Classroom Environment Plan Melissa DiCola Pedagogy and Practice across the Disciplines Professor: Linda Hanrahan Decembe

1. Classroom Environment PlanMelissa DiColaPedagogy and Practice across the DisciplinesProfessor: Linda HanrahanDecember 10, 2006

2. Part I: Guiding Principles for Establishing My Classroom I would like my classroom to be an inclusive classroom where all children are successful. I would like my teaching to reflect a variety of learning styles and teaching techniques so all children can be successful learners. I would like to set clear expectations and have an organized classroom where all children feel safe and comfortable. I would like to establish set routines and procedures so all expectations can be met on a daily basis.

3. Part II: Getting to Know My Students A) I plan on using name cards the first few weeks of school. This system can help me learn my students names but also help my students learn their classmates names. I also plan on using digital images attached to cooperative group cards. This system can help me learn their names and also make group arrangement easier. Groups can come up with team names. I will post the team names and the team picture on a bulletin board the first few weeks (see attached same home base team) B) I plan on using a student interest and academic survey approach. (see attached) Using a survey has a lot of positive benefits. Survey’s give teachers the opportunity to learn about their students particular learning styles and problems related to school or particular subject areas. Surveys also allow students to express what they want to learn and what types of activities they enjoy. I plan on making a timeline project at the beginning of the year. (see attached timeline project and handout for students) C) Please see attached student interest surveys.

4. Part III: Designing a Well Organized Physical Space I really like this layout (see attached slide) it supports my classroom instruction and management plans because it easily allows for student cooperation, discussion, and cooperative learning. The students desks are arranged in a logical order so that all students can see the teacher and the chalk board. It actively supports small group work. In school I hated when the desks were arranged in rows. I always felt like I was never called on or never really mattered to the class. I would like all my students to feel connected to the class and the content, not just the ones in the front of the room. I do think seating and desk arrangements should be flexible. Seating assignments and desk arrangements should change frequently to best adjust to classroom activities.

5. White board A Well Organized Physical Space Teaching table My desk Bookshelves File cabinets Bulletin boards Storage cabinets Bookshelves

6. Part IV: Establishing Norms and Routines Class-Running Routines • I would take attendance on a daily basis to make sure my students are on the right track in terms of attendance and content material. • I plan on have a home base buddy system, where each student is placed in a cooperative group. Cooperative groups change frequently over the course of the year. I would have a system in place called “got your back” where each team is responsible to collect handouts or any materials if a person in their team is missing. The team buddy puts the missing students work into their team folder that is clearly labeled in the back of the room. This system can only be successful if it is positively maintained and encouraged. This system is great in reducing teacher stress by distributing missed papers or school notices. • I would like my students to automatically sign in and out of my classroom on the student sign out sheet (see attached). My father is a contractor and I would have him make me one bathroom, nurse, and hall pass. I would have clear expectations regarding students leaving my classroom. Only one person would be a loud out at a time. If student needs to sharpen pencils or walk around the room they should do it before class or on a limited basis during class. • Students should clearly and neatly maintain the common areas of the aisles and desks. Expectations will be set by both the students and myself so we all agree to common house keeping issues and routines. • I would have my homeroom class help me water plants and clean chalk boards.

8. Part IV: Establishing Norms and Routines (Continued) Lesson-Running Routines • Student should bring their three ring binder and a pen or a pencil to every class. Students are also expected to bring their assigned homework and projects to class on the expected day. • Students will be responsible for turning their homework into the bin on the teacher’s table in the front of the room. In the beginning, I will remind them about turning the homework in. I would gradually like to make my students more independent and responsible for their own assignments. • I will have a running list recording who has and who hasn’t done their homework. (see attached list) • I will distribute homework to the “got your back” folders in the back of the room at the end of every class. One student from the “got your back team” will check the folder and distribute any handouts or papers. • Student should keep detailed assignment books or logs of homework for each class (see attached). I would like to encourage student organization by giving the students a detailed calendar of homework and daily topics that will be covered during a particular class (see attached). I would also like students to track their grades and assignments (on the attached handout). Interaction Routines • During whole class lessons, I would like my students to raise their hands. I would be open to the idea of more discussion based responses. But in the beginning as a new teacher I will have everyone raise their hands during class time. If the students get distracted, I would flick the lights or if they are working in cooperative groups, I would set a timer to help monitor and track student behavior. • I would like talk to be limited on independent assignments. I would like my students to leave the classroom when I am done with a lesson not because of the bell. I want to really make transitions smooth so interruptions and behavior problems are limited. During classroom activities, I would like my students to use inside voices that are not too loud. When visitors come into the classroom, I would like my students to keep working on the task they were assigned and not to get distracted and misbehave.

9. Homework for_______________________Week of ______________________

10. Name: ____________________________ Month: March 2007 Homework for the Great Depression Unit Key________________ HW- Homework due the tomorrow *-an assignment to complete for tomorrow Topic: lesson objective for the day,

11. Table of Contents

12. Part V: Establishing Clear Rules and Consequences • I would like as a class to establish rules and expectations. Students and teachers can brainstorm what is important values within the class. The class should work together to establish rules and principles by which the class will operate. I would like to as a class establish the consequences for certain expectations. • I also think that its important for teacher to model appropriate rules and principles so that students observe good behavior on a daily basis. • Please see attached expectation slides and handout to use as a guide in setting appropriate expectations.

13. Student Behaviors • Be prompt • Be ready to learn when class begins. • Be prepared • Have materials with you and know due dates. • Be a polite and positive participant • Speak in a normal tone of voice, and listen attentively. • Be productive • Turn in work on time, and always do your best. • Be a problem solver • Correct problems quickly and peacefully before they escalate.

14. Show Respect • Value yourself. Be honest and ethical, and practice strong moral values. • Treat all members of the school community and all visitors with politeness and respect. • Honor the ideas and opinions of others. • Offer to help. • Be responsible with property and belongings.

15. Responsibility for Coursework • Bring notebook, textbook, planner, and appropriate writing tools to class. • Know due dates, and submit all coursework on time. • All assignments are posted on the bulletin board and on the class Web site.

16. Promote Lifelong Learning You can develop lifelong learning traits: • By showing curiosity about human nature and how the world works. • By seeking and valuing diversity. • By persisting in seeking out new solutions. • By using your unique talents and intelligence to promote positive change. • By learning and applying technology tools to solve problems.

17. Policies • Food and beverages are not allowed in the classroom. • Please be in your seat when the bell rings, as class begins at that time. • Major assignments and projects can be resubmitted. They will be scored at a 10% deduction. • Absences • Ask team members or a classmate first for assignments. • Each absence has a three-day grace period.

18. Grading • Grades are based on the accumulation of points. • Points are based on: • Class participation (effort) • Completion of assignments (daily work) • Major projects, exams, and self-reflection • Grades will be updated weekly. • Our Grading Scale • 90-100% = A • 80-89% = B • 70-79% = C • 60-69% = D • Below 60% = F • Grades are calculated on cumulative percentage and are rounded up whenever possible.

19. My Pledge to Students • I will trust you until you give me reason to do otherwise. • I will respect you and work with you to solve problems. • I will promptly correct and offer feedback on your work. • I will work with you to meet learning goals. • I will offer extra help and alternative assessments should you require them.

20. Part VI: Preventing Misbehavior • Proximity- I would use proximity within the classroom to prevent misbehavior. If a student starts misbehaving I would stand near the student to possibly prevent a misbehavior. I used this strategy at FDA when boys were chatting in the back of the room. I started walking around the room and it got their attention and stopped the misbehavior. I want to walk around the room as a teacher. I think it will help students focus on learning a little better and it minimizes classroom misbehavior. • I would also use good news notes, teacher notes, no homework rewards, or prize box rewards as an incentive to keep students on track. I really like the idea of sending little notes that are not too obvious but they do let the students know that I acknowledge their good behavior. (see attached) • By expecting it- If you can plan ahead if you prevent a potential misbehavior, it is often best to prevent a misbehavior before it occurs. Sometimes if you can identify the cause of the disruption, you might be able to better minimize potential situations. • Another great way to prevent a misbehavior is by designing lessons that are clearly organized and have well planned transitions. The more a teacher is prepared and the smoother the transitions are, the least chance misbehaviors will occur. • Another way to prevent misbehavior is to have student be engaged and connected to the content within the classroom. Designing lessons that are fun, relevant, and engaging encourage students to be on track and focused on the content.

21. Good News! Today, ____________________ accomplished the following: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Signed, _____________________

22. Part VII: Responding to Misbehavior • Behavioral issues need to be determined with the school’s policies. As a new teacher, I plan on talking to my fellow coworkers about specific ways of handling behavioral issues and consequences within my classroom that adhere to the school’s policy. • Using proximity, Eye contact, or calling the students name- Are great ways to quickly respond to a misbehavior. Sometimes all students need is a little reinforcement to get them back on track with the class. A simple cue can achieve just that. • Another response is to call on the student to answer a question related to the classroom discussion. Sometimes a little distraction from the misbehavior is just enough to get the student back on track and focused on the assignment. For example, if David is misbehaving I could ask him “what do you think was the cause of the American Revolution?” • A third intervention could be a to send the student to another classroom or call home. Hopefully this effort will not be needed but it is an option for responding to misbehavior. • Another intervention is to have a parent/guardian conference to discuss the misbehavior with both the parent and the student. Sometimes it might help to have a cooperating teacher in the room as a unbiased support. (see attached conference record form). Teachers should always track any type of misbehavior or interventions that were used within the classroom. I plan on keeping a detailed journal. • Another idea can be to send the child down to the principals office or suspension from school. This can be one of the last resorts to behavioral intervention.

24. Conference Record Student:___________________________ Date: _____________________________ Items discussed ____________________________________________________________________________________________________________________________________________________________ Actions to be taken ________________________________________________________________________________________________________________________________________________________________________________________________________________ Signed by Teacher: _________________________ Date: Parent: __________________________ Date:

25. Part VIII: Avoiding Potential Errors on My Part • I have a tendency to talk too fast. I would like to avoid or prevent this behavior so that I know that my students are understanding the concepts and the content. If the pacing is too fast my students may not properly understand the content and they may misbehave as a result of being lost or confused. I would like to work on this next semester as a student teacher. • I also have a tendency to be too serious. I would really like to make my lessons fun and interesting. I feel that once I become more familiar with my content, the state standards, and my students I will begin to truly enjoy teaching and have fun with my students. • I really want to avoid using threats and punishments within my classroom. I think the worst thing teachers can do is to threaten students and make the classroom an uncaring environment. I want to pay particular attention to including all children within the classroom. I would like my classroom to be a caring and welcoming environment.