TABLE OF CONTENTS

Allen Putnam
Putnamal@mail.gvsu.edu
231.343.7551

What can be found in this classroom management plan?

This classroom management plan is a comprehensive document which
encompasses my personal views on what is necessary to effectively lead a classroom. It
includes materials ranging from my personal philosophy on classroom management and
its role in education, to my personal needs as a teacher both inside and outside of the
classroom. Different daily routines necessary to the success of a classroom are included,
as well as the role of formal and informal assessments in my classroom. I believe parental
and community involvement combine to be the penultimate factor in a students success,
second only to the environment inside of the classroom. My responses to possible
interview questions are also located in this document.

Table of Contents
PHILOSOPHY OF CLASSROOM MANAGEMENT AND EDUCATION .............. 1
CLASSROOM SET-UP.................................................................................................... 4
ASSESSMENT/GRADING/RECORDING/REPORTING SYSTEM ......................... 8
DAILY ROUTINES: ...................................................................................................... 13
SUBSTITUTE TEACHER............................................................................................. 18
RULES FOR BEHAVIOR ............................................................................................. 19
COMMUNITY INVOLVEMENT ................................................................................ 20
PARENT INVOLVEMENT .......................................................................................... 21
EXTRACURRICULAR ACTIVITIES ......................................................................... 25
TEACHERS NEEDS ..................................................................................................... 26
COMMUNITY BUILDING ACTIVITIES .................................................................. 27
SAMPLES AND VISUALS ............................................................................................ 29
INTERVIEW QUESTIONS/PREPARATION ............................................................ 34

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PHILOSOPHY OF CLASSROOM MANAGEMENT AND EDUCATION
When one puts the task of educating others on their shoulders, they are
undertaking a massive responsibility; a responsibility that will change the landscape of
our communities, our country and our planet. The main way in which we educate the
young people in the United States is through public schooling. This means that those
educators who oversee the individual classrooms in those schools, those classrooms that
hold our future laborers, business owners and Wall Street big-wigs, have the prosperity of
our citizens and country in their hands. As a result it is our job as teachers, principals,
superintendents and educators alike to lead students to be able to adaptively reason, to
think critically, and to respect others and be knowledgeable on others opinions. This is
what fuels me to make my classroom an open, fair and equal-opportunity environment in
which we cultivate an appreciation and respect for other cultures, think critically and
grow as citizens.
While it seems like a difficult task to engrain all of those traits into a child, the
trouble with the education process starts before they even walk in the door. Students from
different socio-economic backgrounds have varying difficulties outside of the classroom,
and these make their education that much more difficult. If a child is surrounded by
poverty, drugs, violence etc then research shows us that their chances of success
decrease drastically (Biddle & Berliner, 2002). Todays schools are being asked to do
much more than they were a decade ago; much more than they were ever meant to do.
Teachers must act as guidance counselors, mediators, nurses, trainers and everything else
in between. Joe Fernandez once spoke with a teacher who was discussing her role in her
second grade classroom. When asked how many hours she spent teaching the core
subjects, she replied 5 hours a week. Of course the obvious response to that is, how is
that possible? She replied that before we can educate em, we have to domesticate
em.(Fernandez, 1993, p3). This shows just how cultured and experienced a teacher
needs to be in order to strive in todays varied socio-economic classroom environments.
In lieu of these adverse social conditions, it is the role of the teacher to promote
and nurture a healthy atmosphere for students to learn. This means cultivating a
community of acceptance for other cultures, religions and races; along with mentoring
kids on how to interact together in a respecting and meaningful way. Barry L. Bull argues

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that the purpose of schooling should be about the pursuit of a childs ascension towards
personhood; to encourage children to develop and pursue a personally meaningful
conception of the good in such a way that they themselves are appropriately implicated in
its eventual constitution (Bull, 2006, p62). In order to offer this opportunity to children
we must first break-down and explain the culture in which they live, then introduce at
least two other cultures and ways of life within the society. This will allow each
individual student to choose for themselves what is right and wrong, and give them the
ability to look at their own culture and see which category it falls under. This is part of
the adaptive reasoning and critical thinking which schooling, especially classroom
environments, should provide our students.
Another important aspect of schooling to realize is that there are many different
ways in which different students learn best. A method of blanket teaching, where every
child is subject to the same type of instruction, is a very inefficient way to instruct
students. Some children are great at taking notes and learning visually while others need
to be actively engaged in the subject matter in order for the material to be retained. This
demands that each teacher be properly trained to interact with many different types of
children, and have the resources to reach every child. This also means that class sizes
need to consistently be at a capacity that is manageable for the number of staff in the
room. If larger class sizes are needed, then a sufficient staff of para-professionals should
be utilized. Another important thing to realize is that the center of education has shifted
from the Teacher to the Curriculum (Kliebard, 1995). If we can guarantee that the teacher
has a reasonably sized classroom, the right materials in place, and the support of his/her
superiors; academic excellence is a much more feasible destination.
In adhering to this classroom management philosophy, students are asked to think
critically and not simply regurgitate material they have memorized while also looking
respectfully and inquiringly at their own culture and others. The impact that a generation
of teaching under this philosophy could have is limitless. If the right people are attracted
to the field of teaching and the leadership within school districts is determined to educate
students in this manner, then change will surely occur. The system would result in better
educated parents, workers, business owners and politicians, but most of all, better
educated students.

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References
Biddle, B. & Berliner, D. (2002). Unequal school funding in the United States.
Educational Leadership 59(8), May, pp. 48-59.
Bull, B. (2006). Is standards-based school reform consistent with schooling for
personal liberty? Studies in Philosophy and Education, 25(1-2), March, 61-75.
Fernandez, J. (1993). Tales out of school; Part I. In J. Fernandez. Tales out of
school: Joseph Fernandezs crusade to rescue American education, pp. 124. U.S.: Back Bay Books.
Kliebard, H. (1994). Curriculum ferment in the 1890s. In H. Kliebard The
struggle for American curriculum, pp. 1-25. New York: Routledge.

4
CLASSROOM SET-UP:

Here is the wide open room with two islands in the middle and chairs and tables all
around them. I think gives the students a good option of whether they want to sit in a
group or more isolated by themselves. This also gives the teacher plenty of room if a test
needs to be read, or any other one-on-one work is to be done; so they can relocate to a
quieter space.

This is a bathroom inside of the classroom. This works great for my CTs Community
Based Instruction kids who need to change into their uniforms before they leave for their

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shift. It saves a lot of time and is very helpful for that group. I have never seen it be a
distraction, but that risk is surely out there.

Here are two computers available for the students to use. This is great so that they do not
need to leave to a computer lab in order to work on an assignment. Instead they can
remain in the room and still receive assistance when they need it.

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This is the technology stand and Promethean screen which is up in each room. These
stands are fabulous and extremely helpful. It keeps all of the technology organized and
easy access, while also allowing the teacher to be in front of the class while using it.
Teachers must often be at their desk in order to access these programs, but this allows
them to keep that face to face contact which is so important during instruction.

This is a large cupboard space where books, art materials, class folders and the social
contracts are held. It is very helpful to have the counter space as well as the cupboards.
This allows for a lot of storage but also keeps everything accessible to the student.

This is an extra room in the back of her class which was originally meant to be a nursery
room. This is a great storage space for art materials and magazines which can quickly
take up room in other areas. This also leaves a place for the CBT kids to leave their
things while at their job sites.

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ASSESSMENT/GRADING/RECORDING/REPORTING SYSTEM:
I will use both informal and formal assessment in my classroom as a means to ensure
students are being assessed effectively. I believe this is important to do because formal
high-stakes testing, especially standardized tests, alone do not fully encompass a
students academic abilities. They are definitely important as summative assessments,
and I do not argue their reliability and validity, however intermittent informal
assessments are also an essential indicator of student achievement. This can take the
shape of probing questions, writing prompts, projects, or many other activities. I will
strive to have a good mix of the two working together. The difference between the two is
that formal tests must be administered and scored the same way by everybody every time,
while an informal assessment must only be administered and scored the same way each
time by whoever is giving it. Formal assessments have a large predetermined norm-group
while it is not mandatory for informal assessments.
An example of a formal assessment I will use is the Test of Auditory Analysis
Skills (TAAS). This test assesses the students ability to segment as well as blend
phonemes. Phonemic awareness is a good predictor of how well a student will be able to
read in the future. This test has been proven to be both valid and reliable while being
administered for many years. The TAAS also gives teachers an instructional starting
point based on how they score on the test. Attached are a sample of both the test itself
and directions for how it is to be administered.
An example of an informal assessment is a final project that must be completed
by an entire class. There scores will not be compared, for example, to those of another
student from another school because it is not a norm-referenced assessment. A sample
rubric for such an assessment is attached.
I will record student progress and achievement on the computer with whatever
software the district is using. I find this easier and more reliable than using a physical
gradebook because I am prone to forget things. I can also recall countless time, especially
while at GVSU, when a professor has forgotten their physical gradebook and could not
tell us how we did on our previous assignment. Online tracking will also allow for
parents and students to keep track of scores.

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Student progress will also be reported back to the students and parents using daily
points and weekly grade reports. Students will grade themselves daily based on the
following: prioritize work, follow the social contract, fill out planner, came prepared, put
forth effort. Each of these categories is worth two points, totaling ten points per day. This
would be most effective in a study hall/directed study resource room environment.
Students will also receive weekly grade reports which show their academic standing,
including all assignments and respective grades earned, in each of their classes. Students
must get this signed each week by a guardian and return it for ten points.

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Sample Rubric for a summative Informal Assessment:

Learning
Target

I can tell you

why
different
people from
different
places in the
world have a
different
perspective
than I do.

100-90
Complete
Understanding

89-75
Mostly
Understood

74-50
Some
Understanding

49-0
Not Yet
Understood

I was
I was NOT
EXTREMELY
I was MOSTLY
I was
CLEAR in my
ELABORATE in
CLEAR in my
THOROUGH in
explanation as
my explanation
explanation as
my explanation
to why someone
as to why
to why someone
as to why
from this
someone from
from this
someone from
particular
this particular
particular
this particular
region would
region would
region would
region would
have a different
have a different
have a different
have a different
perspective.
perspective.
perspective.
perspective.
I included 2 or
I included 4 or
I included 2
I included 3
less
more
informational
informational
informational
informational
charts/graphs, 1
charts/graphs, 2
charts/graphs, 1
charts/graphs, 2
picture, and a
pictures, and a
or no pictures,
or more
map of the
map of the
and an
pictures, and an
region.
region.
inaccurate map
accurate map of
of the region.
the region.

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DAILY ROUTINES:
Entering the room: Enter quietly and politely; remove your hat if you're wearing one;
don't interrupt other students; follow the appropriate procedures for each time of day
(e.g., morning, after lunch, after a special class).

Lining up: Stand up quietly; push in your chair; take all necessary items; line up without
touching others or talking; face the front of the line; watch where you are going.

Leaving the room: Tell me where you are going; take the correct hall pass; do not run or
play in the hallways or restrooms.

Beginning the day: Enter the room politely; put away your backpack, lunch, and coat;
turn in your homework; sit at your desk and read alone or do before-school work silently.

Ending the day: Clean off your desk; leave out your work notebook; pick up any trash
within three feet of your desk; stack your chair; collect your mail; wait quietly to be
dismissed.

Taking out/putting away/caring for supplies: Share group supplies; recap markers and
glue; check the number written on the supplies to make sure they belong in your group
basket; if something belongs to another group, return it to them quietly.

Participating in group lessons: Do not bring anything with you unless I ask you to;
politely find a place to sit where you can do your best learning; sit flat, not on your knees;
listen carefully for new information; raise your hand to speak; do not speak when
someone else is speaking.

Obtaining help with assignments: Quietly ask the students at your table for help with
directions if you need it; if you are working alone, raise your hand to get help from me; if
you are working with a group, ask them for help in understanding how you do the

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assignment.

Handing in finished work/homework: Make sure your name is on your paper; place
your paper upside down in the "finished work" or "homework" basket.

What to do with unfinished work: If I ask for work to be turned in, let me know if it
isn't finished; if I ask you to keep an unfinished project, put it in your class work
notebook.

When and how to use the school restroom: If I am not teaching the whole group, stand
by the classroom door with your hand raised; if I say "no," wait for a better class time to
go; if I nod, leave the room quietly; do not play in the restroom; return to class before two
minutes have passed (promptly).

When and how to use the drinking fountain or sink: When I am not teaching the
whole group, you may get a drink; take only a three-second drink; you may bring a water
bottle to keep on your desk; if you need to wash your hands, use only a little soap; wipe
up any water you spill.

When and how to use the pencil sharpener: At the beginning of each assignment, the
person I've chosen to be the "Pencil Sharpener" will invite you to have him or her sharpen
your pencil; if your pencil breaks during an assignment, use a community pencil; only the
"Pencil Sharpener" can run the sharpener and empty it.

Being a classroom helper; learning a classroom job: If you get a job on Monday, see
the person who did the job last week during silent reading time, ask him or her for the job
description card, and have him or her help you on the first day. For the rest of the week, it
is your responsibility to remember to do your job.

Getting into work groups: Take all the materials you will need; greet each other;
complete the task doing your personal best; make sure each person signs the project;

15
thank the others in your group.

Using the classroom library: When I am not teaching the whole group, you may check
out a book. To do so, select a book (you only have three minutes at the class library) and
sign out the book on the sign-out sheet. Take good care of the book; when you are
finished, return the book to the basket and check it off the list.

Handling seatwork pages: As soon as you get a paper, print your first name and last
initial at the top on the right-hand side and today's date at the top on the left-hand side.

Preparing for lunch: Wait quietly at your desk; when your lunch number is called, get
your lunch or lunch money and line up in order; take everything with you, as you will not
be allowed to come back to the classroom after we leave for lunch; while you're waiting
in line, think about the way you need to behave in the lunchroom and on the playground;
while you're at lunch and at recess, find one person who is behaving responsibly and be
prepared to tell the class what you noticed.

Getting a tissue: You may get a tissue from the closest of the four tissue boxes whenever
you need one; you don't even have to ask; throw the used tissue away immediately; make
sure it lands in the trash can; get right back to work.

Lunch count/attendance: "Hot lunch" means you are having school lunch; "cold lunch"
means you brought a lunch from home; move your attendance tag/magnet/clothespin to
the "hot lunch" or "cold lunch" sign/spot; wait patiently for your turn.

Throwing away trash: You may throw away trash whenever you need to if I am not
teaching the whole group; do not play basketball with your trash; make sure all trash
lands in the can; pick up trash even if it isn't yours.

Turning in lost items: Ask the people around you if they lost the item you found; if not,
write your name and the date on a slip of paper and tape the item to it; if it is money or

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something valuable, put the item and slip on my desk for safekeeping; if not, put it in the
Lost and Found box; give yourself a "pat on the back" for being honest.

Locating lost items: Ask the people around you if they found the item you lost; if not,
check the Lost and Found box; if it is not there, ask me at a time when I'm not teaching
the class; if you find it, thank the person who turned it in; next time, try to take care of
your things. Consider going through the Lost and Found box at the end of each month
with the whole class. If an item remains unclaimed, give it to the person who turned it in.

Pledge: When you hear/see the signal, stop what you're doing immediately and stand up;
place your right hand over your heart; say the Pledge of Allegiance respectfully; during
the 30 seconds of silence, quietly think about the things you want to learn today and how
you will act in class and on the playground.

Visitors in the classroom: When visitors enter the room, let the designated classroom
"host" or "hostess" greet them; when the host or hostess rings the chimes, get ready to
listen to and look at the visitor a smile is great!; when the host or hostess introduces
the visitor, say, "Welcome to our class, __________"; remember, most visitors are here
to watch you learn, so be ready to explain what you are working on; treat visitors
respectfully.

Fire drill: Stop everything; stand up and head for the door quickly, but without running
or pushing; do not cover your ears; do not make any side trips; the classroom "fire chief"
takes the fire drill packet and leads the line outside; the second person in line holds the
classroom door for the rest of the class; the third person in line holds the outside door
only for our class, then becomes the last person in line; wait patiently, calmly, and quietly
in line outside until we are allowed to go back to what we were doing.

Signals for attention: When I need your attention, I will ring the chimes (or sound the
rain stick, open the music box, etc.); as soon as you hear the signal, stop what you are

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doing, look at me, and listen for directions.

Helping other students: In a cooperative classroom, it is good to help one another; if

someone needs help with directions or reading an assignment, help him or her if you are
able; if someone needs help with understanding the problem, tell him or her to ask me for
help; never put down another student who asks for help.

Organizing desk: Remove all loose papers; decide if they should go home or stay at
school; put papers that should stay at school in the front pocket of your work notebook;
put pencil or art supplies in your school box; put your folders and work notebook on the
left side of your desk tray; everything else goes on the right side; pick up your trash.

What to do during free time: If you finish an assignment, first work on any unfinished
assignments that are in the front pocket of your work notebook; when you finish those,
you may choose to do your classroom job, read a book, write a story, illustrate a book,
make up math problems, work on a research project, peer-tutor someone who needs your
help, or create a song about what the class is studying.

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SUBSTITUTE TEACHER:

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RULES FOR BEHAVIOR:
The classroom environment will consist of the following four rules: Follow Directions,
Make It Clear That You Are About To Leave The Room, Respect Your Classmates And
Your Teacher, Keep Hands, Feet, And Objects To Yourself.
Cafeteria

Sit at assigned seats.

Walk to and from the cafeteria table (to avoid accidents.)
Remain in the cafeteria during lunch.
Only leave the cafeteria with a signed pass.
Keep your area clean, no throwing of food or trash.
If you need to use the bathroom, you must ask permission from the person in charge.
Clip Chart
1. A laminated strip of paper that has been divided into seven
levels.
2. A set of clothespins with the name of a student written on
each one. The clothespins are clipped to the left and right edges
of the Ready to Learn level of the chart. During the course of
the day, the clothespins move up and down the chart based
upon the behavioral choices each student makes. Good behavior
causes the clothespin to move up one level. Conversely,
inappropriate behavior will cause the clothespin to move down
one level.
All of the clothespins start in the middle level, Ready to Learn,
and not in the top level, Outstanding.

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COMMUNITY INVOLVEMENT:
I would like for my school to have a community-based-training (CBT) program for
special education students who need relevant job experience before leaving high school.
This CBT program calls on local businesses to volunteer to take a student and let them
work at their establishment. They will not be paid or have the duties of a regular
employee, but they will be around other workers and interacting with other workers the
same. Some time on the job site can be spent doing janitorial work like taking out the
garbage, cleaning etc but the overall goal of their experience is to spend time engaging
in activities particular to that business. Example job sites may include: auto-mechanic
shops, restaurants, factories, child care, working for the city, and many more.
In addition to community involvement I feel very strongly about relevant guest
speakers. Guest speakers allow a professional of a particular area to come into the
building and tell students about their personal experiences or about a certain career path
or resource. Another way guest speakers can be utilized could be a dentist coming into
the classroom to talk to the kids about brushing and flossing their teeth. Their experiences
are relevant because the content refers to their professional field, and they often work
with kids so they would likely be comfortable with them in a classroom.

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PARENT INVOLVEMENT:

Ideas for Parents to get Involved:

Younger Children

Be a class reader. Offer to come in to read to the whole class of children or to

individual children who need more support.

Work as a center/lab helper. Teaching things like science, art and computer lab
to young children requires lots of hands-on help, and under tight budgets, these
are often the first areas to be cut. If you have an interest in one of these areas,
offer to come in once a week to lend a hand.

Offer to tutor. Teachers usually have to teach to a wide range of abilities. Having
parents on hand to give one-on-one support to students on the high and low ends
of the spectrum gives the teacher more time to focus on the middle.

Volunteer as class parent. If you have more time to give, this is a fantastic
opportunity, usually involving organizing parties and teacher gifts throughout the
year.

Older Children

Assist with a special interest club or drama group. With teachers being asked
to do more and more with fewer resources, sometimes it's up to parents to keep
extracurricular activities going.

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Speak to classes about your career or special expertise. One of the most
important gifts you can give a child is the gift of inspiration. Older kids have
moved beyond wanting to be a fireman or the president and need role models to
teach them about other career opportunities.

Work as library assistant. Helping kids discover books they love or research
topics they're excited about can be a really rewarding experience for parents.

Volunteer to help with sports programs. Keeping kids active is critical to their
physical and emotional health. Parent involvement can do a lot for increasingly
underfunded school sports programs.

How Teachers Can Get Parents Involved:

1. Ask Parents To Get Involved
Engaging parents is a multi-step process. The first step is simply reaching out and
asking parents to get involved at school. Invitations to school activities, such as lunch
visits, assemblies, concerts and student-led activities are a great way to introduce parents
to a schools culture, as well as to its teachers, staff, and administration. The opportunity
to meet other parents is also a great way to increase involvement.
Encouraging parents to attend parent-teacher conferences, open houses and back-toschool events give parents the opportunity to see their childs work and learn more about
any student successes or challenges.
Other invitations can be extended for parents to:

Help in the lunchroom

Assist in class

Volunteer for a fundraiser

Share history, work experience or other stories with the students

Tutor children

Help in computer or science labs

Accompany classes on field trips

There are so many ways to engage parents in their childs education. Many parents will
not take the initiative, so schools must become proactive and make regular requests.

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2. Make Parents Feel Like Part of the Team
Teachers and administrators can increase parent involvement at school by making
parents their partners in a childs education. Some parents may believe that teachers can
do it all, or that they are not needed. They may even feel unwelcome in the school or
classroom.
Schools can help bring parents on board by:

Improving communication, including returning phone calls and emails quickly

Scheduling activities and events at flexible times for working parents

Teaching parents how to help their child and the school

Encourage active discussion about school progress and standardized test scores
during PTO/PTA meetings.

Providing guidelines on how to support education

3. Designate a Space For Parents

Creating a welcoming atmosphere is crucial to improving parent participation.
Parents may not become involved at school because they dont know where to go or how
to begin. Teachers might think theyve done all they can to communicate that parents are
welcome.
There is a sure way to communicate that parents are needed and wanted at the
school: creating a parent room. In fact, helping with such a space can be a perfect
introduction to what its like to be involved at school. Teachers can enlist parents by
asking what they would like to see in the parent room and then ask them to help make it
happen.
4. Avoid Pre-Judging Parents Ability to Become Involved at School
A few reminders about what NOT to do when approaching parents about becoming
more involved at school:

Dont make decisions about a parents abilities based on appearance

Dont limit a parents involvement based on socio-economic status

Dont assume a parent is inclined to become involved or not based on income

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Dont forget that parents, whether they are middle-income, low-income, oneparent, two-parent, physically or mentally challenged, are all interested in their
students success and well-being

Dont hesitate to offer every parent the opportunity to participate in activities

5. Send Lists of Needs and Opportunities Home with Students

Encourage parental involvement at school. Make it part of your communication and
outreach plan to find out what talents, knowledge and abilities your schools parents have
to offer.

Compile a list of needs and volunteer opportunities.

Be specific and enthusiastic. For example, rather than Garden volunteers

needed, try, We need four volunteers to dig in the dirt for one hour per week.
Help us plant our garden!

Ask parents to fill out a skills and interests assessment and create a database for
future opportunities.

Brainstorm with other teachers to determine what skills fit which jobs.

Once youve matched a need with a skill, contact the parent and ask for their help.

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EXTRACURRICULAR ACTIVITIES:
I have 4 years of high school football and baseball coaching experience and would
like to pursue this further after I graduate. I have a passion for coaching that was
definitely a catalyst for me to enter the field of education. I began coaching after I
graduated high school and have coached baseball and football ever since. I have coached
at multiple levels ranging from J.V. assistant and Head Coach to Varsity assistant.
I would also like to take part in the schools Child Study Team program. I feel
passionate about ensuring students get the appropriate attention and intervention when
they are struggling. One thing I would like to assist in alleviating is a child getting lost
in the shuffle or falling through the cracks. Seeing a student get brushed along with
near failing grades because they dont fit into a special education classification is a
tragedy and can be avoided.

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TEACHERS NEEDS:
As a teacher it is important that I identify my needs as well as my students. Some of my
needs are as follows:

Time Management

I would like to focus on being earlier to events in all aspects of my

life. I feel much better when I have time to collect my thoughts and
prepare for whats ahead.

Organization

I would like to adopt an organizational system that works for me.

Other areas that I enjoy and believe are vital to me as a person are as follows:

Collaboration

I find collaboration with others in areas that we are both interested

in to be very enriching and rewarding. Whether it is talking about
education and specific lessons or strategies, or discussing music
and history; common discourse is something that makes me happy
and feel energized.

Recreation

I really enjoy trying new things and traveling. Exploring new cities
and towns is exciting and helps to broaden your view of what it
means to a part of something. Everybody has different experiences
and I enjoy getting a glimpse of what those are.

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COMMUNITY BUILDING ACTIVITIES:
Burn Fears
Purpose: To create a sense of community by demonstrating the similarities among the
group.
Materials: paper, writing utensils
Prep Time: Less than 2 minutes
Activity Time: 5-15 minutes
Activity:
1. Pass out 4 note cards to each person.
2. Ask them to think about the experience ahead and picture in their minds what they
are excited about, or what they hope will happen, and what they are nervous
about, or what they fear about the experience. Have them write 3 hopes and 2
fears on their not cards, one per card. Make sure they do not put their names on
the cards.
3. Ask them to fold the cards in half and place them in the hat or in a circle on the
floor.
4. Mix up the cards, then pass them around the circle, each person taking one card at
a time until all the cards are taken.
5. Have one person start by reading what is on one of his/her cards. Then as a group,
discuss what was on the card.

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Human Knot
Purpose: To build team unity and problem solving skills.
Materials: paper, writing utensils
Prep Time: less than 2 minutes
Activity Time: 5-10 minutes
Activity:
1. Team members will form a tight circle and grab other team members hands
across from them in various ways until all members are holding the hands of two
other team members that are neither
a. next to them
b. nor both the same hands of one person.
2. Once this is done, the group must untangle themselves from this knot without
breaking the grasp of one another.

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Snippets:
SAMPLES AND VISUALS:
1. PowerPoint grid for current homework in Directed Study class.
2. Capturing Kids Hearts
3. Dont say If it doesnt work out and give students an out.
4. Printers/copiers can be confusing and always jam.
5. Playing music in class can be risky due to language.
6. Parent Communication Log
7. Save emails and document parent phone calls
8. School hard drives can crash anytime.
9. Befriend the schools technology professional.
10. That goes for janitors and secretaries too!
11. Invest in an umbrella.
12. Extra reading (especially magazines) can distract other students while working.
Hey look at this!
13. Appropriate magazines should be accessible.
14. Social contracts should be a norm in every classroom.
15. Directed study grading should be based on filling out agendas and prioritizing
work.
16. 16 elements of explicit instruction.
17. Alternate dry erase colors on board for better comprehension = 2-3 points each.
18. Frontload vocabulary provide experiences to generalize terms.
19. Get up to greet your class!
20. Ask what kids are interested in and ask can I try?
21. Dont patronize the social contract. Validate it!!
22. Make sure to not lead students to the answer while reading a test.
23. Go to a sporting event at the school you are student teaching at.
24. Get to know new students or those who enroll late right away.
25. Some subs are just warm bodies
26. Write down code for the printer in your planner.
27. Bi-weekly not weekly grade reports may be necessary.
28. Communication is sending and receiving messages.
29. Hang up any articles from the paper involving students unless its the
police/fire report.
30. Reinforce that the positive behavior was THEIR choice.
31. Directed study sign in
Algebra
Student A
32. Its important to have
ELA
conversations about tough
Student B None
subjects when necessary
(bullying, race, holocaust etc)
Math
Student C Read
33. Post student schedules on board
and leave them
34. Clearly communicate student needs with other staff in building.
35. Teachers personalities can clash with students.
36. People are tired on Mondays
37. Dont stand behind desk or computer when talking to students.
38. You know not the best to say to students

30
39. Same goes for You Guys
40. Advocate for your students.
41. Teach self-advocacy skills to your students.
42. Homecoming week can be hectic!
43. Rehearsing lesson plans is effective and helps you feel prepared and well versed.
44. Always have a water bottle.
45. Organize your planner.
46. Brown shoes black belt Black shoes - brown belt?!?
47. Computer time in the 5 minute passing period never works out.
48. Being told your beard is pretty epic always makes it a good day.
49. Theraband/bungee cord under desk for fidgety students.
50. Find a great teacher in your building (not just friendly person) and befriend them!
51. Say I notice in place of I like.
52. Fesslers brother who is a superintendent in Chicago.
53. Fritz Wulfram: District 219 in Chicago. ELL teacher.
54. See the humor in what kids do.
55. Dont forget the pains of childhood.
56. Lead with empathy. It sounds like youre overwhelmed. Then offer choices.
57. Dont argue with students! There is NO positive outcome.
58. A magnet in the door frame keeps it from locking.
59. Psychiatrist (medical) is NOT a counselor. School psychologist (test-giver) is
NOT a counselor.
60. TeacherspayTeachers.com
61. Dont make meetings with parents when no one else is around.
62. Dont wear glitzy jewelry to conferences.
63. Know your students allergies.
64. Know how to use secure print option at the office.
65. Know your schools Halloween protocol.
66. My high school drama days are over.
67. Organize passwords and usernames for all of the different programs you use.
68. Always follow up with your students. One single case of not doing it is
devastating to your rapport.
69. Have clear lines of physical contact. Not Appropriate.
70. Contact co-teachers in other classes to see how a student on your case-load is
doing.
71. Sandals are just never ok as a teacher during school.
72. Sign up for WZZM snow day alerts
73. PEMDAS video rap.
74. Brain Works for creating signs for sensory equipment.
75. ISDs have all kinds of technology waiting to be utilized.
76. Attend ISD meetings/conferences. Many are free.
77. Remember how it felt to be a student in each grade.
78. Follow up with appropriate staff after having a student removed from class.
79. Have routine meetings with principal, Special Ed director etc to discuss
personal goals, classroom goals, and school goals.
80. Thank you notes are specials ways to say you appreciate what someone has done.

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VISUALS THAT REFLECT YOUR APPROACH TO CLASSROOM
MANAGEMENT:
1 Minute Dismissal Checklist
I like this checklist not only for
younger students but for
secondary, even COLLEGE
students as well! Its a great
wrap-up activity that allows
everyone to be on the same
page in terms of what they are
responsible for before they
leave, as well as ending the
class on a good thing to another
person. It allows students the
chance to be responsible for
themselves in ensuring they
have done what they need to.

32

Now Showing
I really like how explicitly this
timeline lays out the daily
schedule. It is very simple but
also delivers the message in a
fun and unique way. Perhaps it
could just be used on days
where the schedule is different
than normal (field trip, half day,
field day etc).

Organizational Shelf
These individual plastic bins are
organized by their specific
contents and are labeled with a
picture clearly stating what is
inside. A shelf such as this also
creates the opportunity for a
classroom job (checking the
bins to make sure things are put
away correctly using a
checklist). This is something
that can be put in a corner
without taking up a lot of space.

33
Pre-Made New Student Packet
These already-made packets
allow for a stress-free transition
for both the teacher and the new
student. There will be no
scramble to gather up all of the
materials that have been used up
to that point, and the student will
not have to wait. The student will
also feel a sense of importance
seeing that, even if there was no
notification, his/her new school
and teacher are prepared and
caring!

Classroom Library
This is a cozy classroom library
with a lot of options for students
when they want to read. I
appreciate how it isnt so
grandiose that its an eye-sore,
but it still catches your eye. The
arm chairs and cushions are
great for students to spread out
across the room and read.

34
10 LIKELY INTERVIEW QUESTIONS AND PERSONAL RESPONSE:
1. Why did you become a teacher? There was something about school that I always
enjoyed, not always the content or curriculum, but I can still clearly recall sitting in
class as a freshman and thinking: I wouldnt do it that way or I think I would do it
like this. It was then that I thought: maybe I should be the one up there in charge. I
went on to ask my teachers about their profession and tried to truly learn about what it
meant to teach. Once I graduated and began coaching I knew that it was absolutely
what I wanted to because of how excited I was to build those relationships with
young people and see them grow, learn, and perform.
2. What separates you from other candidates? My relentless pursuit of what is best for
the student. Not plural students, because each student is different and has different
needs. I believe it is my job to figure out what the student needs to be successful, and
then ensure that they receive it.
3. Where do you see yourself in ten years? I see myself continuing to advance and grow
as a teacher and educator in whatever capacity is best for students. I would like to be
a mentor teacher for new teachers and equip them with the knowledge necessary to be
successful in this district.
4. What is the most satisfying thing about teaching? Advocating for students and
teaching them to advocate and be active in their own education. Too often we give a
student a set of accommodations because we decided they need them and we decided
how long they need them etc Students, if not already, need to learn to invest in their
own education and advocate for what they need to be successful. Seeing students do
this, a very difficult and mature act, is a huge step for them as they continue on in life.
And while satisfying may not be the word I would choose; it brings a purpose to my
career and my life that I am honored to have.
5. What are your interests outside of teaching? I really enjoy trying new things and
traveling. Exploring new cities and towns is exciting and helps to broaden my view of
what it means to a part of something. Everybody has different experiences and I enjoy
getting a glimpse of what those are. I also love music, music history, and music
theory. I have been collaboratively learning to play guitar for a few years now and it

35
has become a passion of mine.
6. How do you develop self-esteem within students? One thing I do to develop selfesteem within students is teach them about self-advocacy and how it empowers them
not only in school but in their lives. For a large number of students, when they are
educated on their disability and given the opportunity to look at it non-judgmentally
they can begin to understand what specific things they need to help them be
successful. Understanding what those things are and then being active in ensuring
they get them is very empowering.
7. How do you stay current in your field? I stay current in my field by attending relevant
workshops, conferences, and professional development opportunities. I find
collaboration very exciting and beneficial for spreading new ideas. Constantly
surrounding oneself with the most current information relevant to their field is
important to be an effective teacher.
8. How do you keep parents aware of their childs grades? I use weekly grade reports
for each student and then personalize other parent contact for each student
individually. Some parents and students only need those weekly check-ups, while
others prefer more frequent communication. I believe the use of e-mail, phone calls,
and personal conferences are all important in keeping the parents involved in their
childs education.
9. How have you used, or will you use, technology in the classroom? I have used
technology many different ways in the classrooms. Much of my input uses either a
projector, word processor, PowerPoint, videos or a combination as a medium to relay
information. One thing, however, that I cannot stand is teaching from behind a
computer. It feels so detached from the students and I dont think they get much from
it. I also have the students use computers to do research and create an assortment of
projects.

10. What does a model classroom look like to you? To me, a model classroom is one in
which acceptance and understanding between all individuals, as well as learning, is
visible and valued. For example, an observer would be able to see students being

36
respectful to one-another regardless of their differences. They would also value and
respect views other than their own rather than dismiss simply because they are not the
same. It will also be clear that our overall goal is to learn and excel academically, and
that those are admirable attributes to have and are highly valued.

37
QUESTIONS TO RECIPROCATE TO INTERVIEW TEAM:
1. What types of resources are available through this districts ISD building and staff?

2. What types of transitions services do you have currently available for special
education students? What types of services would you like to see added?

38
Do not train a child to learn by force or harshness; but direct them to it by what amuses
their minds, so that you may be better able to discover with accuracy the peculiar bent of
the genius of each.
Plato
An Outline of How I Will Positively Manage My Classroom
Teacher Goals:
To cultivate a classroom that respects other peoples backgrounds and
thoughts as well as visibly values education,
To empower students to advocate for themselves by personally
understanding what they need to do to be successful both inside and
outside of the classroom.
To be a positive role model for students in a safe, fair, and fun learning
environment where they are led to discover information on their own
rather than simply told what the information is.
I will emphasize the following four areas in my classroom management plan:
1. Organization: Nothing that occurs in a classroom happens by chance, the opportunity
is there because a teacher has put in the proper planning and management strategies well
before the day of instruction. A conscious effort is made in regards to collaboration
zones, desk layout, materials and supplies, bulletin boards, and behavior plans which
finally culminate to form a research based lesson plan. This will be achieved by:
- Consciously organizing the first day of last so that it reflects how the class will be
structured for the remainder of the year.
- Knowing each of my students individual needs and how I can best meet those needs
with the resources that I have. This will also include effectively creating a classroom
environment based on my students and not just forcing them into a non-genuine
environment.
2. Prevention: It is my belief that many of the problem behaviors that are seen in school
can be avoided and prevented by creating a plan involving effective classroom
management techniques starting on day one. I will accomplish this type of prevention by:
- Creating engaging activities that keep my students engaged in learning and discovering
for the entire class period.
- Being consistent every day in my instructional attitude and management techniques.
3. Intervention: I accept that students will misbehave for a plethora of reasons, some
more acceptable than others, but that I must be consistent in addressing these incidents
individually for each student. Students will also understand that not everyone will be
treated the same, and that being fair does not mean being equal. Students have
different need and therefore need different interventions. Some examples of these
interventions are:
- Cultivating positive and meaningful relationships with students using Jim Fayes Love
and Logic strategies.
- Appropriately using Canters Assertive Discipline Plan to shape student behavior.
4. Communication: Clear communication is of utmost importance in regards to having
healthy relationships with staff, students, and parents alike. I will do this by:
- Personally getting to know each student and their passions, likes, dislikes, and needs.
- Clearly communicating progress with parents, students, and other school staff.