Classroom Management Plan. Mr. Max Wuesthoff Spanish 1 Room 221. Welcome. Welcome to Spanish 1: An Introduction to Spanish Language. I look forward to getting to know all of you, and it is my hope that you walk away from this class feeling much more accomplished in the Spanish Language .
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Classroom Management Plan Mr. Max Wuesthoff Spanish 1 Room 221
Welcome Welcome to Spanish 1: An Introduction to Spanish Language. I look forward to getting to know all of you, and it is my hope that you walk away from this class feeling much more accomplished in the Spanish Language. ❝One language sets you in a corridor for life. Two languages open every door along the way.❞‒Frank Smith
About Me I am a graduate of Miami University with a bachelors degree in Spanish Education and Spanish in the College of Education, Health, and Societies, and a degree in Spanish from the College of Arts and Sciences. Spanish has been a passion of mine since a very young age, and the pursuit of this language me has taken to many countries, including Spain and Mexico. This has not only given me a wider breadth of knowledge within the language, but has deepened my understanding and respect for all cultures and walks of life. As a foreign language educator, I believe in a comprehensive approach to all languages in which the students are taught within the context of their everyday lives. In teaching through comprehensible input (Krashen), I will present the language to the students in a way that they can understand while encouraging them to step out of their comfort zone with their own use of the language.
Table of Contents • Goals and Beliefs • First Day of School • First Two Weeks • Critical Contexts • Methods • Content Standards • Classroom Rules • Response Hierarchy • General Procedure • Contact Information
Goal Statement The goal of this class is to build basic skills that will assist students in their pursuit of comprehension of the Spanish Language. This goal will be achieved by teaching in line with the National and State Content Standards of Foreign Language Education. In doing so, the class will foster a safe learning environment where students will feel comfortable producing the language, and take advantage of the technological tools provided for their success.
District Beliefs This Classroom Management Plan is consistent with the district beliefs of the New Frontier School District as seen in the Building Management Plan of Bound for Glory High School. (www.newfrontierschools.k12.oh.us/bghs)
First Day of School • At Bound for Glory High School, we believe that the key to a successful school year is reliant upon a productive and well-designed first day of school. For this reason, we have a set list of 10 first day of school activities that will be followed in my classroom, and other classrooms the students attend.
First Day of School (Cont.) • Welcome students at the door. • When the bell rings, confirm students are in the correct room. • Compose a seating chart – Students will be allowed to choose their seats, but I can make adjustments as I see fit. • Take roll. • Student Interest Inventory – It is important to me to get to know the students, so I can adjust my teaching methods to their needs.
First Day of School (Cont.) • Rules and Procedures – 5 major rules of the classroom, which will be reviewed later in the CMP • Course Overview – students will receive a syllabus that includes goals, methods, and class schedule • Cognitive Styles Inventory – Students will complete this as a reference for my instructional methods • About Myself • Closing – Recap the first day and preview the next.
Instruction In the following slides, I will provide a brief outline of what a normal two weeks in this classroom will be composed of, starting with the day two.
Day Two • Review the 5 rules of the classroom • Field questions regarding the first day. • Introduce Unit 1: Meeting New People. • Students will learn how to greet people in a formal and informal setting in the TL • Direct Lecture using Comprehensible Input. Group Activity where students introduce each other. • Homework: Workbook pg 1. Activity 1 & 2.
Day Three • Pre-assessment review: Random students will be asked to introduce themselves in the TL • Continue Unit 1: describe yourself • Students will be able to use basic physical descriptors to describe themselves. • Direct Instruction using Comprehensible Input, PACE model to introduce the verb “estar”. • Formative assessment students draw a famous person and describe their physical traits. • Homework: Introduce and describe the members of your family.
Day Four • Pre-assessment review: Ask students to introduce a member of their family • Unit 1: describe yourself • Students will be able to describe personality traits of themselves and other people • Direct Instruction using Comprehensible Input. • Formative Assessment: Students will complete a Jigsaw Activity. • Homework: Write a letter to a Pen-Pal.
Day Five • Pre-assessment review: Students will identify different personality traits on a sheet. • Unit 1: What are you doing? • Students will be able to use the present participle • Direct Instruction using Comprehensible Input. PACE Model, identifying forms of present part. • Formative Assessment: Students will complete an Information Gap activity • Homework: Workbook pg 23, Activities 1, 2, and 4
Day Six • Pre-assessment review: Student activity over present participle • Unit 1: What are you doing • Teacher will review present participle, introducing 3rd person forms • Direct Instruction using Comprehensible Input • Formative Assessment: Students will describe what is happening in the park • Homework: complete the question sheet
Day Seven • Pre-Assessment Review: Compose a conversation between two strangers • Unit 1: The Working World • Students will be able to identify basic fields of employment.Students will be able to differentiate between “ser” and “estar” • Direct Instruction using Comprehensible Input. Group Activity. • Homework: Workbook pg. 17, Activity 4 and 5. Review Vocabulary.
Day Eight • Pre-assessment Review: Students will answer questions on board. • Unit One Review Day: Teacher will review material with students. • Students will be put in groups to practice speaking portion of Unit One Assessment • Homework: Students will be Given a Review Sheet. Study.
Day Nine • Pre-assessment review: Teacher will go over review sheet. • Direct Instruction: Students Q&A. • Review Activity: Jeopardy
Day Ten • Allow 5 minutes for review and questions • Summative assessment over Unit One • Assessment will contain a written and speaking portion.
This classroom believes that the best way to educate is with continuous communication. To facilitate this communication I have implemented the use of Progress Book which is an online resource that allows parents and students to keep track of their grades, homework assignments and check to see upcoming tests. I believe this communication will result in higher students achievement and will reduce missed assignments which will result in higher grades.
Individualized Instruction Plans (IEP) This classroom follows the Spectrum K-12 Solutions process for developing IEP's and managing special education. Directions and details can be found at (http://www.spectrumk12.com/exceed/iep/)
Methods This classroom will incorporate the following instructional methods: • Comprehensible Input • Differentiated Instruction • Infusion of Technology • Socio-Cultural Context • Blended Learning
Comprehensible Input It is important, in a foreign language classroom, to make input comprehensible to the learner. 95% percent of my class will be taught in the target language, which may seem intimidating to the student. By using comprehensible input I not only provide learning aids such as gestures, images, and repetition in my instruction, but also offer a relatable context that will captivate my learners and lower their affective filter.
Differentiated Instruction Differentiated Instruction is my way of making sure that all the needs of individual learning styles are addressed in my classroom. Through providing a variety of means in which the students are exposed to the language during both the instruction and independent practice process, I find means to appeal to the learning styles of all learners, giving them a better opportunity to succeed.
Infusion of Technology My classroom will take advantage of the technology available to us during the learning process. It is my believe that technology provides that extra edge in helping students understand another language, coinciding with the method of Comprehensible Input. During this class, students will be exposed to computers, SmartBoards, Clickers, and even their very own cell phones as tools in an academic setting.
Socio-Cultural Context In accordance with the National and State Content Standards of Foreign Language and my own beliefs as an educator, it is important to provide students with a modern and historical world perspective to the language they are learning. During this class, students will gain perspective on the language through the products and practices of the various cultures it is spoken in, widening their understanding of the world around them.
Blended Learning I believe in the importance of the Blended Learning Philosophy in the classroom. This provides a more integrated approach for both the students and myself. My Blended Learning approach combines face-to-face classroom interaction with computer/technology-aided instruction in the classroom. This way, students have the opportunity to explore knowledge beyond my own capacity, and take their learning outside of the classroom
Content Standards National Content Standards for Foreign Language COMMUNICATION - Communicate in Languages Other Than English CULTURES - Gain Knowledge and Understanding of Other Cultures CONNECTIONS - Connect with Other Disciplines and Acquire Information COMPARISONS - Develop Insight into the Nature of Language and Culture COMMUNITIES - Participate in Multilingual Communities at Home & Around the World For more Information of the National Content Standards visit http://www.actfl.org/i4a/pages/index.cfm?pageid=3392
Content Standards (cont.) Ohio Academic Content Standards for Foreign Language parallel those at the National level. For more information on Benchmarks and Indicators for each standard visit: http://www.ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1701&ContentID=1494&Content=110454
5 Classroom Rules • Be in your seat when the bell rings. • No talking while the teacher is talking. • Raise your hand if you have a question or are answering a question. • Do not touch what is not yours. • The bell does not dismiss you, I do.
Other Classroom Rules Students will be asked to review the Student Handbook provided by Bound for Glory HS School. The handbook provides information about certain policies that we will follow in this classroom. • Food and Drink • Cell Phones • Dress Code • (Body) Language
Academic Integrity Throughout the class duration, students will be asked to participate in a variety of rigorous academic tasks outside of the classroom. It is for this reason, that I would like to emphasize the importance of academic integrity in my classroom. It is important to me that students demonstrate their own skill and understanding of the language, and not that of other people and other sources. For this reason, I follow the due guidelines for academic dishonesty in my classroom, which can be found in the Student Handbook.
Response Hierarchy • Rules and procedure are introduced the first day of school. • Class reminder of rules. • Subsequent class opening. • Proximity/nonverbal cues with problem student 5. Proximity and verbal reprimand.6. Post-class conference.7. Pre-class warning8. Immediate removal from class.
Response Hierarchy (cont.) 9. Meeting with school administrator.10. Contact Parents through email or phone call11. Parent/Student conference.12. In-school suspension. 13. Saturday School14. Out-of-School Suspension15. Expulsion.
Homework • Homework is given on a daily basis in this class to ensure students are gaining an understanding of the material presented to them. • Homework will be written on the board each day, and will be due at the beginning of class on the due date given. • Occasionally, students will be given more rigorous tasks that will involve multiple steps. Students will be given ample warning for when these performance-based assessments are due. • Late work will be accepted with a due penalty applied.
Grade Scale • A (100 - 93) = Indicates that the pupil has done excellent work and has mastered the course objectives, consistently does excellent work with skill and thoroughness; and consistently has applied knowledge gained to new situations. • B (92 - 85) = Indicates that the pupil has done above average work, mastered almost all of the course objectives; and has applied knowledge gained to new situations. • C (84 - 78) = Indicates that the pupil has done average work and has mastered many of the objectives of the course. • D (77 - 70) = Indicates that the pupil has done below average work and has mastered few of the objectives of the course. • F (69 - Below) = Indicates that the pupil's work fell below a level acceptable for the course and was unsatisfactory. • I = Indicates incomplete work.
Schedule In a regular seven-period day, I will have a planning period during both 4thperiod where I will be available for consultation. For those who cannot make it to the planning period, I will also be available on appointment during the lunch hours and after school. To arrange an appointment, you can contact me at my email: firstname.lastname@example.org Regular Bell Schedule
Seating Chart This seating chart is designed to foster communication between the students during classroom activities. It also allows the teacher to move freely throughout the classroom to assist the students in their activities. Finally, it is important to create easily maneuverable spaces for classroom management purposes.
Cooperation in the Classroom In this classroom, participation in daily activities is of utmost importance. For this reason, I aim to provide a safe and judgment free atmosphere for the students to participate to the best of their abilities. Foreign Language comprehension, is about pushing one’s communication boundaries. It is important to assure students that they will make mistakes, and it is through these mistakes that they will grow to become more competent and comfortable with the language.
Contact Information Wuesthma@bghs.edu Mailbox # 23 – Administrative Office (513) 555-1234 Thank you for your time.