Management Notebook

Danielle May
National University
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Table of Contents
Section 1: Philosophy of Discipline and Management………….……p. 4-12

Ø Models of Discipline

Ø Personal Philosophy

Ø Personal Goal for Students

Ø Code of Ethics for Teachers

Section 2: Preventative Measures………………………….…...……p. 12-21

Ø Effective Room Arrangement

Ø Personal Beliefs Regarding Room Arrangement

Ø Effective Rules

Ø Personal Beliefs Regarding Rules and Procedures

Ø Sample Class Schedule

Section 3: Supportive and Corrective Measures…………...….….….p. 22-25

Ø Hierarchy of Interventions

Ø Effective Management Strategies

Ø First Steps – Redirecting and Warning

Ø Consequences

Ø Incentives

Ø Student Accountability
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Section 4: Working Effectively with Diverse Students and Families..p. 26-28

Ø Home-School Communication and Plan

Ø Cultural Considerations and Plan

Ø Legal Issues Regarding Students with Special Needs

Section 5: Strategies for Dealing with Challenging Students and

Situations……………………………………………….........p. 29-35

Ø Hierarchy of Interventions

Ø Strategies for Building Relationships

Ø Techniques to Break the Cycle of Discouragement

Section 6: Utilizing the Support of Other Educators and

Caregivers…………………………………………………....p. 36-39

Ø Identifying Needs

Ø Documentation

Ø Referral Process

Section 7: Legal Issues Regarding Discipline (CA Edu. Code)……..p. 39-44

Ø Mandatory Reporter

Ø FERPA

Ø Compelling State Interests / Duty of Care

Ø Student Rights

Ø Teacher Rights
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Ø School / District Handbook

Section 8: Professional Dispositions and Growth Plan……………....p. 44-46

Ø Professional Dispositions Survey Reflection

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Section 1

Philosophy of Discipline and Management

Haim G. Ginott: “I have come to the frightening conclusion that I

am the decisive element in the classroom. It is my personal

approach that creates the climate. It is my daily mood that makes

the weather. As a teacher, I possess a tremendous power to make a

child’s life miserable or joyous. I can be a tool or torture or an

instrument of inspiration. I can humiliate or honor, hurt or heal. In

all situations, it is my response that decides whether a crisis will be

escalated or de-escalated and a child humanized or de-humanized”

(Ginott, H., 1991, p. 13).

Reference

Ginott, H. (1991). Teacher and Child: A Book for Parents and Teachers.

Models of Discipline
Discipline Overall Goal or
Model Purpose
To get students to take
Coloroso’s Theory responsibility of their own
actions.
Teacher and student work
together on the same side to
find possible solutions to the
behavioral problem.
Kagan, Kyle, & Scott
Win-Win Discipline
Discipline doesn’t have to be
punishment, but rather
students need to be taught
Jones how to behave appropriately.
The Positive Discipline
Model
Procedures and regulations
create a sense of
Curwin & Mendler predictability that the
students need.
To give students a systematic
and creative approach to self-
Gossen discipline.
Restitution Model
6
Beliefs about Teacher’s Role
Behavior in the Classroom
Behavior control is Teacher’s act as a guide
internal and ensures and they work together to
student’s dignity is intact. find a solution to a
problem.
Students make their own Teacher should work with
behavior choices and the student to find
should choose the more behavioral solutions.
beneficial and responsible Same-side chat (one on
action. 4 different types of one) is suggested and
behavior (ABCD: establishing a relationship
Agression, Breaking the with the student is
rules, Confrontation, and important. Teachers
Disengaged) and 7 reasons should be preventative.
why.
Students need to Teacher should use non-
predictability and verbal and verbal cues to
structure. control student behavior
and show when they are
not behaving correctly.
Time-out if still
misbehaving. Parents &
Principal may need to get
involved.
Students are Teachers should treat the
confrontational and students with dignity and
oppositional, but teachers build relationships. They
should avoid joining the should model appropriate
‘power struggle.’ behavior and help student
feel a sense of
accomplishment when
they do follow the rules.
This model enables Teachers should help the
students to strengthen students realize their own
themselves by repairing beliefs and values. “Could
their mistakes. Helps you have done worse?”
students build their self-
identity.
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This model is a positive and
productive approach to
Morrish discipline that strives to
Real Discipline ensure students are
respectful.
Students understand what
behavior is acceptable or not
Glasser and should be responsible of
their own actions. Team
environment is beneficial to
feel the support of others.
If the students are given Teachers should make
the proper classroom expectations clear, set up
structure then they will the classroom best for the
learn the skills, attitudes, students, and create
and values to behave in a engaging lessons.
respectful manner at Effective teachers use
school. discipline based on their
expectations. First two
weeks are critical.
Students are aware of their Teachers should help
misbehavior and can students understand their
change their actions based responsibility of their
on their reasoning by actions by the process of
judgment and values. questioning and providing
an opening for self-
evaluation.

Personal Philosophy

The models of discipline provide a variety of classroom management techniques

and different views about disciplines necessary to optimize the learning environment. The

first two weeks are a critical time for an effective teacher to establish rules and

procedures that a class is expected to follow throughout the school year. According to

Curwin & Mendler, “rules and regulations create predictability and safety for students to

follow” (Curwin & Mendler, video). Additionally, involving the students in discussing

the rules and procedures is an essential aspect to building a strong foundation of

classroom behavioral expectations. Coloroso’s discipline theory suggests that students

make their own choices and are responsible for their own decisions, therefore it is

important to involve the students in the rule-making process in order to make the students

accountable of their behaviors. Rules and procedures build a class structure where the

students understand their behavioral expectations and it gives them a sense of

predictability throughout the school year.

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Secondly, the discipline models suggest building relationships with the students in

order to be an effective teacher. Kagan, Kyle, and Scott’s discipline theory advocates

teachers to work with the students on the same side to find solutions to the behavioral

problems. They also recommend sitting down with the students for a “same-side chat” to

talk about things other than school and to find common interests. This creates a level of

comfort for the student and the teacher can express their appreciation, which builds a

trusting bond between the student and teacher (Welcome to Win-Win Discipline, video).

Students are aware of their own actions and being able to work with the students to find

solutions to these behavioral problems requires trust. Thus, building relationships with

students is critical to fix behavioral problems and improve classroom management.

Lastly, having structured and organized lessons is important for students to stay

engaged and avoid misbehaving. Along with emphasizing rules and procedures, other

important aspects of classroom management include “organizing the classroom,

developing student accountability, planning and organizing instruction, conducting

instruction and maintaining momentum, and getting off to a good start” (Marzano,

Marzano, & Pickering, 2003, p. 17). Classroom structure and transitions between

activities are greatly important in order to effectively manage a classroom. Thus, keeping

a good flow and having well organized engaging lessons will optimize class structure and

minimize students misbehaving.

In conclusion, in my future classroom I hope to incorporate rules and procedures

that are consisted and that the students can give input about. Also, building relationships

with my students is essential to build trust and work together to find behavioral solutions.
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Keeping my class organized and structured is also critical to avoid giving students

opportunities to misbehave.

References

Curwin, R. & Mendler, A. (n.d.). [online video]. Retrieved from

http://abavtooldev.pearsoncmg.com/myeducationlab/singleplay.php?projectID=cl

assroommanagement&clipID=Curwin_Mendler_745.flv

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that

works: Research-based strategies for every teacher. Alexandria, VA: ASCD.

Welcome to Win-Win Discipline. (n.d). [online video]. Retrieved from

http://abavtooldev.pearsoncmg.com/myeducationlab/singleplay.php?projectID=cl

assroommanagement&clipID=WinWin_865.flv

Personal Goal for Students

Self-Discipline:
Controlling your own behavior
and actions responsibly without
being told.
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Code of Ethics for Teachers

Principle I – Commitment to the Student

In fulfillment of the obligation to the student, the educator…

1. Shall not unreasonably restrain the student from independent action in

the pursuit of learning.

2. Shall not unreasonably deny the student’s access to varying points of

view.

3. Shall not deliberately suppress or distort subject matter relevant to the

student’s progress.

4. Shall make reasonable effort to protect the student from conditions

harmful to learning or to health and safety.

5. Shall not intentionally expose the student to embarrassment or

disparagement.

6. Shall not on the basis of race, color, creed, sex, national origin,

marital status, political or religious beliefs, family, social or cultural

background, or sexual orientation, unfairly:

a. Exclude any student from participation in any program.

b. Deny benefits to any student.

c. Grant any advantage to any student.

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7. Shall not use professional relationships with students for private

advantage.

8. Shall not disclose information about students obtained in the course of

professional service unless disclosure serves a compelling

professional purpose or is required by law.

Principle II – Commitment to the Profession

In fulfillment of the obligation to the profession, the educator…

1. Shall not in an application for a professional position deliberately

make a false statement or fail to disclose a material fact related to

competency and qualifications.

2. Shall not misrepresent his/her professional qualifications.

3. Shall not assist any entry into the profession of a person known to be

unqualified in respect to character, education, or other relevant

attribute.

4. Shall not knowingly make a false statement concerning the

qualifications of a candidate for a professional position.

5. Shall not assist a noneducator in the unauthorized practice of

teaching.
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6. Shall not disclose information about colleagues obtained in the

course of professional service unless disclosure serves a compelling

professional purpose or is required by law.

7. Shall not knowingly make false or malicious statements about a

colleague.

8. Shall not accept any gratuity, gift, or favor that might impair or

appear to influence professional decisions or action.

Reference

Code of Ethics of the Teacher Profession. (2017). National Education

Association. Retrieved from http://www.nea.org/home/30442.htm

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Section 2

Preventative Measures

Effective Room Arrangement

“The purpose of room

arrangement is to facilitate
mobility proximity.”

“The optimal room arrangement

allows you to get from one
student to the next with the
fewest steps.”

Fred Jones (Tools for Teaching)

Reference

Jones, F., Jones, P., & Jones, J.L. (2000). Tools for Teaching: discipline, instruction,

motivation. Santa Cruz, Calif.: F. H. Jones Associates.

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EFFECTIVE ROOM ARRANGEMENT

MINIMIZING DISTRACTIONS
★ WHAT A STAR SHEET IS…
A STAR (STrategies And Resources) Sheet provides you with a description of a well-researched strategy
that can help you solve the case studies in this unit.
WHAT IT IS…
The strategy of minimizing distractions is arranging the physical space around a student so
that this student has minimal distractions from items, equipment, or other individuals. Minimizing
distractions works in tandem with maximizing access (see adjacent fact sheet) to support student
learning.

WHAT THE RESEARCH AND RESOURCES SAY…

• Items (windows, doors, aquariums, etc.), equipment (computers, overhead projectors, etc.), and
individuals (reading groups, adjacent peers, etc.) can be distracting (Evertson, Emmer, & Worsham,
2003).
• Preventing distractions helps to decrease misbehavior, but is even more effective when replaced by
positive teacher statements (Shores, Gunter, & Jack, 1993).
• High traffic areas (water fountain, pencil sharpener, trash can, teacher’s desk, etc.) need to be arranged
to avoid congestion and to minimize the distraction their use causes (Evertson, Emmer, & Worsham,
2003).

TIPS FOR IMPLEMENTATION…

• Identify potential distractions in the classroom.
• Arrange student seating to avoid these distractions.
• Move items, equipment, and/or individuals as needed to minimize distractions.

KEEP IN MIND…
• An easy way to anticipate potential distractions is to sit in each of the student seating locations prior to
making seating assignments.
• Different students find different items, equipment, and individuals distracting.
• When distractions cannot be moved, they can be minimized through other means. For example, if a
computer is distracting, but the only electrical/Internet connections are in that specific location, turn
down the screen resolution when not in use to minimize the distraction.

RESOURCES…
Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom management for elementary
teachers (6th Edition). Boston: Allyn and Bacon.
Shores, R. E., Gunter, P. L., & Jack, S. L. (1993). Classroom management strategies: Are they setting
events for coercion? Behavioral Disorders, 18(2), 92–102.

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EFFECTIVE ROOM ARRANGEMENT

MATCHING ARRANGEMENT WITH LESSON PURPOSE
★WHAT A STAR SHEET IS…
A STAR (STrategies And Resources) Sheet provides you with a description of a well-researched strategy that
can help you solve the case studies in this unit.

WHAT IT IS…
Matching the room arrangement with lesson purpose is a strategy for arranging the classroom in a
manner to support the purpose of the lesson. Lessons designed for independent work (seatwork, tests,
etc.) are supported by an arrangement in rows or paired rows. Lessons designed for group work (centers,
teams, etc.) are supported by an arrangement in groups.

WHAT THE RESEARCH SAYS…

• Seating arrangements should match lesson purpose (Evertson, Emmer, & Worsham, 2003; Lambert,
1995; Wong & Wong, 1998).
• Grouped seating arrangements can increase student social interaction; seating in rows can increase the
quantity of independent student work completed (Lambert, 1995; Wong & Wong, 1998).
• Flexibility in room arrangement enables a variety of instructional formats to be used (whole group, small
group, student pairs, individual) (Lambert, 1995; Wong & Wong, 1998).
• Room arrangements that do not match lesson purposes can be distracting to students (Lambert, 1995).

TIPS FOR IMPLEMENTATION…

• Select the lesson purpose and format.
• Select a room arrangement that supports the lesson purpose. Consider the different arrangements below.
• Adapt your present arrangement to support the lesson purpose, or
• Arrange the room accordingly, or
• Teach students to arrange the classroom for specific lesson formats and assign the task of arranging the
room to the class based on your direction. Successful student rearrangement requires practice.

KEEP IN MIND…
1. Effective lesson planning and teaching procedures for a given lesson format work in combination with
matching arrangement to lesson purpose to achieve successful lesson implementation.
2. Continuous rearrangement of the classroom can be as disruptive as a mismatch of arrangement to
lesson purpose. Plan your room arrangement to fit the majority of your day’s instruction and find ways to
adjust this arrangement to meet other lesson purposes.

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Possible arrangements for independent work/ tests/ beginning of the year/ lecture:

Possible arrangements for group work/ stations:

Possible arrangements for demonstration/ discussion:

RESOURCES…
Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom management for elementary
teachers (6th Edition). Boston: Allyn and Bacon.
Lambert, N. M. (1995). Seating arrangements. In L. W. Anderson (Ed.) International encyclopedia of
teaching and teacher education (2nd Edition). Oxford: Elsevier Science.
Wong, H. K., & Wong, R. T. (1998). The first days of school: How to be an effective teacher. Mountain
View, CA: Harry K. Wong Publications, Inc.

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Personal Beliefs Regarding Room Arrangement

I believe a classroom arrangement should optimize student’s collaboration during

group activities, the teacher’s ability to move around the room, and the student’s ability

to see the front board. Collaboration is a research-based learning strategy that helps

student’s grasp the academic content and work on their social skills with other students.

The class should be arranged in a way such that the teacher can move easily around the

room and be in close proximity to all students in order to redirect misbehavior with

nonverbal or verbal cues as necessary. Lastly, I hope to provide engaging lessons such

that the student’s visibility towards the front board is critical. Therefore, all the desks

should be arranged in a manner that allows all students to see the front board with

minimal obstructions and distractions. Below is an example of a class arrangement that I

find most advantageous for my classroom.

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Effective Rules

ENCOURAGING APPROPRIATE BEHAVIOR

★ WHAT A STAR SHEET IS…

A STAR (STrategies And Resources) Sheet provides you with a description of a well-researched strategy
that can help you solve the case studies in this unit.
WHAT IT IS…
Rules are explicit statements that outline the expectations teachers have for students to follow in order
to provide a safe, secure, and effective learning environment. Rules provide common guidelines for
all students and offer predictability in the learning environment, assisting students in self-regulating
their behaviors. Establishing and maintaining the effective use of classroom rules is a critical proactive
foundation in preventing potential behavior problems.
WHAT THE RESEARCH AND RESOURCES SAY…
• The most effective classrooms are those of teachers who have clear ideas of what is expected of the
students and students who have clear ideas of what the teacher expects from them (Evertson, Emmer,
and Worsham, 2003). Successful teachers not only identify effective rules but also explicitly teach
students how to apply these rules (Martella, Nelson, & Marchand-Martella, 2003; Rademacher,
Callahan, & Pederson, Seelye, 1998).
• Powerful rules are clear, easily understood, reasonable, observable, necessary, enforceable, and
positively stated (Grossman, 1995; Kerr & Nelson, 2002; Martella et al., 2003; Rademacher et al., 1998;
Rhode, Jenson, & Reavis, 1992; Walker, Colvin, & Ramsey, 1995).
• For efficiency, experts recommend establishing between three and five classroom rules (Martella et al.,
2003; Walker et al., 1995), with no more than eight (Rademacher et al., 1998). Rules should be broad
enough to cover as many classroom instructional situations as possible (Smith & Rivera, 1993).
• Student involvement in designing classroom rules can have such benefits as promoting a sense of student
ownership and community, fostering student “buy in,” and preparing students for civic responsibility
and the democratic process (Malone & Tietjens, 2000; Weinstein, 2003).
• Classroom rules are more general than the specific procedures developed for routine classroom activities
(Smith & Rivera, 1993; Weinstein, 2003).

TIPS FOR IMPLEMENTATION…

• Develop and State Rules and Consequences
a. Identify critical student expectations that are necessary for your classroom in order
to promote successful learning and safety. Remember to differentiate specific activity
procedures from general classroom rules.
b. Involve students, as appropriate, in generating ideas for potential rules.
c. State classroom rules in explicit, clear, precise, positive, and observable terms.
Example: “Bring needed books and supplies to class.”
Nonexample 1: “Be ready to learn.”
Nonexample 2: “Don’t interrupt others.”

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d. Identify appropriate positive consequences for observing classroom rules and logical
negative or corrective consequences for rule infractions.
• Communicate and Teach Rules
a. Initiate rule discussion and instruction at the start of the school year.
b. Demonstrate what each rule involves and make certain that students understand the
requirements for each rule. Outline the positive and corrective consequences that occur for
rule-following and rule-breaking behaviors.
c. Obtain students’ commitment to the rules and consequences (e.g., student signature on a copy
of the rules, verbal agreement).
d. Post the classroom rules in a location and in an appropriate format so that all students have
visual access to the display. Additionally, share a copy of the classroom rules with your
administrator and with parents.
• Monitor Rules
a. Maintain consistency in enforcing rules. Apply positive consequences and reinforcement for
appropriate use of rules. Be consistent and frequent when you start the year. Impose logical,
preplanned corrective consequences when students choose not to comply with the classroom
rules.
b. Monitor and record reinforcement of rules and enforcement of corrective consequences.
Records help teachers identify whether misbehavior is related to a particular time or activity
and provide liability documentation.
c. Provide on-going feedback throughout the year on the use of classroom rules and re-teach or
remind students about rules as needed. This is especially important after long school breaks
or holidays.

KEEP IN MIND…
• If student behavior interferes with student learning and safety in an area not addressed by your current
classroom rules, consider adding to or revising your rules to accommodate this area. If student behavior
reflects a misunderstanding of your current rules, check the rule wording, revise if needed, then state, re-
teach, and reinforce the rules.

Note: Changing your current rules can send a message to students that rules are not permanent or that
you are unsure about the rules. Careful initial selection and phrasing of rules is important.

RESOURCES
Evertson, C. M., Emmer, E. T., & Worsham, M. E. (2003). Classroom management for elementary
teachers (6th ed.). Boston: Allyn & Bacon.
Grossman, H. (1995). Classroom behavior management in a diverse society (2nd ed.). Mountain View,
CA: Mayfield Publishing.
Kerr, M. M., & Nelson, C. M. (2002). Strategies for addressing behavior problems in the classroom
(4th ed.). Columbus, OH: Merrill Prentice Hall.
Malone, B. G., & Tietjens, C. L. (2000). Re-examination of classroom rules: The need for clarity and
specified behavior. Special Services in the School, 15, 159–170.

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Personal Beliefs Regarding Establishing Rules and Procedures

Setting up rules and procedures are critical to classroom management. I have learned

a great deal about rules and procedures from Harry Wong’s videos and the readings from

Classroom Management that Works (Marzano). Firstly, I would only have about 3-5 rules

such that they are simple to follow, discussed on the first day of school, and posted in the

room. The rules:

1. No cell phones visible or audible when the class starts until the class is released.

2. Respect others as you would expect to be respected.

3. All classwork and assignments should be in pencil.

Secondly, procedures and daily routines should be discussed on the first day of school

and continually practiced again and again. There should be procedures for the beginning

of class, for turning in items, for bathroom use, for class ending, etc. Below is a list of

procedures and routines:

1. Students should be seated in their assigned seats when bell rings and getting

started on warm-up/quiz. Note: turning in the warm-up/quiz will also be a

time for the instructor to take roll by observation.

2. Students should pass all items to be turned in to one person in their table

group, and then the teacher will collect the papers from each table.

3. Students whom wish to use the restroom should raise their hand and will sign

out and sign back in on the class sheet. Note: This allows the teacher to keep

an eye on who leaves the class and if the time gone is reasonable.
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4. Students who missed a class can find the missed material in the labeled bins in

the back of the room or they can wait until after class to talk with the teacher

about missed material.

5. At the end of class, the class must stay seated until the teacher gives the okay

for them to get up and leave.

Sample Class Schedule

Below is a sample class schedule for a high school block period for a math

class:

9:15-9:30 Warm-up quiz

9:30-9:50 Lesson / Content instruction

9:50-10:20 Class activity (Group, class)

10:20-10:30 Review/ Class discussion

10:30-10:35 Homework expectations

Rationale:

Everyday when the students come in they will have a quiz out of 4

points, which is based off of last class’ material and homework. The students

will get 2/4 points for being present in class and working on the quiz, then

the other two points will be based on correct answers. This is an idea I feel is

mostly participation points for following directions because half the points

come from following being seated and working at the beginning of the class,
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and the other half comes from answers that we will go over as a class in

order to ensure the class understands the material before moving on.

Therefore, all students should get 4/4 every class by being present, following

directions, and participating on the quiz. The lesson each day will vary, but

the structure will most likely be the same. The students will be given notes

that will have fill-in-the-blank and example problems that we will work on

as a class. The class activity will vary depending on the lesson content and

will vary between working as a class, in groups, or individually. Then, we

will discuss the class activity in the form of a class discussion in order for

students to review their answers, to present their methodologies, and to ask

questions. Lastly, I will discuss the homework assignment and what I expect

to be completed by next class.

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Section 3

Supportive and Corrective Measures

“The guiding principle for disciplinary

interventions is that they should include a
healthy balance between negative
consequences for inappropriate behavior
and positive consequences for appropriate
behavior”
(Marzano, Marzano, & Pickering, p. 40).

Reference

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom management that

works: Research-based strategies for every teacher. Alexandria, VA: ASCD.

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Hierarchy of Interventions (Levin & Nolan)

Effective Management Strategies

1. Increase ratio of positive to negative teacher to student interactions.

2. Actively supervise at all times.

3. Positively interact with most students during lesson.

4. Manage minor problem behaviors positively and quickly.

5. Follow school procedures for chronic problem behaviors.

6. Conduct smooth and efficient transitions between activities.

7. Be prepares for activities.

8. Begin activities with clear explanations of outcomes/objective.

9. Allocate most time to instruction.

10. Engage students in active responding.

11. Give each student multiple ways to actively respond.

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12. Regularly check for student understanding.

13. End activity with specific feedback.

14. Provide specific information about what happens next.

15. Know how many students met the objective/outcomes.

16. Provide extra time/assistance for unsuccessful students.

17. Plan for next time activity conducted.

Reference:

Lewis, T. (2007). Top 17 Classroom management strategies that should

be emphasized in every classroom.

First Steps – Redirecting and Warning

• Make eye contact

• Walk into proximity of student

• Physical signal (finger to lips or head shake)

• Verbal reminder

• State appropriate behavior

• Warn student to change behavior

Consequences

• Establish clear limits

• Be consistent

• Give feedback
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• Try to make the negative situation into a positive one

• Have a record keeping system to keep track of misbehaviors

Incentives

• No loss of participation points

• Homework reduction

• Free time

• Positive note home to parents/guardian

Student Accountability

Having students be accountable for their own actions is a critical

aspect to many of the discipline models. For instance, the Glasser discipline

model suggests that students understand what behavior is acceptable or not

and should be responsible for their own actions. The teacher should help the

student’s understand their responsibility of their actions. Similarly,

Colorosso’s discipline theory suggests that the student’s control of their

behavior is internal and that students should take responsibility of their own

actions. Thus, the teacher should help students realize proper behavioral

values and keep those students accountable for their actions.

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Section 4

Working Effectively with Diverse

Students and Families

Home-School Communication and Plan

I believe keeping in good communication with home

(parents/guardians) is important for student success. I hope to create a

weekly newsletter to be sent out at the beginning of each week to the parents

and students via email that states:

• Lesson content overview for the upcoming week

• Homework assignments

• Upcoming test information

• Optional: School events

Additionally, I will reach out to parents/guardians when behavioral or

academic difficulties ensue. I would suggest a face-to-face meeting or a

personal email. It is also important to be aware that some families

communicate culturally different and to be patient.

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Cultural Considerations with Discipline

It is important to consider student’s cultural differences when

employing disciplinary techniques. Some cultures differ in behavioral

expectations and appropriate discipline. However, all students should be

expected to treat each other with respect and work together in a positive

manner.

Legal Issues Regarding Students with Special Needs

IDEA – Individuals with Disabilities Act

• Free appropriate public education eligible for children with

disabilities and ensures special education and related services.

• Least restrictive environment

IEP – Individualized Education Plan

• Written plan to assess the unique needs of the student

• Assessed annually

FERPA – Family Educational Rights & Privacy Act

• Protects the privacy of student education records

More legal obligations:

1. Maintaining a safe environment conducive to learning (know the

rules of conduct).

2. Responsibility to teach code of discipline to all students

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3. The IEP is a vehicle for effective behavior management. IEP’s

includes strategies for positive behavior interventions.

4. Parental involvement in IEP process is mandatory.

Section 5

Strategies for Dealing with

Challenging Students and Situations

Hierarchy of Interventions

An effective teacher has consistent rules and procedures, creates

engaging lessons, builds positive student-teacher relationships, and takes

preventative and supportive actions to reduce misbehavior and off-task

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situations. This section discusses techniques to prevent misbehavior and

disruptions in class by using proactive intervention skills, non-verbal cues,

and verbal cues.

Proactive intervention:

• Periodically change the pace of instruction

• Avoid distractive objects (i.e. toys, cell phones)

• Use interest boosting activities

• “Work the crowd” / redirect misbehavior / move about the room

• Encourage appropriate behavior

• Provide a space for students to take an emotional break

Non-verbal cues:

• Planned ignoring (only for minor fractions that are not likely to

escalate)

• Signal interference (i.e. eye contact, shake head “no”, finger to lips

“quiet”)

• Proximity interference (moving into student’s space)

• Touch interference (light & non-aggressive tap on students shoulder /

be aware that some students are strongly discouraged by touch)

Verbal cues:

• Private and brief

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• Avoid embarrassing the student and diffuse verbal defiance

Reference

National University. (n.d.). Managing Student Behavior: Part 2.

[PowerPoint slides]. Adapted from Levin, J. & Nolan, J. F. (2000).

Strategies for Building Relationships

Building positive student-teacher relationships can increase the

effectiveness of class rules and procedures, the willingness of student’s to

follow disciplinary actions, and the ability for teachers to create engaging

lessons. Students are more likely to follow rules when they have a good

relationship with their teacher. Similarly, student’s who trust their teacher

are more likely to follow disciplinary interventions. Strong student-teacher

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relationships also allows teachers to learn more about their students, which

can give teachers the opportunity to create lessons catered towards student

interests. Strategies for building positive and cooperative relationships with

students include:

• Taking personal interest in students

Ø Greeting students at the door

Ø Talking informally with students before or after class

Ø Have individual meetings with students during lunch or after

school

Ø Be aware of important events in student’s lives (sports events,

birthdays, show, etc.)

• Using equitable and positive classroom behaviors

Ø Make eye contact with students

Ø Move around the class and be close to each student throughout

the class

Ø Attribute ownership to students ideas during class discussions

Ø Allowing and encouraging all students to participate in class

discussions

• Respond appropriately to student incorrect answers

Ø Emphasize what was correct instead of only the wrong aspects

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Ø Encourage collaboration / seek help from peers

Ø Restate the question and give the student a chance to think of

the correct answer

Ø Rephrase the question

Ø Give hints or cues to provide guidance for correct answer

Reference

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom

management that works: Research-based strategies for every teacher.

Alexandria, VA: ASCD.

Techniques to Break the Cycle of Discouragement

According to Maslow’s Hierarchy of Need (1943) there are several

levels of basic human needs that must be met in order for a person to reach

their full personal growth potential. The first levels include a person’s basic

needs, which include physiological needs (food, water, sleep, etc.) and safety

needs (shelter, security, stability, etc.). Then, once these needs are satisfied a

person’s psychological needs are strived for. These needs include

belongingness, love, and self-esteem. Lastly, a person strives to reach one’s

full potential known as self-actualization. Some humans never reach self-

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actualization, but the basic human needs progression motivates human

behavior. Thus, it is important to identify what motivates our student’s

misbehavior and respond appropriately. The cycle of discouragement, shown

below, illustrates that when a student’s basic and psychological needs are

not met, then negative behavior occurs and negative teacher response result.

This cycle continues, unless the necessary interventions take place.

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Three management techniques for student’s with chronic behavior problems:

• Self-monitoring – student records and self-checks frequency of

misbehavior

• Anecdotal record keeping – teacher records student’s positive and

negative behaviors, then the student and teacher have meetings and

the student makes verbal agreements to continue to improve his/her

behavior

• Behavior contracting – similar to anecdotal record keeping, but

written agreements are depicted.

If negative behavior continues, then outside assistance from administration,

counselors, or psychologists is the next logical step.

Reference

Maslow, A. H. (1943). A theory of human motivation. Psychological

Review. 50(4). 370.

National University. (n.d.). Managing Student Behavior: Part 3.

[PowerPoint slides]. Adapted from Levin, J. & Nolan, J. F. (2000).

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Section 6

Utilizing the Support of

Other Educators and Caregivers

Identifying Needs

Identifying student learning needs is a critical aspect to being an

effective teacher. Teacher’s can recognize a student’s needs by:

• Communicating with student’s parents / caregivers

• Informal assessments – observation, file reviews, interviews

• Formal assessments – standardized tests

• Consulting with other educators and school personnel

• Reviewing students IEP’s or 504 plans

Documentation

Recording and continually assessing student progress academically

and behaviorally is essential to improve lesson planning and

accommodations to optimize student success. Documentation is important

for an effective teacher to refer to for parent-teacher conferences, IEP

meetings, and for future planning. Some examples of things to document

include:
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• Parent/caregiver contacts

• Student behavior

• Failing students

• Incomplete assignments

• Verbal warnings

• Discipline referrals

In addition, it is important that teachers not share student academic records.

Reference

Lit, L. (2015). Why and What Teachers Should Document. Bright hub

education. Retrieved from

http://www.brighthubeducation.com/classroom-management/10762-

why-and-what-teachers-should-document/

Referral Process

1. Child is identified as possibly needing special education services.

• Child Find: Legal obligations to identify, locate, and evaluate all

students with disabilities.

• Parental/caregiver or school personnel referral

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Note: Parental consent is required before a student can be evaluated for

special education services.

2. Child is evaluated.

• Evaluation assesses the student in all areas related to suspected

disability.

3. Eligibility is decided.

• Decision if a child has a disability under IDEA.

4. Child is found eligible for services.

5. IEP meeting is scheduled within 30 days.

• The IEP team should include at least the student, the student’s parents,

regular education teacher, special education teacher, qualified

specialist, and other individual’s that have knowledge regarding the

child’s disability.

6. IEP is written.

• An IEP (Individualized Education Plan) is a written statement of the

educational plan and placement depending on the student’s needs.

Note: Parents may file a state complaint refusing the IEP and placement.

7. IEP is carried out and services are provided.

• Services include accommodations, modifications, and supports.

8. Progress is measured and reported to parents at least annually.

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9. IEP is reviewed.

• Annually by IEP team

10. Child is reevaluated every 3 years.

Reference

Kupper, L. (2011). Communicating with your child’s school through letter

writing. Washington, DC: National Dissemination Center for Children

with Disabilities (NICHCY).

Section 7

Legal Issues Regarding Discipline:

CA Education Code

Mandatory Reporter

Child abuse must be reported. By definition child abuse is any

physical injury inflicted on a child by another person other than by accident

or any sexual abuse, assault, or exploitation of a child. For more information

regarding reporting child abuse: Child Abuse Reporting Procedures

(California Department of Education)

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FERPA

Family Educational Rights and Privacy Act (FERPA) is a federal law

that requires the privacy of a student’s educational records. Key aspects

include:

• Parents/caregivers are eligible to inspect and review their student’s

education records.

• A State educational authority can gain access to a student’s records

with written consent.

For more information regarding FERPA: Department of Education - FERPA

Compelling State Interests / Duty of Care

Local educational agencies are required to give all students equal

opportunities and to protect all students from all discriminatory acts. Thus,

in all public schools it is the duty to protect students from discrimination,

harassment, intimidation, and bullying. For more information on the duty of

care and the responsibilities of local education agencies: California

Department of Education - Duty of Care

Student Rights

• Loco parentis: while a child is at public school, the school acts as the

child’s parent
 41

• A student’s freedom of speech is restricted if it disrupts classwork or

involves disturbing the rights of others

• Schools can censor student publications

For more information on student rights: California Department of Education

Teacher Rights

• Substantive and procedural due process rights (the right to receive

notice of termination and hearing)

• Protection against unreasonable searches and seizures

• Teaching credential can be revoked under just cause, which includes

immoral conduct, incompetency, unethical, unprofessional,

misrepresentation)

For more information in regards to teacher rights: Teacher Rights

School/District Handbook

Dress code:

• No drug or alcohol related designs on clothing

• No violent or sexually offensive designs on clothing

• No racial or religious prejudice designs on clothing

• No gang affiliated clothing

• Shoes must be worn at all times

• Clothing should not exploit the wearer

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• No underwear should be visible

Prohibited items:

• Laser pointers

• Tobacco, alcohol, or other prohibited drugs

• Animals

• Weapons

Search and seizure:

A school official may conduct a student search if there exists

reasonable grounds that the search will turn up evidence that the student is

violating the law or rules of the school. Reasonable grounds include

suspicion of weapons, drugs, or contraband.

Attendance policy:

• The student’s parent or guardian must report all absences and tardies

within 48 hours. A note is sufficient.

• If the absence or tardy is not excused then it will be considered a

truancy.

• Truancies can result in disciplinary actions or a referral to the

SART/SARB process

Cell phone use:

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Cell phones/ personal hand-held devices should be turned off and out

of sight during class time. Allowed before school, lunch, and after school.

Classroom cell phone use is restricted by classroom teacher.

Hazing, harassment, and bullying policy:

School rules and expectations state that students will:

• Not commit vulgar/obscene acts

• Not harass or intimidate students or staff

• Not engage in conduct constituting sexual harassment or sexual

assault

• Not fight

• Not steal, deface, or vandalize school property

Academic honesty policy:

• No cheating on tests

• No fabrication

• No unauthorized collaboration

• No plagiarism (intentional representation of another’s ideas, words.

Or works as one’s own)

• No alteration of materials (intentional and unauthorized alteration of

student, teacher, or library material)

• No forgery
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• No theft

• No transfer of unauthorized material

Reference

San Dieguito Union High School District Policy Handbook (2013). Students

5131. Retrieved from

http://www.sduhsd.net/documents/Policies/5000%20Students/5131.pd

Section 8

Professional Dispositions and Growth Plan

Professional Dispositions Survey Reflection

The survey allowed me to reflect on what I have gained from my classes at NU

and how my teacher philosophy has changed. I feel that I have developed my

commitment to life-long learning, my ability to demonstrate equity and fairness, and my

belief that all children can learn. However, I feel that I am still emerging in my abilities

to build collaborative relationships and reflect on my practice.

Through my education and teaching as a private math tutor, I have worked at all

levels of math and built adaptive strategies to optimize learning for all students. I believe

it is essential to have superior knowledge of the matter and the curriculum to improve

lesson plans and create an effective learning environment. I continually work to stay up-

to-date with effective teaching strategies and assess my practices. I understand the
 45

cultural diversity I will face in my classes and to be knowledgeable of my students

backgrounds. I hope to work collaboratively with my students, their parents, and the

community to build positive relationships in order to create a learning environment that

empowers my students. Additionally, I want to build a classroom environment that is safe

for all students and that my students show each other and myself respect. Another

important aspect of being an effective teacher that I have mastered is using differentiated

instruction to implement a variety learning strategies in order to engage all students.

Creating consistent rules and procedures is also important for classroom management,

which enhances the student’s ability to learn and stay engaged during lessons. All

students are able to learn when given the proper tools to succeed.

One area I hope to improve is building more collaborative relationships with

experienced teachers and professionals. I plan to start substituting in schools around my

area to build relationships with more teachers and administrators to be a part of the

teaching community. When I become a full-time teacher I will maintain positive

relationships with students, parents, teachers, administrators, and the community. It is

also important to consider student’s diverse cultures and linguistic backgrounds when

approaching meetings. In addition, being able to reflect on my practice as a teacher and to

make adjustments on my instruction to optimize student success is another area I need to

work on once I have more teaching experience in the classroom.

Therefore, in order to accomplish my goal of being developed in all aspects of my

professional disposition, I need to gain more experience in the classroom and school

community. I will accomplish my goal to gain more experience by substituting this

upcoming semester. The first step I need to take is to get my 30-day substituting
 46

credential. Then, I will be able to utilize the classroom management techniques I have

learned associated with all types of students, including those who present learning,

behavioral, emotional, social, and health challenges. In addition, I hope to continually

assess my progress as a teacher professional and continue to improve myself as an

effective teacher.