Your management plan is to include, but is not limited to the

following:

1. Rationale/Philosophy of Classroom Management

a. Question: What are your notions of how people

learn, how they are motivated to learn, and what

environmental conditions are conducive to

classroom learning?

Answer: I believe people learn best through active

learning. When students are doing things with the

information that they are learning such as through hands

on activities, and are in charge of some of their own

learning, than they learn best. If a child is only hearing

information and is not using the information being taught

in different contexts and in practical ways then I don't

think they learn very much. In addition, I've learned in my

advanced psychology class that it's important for

students to relate new information to information that

they already know, this process allows them to assimilate

information and it gets students thinking about their own

thinking which is called Metacognition.

In addition, students become motivated to learn when

they are interested in the material that they are learning.

They also become more motivated to learn when they

become self regulated learners. In other words when

students are able to monitor and evaluate their own work,

they gain lifelong skills that motivate them to reach their

learning goals. Also when students are exposed to a

variety of activities in the classroom, they are more

motivated to learn. As a teacher I would like to add a

variety of instructional methods in my classroom, such

as : whole group/direct instruction, small group

instruction, turn and talk to partner, sing songs,

cooperative groups, stations, etc.

Lastly, the environmental conditions that I see conducive

to classroom learning is creating a positive classroom

climate an culture. I want all of the students in my

classroom to feel safe and respected in my classroom no

matter their backgrounds or cultures. I want my students

to feel like they have a place in my classroom, and that

they're not just a number. In addition, I think that the

way I arrange my classroom environment is very

important to student learning. As I've included in my

classroom map, I want every spaced to be used to

maximize learning. For example, I want students desks to

be set up in a way that I can keep an eye on students. In

addition, our textbook talked about making sure that

things are organized in away where students don't trip

over things and they can find things in the classroom

more easily. In addition to space, I think it's important to

make the classroom a fun space where I encourage

students to participate and believe in themselves as

learners.

b. Question: What special educational environment

might various subjects, instructional strategies, or

your personal temperament require?

Answer: I think using differentiation is very important to

use not only for my special education students but for all

of my students. My special education students will most

likely have IEP's, therefore I need to be able to

accommodate depending on their needs. For example, if a

child has dyslexia then I may need to use assistive

technology and tools to help the student. In addition, I

may use strategies to allow more time for students to

complete their homework.

I think it will require a lot of patience and calmness to

work with students. Every students works at a different

pace therefore, being encouraging and having a lot of

patience can really help students understand and learn

the information their trying to process. Depending on my

students needs, I may use whole group, small group and

sometimes having other classmates help with struggling

students can be really helpful. I may also have to spend

more time reviewing with students the information or find

different ways to explain information so they understand.

Finally, I think it's important to be very organized so you

have a clear plan of the information you also need to

provide to the instructional assistant or the specialist .

In addition, I may have to find a space where the students

has their personal space and is not easily distracted.

Thinking of the students that have ADHD I will also include

physical activities within the classroom so they are better

able to concentrate. For my students that have Aspersers

they may need extra work since they may finish the work

early.

c. Question: What aspects of the social curriculum do

you believe are important for students to learn?

How are these reflected in your plan?

Answer: I believe that it's very important for students to

learn a social curriculum since it makes them more

socially aware and allows them to relate to students

emotions in different ways. For example, when they can

empathize with one another they are able to form

different feelings toward others. In my classroom, I would

start off in the morning meeting by asking students to

greet one another in respectful ways such as handshakes,

eye contact, etc. I thinking that by greeting one another

the students learn how important it is to see how students

check on one another. They learn how to greet others

respectfully and form positive relationships. I also think

that sharing is very important. In my classroom I would

provide many opportunities for students to learn to share.

It's as simple as giving them a game and asking them to

take turns sharing. I would also emphasize how not

sharing can hurt the other persons feeling. Depending on

the grade level, many students are not able to put their

selves in others shows due to egocentrism however, I

would still provide many opportunities talking about how

sharing is good vs not sharing. I would also spend a lot of

time teaching students how to listen to one another.

Throughout my daily activities, I would model how it feels

when youre not listened to. If my students are all talking

all at once then I would ask students how they feel when

the're not listened to , which puts them in charge of their

feelings. I also think that teaching students how to be

kind towards one another is equally important. When

students can be kind to one another, I will point that out

each time. For example, if a student pushes another

students desk in I will compliment that student in front of

the whole class. I will state "I really like how you pushed

that desk in Billy, that's a really nice act of kindness. I

really like how you were so kind, great job Billy."

2. a. Question: Rules, incentives, and consequences – The

research says when it comes to rules, less is more. Studies

indicate between 3 and 5 is best.

Answer: Our course textbook, emphasizes the importance of

having simple and short rules for the students to enforce. In my

classroom, I would have students help participate in the rule

making process. I believe that when students are involved in the

process making they are more able to follow and respect them. I

would have students come up with a total of four rules for our

classroom. I will first ask students what rules mean to them? Then

I would ask students to let me know their thoughts on the rules,

and we would come up with them together.

Students predictable answers:

1. Respect one another.

2. Be kind towards one another.

3. We will share.

4. We will have fun and learn.

For incentives I would have a similar activity as my practicum

classroom has. For example, I would have a board with different

prizes that attract the students. For example, bingo game card,

treasure box prize, ipad money (time to play on ipad), etc. Then I

would have their names under the flaps of these boxes. I would

lift them at the end of the day to see which students get which

prizes. Like my practicum teacher I would change out the flaps

daily,. Overall, these incentives would help students to work

harder towards following the rules in the classroom. Finally, the

consequences would be that no one is allowed to look under the

flaps, or that person won't be able to be back on the flap that

whole week. They have to wait until the following week to

participate again.

I also might have a student's jar and reward students following

rules with m'm's.

Rules Poster:

2. Question: b. Procedures – How to and when to leave for lunch,

sharpen pencils, etc. How do they find out about work missed

after an absence? Are there formats for handing in assignments?

Transitions? Asking for quiet? Morning routine? End of day

routine? Sharpening pencils? Getting materials? (I list nine

procedures here. Use all of these and any 3 more).

Answer: 1.Procedures for leaving for lunch- I will call table one,

two, three, four, and then pick a King/Queen helper (front of line)

and Caboose (End of Line) to line up for lunch. I will first model for

students how this look like and then enforce the rules throughout

the year if I see that students are struggling with instructions.

Before lining up I will ask students by table to get their

lunchboxes from their bookbags if they have any and then I will

follow through with getting them lined up. Lastly, I will go over the

procedures for how we line up by following this poster:

Poster for Procedure:

2. Procedure for sharpening pencils- I will have students place

their broken pencils in a cup labeled "Dull Pencils," and then have

student take a pencil from cup labeled "Sharp Pencils." Finally, I

will have students return back to their desks quietly. I think this

procedure would be best because it doesn't take away from

instructional time and minimizes disruptions. Disruptions such as

the sharpener being too loud, everyone getting up at once, etc.

Poster for Procedure:

*** Find poster with rules description**

Procedures for students who are Absent: I will have a bulletin

board in my classroom with the title "What did I miss" under this I

will have a calendar an write the students names of those that are

absent on the days and then have a portfolio for all of my subjects

(language arts, social studies, science, math, etc.). Once the

student return to school I will provide them with the assignments

that they missed and go over them incase they need help

completing them. I will allow them to work on them during their

independent reading station.

Bulletin Board for Missed Work:

3.Procedures for ending the day: I will first ask students to clean

off their desks, then leave out their work notebook. Then I will ask

students to pick up any trash within three feet of their desk, stack

their chairs; collect mail and then wait quietly to be dismissed.

Poster for Procedure: ***

4. Procedures for handing in finished work/ homework: I will first

ask students to make sure their name is on paper, place paper

upside down in finished work or the homework baskets.

5. Procedure for morning meeting: I will first have students

unpack their book bag and folder. Turn in homework, lunch

money and notes. Then we will check in and then get our morning

work done.

6. Procedure for cleaning up: I will first tell students Clean up! .

Then I will ask them to clean up quickly. Then I will ask them to sit

quietly. Finally I will ask them to give me a high five.

Poster for Procedure:

7. Procedure for Transitions: For each transition I will sing the

following songs. For example, when students are transitioning

from the morning work into the reading workshop we will be

singing the good morning "Singing in the Rain" song. When

students are cleaning up/organizing we will be singing the

"Mission Impossible" song. When students line up we will be

singing the "Jump in the Line" song. Finally when students are

packing up at the end of the day, we will be singing "Life

is a Highway," song.

Procedure Poster for Transitions:

8. Procedures for using the bathroom: I will have all of the

students names on wooden sticks. When one of the children is in

the bathroom they will put the stick on the male or female part so

I know and their classmates know that they are in the bathroom.

One male and one female may go at a time.

Poster for Procedure:

9. Procedures for lunch count/ attendance: I will have students

find their name tags and place them in the correct column. If the

students are have lunch packed then they will put their tag under

the "home lunch tag" and if they are buying lunch then they will

put their tag under "school lunch."

Poster for Procedure:

10. Procedures in the Cafeteria/ Lunch: The procedures/rules for

lunch are to stay in your seat then talk quietly, eat food, clean up

and line up quickly and quietly in the line.

Poster for Caferia/Lunch Room:

11. Procedures for fire drill: I will ask students to immediately stop

what they are doing. Then I will ask them to walk to the door and

line up in a straight line. Then they will need to wait for the

teacher to give them the signal to go. Direct them to go turn left

and then exit the doors with the exit sign. Finally, I will ask them

to stay in a straight quiet line until we are okay to go back in the

building.

Poster for Fire Drill:

12. Procedures for Hand washing: First students will be asked to

wet hands, then add soap, rub and scrub for 20 seconds, rinse

hands, and dry your hands with a towel.

Poster for Hand washing procedure:

3. Question: A statement about working with families. How do

you plan on communicating? How often? Why? (Two paragraph

minimum).

Answer: I think it's very important to communicate often with the

parents of the children in my classroom. I would communicate

with parents via email and telephone. I think that by exchanging

emails both myself and the teacher would have written

documentation to refer back to.

As a teacher I would want to communicate with the parents

at the beginning of the year first to introduce myself, and to go

over the expectations I have for their children in the classroom. I

would like to consistently communicate with parents weekly,

providing them with positive as well as areas of improvement. My

statement is that together with the parent's help we can help

their child succeed. I think it's so important to form a positive

connection with the parents so together we can help each child

succeed. Finally, I would have parent-teacher conferences with

the parents.

For my Special Education students I would also communicate with

the parents often on their progress on IEP'S and accommodations.

I would also schedule meetings at parents request afterschool. I

think it's very important to communicate with parents because

the parents of the child know their child best. When teachers work

with parents and form a positive relationship with them then not

only is the students getting the resources at school but they are

also working on the tasks at home, which overall helps them

improve an succeed.

4. Classroom description – A drawing or written description will

do.

5. Motivation and student learning (on the syllabus # 5, but

should be part of your rationale/philosophy).

6. Question: A statement on your understanding of Trauma

Informed Care and how it will affect your work with students. Two

paragraph minimum.

Answer: My understanding of trauma informed care is where

people both survivors and providers get a form of relief and

repsonsive and to the impact of the trauma that they've faced.

It's important to note that trauma can be of different types. For

example, physical, psychological, or emotional or sometimes a

combination of all. In other words I think that trauma informed

care is a holistic approach where the person is at the center of the

treatment and they are able to comprehend what trauma they've

faced. Finally, the important principles of trauma informed care

are finding ways to ask permission, offer control, and find support.

) LOOK IN CLASSROOM MANAGMENT BOOK.

Being aware and responsive to students needs will be a very

important part of my teaching . I will need to make sure I listen to

all of my students. Most importantly, while listening I need to

consistently observe for any signs of trauma. I will also need to

pay attention and report cases of Neglect and Abuse. Making sure

that I keep the students information confidential but also report

things that need to be reported will be important parts of my

teaching. Most, of all I need to be there for my students and

provide a safe haven for them in the classroom.

7. Philosophy of Classroom Management (#7 in the syllabus, I

moved to # 1).

8. (NEW) Conscious attention to ESL and Special Education needs.

a. Assume three of these students have just been

mainstreamed from the English as a Second Language program

and are still struggling with English at the academic proficiency

level.

b. Assume another three students are mainstreamed from

the special education program: One has attention deficit

disorder and two have learning disabilities that hinder reading

comprehension.

c. Use your research, the articles we read in class, and

google skills to come up with at least 4 specific strategies to

assist these students academically and behaviorally.

9. Question: First Days of School (#1 in your syllabus, I moved to

9th). Use the sample in the text to note how much time to allow for

each segment of your school day. Plot out what your first 3 days

will look like. Make certain you include a description of 2 specific

activities you’ll use to teach group cohesion and/or social skills.

Make sure you allow for time to teach at least two of the

procedures you mentioned in #2.b above.

Answer:

First Day of School.

1. 8-8:15 Morning Meeting

Song: My Song will be "Hi My Friends." The poster that I will

have in my classroom is this one with the song so the students

can follow all the words and sing together.

Morning Message: My message for the class will be posted on a

very large board in the front of the classroom so the students

can refer back to it whenever they need encouraging words.

Here is a picture of my morning message board:

3. The activity that I will be doing with my students on the

first day in morning meeting is called the Snowball activity. I'm

doing this activity because I want the students to get to know

each other on the first day and learn how to greet one another.

In this activity I will provide students with a piece of notebook

paper and they will each write their names on them and them

crumple them up and thrown them in the middle. Who's ever name is

written on the piece of paper means they need to greet that

person. I kept this activity for day one because I think that

students need to get to know one another.

Poster for Activity:

8:15-9:05 am- Reading/Working Stations

After the morning meeting I will have students work in reading

stations. I will explain what reading/ working stations are to

students and then I will go over the different reading stations

that we have.

I will state to students why reading is good for us. I will also

ask students to turn and talk to a partner about why they think

reading and writing is good for them. Then we will go over the

different stations. You are expected to work on the station where

your clip is being moved. Don't worry you each will get a chance

to go to all of the stations! Our stations are the following:

1. Independent Reading- In this station each student will read

independently from their book boxes. Students are able to sit

wherever they would like in the classroom as long as they're

reading quietly (10 minutes)

2. Guided Reading/Working with Teacher- In this station each

student will work with me on reading. The student will read and I

will listen to you reading (10 minutes)

3. Work Study- In this station you will work on activities with

vocabulary words that we learn together! Remember the more words

we know the smarter we are! (10 minutes)

4. Ipad/Computer Time- In this station you will work on reading

and writing through fun games on the ipad or computer. We have 4

ipads and 6 computers. Remember we have to care of our things

because they are very fragile! (10 minutes)

5. Writing- In this station students will work on writing two

complete sentences about a topic. I will give you new topics

daily . I love to hear and read your ideas! (10 minutes)

Students will Rotate through all stations every 10 minutes.

9:05-9:35- Social Studies-

Teacher: This week we will talk about how we compare the past to

present history. There were many things that happened in our past

and we will connect them with the things we have happening now.

This week for our unit we will talk about directions (north,

south , east, west). Boys and girls how many of you enjoy going

to the park? Okay well next time you go to a park I want you to

think about where you are. Is the park way ahead of your house,

behind it , to the left or right of your house. Then students

will realize that these directions help them with geography. I

will ask them to create their own compass, where they draw a

picture of the park and the homes and then they come up with

their own compasses. Through this hands on experience they learn

how direction can help them locate where they are.

9:05-10:15: Math

In Math I will first go over where all of our equipment is for

math class such as blocks, pencils, rulers, scissors, etc. Once

students know where they're materials are then they located them

more easily. I will go over the procedures I've listed above with

the students before beginning the lesson.

On my first day I will have students build two building towers

out of blocks just to practice counting. Then I will ask students

to pair up with another students so they can share answers. I

will then provide them with a worksheet where they write down all

of the numbers.

10:15-10:20: Teach Recess Expectations. I will go over the

following rules with the students. I think it's important to

teach that it's important to follow the rules since safety is

number one! We want to have fun at recess but in order to have

fun we have to be safe! I will go over the following procedures:

10:20-10:55- Recess.

During recess I will observe students to make sure they are safe

and following the rules. Students need to release energy during

this so I will make sure that they are also getting along with

the other children on the playground. I will have my phone,

walkie talkie, and procedures list with me in case of an

emergency.

10:55-11:00- Go over expectations for lunch. I think it's

important to go over the rules with the children since this is

the first day of school and the cafeteria area can be a bit

overwhelming for them. I will go over the following rules with

the students.

11:00- 11:35- Students will eat lunch. First Day of school I will

eat with the students. I think it's important to note that I am

there with them in a new place.

11:35-12:40- Resource. Either Music/Art/PE

We will go over the expectations for resource class. I will also

advise them that the teachers in resource will go over the

expectations of their classrooms too and they may be different.

12:40-1:40- Science-

In science class I will show them a small video on butterflies

and other animals and how they are born. I want students to focus

on certain facts such as caterpillars turn into butterflies etc.

I will then give them some paper laminated animals and with a

partner they have to tell me if they are mammals or not and glue

them on the worksheets.

1:40-2:10- Wrap/ Up Go over HW/ Clean up Time.

During this time I will go over everything we did today and go

over the objectives for the following day. I will go over my

procedures for the end of the day and show students what they

need to do at the end of each day. I will go over the following

procedures with them:

Second Day of School:

1. 8-8:15 Morning Meeting

Song: I will remind students that this is the song we sung the

day before and we will sing it every morning. I will model the

song and then have the students sing it with me. My Song will be

"Hi My Friends." The poster that I will have in my classroom is

this one with the song so the students can follow all the words

and sing together.

Morning Message: I will go over the message board again with the

students. But this time after we go over it I will ask students

which one they feel like the most?

Morning meeting activity: Today's activity will be a little

different. Once I have them say hello to the person next to them

I will have them complete this compliment game activity.

8:15-9:05 am- Reading/Working Stations

I will remind students to check their clips to check which

station they need to go to . I will continue to reinforce the

procedures.

In this station students will be in their independent reading,

guided reading, word study, ipad/computer, and writing stations.

The students in the independent reading will read different books

from their book boxes. In the word study group they will have

worksheets on letter a where they match the pictures with that

start with the letter A.

Then students in writing station will write in their journals a

sentence of what they like most about during summer. I will have

a sentence written on the board of what I liked to do during the

summer. Then on Ipad I will be assisting students and show them

the educational apps they should be on.

9:05-9:35- Social Studies-

Students will be working on painting their compasses that they

worked on last time and sharing them with the class. Then they

will use their compasses on different maps to measure the

directions. This activity is super engaging because the students

will learn how to see how their compasses help them with

directions.

9:05-10:15: Math-

Students will work on using the cubes they worked on last time

and we will begin going over the ones place today. I will show

them how we can use blocks for to understand the ones place. When

the students will work with these concrete objects the goals is

to help them understand the ones, tens, hundreds, thousandths

place. I will provide students with worksheet and they will have

to build those numbers and explain how they are in the ones

place.

10:20-10:55- Recess.

I will remind students of the rules on the play ground, and

observe them. I will ask students what the rules are to see how

much I need to enforce them throughout recess time.

11:00- 11:35- Lunch

I will remind students of the expectations for lunch again, but I

won't spend as much time as on day one. Since this is the second

day I will not be eating in the cafeteria, but will eat in the

teachers' lounge. I will let students know that while they eat

with their friends I will be eating with my teacher friends in

the conference room.

11:35-12:40- Resource. Either Music/Art/PE

I will go over the expectations of staying in line and respecting

their teachers before they go to resource class depending on

which resource they have. Since they will more than likely have a

different resource class on each day.

12:40-1:40- Science-

Today in Science class we will review the topic of mammals. I

will have students watch a video on mammals. After the video

students will each draw their favorite mammal and write two

sentences about why they are their favorite. They will then

complete a graphic organizer that shows the similarities and

dissimilarities between mammals vs non mammals.

1:40-2:10- Wrap/ Up Go over HW/ Clean up Time.

I will have students do the same procedures as the day before. I

will first remind students of the expectations and then tell them

to follow them. If a student can't remember the procedure I will

have their peers help them out first before I go over the

instructions again.

Third Day of School:

8-8:15am:

Song: We Will Sing the Same Song," Hi my Friends." Then I will

introduce a new song for our calendar work called "Days of the

Week." I want students to learn this song so it can help them

learn the days of the week.

Morning Meeting Message: I will go over the same morning meeting

message. But also moving forward I will add new quotes so the

students get encouraging quotes. For example, today's message

will be " Make a Change today! How can you make the world more

awesome?" Then I will ask the students of different ways that

they can use kindness.

Morning Meeting Activity:

Today I will have students do a similar activity that they tried

on the first day but I will have them act out what it says on the

card. This will help with their reading skills as well as making

our greetings very fun!

8:15-9:05 am- Reading/Working Stations

I will move the clip down for stations and then ask them if they

have any questions about the stations. Students will be in each

station 10 minutes.

Independent Reading- Students will read a different book out of

their book boxes. 10 min.

Word Study- For their words study they will work on short e

sounds by highlighting note cards. They will then group their

cards together and separate them vowels vs. consonants. Then they

will read them to the partner next to them.

Guided Reading- In this group students will read the book Socks

with me and then I will listen to them read. I will also be doing

running records while they are reading.

Ipads/ Computers- On this app students will be on raz kids.

Before students begin working I will make sure they know how to

sign on the app. Before they go into groups I will spend 5

minutes making sure students know how to.

1. Log in

2. Select your name.

3. Start working in raz kids app.

Writing- Students will write about their favorite color. Students

will write a sentence about their favorite color.

9:05-10:15: Math- Since last class students all worked with

cubes, today we will learn about the ones place and tens place. I

want students to first watch a fun video about the ones/tens

place. Then I will have students work in pairs and use marbles to

put together numbers. Then they will be asked to tell me which

marbles are in the ones place and which ones are in the tens.

10:20-10:55- Recess. I will reinforce the rules again and go over the procedures for recess. I will carry my bag, walkie talkies etc with me

11:00- 11:35- Lunch. I will go over the lunch procedures. I will make sure they are all seated.

11:35-12:40- Resource. Either Music/Art/PE

We will go over the line up procedures and sing our song. Then

students will go to their resource depending on the day that it

is. I will remind them to make sure that they listen carefully to

the Resource teachers rules.

12:40-1:40- Science-

Today in science class students will each use their compass to

learn about different places. Students will also use a rules

today to measure some of the distance from one location to the

next.

1:40-2:10- Wrap/ Up Go over HW/ Clean up Time.

We will wrap up and I will go over the following procedures with

the students. We will go over the objectives for tomorrow.

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