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Classroom Management Plan

Shari Lepp Professional Semester II

Catholic Central High School Grade 10 Science

PSI Classroom Management Plan

Name: Shari Lepp Teacher Associate: Teles o!drea! School: Catholic Central High School "ni#ersit$ Cons!ltant: %o&ert 'iller

1. Classroom Management Checklist Student Information/Organization

%ecei#e and ma(e copies of class list ecome familiar )ith names and faces of st!dents Learn a&o!t indi#id!al st!dents from the st!dents from other teachers from st!dent profiles *if a#aila&le+

Familiarization with School Policies and Procedures

Comp!ter programs for attendance, mar(s, etc .ismissal and signo!t /ire drills and other emergencies Li&rar$ reso!rces Science and la& s!pplies Safet$ meas!res Sched!les0 ell times St!dent assem&lies, co!ncils, hand&oo(*s+, etc School1)ide r!les and &eha#io!r e2pectations

Classroom Organization
.es(0ta&le arrangement Teacher des( arrangement Comp!ter arrangement La& arrangement Pro3ector0Smart oard arrangement Instr!ctional material storage *st!dent s!pplies+ scissors paper gl!e hole p!nch tape stapler pens and pencils 4leene2 Teaching material storage *s!&3ect storage, photocop$ing, materials, etc-+ Class1specific storage Lesson plans "nit storage Plan &oo( Store photocop$ing Grade &oo( Long1term storage !lletin &oards Learning centres La& s!pplies /irst da$ seating arrangement *if needing to &e changed from c!rrent arrangement+ 5here to hand in and pic( !p assignments or hando!ts

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De elo! Procedures
7ntering classroom0start of class /ire drills Ta(ing attendance Late proced!re A&sence proced!re .ismissal0clos!re proced!re St!dents )ho lac( materials *s!pplies, hando!ts, etc-+ Handing o!t materials Lea#ing the classroom Ans)ering 8!estions Handling 78!ipment Proced!res for assigning, collecting, handing &ac( st!dent )or( .e#elop s$stem for grading and trac(ing mar(s Proced!res for hands1on acti#ities Proced!res for gro!p )or(, indi#id!al )or(, )hole class disc!ssion Ho) to comm!nicate and practice proced!res 5ater and &athroom &rea(s 'issed assignments *la&s, assignments, 8!i99es, e2ams+ Getting st!dents: attention Grading0mar(ing0trac(ing proced!res

Define Classroom "ules/Inter ention Plan

Classroom r!les /ollo)1!p strategies )hen r!les not follo)ed Ho) to comm!nicate r!les Informing families of r!les .etermine inter#ention strategies .e#elop action plan for serio!s mis&eha#io!r Prepare sample formal contract .e#elop record1(eeping s$stem for &eha#io!r iss!es e C;NSIST7NT

Materials to Collect and Pre!are

Te2t&oo( and accompan$ing materials S!pplementar$ teaching materials "nit plan Lesson plans for first )ee( Prepare )or( &inder

log&oo( entries sched!les lesson plans reflections

First Da# Pre!aration

Create introd!ctor$ Po)erPoint Plan and organi9e demonstrations 4no) st!dents names *&ased on prepared st!dent list+ e confident and en3o$

$. %esson Plans for First &wo Da#s of Practicum

Da# One %esson Plan

There are going to &e set !p some)hat differentl$ as m$ practic!m is r!n differentl$ than the a#erage practic!m for professional semester t)o- A lot of classroom e2pectations and r!les are alread$ set !p &$ the TA and )ill &e re#ie)ed )ith st!dents )hile I am in the classroom d!ring the first )ee( *prior to me teaching+
Lesson Title/Focus Subject/Grade Level Unit Introduction and Imaging Technology Grade 10 Science Cycling of Matter in Living Systems Date Time Duration Teacher March 10 1 Hour 18 Minutes Shari Lepp

OUTCOMES FROM L!ERT "ROGR M OF STUD#ES

General Learner E$%ectations & S%eci'ic Learner E$%ectations & STS 1! Students "ill e#plain the relationship $et"een developments in imaging technology and the current understanding of the cell STS 1%&! Students "ill descri$e ho" advancements in 'no"ledge of cell structure and function have $een enhanced and are increasing as a direct result of developments in microscope technology and staining techni(ues )e.g., electron microscope, confocal laser scanning microscope [CLSM])

LE R(#(G O!)ECT#*ES
Students +ill& 1% identify developments in microscope technology

SSESSME(TS
,e- .uestions Observations&
"roducts/"er'ormances

*hat 'ind of microscope are "e using and "ho invented it+ ,aying attention to students during instruction- discussion- and microscope "or' .$serving s'ills and attitudes throughout the lesson La$ /esults 0uestions

LE R(#(G RESOURCES CO(SULTED

1ddison *esley Science 10 1l$erta ,rogram of Studies

M TER# LS (D E.U#"ME(T
Computer2,ro3ector ,o"er,oint Microscopes Slides "ith specimen on them Transparent ruler Time 6 minutes 1 minute Time 10 minutes

"ROCEDURE
Attention Grabber Introduction #ntroduction 444 note that the first half of the class "as used for a unit e#am444 5emonstration 7#plain "hat "e "ill $e doing today! Loo'ing at imaging technology Slidesho"25iscussion In(uiry La$2*or'ing on 0uestions !odSlidesho" Go over information on imaging technology and calculation magnification In(uiry La$ Go over the la$ "ith the students 8 identify "hat they are loo'ing for as "ell as the things that are e#pected of them

Learning Activity #1
Assessments/ Differentiation

Observation assessment pa ing attention to st!"ents "!ring instr!ction an" "isc!ssion &0 8 &6 minutes

Learning Activity #2

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/evie" handling and use of the microscope )p%9:8; together *or' through the la$ together )up to part 6 of the procedure; 1llo" students to play "ith the microscopes a little and carry out the procedure themselves /emem$er to as' students a$out the microscope 8 *hat 'ind of microscope is it+ *ho invented it+ *hat is the magnification po"er+ Ho" does that compare to "hat the original lens ma'ers could see+ Observation assessment pa ing attention to st!"ents "!ring instr!ction an" "isc!ssion S#ill $erforming an" %ecor"ing & st!"ents 'ill !se instr!ments effectivel an" acc!ratel for collecting "ata Attit!"e Collaboration st!"ents 'ill 'or# collaborativel in planning an" carr ing o!t investigations, as 'ell as in generating an" eval!ating i"eas La$ 0uestions 16 &0 Have students complete (uestions 1 8 < of the la$ minutes Observation assessment pa ing attention to st!"ents "!ring 'or# time an" (!estioning S#ill Comm!nication an" )eam'or# * an" & 'or# toget+er an" !se appropriate representation to comm!nicate i"eas Closure Time /emind student that there "ill $e a short (ui= tomorro" on C1%1 Have prepared slides for students to e#amine once they have completed their la$ (uestions% If they still have e#tra time- they can $egin reading the information for tomorro" )C1%&2C1%<2C1%9; Three Strengths < minutes

Assessments/ Differentiation

Learning Activity #3
Assessments/ Differentiation

Transition To Next Lesson Sponge Activity

Ref ection

Three *ea'nesses

,o"er,oint Slides

Da# &wo %esson Plan

Lesson Title/Focus Subject/Grade Level Unit Cell Theory- Imaging Technology and Cell /esearch at Molecular Level Grade 10 Science Cycling of Matter in Living Systems Date Time Duration Teacher March 11 1 Hour 18 Minutes Shari Lepp

OUTCOMES FROM L!ERT "ROGR M OF STUD#ES

General Learner E$%ectations & S%eci'ic Learner E$%ectations & STS 1! Students "ill e#plain the relationship $et"een developments in imaging technology and the current understanding of the cell STS 1%1! Students "ill trace the development of the cell theory! all living things are made up of one or more cells and the materials produced $y these- cells are functioning units of life- and all cells come from pre e#isting cells ,e.g., from Aristotle to -oo#e, $aste!r, .ro'n, an" Sc+'ann an" Sc+lei"en/ recogni0e t+at t+ere are s!b1cell!lar particles, s!c+ as vir!ses an" prions, '+ic+ +ave some c+aracteristics of living cells) STS 1%&! Students "ill descri$e ho" advancements in 'no"ledge of cell structure and function have $een enhanced and are increasing as a direct result of developments in microscope technology

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and staining techni(ues ,e.g., electron microscope, confocal laser scanning microscope [CLSM]) STS 1%<! Students "ill identify areas of cell research at the molecular level ,e.g., D2A an" gene mapping, transport across cell membranes)

LE R(#(G O!)ECT#*ES
Students +ill& &% Trace the development of the cell theory <% 5escri$e enhancement2increasing of 'no"ledge of cell structure and function as a result of developments in microscope technology and staining techni(ues 9% Identify areas of cell research at the molecular level

SSESSME(TS
Observations& "roducts/"er'ormances ,aying attention to students during instruction- discussion- and microscope "or' .$serving s'ills and attitudes throughout the lesson La$ results (uestions

LE R(#(G RESOURCES CO(SULTED

1ddison *esley Science 10 1l$erta ,rogram of Studies

M TER# LS (D E.U#"ME(T
Computer2,ro3ector ,o"er,oint

"ROCEDURE
#ntroduction Attention Grabber Introduction 5emonstration 7#plain "hat "e "ill $e doing today! 0uic' 0ui= Loo'ing at cell theory- imaging technology2staining techni(ues and research at the molecular level Slidesho"25iscussion 0uic' La$ Slidesho"25iscussion *or'ing on 0uestions !odHave students complete short (ui= on material from yesterday Slidesho" Go over information on the cell theory and imaging technology2staining techni(ues Time 6 minutes

1 minute

!"I# Learning Activity #1

Assessments/ Differentiation

Time 16 minutes 16 minutes

Observation assessment pa ing attention to st!"ents "!ring instr!ction an" "isc!ssion 0uic' La$ ,age &69 in te#t Go over the la$ "ith the students 8 identify "hat they are loo'ing for as "ell as the things that are e#pected of them /evie" handling and use of the microscope )p%9:8; together 96 minutes Have students identify parts of the microscope $efore they proceed "ith the la$ Have students complete all the steps in the procedure for the la$ Have students complete (uestions 1- < and 9 Observation assessment pa ing attention to st!"ents "!ring instr!ction an" "isc!ssion S#ill $erforming an" %ecor"ing & an" 3 st!"ents 'ill !se instr!ments effectivel an" acc!ratel for collecting "ata, estimate (!antities ,calc!late magnification, fiel" of vie' an" scale) S#ill Comm!nication an" )eam'or# * an" & 'or# toget+er an" !se appropriate representation to comm!nicate i"eas Attit!"e Collaboration/Safet /4nterest st!"ents 'ill 'or# collaborativel in planning an" carr ing o!t investigations, as 'ell as in generating an" eval!ating i"eas, s+o' interest in science1relate" (!estions, s+o' concern for safet Slidesho" 6 minutes

Learning Activity #2

Assessments/ Differentiation

Learning Activity #3

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Go over information on cell research at the molecular level
Assessments/ Differentiation

Observation assessment pa ing attention to st!"ents "!ring instr!ction an" "isc!ssion Section /evie" 0uestions Have students "or' on assigned (uestions from page &>6 of the te#t They need to complete all of the (uestions and hand them in to get complete mar's Closure

Learning Activity #$

<0 minutes

Assessments/ Differentiation

Observation assessment pa ing attention to st!"ents "!ring 'or# time an" (!estioning Time & minutes /emind student that there "ill $e a chapter test tomorro" 1gain- allo"ing students access to the microscopes to develop s'ills and $ecome more familiar "ith them Three Strengths

Transition To Next Lesson Sponge Activity

Ref ection

Three *ea'nesses

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'. Classroom "ules Classroom %!les

1- e prompt Arri#e in the classroom &efore the &ell rings6- e prepared Ha#e all &oo(s and materials read$ )hen the &ell rings<- e respectf!l %espect $o!rself and others=- e responsi&le /ollo) directions and ta(e control of $o!r learningScience La& %!les 1- %ead all acti#it$ instr!ctions &efore starting6- 5ear appropriate protecti#e e8!ipment, clothing and foot)ear<- .ispose of )astes and chemicals as instr!cted &$ the teacher=- Al)a$s follo) correct clean1!p proced!re-

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(sta)lishment and "einforcement of "ules

7sta&lishing the %!les 5e )ill &egin &$ going o#er the r!les as a class- I )ill descri&e and e2plain m$ r!les and e2pectations- I )ill as( the class for e2amples and ha#e a disc!ssion a&o!t the e2pectations- If the r!les need modification or other r!les &ecome necessar$, )e )ill colla&orati#el$ do so as a class%einforcing the %!les 7sta&lishing the r!les is the first step to &eing a&le to reinforce them- 5e ma$ go o#er the r!les a co!ple of times in the first fe) da$s of classes- This allo)s st!dents to contin!all$ &e a)are of them- I )ill disc!ss )ith m$ class )hat (inds of e2pectations the$ ha#e if the r!les are not follo)ed- $ allo)ing the st!dents to &e a part of this process it &ecomes more meaningf!l to them- 5hen there are times that indi#id!al assessment is necessar$, I )ill sit do)n )ith that st!dent and disc!ss the pro&lem, identif$ sol!tions and come !p )ith an agreement on )hat co!rse of action &oth of !s )ill ta(e- If it is a classroom iss!e, there ma$ &e classroom in#ol#ement and disc!ssion to help sol#e the pro&lem- If none of these sol!tions )or(, )e )o!ld mo#e on to conferences )ith the parent*s+ and0or administrator*s+.!ring the conference there )o!ld &e an agreement on )hat co!rse of action needs to &e ta(en-

*. Classroom Procedures+
Start of Class 1- Come in 8!ietl$ and sit at $o!r des(- Get o!t the materials $o! need and place the rest of $o!r things !nder $o!r des(6- Co! ma$ #isit 8!ietl$ )ith $o!r neigh&or !ntil the &ell rings- ;nce the &ell has r!ng, &egin )or( on te2t&oo( 8!estions or assignment*s+- .o not )ait for the teacher to tell $o! to start<- 5or( 8!ietl$ on $o!r o)n !ntil the teacher calls for $o!r attention=- If $o! finish, *a+ re#ie) toda$:s section in $o!r te2t&oo( or *&+ 8!ietl$ read a &oo(Getting Co!r Attention 1- Teacher stands at the front of the classroom gi#ing Dattention signal: or Dco!ntdo)n signal:6- /ree9e, stop )hat $o! are doing<- T!rn and face the teacher=- Pa$ attention and listenAs(ing0Ans)ering E!estions 1- P!t $o!r hand !p6- No sho!ting o!t ans)ers<- Teacher chooses someone to ans)erIf Co! Need Help 1- %eread the instr!ctions or 8!estion6- Thin( a&o!t )hat is &eing as(ed<- As( a neigh&or first=- %aise $o!r hand and )ait patientl$>- Contin!e )ith easier parts of the assignment0tas( )hile )aitingIf Co! 'issed a Class 1- Get the notes from a friend6- Chec( )ith teacher for missed hando!ts or assignments<- Tal( to teacher a&o!t d!e dates-

1= Assignments 1- Neat, tid$, and eas$ to read- Scientific graphs, dra)ings and other mathematical calc!lations )ill &e completed in pencil6- Handed in on time<- If $o! are sic(, &ring assignments the da$ $o! ret!rn- If $o! are a&sent from school for an e2tended period of time, as( $o!r parents0g!ardians to contact me so other arrangements can &e made=- If $o! miss a class, it is $o!r responsi&ilit$ to as( $o!r teacher0classmates for missed )or(>- If $o! need e2tra help, it is $o!r responsi&ilit$ to arrange this )ith $o!r teacher7nd of Class0.ismissal 1- %eiterate )hat $o! are e2pected to complete &efore ne2t class )ith teacher6- 5hen the teacher sa$s, pac( !p $o!r materials and tid$ $o!r des( or )or( area<- Sta$ in $o!r seat !ntil the teacher sa$s F$o! are dismissedG- The teacher dismisses $o!, not the &ell=- Lea#e in an orderl$ fashion-

(,!lanation of Procedures
Proced!res are age0grade appropriate- The$ are clear and concise- St!dents can easil$ carr$ o!t the proced!res that are re8!ired of them- The proced!res are set !p in s!ch a )a$ that as little time as possi&le is D)asted: on &ehalf of &oth the st!dent and the teacher- This is necessar$ in an$ classroomH ho)e#er, it is especiall$ necessar$ )hen r!nning on the 8!arter s$stem )here missing a small portion of class ta(es !p a large portion of the !nitThe proced!res )ill &e e2plained and disc!ssed on the first da$ of teaching- The$ )ill &e a#aila&le for st!dents to read0see at an$ time- As these proced!res happen in the classroom, I )ill reiterate them and point them o!t for the first co!ple of da$s so that the st!dents see that there is p!rpose &ehind m$ actions in the classroom- I )ill &e consistent right from the start so that st!dents can see ho) things )ill operate in the classroom- I )ill do m$ &est to teach &$ e2ample as )e &egin o!r time together and contin!e thro!gho!t the semester-

-. "elationshi!./uilding Plan /uilding "elationshi!s With Students

It is a&sol!tel$ cr!cial to set the proper tone from da$ one- I )ill need to sho) st!dents that I am an a!thorit$ fig!re in the classroom )hile at the same time allo)ing them to see that it is o(a$ to come to me )ith an$thing the$ might need- I need to &e asserti#e, fair and consistent )hile also sho)ing st!dents that the$ are safe in m$ classroom;ne of the main aspects of relationships is m!t!al respect- St!dents )ill not tr$ to esta&lish relationships )ith people the$ do not respect- This respect has to go &oth )a$s- $ sho)ing st!dents respect d!ring instr!ction, decision1ma(ing and inter#entions )ill &e a (e$ aspect to earning their respect in ret!rnThese things are essential for de#eloping and maintaining a positi#e learning en#ironmentTo maintain a positi#e comm!nit$0learning en#ironment, I plan to incorporate the follo)ing strategies into m$ classroom: Get st!dents in#ol#ed and engaged e consistent %einforce positi#e &eha#io!rs %elate content to st!dents: interests Pro#ide #ariet$ in instr!ction

1> 'a(e st!dents feel )elcome &$ greeting them dail$ and &eing friendl$ Pro#ide specific and meaningf!l feed&ac( in all classroom areas Share rele#ant personal stories and allo) st!dents to do the same .ispla$ st!dent )or( aro!nd the classroom Con#e$ confidence in the st!dents: a&ilit$ to do )ell

/uilding "elationshi!s Between Students

I &elie#e that )hen I come into this classroom, this )ill alread$ &e mostl$ esta&lished *as I am coming in the middle of the semester+- Ho)e#er, I still feel li(e I can help st!dents &!ild on these relationships thro!gh m$ teaching- I )ill pro#ide the st!dents )ith opport!nities to )or( together and get to (no) each other thro!gh classroom assignments and acti#ities- Gro!p acti#ities )ill &e incorporated into classroom instr!ction to assist )ith st!dents &ecoming more comforta&le )ith one another- Creating positi#e peer relationships )ill &e an ongoing mission in m$ classroom-

/uilding Classroom Communit#

The organi9ation of the classroom is one of the simple, $et (e$, )a$s to &!ild and create classroom comm!nit$- It sho!ld &e set !p to )elcome st!dents and allo) them to feel comforta&le in their learning en#ironmentTo &!ild and maintain positi#e classroom comm!nit$ thro!gho!t m$ teaching, I )ill implement the follo)ing strategies: Sho) respect Comm!nicate positi#e e2pectations to st!dents Comm!nicate acceptance of imperfect performance as st!dents are achie#ing ne) learning %elate the content to st!dents: interests as )ell as their &ac(gro!nds 'eet the needs of the st!dents Praise good performance Create a Fcan doG atmosphere to impro#e st!dents: confidence in their a&ilities ;penl$ disc!ss an$ classroom iss!es to alle#iate potential tensions

0. Inter ention Plan %ow.1e# Inter entions

The most effecti#e )a$ to address inter#entions is to ens!re that I match m$ response to the le#el of mis&eha#io!r as )ell as the sit!ation- There are )a$s to address lo)1(e$ mis&eha#io!rs )itho!t disr!pting teaching or learningT$pes of lo)1(e$ &eha#io!rs incl!de things li(e sho!ting o!t in class, tal(ing to a neigh&o!r, pla$ing on iPod or iPhone d!ring instr!ction, etcThe first le#el of inter#ention )ill !tili9e the Fteacher loo(G- In addition to this, I )ill !se pro2imit$ as )ell as a signal *as simple as a hand on the sho!lder+ to gain the attention of the st!dent or st!dentsSecond le#el inter#ention ma$ in#ol#e something a little more deli&erate s!ch as a short pa!se in m$ instr!ction and )aiting !ntil the st!dent stops the mis&eha#io!r/inall$, third le#el inter#ention )o!ld in#ol#e !sing a #er&al c!e *s!ch as the st!dent:s name+ to gain the attention of the st!dent- In addition to this, there ma$ &e a #er&al re8!est for the st!dent to stop the &eha#io!r-

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I )ill maintain a polite and Dfriendl$: constit!tion d!ring inter#entions and al)a$s finish )ith a Fthan( $o!G as a )a$ to sho) respect and contin!all$ &!ild comm!nit$-

2igher.%e el Inter entions

This le#el of inter#ention is necessar$ )hen the lo)1(e$ response*s+ is not controlling0changing the mis&eha#io!rI )ill !se this le#el of inter#ention )hen correcting a more persistent mis&eha#io!r- There )ill al)a$s &e the opport!nit$ for the st!dent to ma(e a limited choiceH an Dif1then: t$pe of choice- It is imperati#e to ens!re that le#els are consistent )hen pro#iding these t$pes of choices- It ma$ also &e &eneficial to remind the st!dent that the$ ha#e made a choice *and if necessar$, remind them )hat choice the$ made+If this method does not appear to &e )or(ing, the ne2t step )o!ld &e to spea( )ith the st!dent personall$, at a time )hen it is con#enient and appropriate, a)a$ from other st!dents- The mission &ehind this method is to )or( together politel$ )ith the st!dent to identif$ the pro&lem and esta&lish a sol!tionThe ne2t step, and the step I hope to a#oid, is in#ol#ing the parents and0or administration- This is )here school1policies come into pla$ as the$ )o!ld ha#e to &e follo)ed completel$-

(,!lanation of Strategies
;ne of the most important things that I ha#e learned is ha#ing the a&ilit$ to ma(e the Dconse8!ence: match the D&eha#io!r:- This goes &oth )a$sH )hether the &eha#io!r is good or &ad- I feel li(e this &elief is reflected in m$ planning of inter#entions- I feel as tho!gh teachers sho!ld ha#e the a&ilit$ to inter#ene in most sit!ations )ithin their classroom and it is onl$ necessar$ to &ring in parents0administrators once all other options ha#e &een e2ha!sted *in most Dnormal: sit!ations+- In m$ e2perience, lo)1(e$ responses !s!all$ go a long )a$ )hen the st!dents ha#e de#eloped a relationship )ith and respect for the teacher in their classroom-

"elation of Strategies to School.3ide Policies and Procedures

'ore to comeI

4. "eflections on Classroom Management

S!ccesses0Strengths Pro&lem Areas0Areas for Gro)th Alternati#e Strategies0Things to Tr$