions are to promote relatedness in my classroom and to begin establishing a sense of community. Until I can memorize each name, I will be implementing name cards. Students will have an opportunity on the first day to create their name card and these will be placed on their desks.

Updated Fall 2012

Francis

35

This will help both peers and I learn names. On the first day of school, we will have bell work. High expectations and standards will be explicitly discussed and reiterated throughout the year. During our classroom meeting, I will propose the rule "take risks." Students will have the opportunity to better define and vote on this rule. I want to establish on the first day that I believe taking risks is essential to the learning process. Our first classroom meeting will begin to establish the notion that all opinions and responses are important. During the classroom meeting, I will be informing students that we will be using preferred activity time. I will teach students how this activity works and how they can earn time to complete educational activities by making responsible decisions. As well, during the classroom meeting, students will have the opportunity to vote on a "class name" and a class "call out." Each period will be provided this opportunity, and each period's class name will be located on their PAT, their class rules, and many other items that will be personalized to each class. By creating a class name for each class, I hope to develop a sense of community between each class so that students understand that each of my classes is unique just like each of my students. The class "call-out" is essentially a call and response that will be utilized to get students to refocus their attention. Students will have an opportunity to develop the call out and vote on the call out during the first class meeting. By allowing all students to participate in the creation of the "call-out" I hope to be establishing a sense of belonging amongst every student. When prompting questions, I will be utilizing the technique of asking students to stretch their response. As well, I will be using the approach of suggesting student answers are "nonexamples" instead of suggesting they are blatantly "wrong or incorrect." When returning student work, formative assessments, and summative assessments, I will be providing students the opportunity to suggest their "reasoning" for responses that do not align to my suggested

Updated Fall 2012

Francis

36

responses. Further, I will be articulating the importance of turning in quality work. If student work is not quality, I will be asking students to redo or "self correct" their work until the work is their personal best. During the first few days of school, students will be provided time to fill out a "get to know" me questionnaire. This questionnaire will allow me to begin to form bonds with my students based on their interests. I will then integrate students' interests into my bell-work and lesson plans to help students make connections to the curriculum. During the two weeks of school, I will be integrating multiple opportunities for students to complete "ice breakers." These activities will help to foster a positive community where each student will have the chance to learn more about each other. Students will be working in cooperative groups throughout the year, and I want students to feel safe within the classroom, because without a feeling of security students will not respond authentically in-group and whole class discussions. I will be establishing a positive caring community within my classroom by displaying student work. Students will have opportunities to have a voice on what will be on the bulletin boards. As well, students will be creating word-walls, which is where their vocabulary words will be displayed. I will be working towards developing an open-dialogue with each of my students so that I can accommodate any needs they may have so that I can help them achieve their personal best. Students will have the opportunity to earn preferred activity time. This will increase motivation in the classroom because students will be working hard to stay on task so that they can earn time to complete educational activities. Moreover, preferred activity time increases cooperation between peers because everyone works together to earn automatic bonuses and hurry

Updated Fall 2012

Francis

37

up bonuses (Jones, Jones, & Jones, 2007). I believe PAT will increase student motivation and allow me more time to teach because the educational activities that students will want to take part in will be educational in value. I will have students vote on preferred activities for the week. If there is a vocabulary test on Friday, I will provide the students with the choice of activities that will allow them to study for the vocabulary words. PAT will essentially be motivating my students to be on task, which will allow me more time to teach. I feel that it is very important to involve students in decision-making. During the first classroom meeting, students will have an opportunity to define and vote on classroom rules, a class name, and a class call-out. Throughout the year, I will be asking open-ended questions during whole class discussions to allow students to provide their response. Open-ended questions are great because there are many possible answers. Therefore, students will feel safe knowing there is not one correct answer. In addition, during the year students will be provided multiple opportunities to work with partners and group members to create, discuss, and analyze texts. Lastly, I believe autonomy & choice is the final key to student motivation. When students are provided with the opportunity to choose what they will learn about, they are able take an active role in their own learning. Students that are give choices in regards to curriculum are challenged with decision-making, and this causes their level of engagement in the activity to increase (Bigelow &Vokoun, 2005). Students will be given choices when completing jigsaw activities. We will begin the year with choices on independent reading. As the year progresses students will be given full autonomy when choosing independent reading material. 9. School and Community Resources for Parents Wiki

Updated Fall 2012

Francis

38

See https://sites.google.com/site/mfrancisclassroom/home/community-and-parent-resources

Updated Fall 2012

Francis

39

10. Newsletter on Parent Involvement See Francis,M.CMP_Newsletter for newsletter.

Updated Fall 2012

Francis

40

11. Professional Conduct & Legal Issues Describe, in detail, how you plan to maintain your professional responsibility when dealing with the following groups of people: a. Students: I will be fostering a positive businesslike relationship with each of my students. If behavior or academic problems arise in my classroom, I will be working closely with the student and their guardians to help get the student back on track. I will be attending school functions and making my presents known. I want students to know that I truly care about them as an individual and that their success is important to me. b. Parents: I will be reaching out to each parent by sending home reminders &class newsletters. Our relationship will be businesslike and professional; however, I hope to establish an understanding with parents that I am here to help their child succeed and that I am willing to work with them individually at times that are best for them. I often feel that we ask parents to come to parent-teacher meetings at times that are not always best for them. In my initial open house and newsletter, I will make my services and openness well known. I will be encouraging parents to become involved in my classroom as well as school activities. I will be in touch will all of my students' parents to inform them of how their son or daughter is doing in my classroom. I will be sending home positive behavior slips so that students and parents understand that I am excited when my students do well. I do not want parents to feel that I only contact them when something is "wrong." I want them to feel from our first meeting that I will be in contact with each one of them throughout the year and that I encourage their involvement in their child's education.

Updated Fall 2012

Francis

41

c. Colleagues: I hope to establish a wonderful relationship with all of my colleagues. I love working with others and I really hope to be able to integrate my colleague's curriculum with my own so that we can create interdisciplinary units. I feel that students learn best when they can draw on prior knowledge and interdisciplinary units are a great way to increase learning. I will demonstrate to my colleagues that teaching is not a job, but a lifestyle for me. I will be at my school early to help any of my colleagues. I look forward to participating in schoolwide activities and I am planning on serving on many committees. d. Administrators: My administrators will see that I am professional and that I hold my actions and duties to the upmost standards. I will be professional in dress and disposition so that my administrators know immediately that I hold myself to a high standard. I will be open and honest at all times and I will conduct myself professionally. e. Public/community: I believe that teaching is not only a profession, but also, a lifestyle. I maintain a professional disposition outside of the workplace at all times. I enjoy volunteering within the community, and I hope to establish a positive relationship will all people within my future school's community. I will be encouraging community members to volunteer at the school and to take an active role in the education of the children in the community. Describe, in detail, how you would respond to the following: a. Suspected child abuse I would immediately report suspected child abuse. I would not hesitate; I will report immediately any suspicions that I have. I believe that my role of a teacher is not limited to education but also that I am there to inspire students so that they can become their personal bests. I believe it is imperative for me to immediately report suspicions of child abuse

Updated Fall 2012

Francis

42

because if children are ever in an environment, that harms them physically or mentally they will not have an opportunity to succeed. b. Discrimination (be sure to include proactive measures and how this plan can help protect students from conditions that are harmful to learning) Discrimination is a form of bullying, and in my classroom, it is considered a significant behavior problem. Students that discriminate others are destroying the positive classroom environment. Students that are discriminated against will not feel comfortable taking academic risks and this is a huge problem in my classroom. During our classroom meeting while discussing "respect," I will prompt students about discrimination. We will take this time to discuss what discrimination is and how we can work together to eliminate discrimination. I will be asking students to think of times that they have witnessed discrimination. As well, students will be given an opportunity to reflect in their journals about how discrimination would make them feel, and how one should respond to discrimination. I will indicate that discrimination is not accepted in my classroom, and that this behavior will result in an automatic detention and possible further consequences. I will indicate that if a student does discriminate against another student my first response will be to stop the behavior, to make sure the victim is okay, and then the student who discriminated will be held accountable for his or her behavior. I will suggest that during the detention we will be working together to discuss ways that we can communicate with others that do not discriminate against another individual. I will be discussing all of the above with my students during the first classroom meeting because I feel that discrimination can ruin a child's ability to succeed, and the behavior is very serious. c. Harassment (be sure to include proactive measures and how this plan can help protect students from conditions that are harmful to learning)

Updated Fall 2012

Francis

43

Harassment will destroy the positive classroom community and negatively affect my students' desire to take academic risks in the classroom. In our first classroom meeting, when discussing "respect," we will be discussing that I do not tolerate harassment. We will take time during the first classroom meeting to discuss harassment, what harassment means, and looks like, and why harassment is bad. Students will be given an opportunity to reflect in their journals about how harassment can make a person feel, and I will ask students to draw how harassment makes them feel. Then students will be asked to come up with ways that can eliminate harassment. I will discuss with students that I want them to report any incidence of harassment so that I can help both the student that is harassing and the victim. I will indicate to students that harassment will result in an automatic detention and possible further consequences. d. Student-to-student bullying (be sure to include proactive measures and how this plan can help protect students from conditions that are harmful to learning) When students bully they are disrespecting themselves, the classroom community, and their peers. Respect in the classroom is very important. When students bully other students, students will not feel as if my classroom is a safe environment, and then students will not want to come to take academic risks. We will discuss bullying when we discuss respect in our first classroom meeting. At this meeting, students will be given the opportunity to define bullying, what it looks like, and why we should not bully. I will convey to students the importance of reporting bullying immediately, and I will ask students to not to hesitate with a report. I will indicate that I do not tolerate bullying in any form and that incidence of bullying will result in an automatic detention and possible further consequences.

Updated Fall 2012

Francis

44

I feel that schools should implement a text-in bullying report system. I feel that students are scared to report bullying in fear of being bullied or not "looking cool." If students were provided a way to anonymously report bullying, I feel that reports would be made more often. As well, if consequences to bullying were logical and linked to the behavior students would have the opportunity to think about the behavior. If bullying, harassment, or discrimination occurs in my classroom in addition to meeting with the individuals involved, I will also be holding a classroom meeting to discuss the negative effects that these have on the classroom environment. In detail, I will explain to students how bullying, harassment, and discrimination are not acceptable in my classroom, the school, or even outside of school. As a group, we will discuss how we can eliminate this problem. I will also integrate texts within the curriculum that discuss bullying, harassment, and discrimination. This would be a great way to begin the year's independent reading selections. Students will have an opportunity to choose a text that deals with one of these issues. Then each week students will discuss amongst their group members how the characters in the book handled the issue, how they could have handled the issue better, and how they can handle problems such as these. Provide a detailed description of how you plan to adhere to the Code of Ethics and the Principles of Professional Conduct of the Education Profession of Florida. I believe that maintaining a positive classroom environment built on respect, honestly, and trust will enable me to protect my students from conditions that are harmful to their learning. In my classroom, taking academic risks is very important and I will allow all students to provide their point of view. I believe that it is important for students to learn how to see problems from multiple perspectives and I will prompt students to consider alternate perspectives so that all students have an opportunity to share their ideas.

Updated Fall 2012

Francis

45

I believe that all individuals should strive towards being open, honest, and demonstrate integrity in all aspects of their personal lives and career. Moreover, I feel that it is very important to develop positive honest relationships with ones collogue. It is imperative to be a culturally competent educator and not discriminate against anyone. Moreover, I feel that using institutional privileges for a personal gain does not demonstrate integrity and these are actions that should never be done.

Updated Fall 2012

Francis

46

Resources Bigelow, T. P., & Vokoun, M. J. (2005). What choice do I have?: Reading, writing, and speaking activities to empower students. Portsmouth, NH: Heinemann. Chalkboard image source: http://ie.microsoft.com Charles, C. M (2010). Discipline through Belonging, Cooperation, and Self-Control. In Pearson, Classroom management for a diverse school and society (pp. 269-289). New York: Pearson. Desk image source; http://www.adpunch.org/rock-and-roll-lessons-for-high-school.html Dog image source: http://www.vis.ac.at/show_content2.php?s2id=293 Dog reading image source: http://www.orsidellaluna.org/2012/07/intelligenza-bestiale/ Dog reading image source:http://aquestionfortheteacher.blogspot.com/2012/04/teaching-readingto-boys.html Dog writing image source: http://annemichelsen.wordpress.com/category/illustration/ Eggen, P. D., & Kauchak, D. P. (2007). Educational psychology: Windows on classrooms. Upper Saddle River, N.J: Pearson/Merrill/Prentice Hall. General Mills (2013). Boxtops4education. Retrieved from http://www.boxtops4education.com/ Grammarian dog image source: http://honors3grammartime.edublogs.org/ Jones, F. H., Jones, P., & Jones, J. L. T. (2007). Tools for teaching: Discipline, instruction, motivation. Santa Cruz, CA: F.H. Jones & Associates. Literature image source: http://www.smekenseducation.com Mac, K. R. J., & Stanzione, L. (2010). Setting limits in the classroom: A complete guide to effective classroom management with a school-wide discipline plan. New York: Three Rivers Press. Student expectations image source: http://vimyridge.epsb.ca/forstudents_expectations.htm

Updated Fall 2012

Francis

47

Volunteer image source: http://marwahherliani.wordpress.com/ Weinstein, C. S., & Novodvorsky, I. (2011). Middle and secondary classroom management: Lessons from research and practice. Boston: McGraw-Hill. Wong, H. K., & Wong, R. T. (1998). The first days of school: How to be an effective teacher. Mountainview, CA: Harry K. Wong Publications.