Classroom Management Plan Jessica Nordenson Curriculum & Pedagogy Education 122 Dr.

Beisser Fall 2012

Table of Contents
Part I: Classroom Organization-------------------------------------------------------------3-8 Classroom Design---------------------------------------------------------------------------------3 I. Physical Description--------------------------------------------------------------------------4 Student Desks and Utilities---------------------------------------------------------4 Teachers Desk---------------------------------------------------------------------------4 Learning Areas---------------------------------------------------------------------------5 Classroom Supplements-------------------------------------------------------------5 II. Operational Description------------------------------------------------------------------6 Record-Keeping Procedures--------------------------------------------------------6 New Students-----------------------------------------------------------------------------6 Having an Orderly Classroom------------------------------------------------------7 Displaying Student Work-------------------------------------------------------------8 Part II: Disciplinary Policies and Professional Ethics--------------------------8-14

I. Student Expectations-----------------------------------------------------------------------8 Establishing Initial Rules and Expectations---------------------------------8 Consequences for Breaking Classroom Rules------------------------------9 Disrespect Towards Staff-----------------------------------------------------------10 Playground Conflict-------------------------------------------------------------------11 Lack of Motivation In The Classroom------------------------------------------11 Tardiness-----------------------------------------------------------------------------------11 Disrupting Other Students----------------------------------------------------------12 Unfinished Classwork-----------------------------------------------------------------13 Cheating------------------------------------------------------------------------------------13 II. Teacher Expectations-----------------------------------------------------------------------13 Part III: Classroom Routines and Procedures------------------------------------14-21 I. General Routines and Procedures----------------------------------------------------14 Student Sharing-------------------------------------------------------------------------14 Room Helpers----------------------------------------------------------------------------14 Free Time---------------------------------------------------------------------------------15 Field Trips---------------------------------------------------------------------------------15 3

Completing Homework---------------------------------------------------------------16 Students Who Finish Early----------------------------------------------------------16 Dismissal-----------------------------------------------------------------------------------16 Passing Out Papers--------------------------------------------------------------------17 Time In Specials------------------------------------------------------------------------18 Leaving The Room---------------------------------------------------------------------18 II. Differentiation Policies---------------------------------------------------------------------19 Students Who Need Extra Assistance-----------------------------------------19 Gifted or High Ability Students---------------------------------------------------19 III. Parental Involvement---------------------------------------------------------------------20 Communication With Parents-----------------------------------------------------20 Parent Conferences-------------------------------------------------------------------20

Part I: Classroom Organization

I. Physical Description Student Desks and Utilities I will place my students desks facing the wall with my smartboard. I want students to be in groups for cooperative learning, but I do not want students backs facing me while I am at the smartboard. Therefore, I will place students in groups of four with their sides facing me so they can easily see me while Im at the front of the room. They will also have easy access to the rug in front of the smartboard, which is where I will hold any classroom meetings with my students. This rug is also where they will hold any performances (readers theater, social studies reenactments). Students will be able to stand in front of their seated classmates and also make use of the smartboard behind them. There will be pull-down maps in front of the smartboard, which will be down during any time the smartboard isnt being used to reinforce location concepts throughout the day. I will place the TV/DVD combination on the wall near the corner, in order to make it easy for all students to view from their seats. Teachers Desk My desk will include many thingsa pencil sharpener, my computer, and an ELMO for me to use in connection with the smartboard. In front of my desk there will be a shelved cubby for students to turn their assignments in, organized by name. This will help me keep students work organized. The trash and recycling will be located next to my desk in order to minimize mess, and my desk will be located where it is in my classroom design so I can keep an eye on students while they are at their desks (although I plan on spending very little time actually sitting at my desk throughout the day!) While students are at tables, I will be walking around checking in on them instead of being at my desk. I also located teacher storage by my desk to make it easier for me to access it. 6

Taken from www.ikguagnes2.blogspot.com

Learning Areas I put four main tables into my classroom in my classroom designa science and social studies exploration table, a reading table, an activity table, and an ELL station table. I thought all of these tables left room for specialized instruction and exploration in important areas. I located the science and social studies table near the science and social studies supplies that will be located underneath a long lower shelf in front of the windows (experiments could be placed on top of the shelf), as well as near more maps, a globe, the sink, and the class petTheodore, a rabbit (included in the classroom to help teach students about life cycles, responsibility, etc.) I created a reading corner to provide a large amount of room for a reading rug as well as couch, and plentiful bookshelves. I also located the reading supplies (kits, etc.) underneath the lower shelf, and will place leveled readers on top of the shelf if there isnt any room left in the bookshelves. My goal is to make the reading corner a more secluded, comfortable area that will not be subject to distractions. The ELL station is placed in a more secluded area of the classroom in order to keep distractions away from that area, so those students can have a higher level of concentration and more privacy with a possible ELL teacher. All of these tables could be

used for group work when theyre not in commission, along with the general activity table located behind the students. Classroom Supplements I included a variety of other, more general things throughout my classroom design. I included a computer station in my room in order to provide students with a chance to become well integrated with technology. Bulletin boards are scattered throughout my classroom, which will provide students with tips, reminders, calendars, etc. The calendar will have accessories similar to those pictured below. Supplies for different subjects will be located throughout the room if they cant fit into teacher storage, including dramatic arts storage, which I feel is important to keep in a classroom in order to give students a chance to really experience the arts. I included a student coat closet for organizational purposes, and a lunch check area and board which is kept by the door to ensure completion and will feature a menu, as well as students daily preference and a possible lunch box bin.

Taken from www.deals.discountschoolsupply.com

II. Operational Description Record-Keeping Procedures I believe in keeping both an electronic and physical gradebook in case something happens to one of them. I will write daily grades in the physical gradebook at the end of the day Monday through Friday, and then will transfer those grades to the electronic gradebook on Friday. I may highlight certain

students progress in specific subjects by marking their daily progress with the use of one of three colors (standing for below grade level, at grade level, and above grade level). This may be most important to do for subjects like reading, writing, and math. I will also check with my school to see if they have any recommendations or requirements for record-keeping. I will do weekly running records with students (possibly multiple times a week for struggling readers), and track their overall progress weekly. I will use binders to document the progress of struggling readers that would include their weekly running records and any reading or spelling inventories they may take. Lastly, I will hold conferences with my students weekly to see how they think their academic progress is going. I think it is important to let students know their strengths and weaknesses so they can work towards improving what they feel they need to improve, not just what I feel they need to improve. During these conferences I can show students their recent grades and discuss what they think their weekly goal should be.

Taken from www.lakelocal.org

New Students When a new student is assigned to my classroom I will let my students know a few days ahead of time so they can get used to the idea, and attempt to work the idea of a new student into

their routine. I may even place a desk in the spot where the new student will sit, so students can already be used to that aspect of having a new student by the time they join the classroom. I will have a whole-class discussion with my students the day before the student comes in which we will talk about how to act when a new student joins the classroom. I will ask the students questions that will put them in the mindset of being a new student, and if any of them have been new students before I will have them share what that experience was like. As a class, we will agree to treat the new student the same way we treat all of our peers, and we will promise to make them feel comfortable in their new classroom. When I meet the new student before they come to class I will ask them if they would like me to share a little bit about them with the other students on the day they arrive, or if they would like to do it themselves. I will show them around the classroom and school and explain our procedures to them, walking them through things like how to turn in homework assignments and ask to go to the bathroom. When they arrive in the class, they will be given the opportunity to share about themselves at the beginning of the day. I will make it known that I expect them to follow class rules, and that I expect my students to make the new student feel as comfortable as possible, especially within the first few days. I will also do my part to make sure the new student feels as welcome as possible by assisting them whenever I can with classroom transitions and procedures. I will keep an eye on this student for their first few weeks to make sure they arent struggling in my classroom. Lastly, I will make sure to contact the new students parents weekly during the first few weeks to let them know how I run my classroom and how their child has been coping. Having an Orderly Classroom

10

In order to have a clean classroom I will make it known on the first day of school that I will not let certain privileges happen if the room is not clean (recess, free time, etc.). I will let students know that if they are doing an activity that involves materials they are expected to clean it up efficiently and quicklyit should take no longer than 4 minutes to have everything cleaned up. If I see that students are struggling with this after a few weeks then I will remind them of my policy. If things do not improve then I will time them as a class to see how long it takes them to clean up, which may help promote student community by having students help their peers clean up in order to have the room clean on time. The penalty for not having the room clean on time will be that amount of time taken off of a privilege. Part of having an orderly classroom is keeping student desks clean. I will do what I can to minimize the amount of materials students will keep in their desks by asking students to bring pencil boxes to school for their writing utensils (if they cant afford one I will buy one for them) and by having things like subject books (math books and social studies, science, and reading/literature textbooks) in with my supplies for those subjects. That way those materials are out of the students desks. I will let the students know on the first day of school that if students lose things like homework assignments and have a messy desk, I will only give them five minutes to go through their desk and attempt to find the assignment. If they cant find it, they must redo it that week at home. If they can find it then they will turn it in, but either way they must clean their desk during their next recess period. Displaying Student Work I am a firm believer in the idea of having student work displayed all over a classroom! I want my students to be able to look up and see their work on the walls, and feel proud to have accomplished something that was wall-worthy! I also want 11

parents to come in and see what their children have accomplished. I will display many things my classroom walls in an organized but fun way, and will switch the student work that is up on the walls with more recent student work bi-weekly (or whenever we do a project or activity that is worthy of being put up onto the wall!).

Taken from www.pinterest.com

Part II: Disciplinary Policies and Professional Ethics I. Student Expectations Establishing Initial Rules & Expectations Rules and expectations of the classroom will be discussed with students on the first day of school. I will explain to students that I would like to make five main classroom rules, and conduct a discussion to see which rules students think are the most important to have in a classroom. After the rules have been decided, I will create a poster that features the rules on it and have all of the students sign it to show that they are committed to the rules. This poster will be hung in a place that is easy for all students to see (preferably somewhere in the front of the room, such as above the smartboard). After this, I will also have a short discussion with students about how I will always hold high expectations for them. I will inform them that this will not change at any point throughout the year, and that they can expect me to push them. I will also let them know that in return

12

for me having such high expectations for them, they can have high expectations for me as a teacher. For the first few weeks, I will put extra effort into demonstrating to the students that I will remain consistent with the rules we set (and the rules I automatically have for classroom conduct) and with classroom managing techniques like wait time. Consequences for Breaking Classroom Rules In order to handle student behavior in a clear and efficient way, I will have a vertical chart that breaks down the consequences for negative student behavior into five categories. I will use clothespins with students names on them to mark each students progress on the chart, and students will be informed that they must move their pin if I say so. If a student truly feels that they do not deserve the demotion I am giving them, they may tell me that they would like to speak to me about it later and I will take the next free moment I have to meet quickly with them and discuss what happened (however, they must move their pin until I speak with them and make a final judgment on the situation). The first section of the chart will be labeled Im doing great today! My behavior is awesome! This is the section that all of the students clothespins will be pinned on at the beginning of the day. When students are in this section they are behaving appropriately and are not off-task or making poor choices. The second section of the chart will be labeled Oops! I need to think about my choices. Students will be moved to this section if they are doing something minimally disruptive within the classroomin essence, moving to this section of the chart is a reminder for them to check their behavior. The third section of the chart will be labeled I need to STOP what Im doing. This section will serve as a last reminder for students to check their behavior and stop what they are doing.

13

The fourth section of the chart will be labeled Ms. Nordenson Thinks When students are placed in this section of the chart they will receive a punishment that I think is appropriate for their behavior. The fifth and final section of the chart will be labeled Parental Contact, in which parents will be contacted in an appropriate manner fitting of the situation. I will inform the students that I, as the teacher, have the right to move their pin down to whichever section of the chart I deem appropriate (with an explanation to the student as to why I am moving their pin more than one section). I also reserve the right to contact parents and the principal at any time that I see fit. My hope for my classroom would be that I would establish a relationship with my students that would give them an incentive to respect me, and therefore abide by the rules and consequences we have set. I will also make sure that my rules are aligned with those of the school. Students will receive the same penalties that they would in my classroom for their behavior outside of the classroom (for example, in specials), unless deemed otherwise by the school. Students will always have an opportunity to move their clothespin up on the chart if they improve their behavior (until they hit Parent Contactthen they can move up but the parents still must be contacted). I believe my behavior chart would resemble the behavior chart below.

14

Taken from www.pinterest.com

Disrespect Towards Staff I will not tolerate any sort of student disrespect towards staff members at my school, including myself. Any disrespect towards staff will call for a student-teacher conference, most likely held during lunch or recess. If I am not present when the disrespect towards a staff member takes place, I will ask staff members to report the behavior to me when I pick up my class from them. I will then quickly pull that student aside before entering our classroom and let them know that I need to have a studentteacher conference with them later. During this conference I will inquire as to why the student was prompted to act that way, how they think they made that staff member feel, how they should have acted, etc. I will ask why they think their behavior was disrespectful, and what they think they should do about it. In all cases, I will expect my student to apologize to that staff by the end of the day (we will discuss what a heartfelt apology should sound and feel like). I will also let the student know that I am really disappointed in their behavior, and that I expect more of them. If I am present for the disrespect, I will immediately call that student over to me and either take them somewhere private to have a quick conference, or let them know that we will be

15

having a student-teacher conference later. If the disrespect is towards me, I will let the student know that we will have a student-teacher conference at an appropriate time and discuss why they felt it was okay to talk to me like that at that moment. I feel it is best to have these discussions with the students so I can hear why they may be upset, since it is possible (though most of the time, not as likely) that they have good reason to be upset. Playground Conflict In cases of conflict on the playground, I will call any parties aside and ask them to explain what happened. How I handle this conflict will depend on the situationin some cases, it may be best for me to have all parties involved explain what happened to me at one time. However, there may be some cases where I should simply separate the students and talk to them separately. I will make it known that even though I know it is impossible for everyone in our classroom to be best friends, I expect them to treat each other (and their peers in other classes) with respect. I will let students know that this explicitly means no fighting on the playgroundif they are experiencing something that may lead them to conflict, they need to come talk to me about it before any conflict happens. Punishments for playground conflict will be distributed based on the level of conflicta more severe case of playground conflict may call for parental contact or a meeting with a social worker or principal, while a less severe case may call for students to make a pact to treat each other better or simply move their clothespin down on the behavior chart. Lack of Motivation in the Classroom If a student is experiencing a minor lack of motivation, I will attempt to find a quick solution to the problem. A student may need their focus to be redirected, be given more of a purpose pertaining to what they are doing, or simply to do a different task 16

in the classroom for a short period of time. If a student is experiencing a major lack of motivation, I will explain to the student that I am concerned as to why they arent motivated and have a short conference with the student to discuss what might help them be more motivated. A motivation plan may need to be created with that student if they are severely struggling to remain motivated.

Education is not the filling of a pail, but the lighting of a fire. -William Butler Yeats
Tardiness I will expect my students to be punctual, though I understand that unforeseen circumstances do happen. If a student is repeatedly late to class I will contact the parents to see what the issue is (perhaps the parent is having trouble getting that student to school on time). If the case is simply that the student is not putting in effort to be at class on time (or function with timeliness within the classroom), the student and I will meet quickly to discuss what they think should be done about this situation. I will reiterate that in order for our entire classroom to be an effective and fun place to learn, we all need to be doing our part to keep it organized and running. Disrupting Other Students I will not tolerate students disrupting or offending other students while at school. I will share my expectations for respect for others and their learning very clearly on the first day of schoolstudents are not to disrupt or offend other students, because it is extremely selfish to take away other peoples time when they could be using that time to learn (and its also wasteful to lose that time for themselves!). If I see students disrupting other students they will be reminded once to remain

17

focused on their own learning, and then will be asked to move their clothespin down on the chart if they need to be addressed a second time. Their disruptions or offenses towards other students will then result in moving of the clothespins on the chart and receiving those consequences. If offenses are being made towards another student that are inappropriate, the consequences may change depending on what the offenses are. In cases where the offenses are minor, a simple conversation between students may be needed (this conversation will undoubtedly include an apology). In cases where the offenses are major, consequences such as more intense student conversation or parental or principal involvement may be needed.

Taken from www.elaccampusnews.com

Unfinished Classwork If students are repeatedly not getting work done, I will hold a student-teacher conference in order to figure out what the reasoning behind this problem is. In some cases, it may be that the home environment is not suited for homework or that the

18

student may be experiencing some blocks to learning. If these scenarios are the case, I will provide the student with appropriate differentiation to get their work done, even if it is simply more time. However, if a student is clearly not applying themselves to their work, I will explain to them that if they do not attempt to change their behavior then I will find some other time for them to come in and do their work (most likely recess, lunch, or free time). During this time students will be warned that they will receive a loss of points for the work they do not complete. Repeated loss of points at this stage will merit a call home to parents and possibly a teacher-parent-student conference depending on the severity of the situation. Cheating I will make it clear to students on the first day of school that I will absolutely not tolerate cheating in my classroom. Cheating will result in a loss of all points for that assignment, a short teacher-student conference to discuss why they felt the need to cheat and how I am disappointed in them, and a call home to a parent or guardian. If the case is severe enough, a meeting with the principal or parents may have to ensue.

Taken from www.granadahills.groupfusion.net

II. Teacher Expectations

19

As a school professional, I intend to conduct myself in a respectful and professional way throughout the day. This means that I will be respectful to all students and colleagues and will work to keep a positive image at my school. I will demonstrate my views and opinions in an appropriate manner and will be sure to concentrate on the school environment when there, rather than other aspects of my life. I strongly believe in staying out of lounge room gossip. I do not wish to discuss my students (or anyone elses) in an inappropriate way. I am more than willing to collaborate with and ask for assistance from other teachers, but I will not share more than necessary with my colleagues. I find this petty and unprofessional. If I find myself not getting along with a colleague I will let them know that I politely and respectfully disagree with them. I intend to keep my disagreements professional! I will let them know that if they are willing to listen I am willing to back my opinions up with evidence, and they may do the same. If the disagreements do not revolve around school-related issues then I will inform them that I do not wish to discuss these differences with them because I want to focus on my students, and I will politely remove myself from the conversation. If I find myself not agreeing with the leadership or views of my principal, I will first step back and analyze exactly what it is that I disagree with and why. If it is a major disagreement that I feed needs to be discussed, I will approach the principal in a professional way and ask for a few moments at a convenient time for them. If the disagreement is about how to run something in my classroom, I will politely and thoroughly explain my opinion, why I have it, and provide evidence to back it up. I will respect the principals authority but still voice my opinion in a clear and thorough way. Part III: Classroom Routines and Procedures 20

I. General Routines and Procedures Student Sharing I will encourage students to share in class and will call on students who I think are comfortable answering the questions I am posing. I will gently remind the students throughout the year that they need to make sure their responses are relevant to what we are talking about, and that they need to make sure that all students are getting a chance to share (in other words, their responses cannot go on forever!). During their weekly conferences, I will encourage students who do not regularly share in class to share more. Room Helpers Different room helpers will be selected at the beginning of each week. Room helpers with jobs such as lunch manager and calendar manager will take place during our morning gathering time, whereas the other jobs are more situational throughout the day. Short job descriptions will be posted on the bulletin board for the first few weeks of school to help students remember their duties. Jobs for room helpers will include: Lunch Manager- Marks down the lunch count after each student has marked their choice in the morning and brings it to lunch staff. Mail Manager- Helps the teacher pass out materials in class. Lights Manager- Turns the lights on and off when the teacher asks. Hallway Manager- Stands at the head of the line, sets a good example for others when in line, claps a pattern for other students to follow to get them to be quiet when getting into line, and reports to the teacher on how the class did when walking in a line in the hallway. 21

Calendar Manager- Changes the daily weather and other features on the calendar.

Free Time Students will receive free time as a reward for good behavior throughout the week on Wednesdays and Fridays. They will receive anywhere from 5 to 15 minutes depending on how much time I think we have available. They will also be given the option to add the time they would use on a Wednesday to the time they get on Friday. The decision to do this will be decided by a votestudents will write their vote on paper and I will come around and collect them in a hat. Free time options will include things like educational games, going outside (I will decide if we are going to go outsideit will be decided randomly based on how much energy I think the students need to burn off!), independent work time for students who need it, reading, and any other requested activities students may have that I approve of. My students will be aware of the fact that I expect the room to remain at an acceptable noise level and that everyone must be included in activities.

Taken from www.tudiabetes.org

Field Trips A few days before the field trip, I will talk to students about where we are going and why we are going there. I will also discuss the rules of going on a field trip: students must stay with their chaperones and their assigned buddy (they will have a buddy system to practice accountability), and if they are 22

disrespectful to an adult then there will be immediate parental contact when we arrive back at school. If an issue occurs between two students I will immediately pull them aside and let them know that if the issue continues there will be parental contact when we get back to school. Any negative behavior will result in their moving down on the behavior chart as well. Lastly, my students will understand how to behave appropriately on the bus. Completing Homework If students have homework it will be assigned at any time throughout the week and will be due that Fridayhowever, I do not plan on assigning a lot of homework that students would not easily be able to complete at home (it will essentially be just a small amount practice with whatever concept we are learning). This way I will be able to see if students understand the concepts on Friday, and I can decide if I need to re-teach anything the next week. Students will be expected to complete their homework on timeif they do not, they will receive a point reduction. If I am concerned about why a student is consistently not turning homework in on time, I will pull them aside and ask what we can do to make getting homework done on time easier for them. When students have completed their homework they will place it in the slot with their name on it in the shelved cubby in front of my desk. They will do this when they come into the classroom in the morning.

Taken from www.great-home-businesses.com

Students Who Finish Early

23

Students who finish their work early will either be allowed to work farther on what they are doing (if this is possible) or to begin working on a new assignment. Depending on their needs, they will also be allowed to do independent reading. Students will also be allowed to ask me if they can do a certain assignment that they would like to get done after they have completed their work. Dismissal All dismissals within my room should be efficient. Students will be told on the first day of school that I expect them to line up quickly and quietly, because it is not fair to waste their time or the time of the teacher they are going to. If they are going to lunch, they will be expected to be responsible for their own coats and lunchboxes when they get to the lunchroom (they must take them out of the lunchbox basket and return them to the basket before they go to recess). If they are going to recess they must follow lunchroom procedure. When students go to specials they must line up quickly and respond to the Hallway Manager (see Part III, Section I, Room Helpers). When students are dismissed to go home they must gather their things in the small amount of time I give them at the end of the day and line up quietly so they can hear any end-of-the-day announcements (I will inform my students that as soon as an announcement comes on they must be immediately silent). Students will be expected to stay in a clean line in the hallway and talk in an appropriate level of voice. If I must tell them something when they are in the hallway at the end of the day they must stop talking to their neighbors as soon as I raise my hand. If they do not, they will get a minute deducted off of their possible free time for that week for every minute that I do not have their attention.

24

Taken from johnnyarchive.mlblogs.com

Passing Out Papers I will split the job of passing out papers with the student who has the job of Mail Manager (see Part III, Section I, Room Helpers). However, any papers that have grades on them must be passed back by meI feel that each students grades are private and I dont want the Mail Manager to see them. I will pass papers back by placing them in a shelved cubby labeled Passed Back, which will be located next to the Turn In shelved cubby. Papers will be passed back efficiently and quietly when students are getting back from lunch so they can look at them while they are getting settled back into the classroom. They may ask me questions concerning their assignments during free time or when I am not busy helping another student (and when the student that has a question isnt working on something). If enough students have questions on their assignments I may leave ten minutes at the end of the day for students to ask me about it, and certain assignments may warrant an automatic class discussion when passed back in the first placewe may want to review them together, or I may want to highlight a certain aspect of the assignment. Time in Specials Students will be expected to act according to classroom and school rules while at their specials and treat their teachers with respect. (See Part II, Section I, Disrespect Towards Staff).

25

Taken from sallysjourney.typepad.com

Leaving The Room Whenever a student leaves the room they must take a pass with them. Passes will be in the form of clothespins that students may attach to their shirtthis way they cannot get lost. A string will hang off of the wall next to the door with passes attached to iteach pass will be labeled with a place that students can go, and on the other side it will be labeled Ms. Nordensons Room. Passes will include (but are not limited to): Bathroom (two passesone for boys and one for girls) Office Lunchroom Media Center Drinking fountain (if not in the classroom)

Exceptions for this rule will happen when students must go to specialist rooms such as English Language Learner (ELL) rooms, Special Education rooms, or Reading Assistance rooms. When students go to the bathroom they are to sign out on the bathroom sheet as well in order for me to see how often certain students are going to the bathroom (this will be on a clipboard hanging by the 26

door). Bathroom breaks will be given throughout the day when students are transitioning from specials, lunch, or recess. If a student needs to go to the bathroom they are to ask me at a time when I am not helping another student. If I say no, they must accept this, sit back down, and wait until a time when we are transitioning between classes. The same rule applies for drinks if the drinking fountain is not in the classroom. If the drinking fountain is in the classroom then I will allow students to go get a drink during any worktime that we may have. However, they will not be allowed to get drinks while I am teaching. If I notice a student is getting drinks at inappropriate times or in great amounts throughout the day then I will inform them that they must ask me if they can go get a drink until I believe they can handle the privilege of getting a drink without asking (students will be informed of this policy at the beginning of the year). II. Differentiation Policies Students Who Need Extra Assistance I will do whatever I can to assist students who may struggle with understanding directions and tasks. I am prepared to differentiate by meeting the students needsif they need more visuals, I will give them more visuals. If they need things explained in their first language, I will attempt to learn key words in that language that will help me convey what I am trying to say (I may be able to use a school translator or ELL teacher, but I realize this will not always be the case). I will also use my general knowledge of how that student learns best to reexplain things in a way that makes sense to them. Gifted or High Ability Students Again, I will do whatever I can to meet the needs of these students. If I know a student will need to be pushed farther in an assignment, I will prepare to give that student more requirements 27

to meet in the assignment at a higher level. I will not just give them more work, but I will give them work that makes them think harder about what they are doing. I may also give this student more free choice to explore within assignmentsthey may think of an appropriate extension that they would like to complete to convey their knowledge of the content. Above all, I will make an effort to individually know each of my students so I can tailor their assignments, directions, and tasks to fit them in the best possible way. I will know my students strengths and weaknesses and will do my best to cater to them. If I know my students well, then I will better know how to explain concepts, change assignments, and judge their progress.

"Tell me and I forget. Teach me and I remember. Involve me and I learn."

III. Parental Involvement Communication With Parents My communication with parents will be frequent but appropriate. I will keep a blog that will update parents on what is happening in the classroom, updated information, homework assignments, what is coming up in class, etc. I will also send home Friday Take-Home folders that will update parents on what is coming up in our classroom (these folders may include elements of student work as well). If I need to speak to a parent directly I will call them or email themwhen and how I do this will be decided by parental preference. I will have them fill out a sheet when they come to open house night at the school that states at what times and by what methods they would like to be contacted. However, I will inform them that in the case of a severe misbehavior I will be calling thememail will not be an option. I will inform parents of the daily times that I check my

-Benjamin Franklin

28

email and I will ask them to email me before these times. Lastly, I will make an effort to call parents bi-weekly to tell them something that their student has been doing well in class.

Taken from www.cartoonstock.com

Parent Conferences First, I will be sure to check what rules and regulations my school has concerning conferences. I plan on being flexible considering conferencesif a parent needs to do a cross-town conference, I will be willing to do so. Otherwise, I will prepare for conferences by having a sheet of notes that I would like to discuss with parents. This sheet will be broken down into five categories:

Strengths Weaknesses Behaviors Grades Progress

29

This sheet will help guide me through the information that needs to be discussed in the conference. I will let parents know how long I have for each conference to ensure that we do not overstep on someone elses conference time, and I will be sure to let them know during the conference that I truly value their opinion of their childs performance, since they know them better than I do! I will encourage them to share their opinions and ask all questions that they would like, and if they have any recommendations I would like to know what they are so I can attempt to implement them within my classroom (if they are fitting and realistic). I will voice my opinions and evidence concerning their child in an appropriate and professional way throughout the conference, and will be sure to thank the parents for their time.

Every truth has four corners: as a teacher, I give you one corner, and it is for you to find the other three.
-Confucius

30