RATIONALE CHECKLIST

Rationale I
PART I: ED 285A Module 1 (Week 5)
Describe a teaching artifact that
represents the overall HTSB
standard Part 1
PART II: I. HTSB OVERALL STANDARD
Connetct the teaching artifact to Standard 3: Learning Environment
a sub-standard and assess your
proficiency II. TEACHING ARTIFACT
Classroom management and discipline plan
PART III:
Improve your proficiency for the III. COURSE
HTSB standard ED285A: Classroom Management

IV. TEACHING ARTIFACT DESCRIPTION

PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language.. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
Develop a Classroom Management/Discipline Plan in accordance to the
Hawaii State Department of Educations Discipline Policy (Chapter 19).
Inclusive of a student safety contract in your content area.
V. TEACHING ARTIFACT RESULTS
On the first day of school, I distributed my classroom management and
discipline plan, which included my classroom rules, routines and procedures.
I went over the management plan with each class and the management
plan is also posted up in my classroom. For the first couple of weeks of
the school year, I worked on reminding students and having them practice
following the expected rules, routines and procedures. While I continue
to monitor student behavior in class, the established rules, routines, and
procedures are now well-known and well-practiced by my students daily.
Students know what they should do when they come into class, leave class,
use specific materials, if they are tardy or absent, need a grade check or
other form signed, etc. Students also practice behavior and respect that
follow school and classroom guidelines.

PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
 RATIONALE CHECKLIST
PART I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connetct the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
Part 2
I. SUB-STANDARD
3.2 (Focus Area 2):
CANDIDATE ESTABLISHES RULES, ROUTINES AND PROCEDURES -
Does Candidate articulate explicit expectations for a safe, positive learning
environment, including norms for behavior that include respect for others, as
well as responsibility for preparation and completion of work?
II. CONNECTION TO ARTIFACT
I articulate explicit expectations of my classroom rules, routines and
procedures by creating and distributing a detailed classroom management
plan handout. I also went over expectations with students on the first day
of school and have continued to reinforce the management plan daily. I
demonstrated my expectations for a safe, positive learning environment
by including safety rules and procedures in my management plan. For
example, students should always put safety first and practice safety
precautions such as remaining seated as much as possible. I included my
norms for behavior that include respect for others in my management
plan by describing how students should be respectful of each other. Finally,
I included my expectations for how students should be responsible for
preparation and completion of work by including procedures such as what
to do at the start of each class when they enter the classroom and how to
turn in work according to their assigned student numbers.
(Please see an example of exact class policies at the end of this rationale)
III. SELF-ASSESSMENT
I would rate myself as a 4 (Candidate always does this as a teacher) or
exceeds proficiency because I was able to provide students with a detailed
classroom management that established expectations to set the basis for
the school year. I would say that I always do this as a teacher because
classroom management is something I continue to work on each day. I work
on previously established rules, routines and procedures as well as assess
how students react and adjust as needed for each class.
IV. EVIDENCE OF SELF-ASSESSMENT
On the first day of class, I went over the classroom management plan. Over
the first two weeks of the school year, students practiced the rules, routines
and procedures with daily reminders of how to perform. During this time,
students became accustomed to the daily expectations. At this point in
time, each student now knows what is expected of them when they come
into class, during the class period and as they leave. Students are mostly
able to perform routines and procedures without prompts from the teacher.
Classroom management is also a work in progress. When some students
get off track once in a while, they only require gentle reminders of the rules,
routines and procedures.
 RATIONALE CHECKLIST
PART I:
Describe a teaching artifact that
represents the overall HTSB
standard
PART II:
Connetct the teaching artifact to
a sub-standard and assess your
proficiency
PART III:
Improve your proficiency for the
HTSB standard
PARTS I-III DEFINED
PART I:
State standard, teaching artifact,
and course name. Provide an
accurate description of the
artifact. Provide a sufficient
description of the artifact results.
PART II:
Identify at least one appropriate
sub-standard and include the
entire language.. Connect the
language of the sub-standard
to the artifact. State your
proficiency level for the sub-
standard. Provide appropriate
evidence that supports your self
assessment.
PART III:
Identify an appropriate sub-
standard and clearly state a
desired improvement. Describe
at least two appropriate research
findings with viable resources.
Describe/demonstrate a specific
example how you plan to
improve.
Part 3
I. SUB-STANDARD TO IMPROVE
3.5 (Focus Area 4): CANDIDATE MANAGES THE LEARNING ENVIRONMENT
EFFICIENTLY - Does Candidate manage the learning environment,
organizing, allocating and coordinating resources (e.g., time, space,
materials) to promote learner engagement and minimize loss of instructional
time?
II. WHAT TO IMPROVE?
I want to work on improving the learning environment efficiently by
using specific strategies to connect with students, make all of them feel
comfortable in my class and motivate them to work efficiently in my class.
III. RESEARCH FINDINGS
i. During an observation debrief with my college supervisor (Jan Ikeda),
she explained how she noticed that students seem comfortable in my
classroom. I asked her about what are some specific techniques and/
or strategies teachers can use to improve the learning environment
in class. We discussed how often times, the ability for students to
feel comfortable in class are attributed to strategies teachers may do
subconsciously. She emphasized fairness to all students and making
students feel like they can participate in my class by not negatively
responding to them if they get an answer wrong.
Resource: College supervisor - Jan Ikeda
ii. Jan also shared an article about Jacob Kounins work regarding
discipline and group management. What I find most helpful are his
five main points: with-it-ness (correcting misbehavior before it gets out
of control), overlapping (dealing with more than one events occurring
simultaneously), momentum (steady movement/pacing), smoothness
(lesson continuity) and group focus (engaging the whole class).
Resource: Handout and notes given by Jan. Information also found here: https://
en.wikibooks.org/wiki/classroom_management_theorists_and_theories/jacob_
kounin#implementation_of_kounin.27s_philosophy
IV. IMPLEMENTATION OF FINDINGS
Based on my research, I plan to work on managing the classroom environment
efficiently by focusing on Jans feedback and Jacob Kounins main points:
i. With-it-ness: actively monitoring students during class and giving one-on-one
verbal reminders to misbehaving students
ii. Overlapping: have designated areas for students work on different assignments/
stages in projects so I can help similar groups of students together
iii. Momentum: guiding students and managing time - if students are taking too
long on one step, give them suggestions to help move them along
iv. Smoothness: designating teacher speaking times when students know not
to interrupt while Im giving instruction, then allowing time for questions and
discussion after
v. Group focus: planning group activities so students can work together and help
each other out
vi. Fairness: enforcing same policies and disciplines to ALL students
 MILILANI HIGH SCHOOL

Classroom Management Plan

ARTS AND COMMUNICATION CORE PATHWAY

CLASS RULES
1. Be respectful of others
2. Be responsible for yourself
3. Safety First
4. Remain seated at all times
5. Keep the classroom clean at all times
6. Remain free of electronic distractions:
Keep cell phones, iPads, iPods, headphones, etc. off and out of sight
7. Be on time - on time means in your seat before the bell rings
8. Stay away from off limits areas:
A. Behind the teachers desk & sink area
B. Areas near file cabinets & other cabinets
9. Ask permission before:
A. Leaving the classroom
B. Borrowing any classroom supplies
C. Using the sink
D. Using any class tools, machinery and equipment
E. Opening containers, cabinets or drawers
F. Taking/using anything that does not belong to you
10. Throw all food trash outside of the classroom

DAILY CLASS ROUTINES

OPENING:
1. Enter the room
2. Close the door behind you
3. Wipe your shoes on the mat
1. Assigned seats: Students sit in assigned seats by alphabetical order
2. ON TIME: In your seat before the bell rings
3. ABSENT STUDENTS:
Fill out student form tracker and leave absent note on the clipboard for teacher signature.
See teacher after class (or any non-instructional time) for missed work.
4. Read the agenda written on the board each day
5. Follow the instructions written in the agenda
6. Start your Daily Activity once the bell starts. You have five minutes to complete the DA while the teacher
takes attendance.

CLOSING:
7. Spend the last five minutes of class cleaning up your area and putting supplies away
8. Stay in your seats until the bell rings
9. Push in your chair
10. Leave the class
11. Last person close the door on your way out
12. Throw food trash in outside trash bins (not in class trash bins)
 MILILANI HIGH SCHOOL

GENERAL CLASS PROCEDURES

1. STUDENT NUMBERS:
Each student is assigned a number on the first day of class. Student numbers should be written on all as-
signments and any papers that are turned in. When using class tools, students should always use the tool
with their assigned number labeled on it.

2. COLLECTING/TURNING IN WORK:
At the end of each class, students should turn in work by passing their worksheets to the left. This way work
stays in alphabetical/numerical order and thirty students dont have to get up and walk around class to turn
in work at the same time.

3. TARDINESS:
Morning tardy passes - period one students who are late must get a pass from admin

4. TABLE PAIRS:
Work with the person you share your desk with

5. GROUP WORK:
Work with your table partner and the table partners who sit behind/in front of you

6. CLEANING SCHEDULE:
Each class will have a class cleaning assignment on the Monday of each week to maintain a clean working
environment

7. LEAVING CLASS:
Students must use the hall pass log in the school planner to leave class

8. BORROWING SUPPLIES:
Students must present their school ID to borrow class/teacher supplies to ensure return of the items

9. STUDENT FORM TRACKER:

Any forms that require a teacher signature should be placed on the student form tracker clipboard at the
start of class. This is so I can keep a record of forms signed and to avoid a large number of students crowd-
ing around my desk at the start of class, thus delaying the lesson.

10. STUDENT SUPPLIES STORAGE:

At the beginning of each class, students shoud retrieve the necessary supplies and notebooks from their
periods supplies bin and crate. At the end of each period, two students should put away their periods
supplies bin and crate and take out the bin and crate for the next period.

CLASS TIPS
1. Be responsible for your own learning...ask for help
2. Be open to critiques & constructive criticism
3. Take any extra credit opportunites. Since I give extra credit opportunities, I do not round up grades.

CONSEQUENCES
First offense: Warning
Second offense: Detention
Third offense: Student will be referred to the office and parents will be notified