ED 619 Ideal Classroom Outline Monta 1

Assignment 1. Ideal Classroom Outline

Objective: Develop a plan for classroom discipline and management.

I really think that to develop a discipline plan for classrooms, it would depend on
the structure of the school and possibly the classrooms around you as well. Get to
understand what the students did the year before and what they may be expected to
do the year after your class.

To be Self-Controlled and Self-Motivated

When I hear the word discipline, I had other thoughts than just what the
punishment would be. And I liked going along with the idea that discipline is more
than a consequence, but a way to teach students/children about procedures and a
way to learn.
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Demographics
a. State the grade level, location of the classroom and number of children. Be
realistic.
i. Grade Level: 1st
ii. Location: Ketchikan, AK - Point Higgins Elementary School
(Currently employed there)
iii. Number of Children: 20 or less (Currently there are 21 students in
the room I am an aide in)

Philosophy (be able to state your beliefs and practice succinctly)

b. Personal definition and philosophy of discipline. Must cite references.
i. When I hear the word discipline, I had other thoughts than just
what the punishment would be. And I liked going along with the
idea that discipline is more than a consequence, but a way to teach
students/children about procedures and a way to learn.
ii. Classroom Texts:
a) Charles, C. M. 2014. Building Classroom Discipline.
(11ed). Pearson.
b) Lickona, Thomas. 1983. Raising Good Children: "How to
help your child develop a lifelong sense of honesty,
decency, and respect for others." Bantam Books.

c. Community expectations for discipline/ management. (And discuss if there

is a discord)
i. The community that I live in does have its issues, but which
community does not. I know that in the general community the
impression is that students learn from their families as well as in
their schools to respect and do what is right. I was discussing
already with Amanda that our school has a pledge that is said
every morning. And our school counselor teaches in all the
classrooms about respect, as well as how to deal with
confrontations and how students can represent themselves. It is
also important that the students have a safe place to be in their
community by when they are in school but school itself also has to
have safety and respect. So with all of those aspects, the school
does a lot to help guide students in the ways of learning respect
and how it is used in the home, school and community.

Academic Excellence (know what your student learning goals are)

d. State expectations for academic performance. This should be directly
related to local curriculum and State of Alaska content and core standards.
One-way to do this would be to summarize overall academic goals for that
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grade level for the year. To do this well, you’ll need to be able to explain the
main curriculum goals in:

{First Grade, Ketchikan Gateway Borough School District}

1. Language arts (reading, writing, spelling)

a. Trimester 1: The main goals for the first trimester in language
arts is to read for information, ability to recall information,
visualize, predict from literature, summarize information, use
proper sentence structure, attempt at words, understand and
spell sight words, use of proper English and use speaking and
listening skills.
b. Trimester 2&3: The main goals for the second and third
trimesters in language arts are to continue to build upon the first
trimester as well as answering questions about literature, discuss
opinions, decode words, increase vocabulary with more than one
syllable, make life connections in reading and writing and gain
information on how to speak and write in proper English.

2. Math
a. The main goals of the math curriculum for first grade include
strategies for addition and subtraction, understanding place
value, understanding measurement and ability to identify
geometric shapes. The goals are broken down into clusters. The
clusters include specific examples of what is required for first
graders. Number sense and concepts and applications are
frequently monitored.

3. Content and general goals for science and

a. The main goals for the science curriculum for the first grade
includes the concept of the scientific method, the concept of
weather and movement of clouds, understanding the necessary
items for living things, physical cycles (air, water, plants, etc.),
and understand the physical features of earth. Students will be
introduced to many concepts, with the prior knowledge from
previous grades.

4. Social studies
a. Trimester 1: The main goals for the social studies curriculum for
the first grade includes understanding and reading maps, creating
maps, and be able to identify landmarks around Ketchikan and on
the map.
b. Trimester 2&3: The main goals for the social studies curriculum
for the first grade includes understanding of the rules of the
school, the state and the country, identify community helpers,
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and understanding the importance of holidays and important

people.

e. Differentiation: Describe your general strategies for teaching to:

i. Maturational:
a) Some strategies that I want to be able to impose upon
different maturity levels in the classroom would include
breaking the classroom into groups and working on
slightly different assignments for the same project. This
may be done well if the different groups create different
parts of a project that will be compiled together to form a
final product. The essential part of this would be to make
sure that the students are all challenged and assigned to
complete an assignment at their level of maturity. For
example: one group may be working on the body systems
of an animal (skeletal, muscles, brain, etc.), and another
group may only be able to label the body parts of an
animal (leg, arm, head, etc.).
ii. Cultural
a) Some strategies that I may incorporate for students of
different cultural or cultural capital students would be to
make sure that the instructions are clear, and describe
the assignment in its entirety, even if some of the
students already know what is going on, it is important to
not assume that all students know what is going on. Some
differentiation techniques that may need to be applied
include translators, translated assignments, and
additional time to accommodate those adaptations. When
I was in college in Fairbanks, the Alaska Natives that were
in my classes from around there (I am Tlingit and the
cultures are slightly different here in southeast Alaska in
comparison to up north) and some of their cultures were
incorporated into the lessons. For example: introductions
included more than just the name of the group, but where
they came from and what the intended larger purpose
was. I think it assisted all students, and gave a larger
perspective.
b) I also was thinking about cultural capital when I was
looking at the cultural section. I agree that allowing ample
amount of time and not like snapping my fingers in the
faces of children to answer quickly. I know that all
students think differently and where they come from also
affects how they process and perceive information.
c) Another point where you and I think a lot alike. I also
thought of the open-ended projects with many different
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entry and exit points. I do not quite remember from

which class I got that from. I know that we discussed this
in the math curriculum course, so maybe that was where!
But it applies to many areas.
d) Culture is very important and I think that your ideas of
incorporating some art in the classroom would be great.
It would be kind of fun to send out a voluntary
questionnaire to new students and families to the
classroom to find out what cultures have in common and
what new cultures may be included. In the traditions
section, many cultures could be celebrated and learned
about.
e) The one-on-one conferences are very important! I have
realized that trying to do that really requires a classroom
to be independent and able to work on separate projects.
My host teacher was very glad that I was in the room
when she had to do a similar conference with the
students, because their maturity level was not on an
independently working level just yet.
iii. Cognitive differences.
a) I have worked with students in RTI that are not
cognitively on the same grade level as their classmates,
and those students are often pulled from their general
classrooms and worked with at their grade level in math
or language arts. I hope that in my classroom I would be
able to incorporate all students in some activities, and
then specialize the assignment or project for some
students on other assignments when needed. This section
could also be looked at how students think, and if that
were the case, then many projects and assignments
should include multiple entry points and exit points.

Basic Classroom Organization (good organization helps avoid discipline issues)

F. Explain how your classroom will be organized on a [First Grade Schedule]

1.) Daily (include a sample daily schedule)

a. 0845 – 0900: First Bell Rings. Get to class, sit down and begin morning
worksheet (grammar, spelling and math review)
b. 0900 – 0945: Literature / Read-a-Louds (Books with activities)
c. 0945 – 1000: Writing (Journals)
d. 1000 – 1015: Snack Recess
e. 1020 – 1040: Snack
f. 1045 – 1115: Handwriting / Grammar
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g. 1115 – 1125: Read-a-Loud (Fun Books – Chapter Books)

h. 1125 – 1145: Student Recess/ Planning Period
i. 1145 – 1210: Student Lunch/ Teacher Lunch
j. 1215 – 1245: Math Lesson
k. 1250 – 1325: Specials (PE, Library, Music)
l. 1330 – 1400: Spelling (Review, Practice and Tests)
m. 1400 – 1435: Variable Time – Social Studies, Science, Geography, etc.
n. 1435 – 1505: Open time – Usually be filled with a unit that varies (This
may be free time, reading time, extra time for special events:
birthdays, holidays, etc)
o. 1505 – 1515: School’s Out for the Day

2.) Weekly (include a week from a plan book or spreadsheet)

3.) Monthly basis (include an overview of the year. A CALENDAR OF THE

SCHOOL YEAR THAT HIGHLIGHTS IMPORTANT THINGS THAT
HAPPEN DURING THE MONTHS. THIS INCLUDES IN YOUR
CLASSROOM CURRICULUM AND IN THE SCHOOL CALENDAR.
a. August: (Very short time period – maybe a week)
i. Theme: Refocusing from Summer to School
ii. Fun get to know you things
iii. Beginning of school fun – “First day of First Grade” pictures
iv. Establishing routines
b. September:
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i. Theme: Welcome / Greetings to Fall

ii. Fall Benchmarks
iii. Fall themed / apple themed math and books
iv. Open House night
c. October:
i. Theme: Healthy Choices
ii. RTI begins
iii. Parent Teacher Conferences
iv. Health Unit – activities associated with it, maybe field trips
v. Decorated Classroom
vi. Halloween party / school Halloween parade
d. November:
i. Theme: Thankfulness
ii. Learning about the pilgrims on the Mayflower
iii. Respect and Thankfulness Unit in preparation for Thanksgiving
iv. Decorated Classroom
v. Mini Thanksgiving party / feast
vi. Watch Charlie Brown’s Thanksgiving
e. December: (not a long month)
i. Theme: Joyfulness in the Season and all year long
ii. School-wide Holiday Concert
iii. Celebrate Christmas with themed activities
iv. Decorated Classroom
f. January: (Short month)
i. Theme: New Beginnings
ii. Winter Benchmarks
g. February:
i. Theme: Love and Compassion
ii. Themed Classroom for Valentines Day
iii. Valentines Day party
iv. Themed worksheets
h. March: (Short Month)
i. Theme: Luck and Charms / Customs
ii. Luck of the Irish Activities
iii. Plan what ideal spring break would be…
iv. Spring Break!
i. April:
i. Theme: Planting and Growing up
ii. Science and plant unit
iii. April Showers bring May flowers
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j. May: (Very busy month)

i. Theme: Remembering and Recollecting
ii. Summer Benchmarks
iii. Beach Days
k. June:
i. Theme: Summer is here!
ii. Wrap up what we learned, create portfolios, etc.
iii. Field Days – Fun activities
iv. End of the Year Ceremonies

g. Draw a physical plan of the classroom.

h. List and briefly explain student routines and procedures

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(Organizing materials, moving to other rooms, transitions, bathroom and

drinks, using the computer, turning in work, etc.)
i. Entering the classroom! My host teacher has a fun thing she does
with students in the morning, they smile and practice saying good
morning, then they make a lunch choice (home, school or milk), turn
in any homework, put their lunch box in the basket and hang up their
coats and backpacks, and finally sit at their desk and start their
morning work.
ii. Choosing a Line Leader: Again something I witnessed my host teacher
do, but she has a line leader, door holders, and caboose (end of the
line) And each day the names will rotate in order, and whomever was
the caboose will then become the line leader and so on.
iii. Using the Restroom: I hope to have a good way of figuring this out. I
have tried a few methods; one being that no restroom breaks can be
taken when the touch light is on. That did not work out so well
because it ate its batteries really quickly and died. And bathroom
passes end up getting dunked in the toilet. That was not a fun
occasion... So I think only letting one boy and one girl out of the
classroom at a time is appropriate, and always encouraging students
to use the restroom before specials, lunch or recess.
iv. Morning work: Each morning I would like the students to be able to
get themselves ready for the day and focused by doing a morning
worksheet. On the worksheet (similar to what I have seen used in
classrooms) would be a grammar and vocabulary side and on the
back, a math review.
v. Walking in the hallway: Our school promotes a five S line: Smile,
Silent, (hands to) Self, Straight (line), and Still. I know that it works
and is taught all the way down at the preschool level, so as the
students get older they already know what to do.
vi. Transition Times: I hope that students will know that when they are
done with something, that they can quietly read a book and wait for
the rest of the class. I know that for first graders (any of us really at
some point) it is hard to be quiet when they are done, and would
rather talk to their neighbor, but the best thing is for the students to
know the expectations of being quiet and getting ready for the next
activity as quickly as possible.
vii. Schedule: I really want to have a solid schedule for my first graders. I
know that they are a very wiggly bunch and love to play, but setting
limits is very important. And a strict schedule helps promote the
basics. I know it will not be fun, but once the work gets done, the
more free time we can have. I have heard some people say, do not
smile until December... And I take that as they are attempting to show
that the rules are there for a reason and they are important.
viii. Student Roles: I have not seen this particularly in my host teacher's
classroom, but in other classrooms. I hope that I can establish a
rotation to allow students to take turns helping with the calendar,
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passing out papers, being a mini teacher and even help organize the
water bottles, etc.
ix. Grading: I have seen grading be done on participation and on rubrics.
I do not know how I feel just yet on a first grade class being graded on
a rubric, or strictly on participation. I believe that a good balance will
benefit everyone. Testing will happen and grades do get assigned, so I
want to be able to see where students are before the tests occur.
x. Birthdays: I hope that the students I will have will want to celebrate
their birthdays in class. I want to make sure that they are all
incorporated on their birthday (just in case something may or may
not happen at home). And those who may have a birthday on a break
will be celebrated before, or maybe send them home in an envelope
for them to have something special on their real birthday. I might
include a sticker and a paper birthday crown or a pencil :)

i. List and briefly explain teacher routines and procedures (attendance,

communication with parents, response to student work, record keeping, report
cards, etc., etc.) In other words, how do you keep yourself organized?
i. Attendance: I have seen attendance be taken much different, fun,
creative ways. But one that I think works well is when the
students' names are on a Popsicle stick and they are able to move
it to which ever lunch choice they have and that way it is easy to
see who is at school and who is absent. Also it will be easy to get a
lunch count as well.
ii. Grade Books: I know that all of the grades now have to go on
PowerSchool (or other forms of online data entry) but I will still
keep a hard copy of a grade book. I am still a very hands on person,
and like to have the hard copies, in case anything happens. And it
will be easier to keep track of at first because I can visually see
everything, but in time it will become easier and possibly move
completely to the computer.
iii. Lesson Plans: Again, the modern technology has provided an
avenue for lesson plans (Plan Book) to be created, saved and
viewed all online. At first I think that I would keep a copy in a
binder so that I had the physical copy, as I am as stated before
hands on and like to keep track of myself. But it will eventually end
up all on the computer.
iv. Communication with Parents: I love the idea of a newsletter. I
hope that it can go home as a paper copy, as well as on the parents'
emails. I think that it is important for the parents to be aware of
what is going on in the classroom. And it is a good way to keep the
transparency of the classroom and provide means of
communication for parents too.
v. Responses to student work: I do think that encouragement is good.
So stickers on paperwork and smiley faces are good. But I also
want to be careful and make sure that I talk to students who are in
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need of some extra attention so that they can do the best that they
can to succeed. So sometimes there may be a note of congrats or a
note that they will need to stop by and see me to figure out some
of the details.
vi. Behavior Charts: I have seen these in many classrooms. For the
most part I think that they work, but it will have to be taken lightly
and see if it works for a particular class. But it is important in the
younger grades to keep their attention on their behavior, in the
most positive manner. Also a talking and not talking chart would
be helpful as well. Showing times that they can speak out and
converse and when it is time for learning and they should be
listening to the teacher.

Behavior Management (expectations, and what happens when students make

mistakes or misbehave)
j. State and discuss expectations for your students' behavior. Start with
1. A brief statement of general expectations
a. In my ideal classroom, I want the students to know that they
will be in a caring and safe classroom with a teacher who is
concerned with their best interests. The best intentions that I
would have for my students would be for them to work with me
to create the atmosphere for learning. At the beginning of the
year, I want to be able to show my new class that when it is time
to learn - we learn and when it is time to play - we play. I believe
that if respect is established on my end for the students, they will
hopefully be able to see that they should be respectful in return. I
have seen some teachers start the year off very strict and are
allowed to ease up and the students respect the teacher in the
end. I feel that that arrangement would be best; as I have also
seen teachers start off easy and then have a hard time
'controlling' the classroom enough to teach.

2. Class rules.
a. My ideal class rules would be to: have students raise their hands,
no shouting out, being respectful to others and the teacher,
following the school rules and keeping their work and play areas
clean. I believe that a clean classroom functions better for the
students and the teacher to work in. I would also like to establish
a discipline plan that would include warnings and
disciplines/consequences. I assume those would be like losing 2
minutes of recess or not getting to participate in art projects. I
hope in my own classroom someday, that even if I look silly, I may
be able to get the point across early and then not have to have
such a grand ordeal for transitions.
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K. Briefly explain main techniques for getting and keeping student cooperation.
(I.e. how do you get their attention? How do you maintain a learning
environment?)
a. To be able to get students' attention I would like to incorporate a hand
signal that alerts the students (I would like to work with younger
grades) that would catch the attention and signal them to be quite. I
also think that working towards something, by marbles, etc., I think it
will be important to establish a routine and try not to deviate from
it. Some of the students in my host teacher's classroom very much
need the structure, as it is apparent that they may not have it in the
other aspects of their life.

l. Briefly explain main techniques for dealing with student misbehavior. Be

specific. Describe plans for
1. Minor difficulties:
i. In the classroom (around a 1st grade class in particular), I want to
be able to deal with minor difficulties with ease. My hope is that if
I discreetly hand issues, others will not be disturbed but also may
learn. I do not want to call attention (depending on severity) and
give the attention seekers what they desire. Of course, there will
be instances where attention and disruption caused, so that will
have to be taken care of in that moment. Without embarrassing
students, I want to be able to show examples of what is not okay
to do at different times. It sounds idealistic, but I kind of want to
show that students should not ‘cause disruption and delay’ sort of
like on Thomas the Tank Engine.
2. For major problems. Imagine you are explaining this to a principal who
might hire you.
i. Major problems are another instance. I would like to incorporate
the discipline models from Canter and Glasser. I believe that
choices and chances are important. The students will be able to
follow through the process for minor issues, but major issues will
be created when the procedures have been followed through and
there is still a problem. I do not have a lot of experience with
major discipline, but I want to discuss the issue with the student
and work with them to come up with a solution to the problem.
Whether that be a call to parents, restrictions from activities or a
discussion with the principle.
ii. As I was reading more, I found that what I was attempting to do,
by listening to each side of the story, was reflective listening. Carl
Rodgers in 1951 used this term, which sounds similar to active
listening, but with the reflection afterwards done by the
listener. The school counselor does this with his students when
he checks in with them. He listens to them and repeats what he
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interpreted and they are to do the same when he is talking to

them.

Motivation (what you do to help children want to learn and behave)

m. Briefly explain techniques for
1. Promoting student efficacy. This means: how do you help children feel
that they are successful and productive?
i. I tend to almost get over excited and make a large 'deal' about
things. And I think that students view that as authentic and
moving motivation. I want to make sure that they know they
have done well, their skills are improving and it makes a
difference in the classroom and should make a larger
difference in their life in general. Students do well with
constructive praise. We have heard that from many theorists,
and it will be important to encourage the positive behaviors in
class and in the halls.
ii. My host teacher writes encouraging words on students’ papers,
and puts on stickers. I have been keeping my eye open for
stickers; maybe I can find a big sticker book at Costco or
something that will allow me to let the students collect
stickers. Maybe incorporate that into a behavior/class reward
party, etc. I think that the small motivation of a sticker can take
students to go a long way into learning.
iii. I know we have had a lot of discussion about rewarding good
work, 'good job, (student)', etc. But I still think that in some
instances it is a good motivator for the students who do not
have a lot of confidence.
2. Positive group spirit. What do you do to help children be contributing
members of the learning community?
i. I really want to be able to have a themed classroom. Or themed
events/units that will engage the students. I want the students
to have fun and learn to love learning. I want to be able to put
the theme on the walls, in the handouts, in the newsletter, on
the nametags. I hope that I can create a world that is ours. I had
those types of classrooms when I was younger and it made a
big impact on me.
ii. I want to establish early on that we are a team. A team is only
as strong as its weakest link. I want to/will make the team
spirit/work a large priority. I do not want our ship to sink. I
have passion for a lot of things, and I cannot wait to see what
fun I can create for my students. Learning should be fun and
not a chore. Even when things are monotonous.
iii. I am getting a lot of good classroom layout and theme ideas
while writing this entry. I am looking forward to actually
getting into a classroom!
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iv. I really love the 'I am Proud of' wall. I may have to steal that
idea! So if you see it sometime know that I got it from
you!! Also I believe feedback is so very important. But in a way
that students can learn from it, not just 'oh this was my grade
and now I am not going to do anything with it.' One thing that I
have found in many of these classes is the opportunity to
receive feedback and then resubmit the assignment.

Parents and Community (how do you interact with your students’ support
systems?)
n. Describe 3 methods of including parents in the operations of your
classroom and 3 methods of regular communication with parents.
i. Including Parents into Communication and Operations of the
Classroom:
a. Parent letters will always be included in weekly homework
packets! I want the parents to feel that they are
informed, important and welcome in my classroom
b. Parent conferences will happen a lot in my classroom. I want to
be able to encourage parents to come in, volunteer and interact
with their own children and other students. Conferences
before school starts would be nice, to get to know the students
and the parents and to establish the expectations of parent
involvement in the classroom.
c. I would like to initiate a behavioral chart in my classroom. Each
day the students and I fill out the color (which will have
different meanings ranging from parent calls, teacher choice
discipline, warnings, neutral for the day, expressing good
behaviors, excellent behavior, super job all start, etc.) When
the student goes home the behavior chart is reviewed and
signed off on. I think that it will foster some responsibility in
students for their behavior. I would still send home the color
coded calendar on a daily basis, but leave the contacting about
specific incidences up to the parents. Some parents already
know what goes on with their student, but there would always
be the option. I don't want to sound mean, but the student
should be able to give the parents some idea of what
happened.
ii. Parental Communication:
a. Email! I hope that the parents of my students will regularly
discuss the progress of their children and what can be
improved or praised on.
b. Cell phones numbers; the modern age has brought us to
communicate at nearly anytime about students. Whether that
parents want to be texted or called if instances occur with
students or just to check in.
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c. And again, Parent Weekly letters. Those would include what is

going on in the class, what we are working toward and what
parents can be discussing at home with their children.

o. How would you describe your grading system to parents and students?
i. Grading System for students and parents:
a. I hope to be able to establish an understanding at the
beginning of the year on how I want to try and give credit
through a rubric system. I have been able to see how this has
been put to use in my host teacher's classroom. The host
teacher also has established great communication with the
parents of her classroom students about her grading and
procedures through weekly newsletters and phone calls when
needed. The rubrics that have been established include
examples and important objectives that must be met to receive
a certain amount of points. I at first thought that the idea was
too young for first graders, but after listening to her side of the
story, the host teacher presented that it was a fair and
objective way to grade. The grading procedures have changed
a lot since I was in school, and now grades are very important
even in the lower grades, not longer E (for exceeds
expectations), S (for sufficient understanding) or N (Needs
improvement).
b. I do also appreciate that in the host teacher's classroom, she
allows students to try and finish up work that they turned in
incomplete, to give them a better grade. I appreciate that in
college, but never had the option in school before, so to me it is
a bit different. Totally understandable, especially at such a
young age. The grades for some students are low, and that has
to do with what they are able to put down on paper. I know
that there are other ways that the students receive credit, but
those graded scores have such a predominant effect on the
students overall grades.
c. I believe that I want to go with a traditional grading system but
also establish a curve, based upon how the class understands
the material. So a range of what each grade will be established
dependent upon the students in the class. I know that some
students try their hardest, but still struggle. That should not be
a good enough reason for them not to be able to do the best
that they can.

p. How do you interact with the larger community?

i. I have taken a bit of time to consider some ways that my future
classroom could take some opportunities to interact with people in
the community. I realize that becoming a teacher; I (like many of my
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previous teachers) will always be recognized as a teacher! Some of

those places are the grocery store, the theater, and other activities.
ii. Some ideas I have included: an art exhibit while my students and I
create an art reveals and invites the community. Maybe have it be one
of our large activities during the spring semester. During the fall
semester I hope to write a story with my class and have it published.
My host teacher has created books with her class in the past and I
cannot wait for her to do one this year! And the parents were able to
purchase copies.
iii. I think that it would be good to bring my students out into the senior
homes in the community and read to them. I know that both parties
would benefit from the experience and really enjoy it for years to
come.

Professionalism
q. Summarize your paper with a short recap of how your discipline and
management plans support your philosophy of education.
i. My philosophy of education includes establishing boundaries with my
students, working with the students to create routines, and create an
atmosphere where everyone is on the same level and we can learn. I
hope that my students will know that there is a time to play and a time
to learn. And when it is time to learn, I need them to put their best
attention forward to accomplish our goals. Classroom management and
discipline will roll together perfectly with my ideas that I hope for with
my classroom. With great power, comes great responsibility. Every
student will be in charge of his or her own behavior and know that to
have the best experience we all have to work together.
ii. I want to be able to establish choices for the students, as well as working
with the students on their own self-esteem and self-control.

r. Complete your project by reflecting on any areas of classroom discipline and

management that you feel are problematic for you, and how you will continue to
work on them during future practicum and student teaching.
i. Even after going through this course, I worry about remembering to
use different approaches from my memory bank of how to solve
issues in classes. I feel that with some practice and review of options,
the process will be easier for me.
ii. Dealing with parents will be hard, I do not want them upset with me,
but I know that I want to establish rules in my classroom that all
students will have to follow. A lot of times, the parents will be on
board with management in the classroom, but I still fear. Hopefully
with positive experiences, and even if they are all not positive, I can
learn from them.
iii. (I hope to work in the primary elementary grades). But if I was
working in the upper grades, as in 6th grade, I may be concerned, as
the students are potentially larger than I am, and may be
ED 619 Ideal Classroom Outline Monta 17

overpowering in a situation. I suppose that those issues would have to

come up as they may, and I would hopefully be able to show my
presence as a teacher in the classroom.
iv. Behavior should not come between the students and learning! And
Self-control and Self-discipline should be taught early, so that
students realize how their behavior affects others around them!

s. Bibliography Include any resources that you used to write this outline.

• Charles, C.M. (2011) Building classroom discipline, 10th ed. Allyn &Bacon
• Fields, M.V & Boesser, K (2014) Constructive guidance and discipline. 6th
Ed. Merrill
• Lemov, D. (2010) Teach like a champion: 49 techniques that put students on
the path to college. Jossey-Bass.
• *Lickona, T. (1994) Raising good children, Bantom,
• MacKenzie, R. (2010) Setting limits in the classroom. 3rd Ed. Prima.
• Taylor, C. and S. B. Nolan (2008) Classroom Assessment: Supporting Teaching
and Learning in Real Classrooms 2nd ed. Pearson.
• Tomlinson, C. (2014) Differentiated Classrooms: Responding to the Needs of All
Learners 2nd ed. ASCD

Additional Influential Texts:

• Johnston, Peter H. Opening Minds: Using Language to Change Lives. Stenhouse
Publishers, 2012.
• Wiggins, Grant. Understanding by Design, Expanded 2nd Edition. Association for
Supervision & Curriculum Development, 2005.
• Clay, Marie M. By Different Paths to Common Outcomes: Literacy Learning and
Teaching. Auckland, New Zealand, Global Educations Systems (GES) Ltd,
2014.