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8/2/2019 Ryan Hawkins Classroom Management
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1. Student Desk Arrangement
For lecture/demonstrations
Setting up the student desks in pods of five (could be six or more, depending on class
size), facilitates group discussion and gets students seated with students outside of
their social circle. Having each pod situated as shown allows me to instruct the class
either from in front of where the whiteboard is situated, or even from in front of my
desk. The projector will work from my computer, and allows for online instruction
materials to be projected to the front of the room for all to see.
For whole-class discussion
As a social pod, group discussions will be facilitated by the groups being able to
participate both on an individual basis, as well as on a peer-group basis. This will help
in not singling out individual students for answers, as having a group consensus gets
each voice heard.
For small group work
Group work can either take place in each pod, as previously discussed, or by students
situating themselves in different activity groups at the activity tables around the
classroom. The environmental literature is accessible to students as they are
participating at the activity and experiment tables.
2. Teacher Desk
Situated directly across from the classroom entrance door, my desk will help me to
verbally greet each student, or group of students, as they enter. If I am utilizing mycomputer, for online instruction material, I am able to continue instruction to the
entire class and keep their attention.
3. Whiteboard
With the desks arranged in pods, the best place for the board would be at the front of
the room. The sightline is best there for all of the students. To complete in-class work,
students can utilize the whiteboard to answer questions as a group or to show
examples of what we are discussing. Having the board there, and having the students
utilizing it more for discussions and answering, will give each student the extra
chance to get their individual voices heard.
4. Place for students to turn in homework or check missed assignments.
The assignment table, situated in front of the entrance door, will be great for giving
students the opportunity to drop homework off before class starts so time is not
wasted in collecting the assignments during instruction time. The students will also be
able to check there for lists of missing assignments. They will be better informed of
where they are at with completing class work.
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5. Computers/Audio-Visual/Instructional equipment
In my experience so far, I have not seen a classroom with individual computers (for
each student). It would be my expectation that the school would have computer labs
that I can reserve for class work. I would lead my classes to and from the labs, and
lead the instruction there. However, my personal computer would be accessible forresearch time needed for students at any time it came up either during or between
classes. Hopefully, I will instill my willingness to help in all of my students.
6. Place to show-off student work
Since the students have an entire table to turn in assignments, I can also utilize this
table to show off exemplary work. As well, I can utilize the wall behind that table to
further display their work. It is my intention to cover my walls with environmental
paper, mostly having to do with examples of successful theatrical productions and
rhetoric materials, and can incorporate past and present student productions as well.
This will keep students interested in succeeding in their classroom and production
work.
B. Routines
Welcoming students to your room
It will be my objective to welcome each and every student into my classroom, by
name, every time they enter. This personal welcome will let each student know that I
am glad that they are there. I may also get the chance to inquire as to how they are
doing personally. I want them to know that I care about their well-being. That will
affect how they perform in my classes.
Starting class
A group welcome will always take place, along with a brief introduction of what we
will be doing that day. This will be my chance to grab their attention and work to keep
it through the remainder of the class. This is the most important part of beginning the
day's lesson.
Establishing group rules/expectations
These expectations would be set from the first day of class, but I will remind them
every other day of activities. Repeating my expectations will help them keep on track,
and also help getting through the material in the units. Time is of value, and having
clear and precise expectations is crucial.
Using free time
I am not expecting working any free time into my lessons. If there is anything like
down time in my lesson, it will be time in class for students to complete homework
assignments, or work on upcoming research and writing for papers. If free time came,
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due to an emergency, I would most likely keep the instruction going by expecting
students to do quick writes or work on some sort of exit slip, in order to summarize or
synthesize lesson information, to hand in on their way out of class.
Doing homework (late work, make-up work for excused absence)
I will be assigning homework, even as some teachers are struggling with the concept
due to student constraints. Homework is a valuable type of assessment that I will use
to ensure completion of readings or theatrical design elements. I cannot see how all
of my lesson material can be covered without this type of assessment. I need to know
that they are being creative with the material that I am presenting to them.
Late work will result in grade reduction, unless the student speaks to me about why it
happened. I will, again, go over these expectations on the first day of class. This
would be the same for make-up work. All students would know to see me about the
situation.
Dismissing class
Near the end of class time, I will go over homework that is coming up (or due the next
time), as well as using that time for reminders of what is coming up for the remainder
of the week or the upcoming week. This will help to keep the students in-the-know all
of the time. There would be no surprises, as I would be reminding them all of the
time. I also believe that thanking them for their attention and great work will help
with respect and attention issues.
Teacher record-keeping procedures
My record-keeping would be online, whether it is on the school's online grading orhaving to come up with my own. It would be visible to students and their guardians. I
think this is important, because this is another way for students to know where they
are at for the semester, as well as for the parents to see first-hand what their children
are completing.
Establishing bathroom procedures or getting a drink
I would refer to the school's own guidelines for what is acceptable. If I would need to
adjust it, because of behavior issues, I would do so. Again, this would be discussed at
the beginning of the semester or as the behaviors appear and clarification is needed.
Communicating regularly with parents/guardians or care-givers
I believe that parents and guardians should feel like they can contact me at any time,
other than instruction time. Just as with the students, I would want the parents to
know that I am there to hear their voices as well. If there are concerns at home, it
may directly be affecting student work and I would want to know about the situations
so that I can perhaps differentiate work with that student to help.
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Equity Assurances and Policies
Write a narrative essay for the section below that will explain how will you plan to
create equitable learning opportunities for the following groups within your classroom
both in creating a comfortable classroom climate and effective instruction?
Environmental Issues and Instructional Policies
Gender
Physical Disability
Special Needs - developmental
Special Needs - social/emotional
Talented and Gifted
Race/Ethnicity
Sexual Orientation
The most effective way that I can teach my students how to respect each other is to
post environmental paper on the walls displaying the single phrase of, Safe Zone.
This sign instructs students each and every day to respect each other, and their
instructor. This includes each and every student that enters the room, as well as the
students in the halls and every other room in the school. I would make it clear that
disrespect, of any kind, against any student is unacceptable. My expectations for
student respect would be given to them at the beginning of the semester, both
verbally and also handed out on paper to take home to parents and guardians.
When I discuss respect, this will include the clarification on the Safe Zone also being a
No Hate Zone as well. Words of hate and inequality are not welcome, and any
student using disparaging commentary will result in a trip to the administrators
offices. I would include the rules and regulations of the school, but would add on my
own expectations for inside my classroom as I see fit and as situations arise.
Any sort of additional educational need, as specified through special education
services (IEPs), will be followed and adhered to in all of my classrooms. Differentiation
will always appear in my lesson plans, and will incorporate each student need. I have
observed one classroom in which a student with hearing issues needed to have theinstructor use a microphone. I would have no issue, and have every expectation, to
do the same for any student. This would also include any additional needs for the
Talented and Gifted students, as either suggested by special education services (IEPs)
or as voiced by the students themselves.
Effective instruction will come through in a classroom that supports each and every
students personal needs for effective learning. I realize that each student is different.
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I will expect the students to realize this as well, and to respect each others
differences. Not only can the students gain an overall education in my classroom, but
they can also learn about each other. In that way, I am supporting them and their
differences, but I am also preparing them for the world outside of the educational
system.
Disciplinary Policies and Professional Ethics
A. As a teacher and professional educator, describe in 1-2 sentences how will you
handle each of the following situations. Add your remarks to the category as listed.
Classroom or school rule infractions
Each school rule infraction will result in the student reporting to the administrative
offices, as they are breaking the expectations as specified for the entire population of
students in that school. If students are not meeting the expectations that I have set
up for my classroom, I will give them one chance to correct the situation. If they do
not change, then the student will be sent to the administration offices.
Student disrespect to you or to other teachers
As spelled out in my classroom expectations, and as advertised on my walls, respect
is expected to all. Therefore, the student is not meeting my expectations or those of
the school. Again, this would be a time that the principal or vice-principal would need
to see the student, record the behavior, and perhaps alert the parents or guardians of
the ongoing situation.
Student conflicts in the classroom
Minor, non-threatening disruptions will be dealt with within my classroom. Students
will be allowed the chance to settle the differences that they have, along with my
scaffolding and attention. However, if there is a threatening situation and I believe
that acts of violence may occur, I will send another student for other faculty and try to
de-escalate the situation in the classroom until the extra support arrives.
Student inattentiveness or lack of motivation
I would not give up on the student, but keep trying to gain their attention and
increase motivation. If it is ongoing, and I cannot break the cycle, I may suggest that
the student go to the guidance center for support. Hopefully, since I could not break
through the student's emotional wall, they may be able to. This may result in the
student getting the attention that they need in order to give their own attention back
to me.
Tardiness
Again, this would be reflective of the school's own rules on the issue. If the student
does not follow the school rules, I would have the right to let the administration know
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that the student is having issues following school codes. Before that happens, I would
ask the student if there is anything that they need to talk about. Opening up the lines
of communication may help to resolve the issue.
Disrupting or offending another student during class
As covered in my expectations for respect, students would know that it is
unacceptable to disrespect another student. I would point out that saying offensive
words to other students is not going to accomplish anything other than hurt feelings.
If it continues, I would need to remove the student from the room for the remainder of
the class. If they continue to abuse another student, I would have no choice but to
seek the help of the administration. Disruptions can come in many forms, and will be
dealt with on the level of disruption. If it is a situation where the student is outwardly
so angry that they become threatening, they would need to leave the room
immediately. Threatening behavior breaks the Safe Zone expectation that I have set
for the classroom.
Consequences of student cheating
Cheating, at the high school level of education, is unacceptable in my classroom. This
will result in an immediate zero, whether it has been proven on a paper, on an
assignment, on an assessment, or any other work for the class. The assignment will
not be able to be made up by the student when cheating has occurred. I will also alert
administration, and discuss with them whether or not the parents or guardians should
be contacted.
B. At what point and under what circumstances should parents/guardians and/or the
principal be involved in a classroom management situation?
I have briefly discussed this regarding some of the individual circumstances above,
however it will depend on the severity of the case. If the student has broken a school-
wide expectation and I am the witness, I will address this with the student and the
administration. I think that having a record of behaviors is the best way to be
prepared if the parents or guardians need to be involved. In the situations, above,
where I stated that the students should report to the administration offices, it should
go without saying that I discussed the issue with the student before that happened. I
believe that the students should have the chance to explain their actions, and
perhaps vent their frustrations, as this may dissolve the situation. Also, if they are
reacting out of hurt emotions or from home-life issues, it will give them a chance totalk to someone who cares. This may also result in better classroom performance, as
the students will find that I respect them and have given them another chance at an
effective education.