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Classroom Management
i
About the Author .................................................................................................... ii
Chapter 1: Growing Together ................................................................................ 1
A Democratic Classroom ............................................................................................................ 1
Student Needs .............................................................................................................................. 1
A Strong Root System ................................................................................................................. 2
How to Create a Democratic Classroom: .................................................................................... 2
Chapter 2: Managing a Forest ................................................................................ 3
Discipline .................................................................................................................................... 3
Managing a Solar System ............................................................................................................ 3
Rules ............................................................................................................................................ 4
Classroom Procedures ................................................................................................................. 4
First Few Days of Class .............................................................................................................. 5
Instructional Techniques ............................................................................................................. 6
Managing Teams ......................................................................................................................... 8
Chapter 3: Intervening With Love ......................................................................... 9
Intervention Philosophy .............................................................................................................. 9
Intervention Techniques .............................................................................................................. 9
Love and Logic.......................................................................................................................... 10
Chapter 4: Motivating a Diverse Classroom .......................................................12
Motivation Philosophy .............................................................................................................. 12
Pros and Cons of Rewards ........................................................................................................ 13
Diversity & Differentiation ....................................................................................................... 14
Conclusion ...............................................................................................................15
Appendix: Disclosure Document ..........................................................................16
References ...............................................................................................................17
Table of Contents
ii
About the Author
I was born in Provo, Utah and am the oldest of four children. I have two
brothers and two sisters and we are all interested in the sciences. When I was
two years old my family moved to California, and then when I was eight we
moved to Arizona. I grew up in Gilbert, Arizona and attended Mesquite High
School.
Throughout my freshman biology class I tutored several of my friends. It
was during one of these meetings that my friend Laura suddenly said “Jerika,
you should be a teacher.” I continued to tutor in the following years, but it
was not until my junior year when I took physics that I found which area of science I was
passionate about. I had an exceptional physics teacher that year, and he encouraged me to
continue in physics. The following year I took AP Physics and continued to receive support from
my teacher.
The summer after I graduated high school I began attending Brigham
Young University in Provo, Utah. My sophomore year I became an
officer in BYU’s chapter of the Society of Physics Students. As an
officer, I collaborated with our team in planning and implementing over
15 activities for the department, several of which involved doing physics
demonstration shows for the community. My junior year I helped the
president of our society coordinate a conference for young women in the
area. The conference was open to all young women between grades 6
and 12, and had over 200 attendees.
During my time at BYU I was hired to be a project designer for an instructional psychology and
technology course. I worked over 30 hours on project design, implementation, and assessment
for a LoggerPro project. LoggerPro is a software that focuses on data capture from video
recordings of experiments and collecting data using probes and sensors. My junior year I also
worked in the demonstration lab for the physics department. As a lab assistant I helped set up
and take-down demonstrations, repair demonstrations, and perform demo shows for members of
the community.
My last semester at BYU was spent student teaching at Lone
Peak High School with Heather Riet, who was recently
recognized as the Utah Science Teacher of the Year. As a
student teacher I taught 5 introductory physics classes. The two
lower pictures are of some of my lessons while student teaching.
It is my dream to be able to teach students of all learning styles. After teaching for a few years I
plan to earn a gifted endorsement. Then I want go to graduate school and earn a master’s degree
and possibly a doctorate in physics education.
About the Author: Jerika McKeon
1
Peer Approval
Belonging
Love
Safety Sleep
Food
Significance
Freedom
Virtue
Fun
Chapter 1: Growing Together
A Democratic Classroom
Just as a galaxy is made up of countless different stars, nebula, planets, and other stellar
phenomena, a classroom is made up of many personalities, learning styles, and talents. Each
student has a unique role in the classroom and can use their skills to contribute the beauty of the
entire class. A democratic classroom is a classroom where the class works together as a team to
solve problems and make classroom policies that meet the needs of the entire class (Burr 2014).
It is a classroom where students are respected, both by the teacher and by their peers. “These
relationships play an integral role in encouraging meaningful learning.” (Wolk 2003)
In order for a star to form, vast clouds of gas need to collapse together. However in order
for the cloud to begin compressing, there needs to be a trigger. such as the explosion of a nearby
super nova. The gasses then compress together, increasing in temperature and pressure. In a
classroom, the teacher acts as the trigger that brings the class together, forming a collective
classroom culture.
Student Needs
1. Just as galaxies and stars have basic
needs in order to form and thrive, so do students.
Children need food, sleep, and safety in order to
function. When threats loom, eyes droop, or bellies
rumble students cannot focus on learning.
2. Once these basic needs have been met, there is
another set of needs that must be fulfilled. Love, belonging, and
peer approval are vital to the class life of a student. If these needs
are not met we cannot expect students to learn, participate, or perform
to their full abilities. “Almost all misbehavior is a positive attempt to
fulfill a basic human need” (Burr 2014). Misbehavior is a cry for help that
must be addressed before problems go away and learning can begin.
3. After the secondary needs have been satisfied, a third level must also
be addressed. Students need to feel significant, which means that they feel they
matter to others and are making a difference. They also need to feel freedom:
freedom to be themselves. Feeling virtuous, or an innate goodness, is another need.
Students need to truly believe that they are good. Having fun leads to comfort and
confidence: feelings that are necessary for a student to really grow.
Each of these must be met in order for students to thrive in school and in life. But
there is a hierarchy: the needs on the third tier cannot be met before those on the other levels.
Only when all nine needs have been satisfied can students reach their full potential.
Chapter 1: Growing Together
2
A Strong Root System
To have a successful classroom, students and teachers need to rely on one another. But
before being able to rely on one another, they need to trust and respect each other. A feeling of
“us-ness” is not just important to a successful classroom, it is critical. There is power in the word
“ours” (Burr 2014). Students and teachers need to create a democratic community together.
How to Create a Democratic Classroom:
Let students have input- All students need to feel their input is valued. Being an
example and respecting all ideas creates a community full of peer approval.
Learn names quickly- Knowing students’ names tells them that they are important; it
tells them that you care about them. But knowing your students’ names is not enough.
Students need to know their peers’ names. This strengthens the bonds between their
root systems and gives them a feeling of belonging (Daniels, 2006).
Look in the mirror- If something is wrong in the classroom, the first place to look is
the mirror. And the first question to ask is “would I have wanted to be in my class
today?” Focusing on yourself and how to change your teaching style rather than on
how to change the students, builds a feeling of love in the classroom.
Encourage peer interaction and peer teaching- Helping their peers gives students a
sense of purpose and belonging. It helps them feel that they are part of the solar
system. Students feel like they can rely on their peers and that others can rely on
them; they feel significant.
Give meaningful responsibilities- Giving students opportunities for leadership
shows that they are trusted and gives them a feeling of freedom (Daniels, 2006).
Be a model- Every young star needs something to aspire to; they need an example to
follow. Being a model of courtesy and respect shows students that they are all valued
regardless of their strengths or their weaknesses. Students follow that example and in
turn they are courteous and respectful to their peers. This helps them feel that they
have an innate goodness or virtue.
Find joy together- Joy “is a key driver not just of a happy classroom but of a high-
achieving classroom” (Burr 2014). Having fun in the classroom helps students feel
more comfortable with one another and with the teacher.
3
Chapter 2: Managing a Forest
Discipline
When people think of the word “discipline”, a negative connotation is usually involved.
However when defined as a noun, discipline describes “training that corrects, molds, or perfects
the mental faculties or moral character” of an individual or group of people (Burr 2014). Rather
than using the word discipline, I prefer the term “manage.” A store is managed and teams and
companies have managers; classrooms should mimic these environments.
Managing a Solar System
At the heart of any solar system is a star which keeps all the planets, moons, and meteors
in orbit. Without that star, planets would move aimlessly around the galaxy, smashing into other
objects and constantly changing course. In this analogy, the star represents the teacher and how
they can give direction to their students.
The role of a teacher is to watch over and care for their entire classroom- not just the
“typical” student. Students of all levels and capabilities are there to learn, and it is my job as a
teacher to help all of them. To do this, I need to address as many learning styles as I can: visual,
audio, kinesthetic, interpersonal, and intrapersonal.
Stars have the potential to grow and become something different, such as a supernova.
Students also have a natural potential, and the best way for them to succeed in school is to help
them reach that potential- not a one-size-fits-all mold. “Good discipline is about doing what is
best for students to make good, healthy choices, not about making the lives of educators easier”
(Curwin, Mendeler, & Mendler, 2008).
Characteristics of a Well-Managed Classroom:
1. Students are deeply involved with their work
2. Students know what is expected of them and are generally successful
3. There is relatively little wasted time, confusion, or disruption
4. The climate of the classroom is work-oriented but relaxed and pleasant
“Management includes fostering student involvement and cooperation in all classroom
activities and establishing a productive working environment” (Wong, 1998). A well-managed
classroom is the best environment for student learning. Only in an organized setting can students
effectively work and learn together.
Chapter 2: Managing a Solar System
4
Rules
Importance: Rules are important in every
organization; they provide safety and order. There are
two basic types of rules: general rules and specific
procedures. General rules are ones that spell out overall
expectations for work and behavior. Rules for specific
procedures spell out exactly how to do things in the
classroom (Jones 2007). However if rules are overused,
students will feel restricted and distrusted. The most
important part about rules is for the students to have a
proper model. As a teacher, I need to consistently model proper
behavior. “When a student does something inappropriate, it is important to teach a better way to
respond, model the behavior we want, and maintain everyone’s dignity” (Curwin, Mendeler, &
Mendler, 2008).
Guidelines for Establishing Rules:
Have a maximum of 3 to 5 general rules
Display the general rules in a well-seen area of the room
Emphasize the “do” aspect of the rules rather than the “do not” portions
o For example: “be respectful and listen to others” instead of “do not
interrupt”
Keep students involved while making rules
o Discuss the expectations for each rule
o Discuss the reasoning behind each rule
Provide a consistent model of proper behavior
Classroom Procedures
“Procedures have a bonding power… the way we do things here-even an activity as
simple as passing back papers can be bonding” (Burr 2014). Procedures unique to a classroom
will create a sense of community and belonging. Procedures also create an organized, safe
atmosphere. When students know what to do, it gives them confidence. Students are then willing
to take more risks: to speak up even when they may be wrong, to help a peer in need, and to
explore new concepts. Every classroom should have specific, well-known procedures. In my
classroom, we will have the following procedures:
Schedule on the board- Every day the schedule will be written on the board so students
know what will be covered that day. This will help students transition to my class and
will help them know what will be expected of them that day.
1. Be Respectful
2. Be Prompt
3. Be Prepared
5
Seating chart- Students should have assigned seating, which will change periodically
throughout the year. This will give students the opportunity to meet and interact with as
many of their peers as possible.
Daily bell activity- Each day there will be an activity for students to do when they enter
the room. There will be several different activities, and the one for that day will be
posted on the board.
Homework- Students will know that homework assignments are to be completed before
class. There will be a student assigned to stamp everyone’s homework while bell work is
being completed. Students will also know what to do when turning in late work.
Behavior expectations- Students will know that they are expected to act professionally.
My classroom will prepare students for experiences in their future careers.
Work expectations- Students will understand what is expected of them on each
assignment and where to find rubrics if they have any questions. They will also know
where to find information on future assignments.
Raising hand- Students will know how to get the teacher’s attention in an appropriate
manner.
Exit cards- Most class periods will end with an exit card activity. Students will know
what is expected on their cards and will know where to turn them in.
Out of room policies- Students will know the class policies regarding leaving class to get
a drink or go to the bathroom. Hall passes are important so that there is a limit to how
many students can be out of the class at a time.
Lab policies- In our class we will be doing several labs throughout the year. It is
important that students know how to behave during a lab and what to do if they have a
question about lab equipment. They will also know what to do if equipment is damaged
or broken.
First Few Days of Class
The beginning of the school year is very important for establishing a relationship between
teacher and student and between students. The first day is often filled with uncertainty and as a
teacher it is my job to dissuade as much of that as possible. When arriving for the first time,
students will not know what is expected of them. I need to clearly state my expectations and
model the behavior that they must emulate throughout the year.
Day 1: On the first day of class, we will spend time on introductions and on creating a
trusting environment. It is critical for me to appear confident and prepared so that my students
feel that my classroom is a structured, safe environment (Wong, 1998). All students should feel
comfortable and should trust that I will respect them. My students will know that it is important
for them to learn each other’s names quickly. Afterward we will go over the class disclosure
document, which will be sent home to be read and signed by the parents. We will also spend time
introducing classroom procedures and doing small activities to practice them. Bell quizzes will
also be introduced so that students can be prepared for the second day. Students will be given a
6
short worksheet for homework. This worksheet will help me understand each student’s learning
style and personality. One of the most critical things that a teacher can do on the first day is to
teach bell-to-bell. This sets a precedent for the entire year and shows the students that every
moment in class is important.
Day 2: The second day will be similar to the first: we will review procedures and
expectations and students will be given another opportunity to practice them. Class will begin
with a bell quiz which will then be discussed as a class. The bell quiz will revolve around the
reasoning behind different rules and procedures. We will then discuss any questions that students
have regarding the disclosure document and classroom policies. The first reading assignment
will be given in preparation for the next day’s lecture.
Day 3: When students enter the classroom on the third day, they will be given their
assigned seating, which will be based on their teams. Teams will be based on their responses
from their first worksheet. Today’s bell quiz will be based on the reading they had for
homework. This will encourage students to come prepared every day. After doing their bell quiz,
students will discuss their responses as a team. Behavior and procedures will be carefully
monitored and corrected so that the proper patterns will be established.
Instructional Techniques
After presenting and discussing classroom policies, it is important for teachers to create
an interesting and challenging environment each day. Students need to be able to trust me and
Classroom Management All Year Long
Start each class with an assignment
Consistently post assignments and class schedule
Organize a well-managed, talk-oriented environment
Maintain consistent procedures
Give reasons for rules and procedures
Be consistent with consequences- good and bad
Keep a current grade book
Classroom Management on the First Day
Make sure your classroom is ready
Welcome your students
Have a clear procedure
7
trust that I will stand by my policies. Classes should strictly follow procedures, but should also
be fun. There should be a little Disneyland in your Harvard. To do this, there are several
instructional procedures that need to be present in a classroom, they are:
No opting out- Once “I don’t know” becomes an option, effort, interest, and
thinking will stop. To help with this:
o Put the question in context
o Remind students of rules or procedures
o Give the first step
o Repeat the question back, leaving a blank
o Help eliminate false choices
Yes, sweat the small stuff- Small errors will lead to big ones. Small issues of
misbehavior will lead to others and will ruin the educational atmosphere.
Right is Right- Don’t flatter, don’t fuss. Don’t give unnecessary praise, and don’t
micromanage. Error should be seen as a healthy part of learning and students
should feel comfortable exploring options even if they may be incorrect.
Work the Clock- Every minute matters. When giving a time to work on an
assignment or discussion, it is important to stick with that time limit. Your
students need to know that you stick to your word and that every moment in class
is important. Class should go bell-to-bell.
Stretch it- Seeing a concept from different points of view can increase
understanding. A way to “stretch” a discussion is to ‘play volleyball’ and quickly
bounce a topic back and forth across the room. Some ways to do this are to ask
students to:
o Support/give an example
o Add to/respond to it
o Add why or how
o Rephrase it
o Add correct terminology
Complete sentences- “Require complete sentences- complete sentences are the
battering ram that opens the door to college” (Burr 2014).
Without apology- A teacher who constantly apologizes is not trusted. In addition,
apologizing for subject material immediately detracts from student interest.
Voice- A confident, softer voice is better than a louder one. Soft voices are
unexpected, and are more effective in getting students’ attention. A loud voice
“denotes something lacking” (Burr 2014).
Tight transitions- Students should feel an urgency to finish class material on time.
This will help keep them engaged and help them feel the material is important.
“Props”- To help create a community of “usness,” it is helpful for a class to have
a tradition that they use to praise others.
8
Understanding check- Teachers need to be aware of the level of understanding in
their classroom. This can be done by simply walking around the room and
observing students during group work, or with other methods such as exit cards.
Ratio check- The teacher needs to be aware of the ratio of teacher talking to
student talking and the ratio of teacher thinking to student thinking (Burr 2014).
Managing Teams
Just as a solar system is made of planets
and moons interacting with and pulling on each
other, my classroom will be very team based.
Students are able to push and pull each other in
ways I cannot. By encouraging each other, we
can all improve more than if we were to work
alone. In the workplace, coworkers benefit
from the ideas and support of their peers and I
want my students to as well. Many classes
have group work, but this term tends to have a negative connotation and there is often the issue
of one student doing more or less than others in the group. On the other hand, the word “team”
has a very different connotation. On a sports team everyone has a role, and everyone else
depends on them to fulfill their responsibilities. Similarly, my class will be built on teams where
everyone has an individual role and is counted on to fulfill it.
All teams will be assigned by me and will be based on the personality and learning-style
assignment from the beginning of the semester. Teams will be reassigned several times
throughout the semester to give students the opportunity to interact with many of their peers.
Many assignments will require representatives of each group to teach students of other teams. In
order to effectively use teams in a classroom, there are several things teachers must keep in
mind:
Room Arrangement- Daily seating will be organized in groups of desks, divided
by team. This will allow for free movement around the room and a clear location
for teams to convene.
Individual Accountability- Although group work will be important, there is
always the concern that one student will do more or less work than others. Each
team assignment will also have an individual portion as well.
Respect- Students will understand that everyone’s opinion is valued. The class
environment will be such that each student has a chance to provide input.
Benefits of Team Work
The atmosphere models the workplace
Creates a sense of community
Fulfills the basic need to belong
Improves problem solving skills
Increases motivation
Improves social skills
Increases learning
9
Chapter 3: Intervening With Love
Intervention Philosophy
The purpose of rules is to create a safe, productive learning environment. However when
issues arise and preventative measures are not enough, teachers need to be able to intervene
appropriately. The goal of these interventions is to keep the student from escalating and to
resume teaching as quickly as possible. The first step to doing this is to remember that “calmness
is strength” (Burr 2014). If I do not remain composed and instead engage the student, they will
escalate. Students also need to know that you care about and respect them. To help with this,
teachers should follow the “2x10 rule,” where for every ten days of class you give two sincere
compliments to their students.
Another thing to keep in mind is that if a student is misbehaving, they have a need that is
not being met. A star without fuel cannot continue to burn and no amount of screaming will help.
Students need to know that “if learning is interrupted for [them], me, or another classmate, I will
do something.” But they also need to understand that what I do will depend on the situation (Burr
2014). “One size does not fit all” and being fair does not mean everyone should be treated the
same way (Curwin, Mendeler, & Mendler, 2008). If a student stopped breathing and needed
CPR, no one would expect the teacher to say “I can’t give them CPR. I don’t have time to give
everyone CPR so to only help one student would not be fair.” Each student has their own needs
that need to be addressed.
Intervention Techniques
There are three different levels of intervention: minor, moderate, and extensive
interventions. Each situation needs to be addressed based on the needs of the circumstances.
Minor interventions are important to use early on. A well timed minor intervention can keep a
student from escalating and limit the need for higher interventions. “A good consequence leads
to better behavior” (Burr 2014).
Extensive interventions involve others outside of the classroom such as parents or
administration. These interventions need to be carefully documented. When using extensive
interventions, teachers need to keep in mind that once others are involved, the outcomes are out
of your hand. If at all possible, teachers should try to keep the misbehaving student in class. The
goal for an intervention should be to stay 100% on task whenever possible; the best intervention
is quick and invisible (Burr 2014).
Chapter 3: Intervening With Love
10
Intervention Techniques Continued
1. Minor Interventions
a. Non-Verbal Cues
i. Give students “the eye”
ii. Stand nearby or circulate Use a
signal
iii. Touch the desk
iv. Remove distractions
b. Subtle Verbal Intervention
i. General reminder of procedure or
rule
ii. Casual mention of student’s name
iii. Give an “I” message
iv. Ask a non-threatening question
v. Call on a student nearby
vi. Change your voice- speak slower
and quieter
vii. Temporarily stop teacher
viii. Private quick individual correction
ix. Use positive phrasing
x. Repeat request
2. Moderate Interventions
a. Hold a private conference
b. For a minor offense- “What should
you be doing?”
c. For a repeated offense- “What
happened?” “Would you like to
hear what others have tried?”
“Good luck, I will check with you
again.”
3. Extensive Interventions
a. Call parent/guardian
b. Office referral
Love and Logic
Our society tends to see the words “warm” and “strict” as opposites. But in fact, as a
teacher I “must be both: funny, warm, concerned, and nurturing – and also strict, by the book,
relentless, and sometimes purposefully inflexible.” The message you send to your students is that
“because I care about you, you must serve the consequence” (Lemov, 2010). When your students
know that you care about them, they are able to trust you to do what is best of them, even if they
do not know what you will do. “When you are firm and positive and enthusiastic at the same
time, you start to send the message to students that having high expectations is part of caring and
respecting someone” (Lemove, 2010).
1. Neutralize Student Arguing- “There is nothing wrong with a child that a little arguing
won’t make worse” (Burr 2014). Your first priority should be to stop the argument. Do
not engage the student! Instead, here are a couple strategies to use:
a. Go brain dead. Refuse to deal with content of the argument
b. Repeat a one-liner such as “I know.”
c. If a student is hurting, be sure to address that: “I believe you are having a rough
time. We will talk later.”
11
2. Offer a Choice- Giving students a choice helps them maintain dignity. When you don’t
offer a choice, the option to not do as they are told is an implied alternative. That
alternative is to run away and escape the issue. “Our words and actions bring students
into either thinking or survival mode” (Burr, 2014).
a. Offer two reasonable and acceptable choices
b. Leave the control and power to choose with the student.
3. Delayed Consequences- Postponing confrontation gives the student time to cool down. It
allows them to reflect on what they have done and lets them come to a decision without
added pressure. “Time and space can often defuse confrontation” (Burr 2014).
a. Address that there has been a problem.
b. Notify the student that an action will occur.
c. E.g. “That is a problem. We will talk later.”
4. Empathy- “Empathy without holding students responsible erodes accountability and
eventually self-concept. Providing empathy alone can cripple a student. Empathy
followed by logical consequences builds responsibility and self esteem.” (Burr 2014)
a. Deliver empathy with sincerity
b. Give empathy before describing or repeating consequences
c. Keep it simple:
i. Deliver empathy- “I am sorry.”
ii. Offer a choice- “Would you like to hear what others have done?”
iii. Give permission for student to solve problem and express confidence-
“Good luck, let me know how that works for you.”
12
De-Motivators
Excessive pop quizzes
Thoughtlessness in giving a zero
Group punishment
Grading parent-dependent work
Not allowing make-up work
Assigning many problems when
the first problem is not understood
Chapter 4: Motivating a Diverse Classroom
Motivation Philosophy
Motivation is the key to success. But it
is the teacher’s responsibility to create the best
atmosphere possible for students to be
motivated. We as teachers need to understand
the importance of value, expectation, and
climate and incorporate them into our lessons
daily. Failure does not tend to lead to trying
harder, success does. A little bit of success
leads to a little bit more (Burr 2014).
The first part of this equation is value. As teachers we need to value our students, our
subject, and ourselves. I need to value my students’ opinions and insights. I need to value them
as individuals. Just as one star is different from another, I need to acknowledge that each student
will have their own needs that need to be individually addressed. I also need to value my subject-
if I don’t care about it then my students will not either. In addition, I need to be confident in
myself and my knowledge of physics. If I am insecure, my students will not trust me. I will lose
my credibility and my class will not believe anything I say. Nor will they believe I will keep to
my word about procedures, consequences, or anything else.
The second component of the equation is expectation. This does not mean that
students need to have high expectations, although this is also true. This part of the equation
means that teachers need to give students the expectation that if they try, they will be successful.
Failure does not usually lead to trying harder. People usually need to have previously succeeded
in order to feel they have a chance at succeeding again. It is often helpful to provide students
with activities that will give small successes. This will give them the confidence necessary to try
harder on other challenges.
The third contribution to motivation is climate. Climate is what a classroom feels like,
its atmosphere. A classroom needs to be a safe place to learn, a place where students feel they
can succeed. Climate has to do with whether or not a student believes their work matters to
others. If a student believes they are a piece of the whole, they will believe that what they do
matters.
Chapter 4: Motivating a Diverse Classroom
13
Reward Categories
Grades or Other Symbols
Recognition
Activities as Rewards
Material Incentives
Motivation Strategies:
Create Conflict/Devil’s
Advocate
Give Meaningful, Prompt
Feedback
Hands-On Activities
Induce Curiosity & Suspect
Group Work
Student Interest
Personalize Content
Thoughtful Questioning
Project-Based Learning
Autonomy
Pros and Cons of Rewards
Rewards are an important part of any motivation
system, but if abused or overused, they can be greatly
detrimental. Flippant, insincere, or overly frequent
rewards give the feeling that rewards hold no meaning
and do not matter. It presents the attitude that the
teacher does not care enough to look for opportunities
to give sincere praise. It also gives the impression that
the teacher does not notice whether a student is doing
something praiseworthy or not.
Frequent, insincere praise can deter progress, but “positive reinforcement is the most
powerful praise” (Burr 2014). Well-used positive reinforcement can buoy a drowning student; it
can give them the belief that they are needed and valued. But most importantly, it can give
students the support they need to open up their hearts and minds to learn and grow.
Pros of Rewards (if used appropriately):
Build confidence
Strengthen relationships
Encourage Risk-taking
Promote Growth
Cons of Rewards (if abused):
Decrease Trust
Damage Relationships
Discourage Risk-taking
Dissuade Growth
Qualities of Effective Rewards:
Variety/Random
No Cheap Praise
Praise Loud & Fix Soft
Sometimes praise should be private
Precise/specific
Genuine
14
Top- Challenge
Middle- Motivate
Bottom- Believe
Diversity & Differentiation
Not everyone in the classroom will be at the same level.
Because of this, teachers need to understand how to best help students
of all levels. The average student needs motivation, a student below
average needs to be believed in, and a student who performs above
average needs to be challenged. But being challenged does not mean
that they should be given more work. Students who perform on a
higher level than their peers need to be given more opportunities for creativity and problem
solving. Students who are below average need to be given opportunities to succeed. These little
successes will allow students to believe in themselves, and give them the confidence they need to
keep trying. Students who are at an average level of achievement need motivation, particularly
real life applications.
Differentiation Strategies:
Skeletal Notes
Study Guides
Templates
Rubrics
Visible Schedule
Calendar
Groups
Peer Teaching
Progress Reports
Rough Drafts
Another strategy is scaffolding, which is when you begin teaching with the known,
compare to what is acquainted with, and then introduce the unknown.
15
Conclusion
An effective teacher is one who meets the needs of all students. Only when these needs
are met can a democratic classroom be established. It is in this environment that students can feel
safe and secure enough to learn. This kind of peer- and teacher-supported atmosphere is what
leads to the greatest student success.
In order to establish a democratic classroom, good rules need to be established. These
rules need to be modeled by the teacher so that students have a proper example to follow. A well
managed classroom has great bonding power, which further meets student needs. Classroom
procedures need to be consistent- from day one. This consistency provides stability and creates
trust between teacher and student. Instructional techniques also need to be varied to reduce
monotony, but also need to be consistent within activities to reduce confusion and strengthen
trust. Another aspect that will be central to my classroom will be teams. Group activities that also
incorporate individual accountability greatly enhance the learning environment.
Even a healthy, strong planet or star can be pelted by asteroids. Likewise, even a class
with good procedures and proper management will face problems. In these situations, quick,
effective intervention is critical to preventing further escalation. Intervention should be
appropriate for the level of misbehavior, and should always aim to end the distraction and
continue teaching. Intervention should always be given with love and the student should always
know that consequences are in place because I care about them.
However, all of these procedures are meaningless if students are not motivated to learn.
Motivation comes in all shapes and sizes, just as students do. Each motivation technique needs to
fit the student and their academic level. Likewise, classes will be very diverse and lessons need
to be filled with diverse teaching strategies so more students can be engaged.
My classroom will be a safe place for all students to learn together. We will work as
teams to grow and understand the difficult concepts we will face. Together, we can become a
strong forest that can be their foundation for a lifetime.
“Every accomplishment starts with the
decision to try.”
-Anonymous
Conclusion
16
Appendix: Disclosure Document
Honors Physics
Mrs. Jerika McKeon [email protected]
480-276-8336
About Me: I have lived in Utah, California, and Arizona. My junior year of college I worked as an intern at MIT. I
graduated from Brigham Young University with a Bachelor’s degree in Applied Physics with an emphasis in
secondary education and a minor in Mathematics.
Science, Technology, Engineering, and Math (STEM) topics are very important and are also a lot of fun. This year
we will make paper drag racers, send eggs to mars, and launch bottle rockets. My teaching style may be different
than those you’ve had before. But trust me, because I believe that together we can make sparks fly.
Contact:
Email: [email protected]
School phone: 480-276-8336
Grading:
A+ 98-100% B+ 88-89.9% C+ 78-79.9% D+ 68-69.9%
A 93-97.9% B 83-87.9% C 73-77.9% D 63-67.9%
A- 90-92.9% B- 80-82.9% C- 70-72.9% D- 60-62.9%
Anything below 60% will receive an F.
Attendance 5%
Homework 15%
Quizzes 15%
Labs 15 or 20% **
Projects 15 or 20% **
Exams 20 or 25% **
Final 20%
**You can choose which of these sections to give an extra 5% weight. Send me an email by the end of the week
with your choice. The subject should be “Grading Percentages.” If I do not receive an email from you, the 5% will
be assigned to the “Exams” category.
Attendance:
Attendance is mandatory; missing class will directly affect your team and grade. If you are absent, go to the class
website to see what you missed. All materials are already online. The number of days you have to turn in your work
is equal to the number of days you were gone. I.e. If you were absent for 2 days, you have 2 days from when you get
back to turn it in. If you are not in the classroom before the bell rings, then you and your homework are late. Class
time is very important and your team relies on you to be there promptly. See other sections for quiz, homework, and
project late policies.
Late Work & Make-Up Work:
For an excused absence you can turn in missed work for full credit. Put the dates you were gone on the top of your
work, get it signed by me, and turn it in to the make-up work box. If you know you are going to be gone, you can
turn work in early. Homework can be turned in up to one day late for 3/5 points. Any homework turned in after that
is worth 0 points. For an unexcused absence, you can earn up to 50% credit for in-class activities. Homework can be
stamped up to one day late for 3/5 points. Any homework turned in after that is worth 0 points.
Homework:
Homework is due at the start of class the day after it is assigned. Arriving to class late means that your homework is
late- no exceptions. Missing class means your homework is late- no exceptions. To help allow for illness and other
emergencies, you are permitted 4 late homeworks.
Appendix: Disclosure Document
15
Quizzes:
There will be quizzes assigned throughout each unit. You can use a 3x5 note card on the quiz as well as on tests.
Some questions will be graded on accuracy and others on participation. Concepts covered on quizzes and
discussions are an indication of what will be on exams.
Lab Experiments:
Lab Experiments: Much of what you learn this year is based on the results of your experiments. You will be
working in lab teams of 3-4 students for these experiments. For each experiment you are expected to write a report
in a format you will soon receive. If I notice that one member of a lab team seems to be doing most of the work, I
will lower the report grade for all members. While some elements of the lab report may be the same for all members
of a lab team (such as data and graphs), each individual should write his/her own report. Receiving three identical
copies of a lab report will result in 33% the grade for each member.
Projects:
There will be projects throughout the year. Some will be team projects and others will be done individually. Projects
will be a way for students to demonstrate mastery of a concept. Some projects will have specific format
requirements and on others you can be more creative. Regardless of how you present your project, it must be clear,
neat, and professional. For each day your project is turned in late, your project grade goes down by 20%.
Exams:
Exams will take one class period and will not be comprehensive, but you will be expected to remember material
from previous units as it applies to current topics. Exams will have multiple choice, true false, matching, and free
response questions. If you are absent on the day of an exam, you must come in on your own time (either during
lunch or after school) to take the test.
Final:
There will be a final exam at the end of each semester. Finals will be comprehensive and will be the same format as
exams. You will have one class periods to complete it. You may use
Slacker Passes / Extra Credit:
There will be some opportunities (such as extra projects) for extra credit. Extra credit points will be entered in the
“Homework” category. Be aware that extra credit is extremely limited. At the start of each quarter students will be
issued a ‘Mrs. McKeon's Slacker Pass’ at the beginning of each term. The Slacker Pass has six punches, which can
be used for any of the following: turning in a late assignment, taking a missed quiz, retaking a test (this must be
done between 1 and 2 weeks after the test was given in class). On the last day of each term, unused punches on the
Slacker Pass may be turned in for extra credit. If there are any missing assignments, a slacker pass punch will be
taken for it whether or not the assignment is turned in. This is all the extra credit there is—be careful how you use
your Slacker Pass. These will not be replaced if they are lost or stolen.
Course materials:
Class webpage: https://sites.google.com/site/physicsphynatics/home/
Text: “Physics, Eighth Edition High School Edition” by John D. Cutnell and Kenneth W. Johnson
Other materials (need by Monday):
Scientific or Graphing calculator: TI-83 or TI-84 are most common (bring every day)
Package of 3x5 cards (bring every day)
Computers: The computers in the room are available for academic use only. You must have a signed Acceptable
Use Policy / Computer Permission document on file in order to use the computers for any purpose. Computer
access is required for this class. The majority of homework will be online and students must have a way to access it.
Citizenship: I have one rule - respect. I will do my best to respect you and I expect the same in return. I also expect
that you will respect each other. Please also be aware that I will be fully endorsing the school dress code and cell
phone policy. Please respect our classroom environment and turn off your phone while in class.
Cell Phones & iPods: Cell phones, iPods, or other personal electronic devices are not permitted in the Physics
classroom. Any cell phone that I see or hear during class time will be confiscated and immediately turned over to
the Administration.
16
This form is due on _______
Name: __________________________
Hour: ________
Please initial by each section.
I, ___________________________, have read through the ENTIRE syllabus and understand
what it says.
_______ I understand that I am responsible for doing any make-up work and that Mrs. McKeon
will not check up on me to make sure I have done it.
_______ If I have questions about classroom policies, I will ask by the end of THIS week.
_______ I have also shown the syllabus to my parent/guardian.
Is there anything you would like me to know about you? ________________________________
______________________________________________________________________________
_______________________________ __________
Student Signature Date
I, ___________________________, the parent/guardian of this student have read and reviewed
the syllabus with my student.
Is there anything you would like me to know about your student? _________________________
______________________________________________________________________________
Please provide your contact information in case I need to contact you:
Home Phone: _________________ Mobile Phone: _________________
Email: _____________________________________
What is the best way for me to contact you? __________________________________________
When is the best time for me to contact you? _________________________________________
_______________________________ __________
Parent/Guardian Signature Date
17
References Burr, B. (2014, April - June) Secondary Education 379 classroom lecture notes. Brigham Young
University, Provo, UT.
Curwin, L., Mendler, A. & Mendler, B. (2008) Discipline with Dignity: New Challenges, New
Solutions. Alexandria, Virginia: ASCD.
Daniels, H. (2006) The hunt for magic. Voices from the Middle. 13(3) 40-41.
Jones, Fred. (2007) Tools for Teaching: Discipline, Instruction, Motivation. Santa Cruz, CA:
Jones & Associates.
Lemov, Doug. (2010) Teach Like a Champion. San Francisco: CA: Jossey-Bass.
Wolk, S. (2003) Hearts and minds. Building classroom relationships. Educational Leadership.
61(1): p14-18.
Wong, H. (1998) First Days of School. Mountainview: CA: Wong Publications.
References
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