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Beliefs about Classroom Management and Discipline

I believe all classroom management and discipline must be rooted in deep respect for students as human beings. Classroom management is not managing students or keeping control, but rather building relationships and creating a learning community with them. I will consistently model the behavior I want to see in my students, and be transparent with them, admitting when I am wrong to create an atmosphere of truth and accountability. I will design active, meaningful educational experiences everyday for my class with multiple modality changes. The best way to avoid discipline problems is to keep students engaged in interesting, relevant work. On the first day, I will brainstorm with my students to generate a short list of rules and/or a mission statement for our class. Research shows that students are more likely to follow rules they have chosen as a class. I will be certain to explain the logic behind rules, and other classroom procedures, as students are more likely to follow rules if they understand the reasons for those rules. Investing time getting to know students and showing a genuine interest in their lives will also help minimize behavior problems. I believe time spent at the beginning of the year setting up classroom rules, discussing and practicing procedures, as well as getting to know each other will prevent many problems later in the year. In general, I will focus on positive reinforcement of good behavior, always trying to catch my students doing something positive and praising that behavior. Research shows that students respond best to private praise for an individual, public praise for the class as a whole and negative feedback only in private. I may promise students some sort of a reward for meeting a challenge or large overall goal as a class, but daily rewards (bribes) for good behavior will not be part of my classroom management strategy. In the real world, students need to be instrinsically motivated and regulate their own behavior. As a middle school teacher, part of my job is to foster this self-regulated behavior in students. I will avoid becoming enmeshed in power struggles with students over things that dont really matter. While some immature behaviors can be ignored, I will never let truly inappropriate behavior pass unnoticed. My first priority is to create a safe learning environment for my students, so I will never allow a student to hurt or harass another student or interfere with the learning of another student. First, I may use proximity, non-verbal cues, or a quiet reminder to prompt a student to modify his/her behavior. If a student chooses to ignore these, whenever possible, I will allow natural consequences modify the behavior. For example, if a student writes on a desk, they will spend time cleaning the writing up. If I need to verbally reprimand or discuss inappropriate behavior with a student at any length, I will discuss it with them in private right outside the classroom door. I will make every effort not to embarrass students in front of their peers. Students will also be able to give me input into what they believe the consequences should be for certain behaviors. I also plan to use a system of

privileges to motivate students. Every week, I will appoint two classroom leaders to help with distributing papers, leading lines and monitoring other students in certain tasks. I will also use the reading corner as a privilege. Students who are on task during silent independent reading will get the opportunity to read in the comfortable beanbag chairs there. I may also allow students to earn the privilege of listening to music on an ipod during silent independent reading. If a student begins misbehaving and doesnt modify her/his behavior after several prompts, he/she may lose previously earned privileges. Finally, if a student gets very out of control, I may use isolation in a special desk with a divider on top that prevents that student from seeing most of the class and the class from seeing him/her and receiving attention for the misbehavior. If possible, I will work with one or more colleagues to be able to send students to cool off in each others rooms at the isolation desk. Although it is important for me to be consistent and give consequences for bad behavior, I also need to know and understand each students individual situation. Ive seen a students behavior escalate out of control, and when the teacher discussed it with him, he began crying and shared that his father was being released from prison today. One size doesnt fit all in giving consequences for inappropriate behavior, and teachers need to be sensitive to each students needs and personal situation. If a student constantly struggles with behavior, I will work with colleagues to create a solution for the problem, such as mentoring, point sheets, etc. I will never give up on a student!

Classroom Policies, Procedures, and Routines


As we write the rules together as a class, I will expect the following areas to be addressed and will suggest these rules myself if students do not: Respect others personal space and property Zero tolerance for bullying and hate speech Be prepared and on time We are here to learn/be on task Golden rule/ treat others the way you want to be treated

Students will do all writing in notebooks that will remain in the classroom. This prevents lost assignments and allows me to observe patterns and student progress over time. In my classroom, I will have zero tolerance for bullying, discrimination, or hate speech. Cheating and plagiarism will result in a zero for that assignment, as well as any other discipline mandated by the school.

Late work will be accepted, but receive reduced points. Students will be expected to make up work missed during an absence within three days of returning. I will make exceptions for illness, prolonged absences, family situations, etc. on an individual basis. I will foster a culture of student leadership by appointing two new line leaders from each class weekly. I will use hands up to quiet down, get students attention and come back together as a group. I will collect and hand back assignments personally to build relationships with students and protect confidentiality. I will keep a binder of grades and information for each block, as well as promptly enter grades online if available. NO wasted instructional time! During down time, we will silent independent read or begin a new lesson. I will expect students to raise their hands to speak in class, except during collaborative work time. We will define and discuss appropriate voice levels for various activities. Students will not be allowed to leave the classroom for the restroom or drinking fountain during explicit instruction or while giving directions unless it is an emergency. Otherwise, only one student will be allowed to leave for the bathroom at a time. I will allow students to bring a no-spill water bottle to class. In general, I will not allow food in class, but may make exceptions in situations where classes may have a late lunch and need a snack. Cell phones will be put away and turned on vibrate unless we are using them for an activity. Students will be allowed one warning, then their phone can be confiscated until the end of class. Every class will begin with a quick write activity; students will know to pick up their notebook on the way in and begin writing. I will dismiss each class by row, or by students who are sitting quietly with their supplies ready to go.

Equity Assurances
From day one, I will expect and ensure behavior respectful toward all the diverse populations included in my classroom. My students and I will work to build a classroom environment that respects differences and has zero tolerance for bullying, discrimination or hate speech. Upon the first offense, I will have a private conversation with the student, explaining what was wrong and setting strong expectations for future good behavior. After that, I will implement strong consequences such as reporting the behavior to administration, apologizing to the other student, and/or calling and meeting with parents. As the teacher, I will make it a point to educate students about diverse cultures, different ability levels, etc. that exist in our society. I believe knowledge is the first step in fighting intolerance. I will make it a point to communicate directly with special education and ELL teachers about these populations of students, so I can effectively teach them and accommodate their special needs. I will organize my classroom to make it accessible for students who are in wheelchairs or need special accommodations for other disabilities. In addition, I will communicate with parents of these students to gain a clear understanding of their special needs and how I need to support them. Fair doesnt always mean equal - it means each student gets what he or she needs. In addition to serving the needs of students with disabilities, I will also provide adequately challenging activities for students who are advanced and gifted. Male and female students will be afforded them the same opportunities and amounts of attention. The ability to tolerate and treat others with respect is one of the most important skills students will acquire in my classroom. Early in each school year, we will engage in some sort of activity designed to help all students understand how it feels to be excluded or discriminated against. We may watch a movie like Finding Kind or Bully, role play or take a white privilege walk, depending on the age of my students and what school policy deems appropriate. During the school year, my students will spend time learning about and celebrating each others cultures, creating an environment that acknowledges and respects all cultures, ethnicities and other special populations. My students and I will constantly work together to create a classroom where students feel safe and comfortable to learn and express themselves.

Communication Plan
Communication will be a vital component of my teaching practice. I will clearly explain, demonstrate and post my expectations of students. I will post and read aloud a daily agenda to let students know what we to expect. Anytime we have a homework assignment, I will have students copy it into their planners as an exit slip.

In addition, I will start each year by sending home a brief overview of the class to parents. I will give parents an opportunity to write a paragraph or two telling me anything they feel I need to know about their childs learning style and needs. I will email parents a monthly newsletter about what the class is working on and upcoming assignments and events. Additionally, I will send home paper copies of the newsletter to any parents who dont provide an email address or otherwise indicate that they prefer not to receive email communication. During the first month of school, I will try to make at least one positive phone call home to the parents of each student in an effort to initiate a positive relationship. Then, if I need to contact them about any negative behavior or grades, I will have already begun our relationship on a positive note. First, I will call parents I havent had a chance to meet at open house or received other communication from. I will make it a point to daily check my email and respond to any parent communication promptly. If parents approach me with concerns during conferences or via email, I will make a concerted effort to listen carefully and compassionately. I will do my best to acknowledge and address these concerns within school policy guidelines. During conferences, I plan to share a portfolio of each students work. Students will be encouraged to attend and help facilitate conferences, explaining their work to their parents. Conducting conferences with both students and parents is a great way to effectively communicate with all interested parties and avoid miscommunication. My classroom will have an open door policy parents, administrators and other colleagues will be welcome to observe at any time. I will encourage parents to visit and share a career or experience if desired and relevant.

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