Ideal

Classroom Outline 1

Dawn Rauwolf
ED 619 Classroom Management and Discipline
December 11, 2013

Assignment 1. Ideal Classroom Outline

Objective: Develop a plan for classroom discipline and management.
Assessment: Rubric
Develop a definition and personal philosophy of discipline. Observe and describe your
community's beliefs about discipline and management. Apply this information to your "ideal
classroom." This classroom should fit with both your personal philosophy and that of your
community, as well as the learning, maturational, and emotional needs of your students.
What to turn in: An outline with drawings and any other attachments as needed. The outline
should include references to authority, and should include a bibliography with references to
sources in addition to the required texts.

Demographics
a. State the grade level, location of the classroom and number of children. Be realistic.

1st grade
Pt. Higgins Elementary School
Location of classroom – near a corner of the school, with at least 6 large windows, and
no partitions linking with any other classrooms.
16 students: 8 boys and 8 girls

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

b. Personal definition of discipline

My philosophy of discipline.

Discipline in the classroom encompasses the daily habits, rules and expectations for the
teacher and for the students. Discipline in the classroom means that the teacher will
model and teach self-control and personal responsibility. This is accomplished through
day-to-day routines and both formal and informal lessons. The teacher sets the tone
for the classroom and guides students through each day, with the ultimate goal of
students internalizing the behavior standards. The students should be treated like they
are wonderful, loved and amazing. Students should be expected to follow the
classroom rules that have been collaboratively made at the beginning of the year.
Learning self-control will help students during the school year as well as in their future.
Students should feel safe and important at school, where learning should be
paramount. Discipline in the classroom is important because it makes it possible for
learning to be fun, inspiring and exciting.

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Discipline is about guiding children. Discipline is about setting limits in a positive way,
helping children learn necessary life skills relating to responsibility. Discipline should
be a proactive activity of training and teaching children how to behave. Discipline is
about preventing incidents, not responding to them. (Morrish, 36.)

c. Community expectations for discipline/ management. (and discuss if there is a discord)

This community gives a lot of respect to the schools and teachers. Many parents
believe that the schools and teachers are experts and that the methods employed are
respectable. There might be a few individuals within the school district who are not
trusted or well-liked by parents, but overall, the administration, the schools, and the
teachers are well respected. This means that when discipline problems arise, parents
see themselves as part of the solution for their child; the teacher, the student, and the
parents all work together to get to a positive resolution.

At Pt. Higgins Elementary School, the parent handbook has a short section that
addresses the school-wide expectations for student behavior. The handbook says that
students need to be respectful to the staff, the teachers, other students, and the
school property. It says, “No student has the right to stop a teacher from teaching or
to prevent another student from learning” (p. 4). Also, each classroom develops their
own set of behavior standards and discipline plan, which includes the class rules,
consequences for misbehavior, and positive reinforcement.

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 grade level for the year. To do this well,
you’ll need to be able to explain the main curriculum goals in
1. reading, writing, spelling
2. math
3. content and general goals for science and
4. social studies.

Expectations for Academic Performance

Academic Goals for Grade 1

http://www.corestandards.org/the-standards
http://education.alaska.gov/tls/assessment/2012AKStandards.html
http://www.eed.state.ak.us/standards/pdf/standards.pdf
http://www.kgbsd.org/Page/1297 (Elementary Math)
http://www.kgbsd.org/Page/1291 (Elementary Science)
http://www.kgbsd.org/Page/1335 (Language Arts)
http://www.kgbsd.org/Page/1296 (Social Studies)
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The main curriculum goals for Grade 1 in Ketchikan, Alaska:

Writing: Write opinion pieces, informative texts and narratives. These will have a topic and
include details. Will respond to suggestions from peers and strengthen their writing. Will use
digital tools to write and publish. Will collaborate on some projects, including class research
projects.

Reading: Will understand and comprehend skill-appropriate texts and stories. Will identify the
main topic in a story or text. Will understand what details are in a story and be able to
demonstrate understanding of the key message. Will know and use text features, such as
headings, table of contents, icons, and glossaries to locate facts and information in a text. Will
know the difference between fiction and nonfiction. Will know and apply phonics to decode
words. Will understand words, syllables and sounds (phonemes). Use illustrations and context
to understand a story. Will read grade-level stories and text with understanding, with inflection,
with accuracy, and with fluency to support comprehension. Be able to read from left to
right. Sight recognize high frequency vocabulary words.

Spelling: Will print all letters – uppercase and lowercase letters. Will capitalize dates and
names of people.

Math: Will develop an understanding of addition, subtraction within 0-100. Recognize the +,-
and = symbols. Mentally add and subtract one-digit numbers. Will be able to use a variety of
solution strategies. Will be able to compare whole numbers. Will know the meaning and
processes of measurement. Will have an initial understanding of geometry, including the
shapes of triangles, squares, circles and rectangles. Demonstrate and understand comparative
directional and positional words: above, below, next to, over, under, top, bottom, beside, in
front of, behind, right, left and middle, horizontal and vertical. Begin learning multiplication by
exploring grouping concepts and repeated addition. Tell and write time at half hour and hour
intervals. Explain the difference between morning, afternoon and evening. Will have an
attention to precision. Will persevere to the final solution.

Social Studies: Will understand important relationships, such as within a family, a community,
and a neighborhood. Will understand the importance and uniqueness of family and culture. Will
understand different jobs, roles, and responsibilities that people have in the community. Will
be able to identify the president and community leaders. Will know the state capital. Will
understand the concept of voting. Will know own phone number and address. Will know the
four cardinal directions.

Science: Will understand the concept of scientific inquiry and the processes of science – which
are integrity, logical reasoning, skepticism, and openness. Will have interactions with the
environment and with local culture. Will communicate their findings in a variety of ways – such
as through journals and drawings. Will utilize community resources to increase scientific
knowledge.
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e. Differentiation: Describe your general strategies for teaching to

1. maturational,
2. cultural, and
3. cognitive differences.

For maturational differentiation: For students who find it hard to sit still, or stay focused -
these students can be allowed to stand at their desks for certain periods of the day, or stand at
a table when their legs need to move. Also, for assessments, these students can be quizzed
with flashcards, or interviews instead of a standard written test. Being able to discuss the
material might be a way for these students to show their knowledge. The teacher can utilize
different types of groupings, such as pairing two students together, or having groups of three or
four. These groups can be temporary and changeable depending on the lesson or the dynamics
of the group. Older students can also be mentors for younger students in a mixed-grade
classroom.

For cultural differentiation, I think it is important to incorporate knowledge and customs from
nearby areas. Also, I think it is important to be aware of alternate ways of thinking about
knowledge, about what's important in life. I think it is good practice to students to show their
knowledge in a few different ways - through writing, through speaking, through drawing, or
through some sort of technology presentation. I would try to use examples from across
different cultures. So, I would introduce ideas, poems, thoughts, beliefs, etc. from different
parts of the world, not just from what I am comfortable with. I think it is important to solicit
and use ideas from the students themselves and from their families. A teacher should
thoughtfully teach and model cultural awareness, acceptance, and valuing of cultural
differences. For cultural differentiation, it is important to try to understand others’ beliefs and
values, as well as how people define themselves. To get to a deeper level of cultural
differentiation, teachers should be willing to challenge and add to mainstream academic
knowledge.

For cognitive differentiation: Some students may find it easier to learn if the teacher uses
multiple ways of teaching and sharing the material. The use of graphs, pictures, or authentic
artifacts can be stimulating and interesting for students. The teacher can provide materials at
different levels of difficulty. The teacher can use a variety of activity options and/or assessment
options. Some activities can be for the whole class and some can be partner work, or small
groups. Teachers can vary the length of time to complete an assignment. The students can be
given a choice about presentations - the teacher can allow for oral presentations or written
presentations, or maybe even a recorded video presentation.

Basic Classroom Organization (good organization helps avoid discipline issues)

f. Explain how your classroom will be organized on a
1.) daily (include a sample daily schedule)
2.) weekly (include a week from a plan book or spreadsheet)
3.) monthly basis (include an overview of the year.
Your planning should show how you interface with specialists and all school activities.
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Daily, Weekly, Monthly Plans

Organized on a daily basis:
Teacher will spend some time getting ready for the day. This will include writing down the daily
To Do list and getting all supplies ready for class to start.
Teacher will greet each student at the door each day.

8:45 - 9:00 Attendance/Morning Math
9:00 - 9:20 Math Meeting/Calendar
9:20 - 9:40 Reading
9:40 - 10:10 M - Technology in the Library
W - Library Skills in the Library
T, Th, F - Reading
10:10 – 10:20 Snack Time (This is the time to have birthday treats, if parents come in or if parents send a treat to the class.)
10:20 – 10:30 Recess
10:35 – 11:55 Daily 5 (Reading to Self, Writing, Reading to Someone, Listen to Reading, Work with Words)
12:00 - 12:30 Lunch
12:30 – 1:00 Recess
1:05 – 1:55 Math
2:00 – 2:25 M,W,Th,F - Physical Education
Tues. - Music
2:25 – 2:50 M,W,F - Science/Social Studies/Art
T, Th - Music

At the end of the day, pass out homework folders, have students do their classroom jobs of
cleaning, organizing and straightening up. This is a good time to sing songs together, learn
finger plays, or tell stories.

Weekly Schedule:
Time Monday Tuesday Wednesday Thursday Friday
8:45-9:00 Attendance Attendance Attendance Attendance Attendance

Morning Morning Morning Morning Morning

Math Math Math Math Math
9:00-9:20 Math Math Math Math Math
Meeting Meeting Meeting Meeting Meeting

Calendar Calendar Calendar Calendar Calendar

9:20-9:40 Reading Reading Reading Reading Reading
9:40-10:10 Technology in Reading Library Skills Reading Reading
Library in Library
10:10-10:20 Snack Snack Snack Snack Snack
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10:20-10:30 Recess Recess Recess Recess Recess

10:35-11:55 Daily 5 Daily 5 Daily 5 Daily 5 Daily 5
12:00-12:30 Lunch Lunch Lunch Lunch Lunch
12:30-1:00 Recess Recess Recess Recess Recess
1:05-1:55 Math Math Math Math Math
2:00-2:25 PE Music PE Music PE
2:25-2:50 Science/Social Science/Social Science/Social PE Science/Social
Studies/Art Studies/Art Studies/Art Studies/Art
2:50-3:15 Clean Up, Clean Up, Clean Up, Clean Up, Clean Up,
Organize, Organize, Organize, Organize, Organize,

Go Home Folders Go Home Folders Go Home Folders Go Home Folders Go Home Folders

End of Day End of Day End of Day End of Day End of Day

Yearly Topics:

September: Back to School, Rules of School, Pledge of Allegiance, the Constitution, President of
the USA, Fall, Labor Day, Remember 9/11, Healthy Foods

October: Fall, Columbus Day, Halloween, The Solar System, Harvest, Leaves,
Neighborhoods, Exercise & Preventive Health Care

November: Veteran’s Day, Address & Phone Number, Elections, Thanksgiving, Pilgrims,
Native Americans, Elected Officials, Safety and Accident Prevention

December: Christmas, Snow, New Year, Types of Transportation, Being a Citizen, Maps,
Directions

January: Martin Luther King Jr.’s Birthday, Winter, North and South Pole, Family History,
Culture, Rocks and Minerals.

March: The Iditarod, Earth Day, Waterways, Hygiene

April: Easter, Spring, Poetry, Plants, Weather, Family Heritage,

May: Tidepools, Beach Week, Voting, Wind, Mother’s Day, Kites, Mammals

June: Father’s Day, Rainforest, Local Geography, Alaska Flag Song

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g. Draw a physical plan of the classroom.

h. List and briefly explain student routines and procedures

(organizing materials, moving to other rooms, transitions, bathroom and drinks, using the
computer, turning in work, etc.)

Student Routines:
• Students will answer roll call and indicate whether they have a home lunch or will be
buying a school lunch.
• Students line up and walk on the right hand side of the hallways.
• Students need to keep their hands to themselves as they transition from one classroom
to another.
• Students can ask to use the bathroom. Up to 2 boys and 2 girls on a bathroom break at
the same time. Students will use a bathroom pass which is hanging near the door.
• Students may use tissues when needed.
• Students may have water at their desks, in a container with a closeable straw. Students
may drink water when they choose throughout the day.
• All homework will be turned in at the beginning of the day, in the homework basket.
• All homework will go home each night, in each student’s homework folder.
• Students’ desks should be clean, neat and organized at all times.
• Pledge of allegiance every day at 10:15.
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• Students may sharpen pencils during transition times or breaks.

• Students need to raise their hands to talk in class, unless teacher specifically works with
class on a class dialogue.
• Students will wash hand before going to the lunch room.
• Students will line up quietly before coming in from recess.

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?

Teacher Routines:
• Take attendance every morning in the first 5 minutes of the day.
• Update class website as needed.
The class website should include contact information, including a way for parents to call
or email the teacher. The class website should have current lessons, weekly spelling
lists, photos of activities (If parents allow photos of their children.) and any news about
upcoming events.
• The teacher needs to respond to each and every parent call or email.
• Teacher can send weekly or monthly “positive report” to parents.
• Teachers should grade students’ work as soon as possible and enter grades as soon as
possible. This should be done daily if possible. Teacher should have accurate and current
assessments for each student in each content area – math, reading, social skills, science,
music, PE.
• Teacher will organize and send student work home the same day it is entered into the
gradebooks.
• Report cards will be done for every trimester of school.
• Classroom will be organized and free from extraneous stuff. The bulletin boards should
be mostly student-generated projects, lists, drawings, artwork or reports.
• Teacher will organize for the celebrations and milestones in the student’s lives, such as a
tooth chart, a vacation book, a class coloring book, and a birthday chart.
• There needs to be three trash cans in the class – one by the teacher’s desk, one near the
students and one outside the door.
• Teacher’s desk should be neat, clean, and organized

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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

For an optimal learning environment, it is important for students to be respectful to each other,
the teacher and the school. Generally, students should follow the golden rule, “Do unto others
as you would have them do to you.” I also expect students to practice healthy hygiene habits
and to be polite, using good manners.

2. class rules.

I think it is good to work with students to determine a set a class rules and expectations. At the
beginning of the school year, the teacher and the students work together to decide on a set of
rules for the classroom. When the students are part of the rule-making process, they are more
invested, they feel more part of the system, more in charge, and listened to. The students
decide on reasonable rules together and agree to follow them.

Class Rules:
• Be kind
• Treat others the way you want to be treated
• Use respectful language
• Use inside voices
• Keep hands to self
• Use walking feet inside the building
• Students should be prepared, and keep their areas clean and neat.
• Students should be ready to learn

k. Briefly explain main techniques for getting and keeping student cooperation. (ie. how do
you get their attention? How do you maintain a learning environment?)

• First of all, a teacher needs to be kind, understanding, and loving toward her students.
When the teacher proactively works to meet the students’ social and emotional needs,
then the classroom will feel like a happy place to be for all - including students, teachers,
parents and other visitors.
• Another way of getting and keeping student cooperation is to plan engaging, exciting
lessons with a hook that piques the student’s curiosity.
• Lessons should also be manageable. Because they are able to get the work done, they
feel successful and confident.
• A teacher should utilize fun techniques! A teacher should change the look of the
classroom every few weeks. A teacher should use music, songs, finger plays, stories,
puppets, props and many authentic materials (such as real leaves and squash!)
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• A teacher needs to help students. This means – go with children when they transition,
wipe tables alongside the students, bend down and pick up papers when things are
messy. Do fun things and chores right alongside the students.
• A teacher needs to “earn” the students’ respect. One way of doing that is to do many
little things for each individual student, when the opportunity presents itself. Each little
good deed gives the teacher a way “in” with each student. These little acts of kindness
can actually provide personalized motivation for each student.
• Teachers should allow for the students to make choices about their activities in the
classroom. Not only does allowing freedom of choice increase student engagement, it
also teaches “decision-making skills” and “ownership of learning” (Fields, 2010, p. 93)
• I think it is OK for teachers to give out small prizes, stickers, or awards every so often for
good behavior or other positive learning behaviors. I think it is OK to do this randomly
too, without any plan.
• Give students plenty of encouragement for their efforts toward learning and thinking,
by asking questions about their work, or noticing their project, or describing what you
notice about their work (Fields, 2010, p. 210)
• Ask “How?” questions: How did you do that? How do you know that? These “How?”
questions, coupled with a patient, listening ear helps students “explain how they had an
affect on the world,” “make their strategies available to the rest of the learning
community and emphasize and embody a dynamic-learning paradigm.
(Johnston, 2012, p. 31)
• A teacher should be organized and have every lesson ready, with all necessary materials
and handouts ready to go. The lesson should be well-thought out.
• Every minute in the classroom should be accounted for; there should not be any wasted
or squandered time in the classroom. There should be relaxing activities and fun
activities, but never a careless waste of time in the classroom.

l. Briefly explain main techniques for dealing with student misbehavior. Be specific.
Describe plans for
1. minor difficulties and
2. for major problems. Imagine you are explaining this to a principal who might hire you.

Teacher must decide how and when to deal with behavior problems. Always take a few seconds
to think about the reasons why the student is misbehaving. There might be a reason for it, or
there might be more to the story.
Teacher must always think about the social and emotional health of the student when dealing
with minor and major behavior problems. Be aware of the whole child, and the long-term;
don't just think of the infraction.

For minor behavior problems: Address the behavior right away. Teacher should try to move
into a position next to the student so that any conversation can be private between the student
and the teacher. For very minor behavior problems, a look from the teacher can curtail the
negative choices.

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For minor behavior problems, the teacher can use a color chart, where students can monitor
their own clips. Students will move down on the behavior color chart when they make poor
choices. The colors on the behavior chart are:
Rainbow-Super helper, pleasant, stellar attitude and behavior.
Green-Making great choices
Yellow-Stop and think
Red-Need to make better choices

For major behavior problems: Address the misbehavior right away. Be sure that every student
is safe from harm. Be sure that the student who is misbehaving is safe from harm. Talk to the
student and try to address the reason for the misbehavior.

For major behavior problems this plan should be implemented:
1st infraction, use these steps in order, as needed for compliance from student:
1. Remove student from the classroom.
2. Contact parents
3. Meeting between parents, teacher, student. (and possibly counselor.)
4. In school suspension

2nd infraction, use these steps in order, as needed for compliance from student:
1. Contact parents
2. Meeting between parents, teacher, student. (and possibly counselor.)
3. In school suspension
4. Behavior contract must be written and signed.

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?

• A teacher can help a student feel successful by pointing out the positive strategies and
skills that the student exhibits.
• A teacher can give verbal comments or written evaluations that give encouragement
and that explain the accomplishments the student has earned.
• A teacher can describe a student's actions or behavior; when a student is doing their
work, a teacher can describe exactly what the student is doing well. This emphasizes
the behavior and the study skills instead of the person.
• A teacher can give genuine thanks for a student's participation in the classroom
activities or in individual work. When a teacher shows interest in and appreciation for a
student's learning behaviors, then the student will have better intrinsic motivation to do
well. This leads to a student's success and productivity.
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• When a teacher shows enthusiasm for a student's work, then that student feels
recognized. Children seek our attention and our approval. We can show them that they
have the skills to succeed.
• An example: a student can receive a certificate that honors the work completed by the
student. The certificate can include the words learned, the lesson completed, and the
skills mastered. This helps the student see the results of their own work.

2. positive group spirit. What do you do to help children be contributing members of the
learning community?

• A teacher can help students be contributing members of a learning community

by making the class culture really engaging and enjoyable. Any disagreements that
happen between students should be seen as learning and teaching opportunities; this
helps students learn that being in a classroom with others and having problems is
normal - and figuring out how to get through the problem in a respectful way is normal
too.
• A teacher should try to make the classroom a relaxing, safe place for students.
• Fun activities are good for building bonds between students. When students have a
chance to find new friends in their classroom, the students might feel more comfortable
and willing to try something new.
• Activities that encourage sharing, taking turns, give-and-take, and other interactions
between students can help the students build friendships with each other and can give
the students opportunities to try something new.
• An example: twice a week, students can write out their own piece of news that they
want to share with the class. Each piece of news can be glued to the class "daily
newspaper" and then later on, each student can share their news with the class. Each
student gets a chance to add to the class newspaper and each student gets a chance to
address his peers and listen to others. Each person contributes to the work and also
benefits from the work.

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.

Three methods of including parents in the operations of your classroom:

1. I would ask parents to volunteer their time to be a part of their child's classroom. Parents
could choose different ways of volunteering - either a task that could be done at home (such as
preparing the crafts for annual Holiday fairs, tree trimming, etc.) or tasks that could be done at
the school.
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2. Parents could come in to present something to the entire class. If a parent has a special skill,
a cultural lesson to share, or is in a profession that lends itself to giving a health or safety lesson
to students, then they can schedule time to come in to share with the class.
3. Parents can schedule time to come in to read to small groups of students. Because reading
to children and with children is one of the most important literacy strategies, parents can be
enlisted to volunteer their time for this important endeavor.
4. Parents can be put in charge of organizing class parties, enlisting other parents to help out or
making the necessary lists for the events. Parents can bring in snacks and plan games or
activities for the class.

Three methods of regular communication with parents:

1. I would share the current events of our classroom through:
• a monthly newsletter
• the class website
• emails to parents.
In the monthly newsletter, I would include information about upcoming events at the school
and in the classroom. I would give information about the topics we are covering and what we
hope to cover in the coming weeks. I would share short poems or positive messages that have
been posted up in the classroom. I would include photos of the work on the bulletin boards in
the room and outside the room, in the hallway. Parents would know what materials the class
needed and what art projects were coming up. On the website, I would include photos of the
classroom and the students having fun. According to the National Parent Teacher Association,
“Families and school staff engage in regular, two-way, meaningful communication about
student learning” (PTA, Standard 2: Communicating Effectively).
2. Parents should always feel welcome to come to the classroom before or after school, during
lunch, or with a pre-arranged meeting time.
3. Parents are welcome to call the teacher at school at any time. If the teacher is teaching a
lesson, the caller may need to leave a voice message. The teacher should welcome phone calls
from parents for any school or student related reason.
4. Another way that parents can be included in a classroom is through the planned interactions
of homework or lessons brought home. One of the simplest and best ways for parents to
support the work of teachers is for the parents (or caregivers, grandparents, etc.) to spend
some time each evening with their child reading. Parents can commit to spend 15-20 minutes
per day reading with their child and logging these minutes and books on a chart. This one
simple task is enjoyable and it is very helpful for the student. Also, when a child sees a parent
reading, and spending time to read without a TV on, and no other distractions, then the child is
seeing good reading and learning habits modeled.


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o. How do you interact with the larger community?

It is good to help students think of themselves as helpers, as needed, as productive, as

important, good members of their community. Here are a few ways for the class to interact
with the larger community:

1. The class can provide artwork, songs, stories, or dance for various community organizations
or events such as, Annual holiday festivities for the city, The Chamber of Commerce, the
Pioneer Home, the grocery store, the Visitor's Center and the library. If students have
something to share, then it is good for the school or the teacher to organize a way for students
to be able to go out into the community to share their talents. Many community members and
organizations welcome students.
2. People from the surrounding community can be invited and welcomed to the school to
present information to students. Organizations such as the fire station can bring information
and props for students to learn more about fire safety. The local Fish and Game office can bring
information about salmon, the local hatcheries and other seasonal fisheries, such as halibut,
herring, geoducks, sea urchins, etc.
3. The class can write letters to people or organizations in their community. If the class has a
project about the political leaders, then the class can write letters to the different leaders,
asking questions and offering their input into policies, problems or concerns. The class can
learn which organizations in the community need help and then they can write letters to help
gather backpacks, food donations, donations of change, etc. Also, letters can be written to pen
pals who live in the same city or who live further away.

Professionalism
p. Summarize your paper with a short recap of how your
discipline and management plans support your philosophy of education.

I believe that learning and teaching should be fun for all involved. The daily routines should be
done with care, but also with a sense of lightheartedness and love. All conflicts should be
handled with thoughtfulness and care. Every child should feel successful and safe in the
classroom, with the teacher being a good model of responsibility, organization, and acceptance.
A teacher should proactively seek and carefully implement the best information regarding
student discipline and classroom management. A teacher should resolve to give her best to the
art of teaching. A teacher should always seek to promote learning and student growth, while
always exhibiting the qualities of a professional educator. When a teacher is committed to
teaching in professional manner, then the discipline and management plans will be flexible, fair,
and effective. Above all, a teacher needs to be warm hearted, generous, and understanding;
these qualities will help a classroom be harmonious.


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q. 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
practica and student teaching.

Some of the areas of classroom discipline in which I feel are problematic for me are:

1. When children are rude, I don't really exhibit a lot of patience. I still have the idea that
children should come to school with some good social behaviors that are taught to them by
their parents, such as being polite, being helpful, saying please and thank you, picking up after
themselves, and keeping themselves clean. I sort of resent having to deal with these issues as a
teacher at school. I realize that it is part of my job as teacher to help students with some of
these social behaviors, but I don't think it is right that teachers are responsible for teaching
children this stuff. This is an area that I need to work on. I know that I need to gain a better
perspective on this and I aim to. I think I need a little bit more compassion for all students.
One thing I've realized - the more time I spend with children, the more I feel connected to
them, and consequently, the more I feel empathy and compassion for them. Ah, this is one of
the most satisfying feelings connected with teaching - I really like having positive connections
with students. I have high expectations for students, including in their ability to be polite,
clean, and courteous.

2. My main rule used to be, "Don't be a jerk." I can't use this anymore. This old rule of mine
was stated in a negative way and it is ambiguous. My expectations have evolved although I still
have the same basic thinking on this. I come into a class assuming that children are going to
want to be there and that they will know the rules and they will be polite and they will be
pleasant. This hardly ever happens. So, I need to readjust my expectations for students. I still
want to have high expectations, but I think I need to be more realistic, more empathetic, more
forgiving, and more open to all potential feelings swirling around in a room.

r. Bibliography

CultureCard from SAMHSA. A Guide to Build Cultural Awareness: American Indian and Alaska
Native.

Curriculum Standards:

http://www.corestandards.org/the-standards
http://education.alaska.gov/tls/assessment/2012AKStandards.html
http://www.eed.state.ak.us/standards/pdf/standards.pdf
http://www.kgbsd.org/Page/1297 (Elementary Math)
http://www.kgbsd.org/Page/1291 (Elementary Science)
http://www.kgbsd.org/Page/1335 (Language Arts)
http://www.kgbsd.org/Page/1296 (Social Studies)

 Ideal Classroom Outline 16

Fields, Marjorie V., Nancy J. Perry, Debby Fields. (2010). Constructive Guidance and Discipline:
Preschool and Primary Education. Upper Saddle River, NJ; Pearson Education.

Johnston, Peter H. (2012). Opening Minds: Using Language to Change Lives. Portland, Maine;
Stenhouse Publishers.

Morrish, Ronald. (2000). With All Due Respect: Keys for Building Effective School Discipline.
Ontario, Canada; Woodstream Publishing.

PTA. http://www.pta.org

http://www.scholastic.com/teachers/article/top-5-ways-get-know-your-students

http://phe.kgbsd.org/cms/lib3/AK01001769/Centricity/Domain/517/PH%20Parent%20Handbo
ok.pdf

1. Ideal Classroom Points:_________/30

This is your major project for this class. I have included a detailed rubric that is aligned to the
description of the assignment, and shows a standard for each element of the assignment. I expect
you to meet the standard in the middle column if you are preparing for Student Teaching. IF you
are a teacher, your work should fall into the “Advanced” column of assessment.
Unsatisfactory: the Meets Requirement Advanced An overall
paper is not detailed Shows thought and plan that is well thought
enough to show readiness research, ready for Student out, professional and ready
for management of a K-8 Teaching for implementation
classroom
Demographics
A. Elements are unclear or Grade level, number of Grade level, number of
Grade level, number and missing students and the basic students and detailed
characteristics of the demographic info is demographic info is
children outlined outlined

0 +
1
 Ideal Classroom Outline 17

Philosophy of Discipline
Elements missing; Your definition and the Your definition and the
Definition definition inconsistent with community definitions are community definitions are
B. Personal definition of beliefs clear and succinct. If clear and succinct. If
discipline 0 1 differences/disconnects are differences/disconnects are
noted, they are briefly noted, they are briefly
C. Community discussed discussed. The answer is
expectations referenced to authority
+

2
Academic Expectations
D. Academic expectations Some elements are missing Clear reference to Clear reference to
__ Referenced to local or unclear standards and curriculum; standards and curriculum;
curriculum and state Paragraphs summarize Paragraphs summarize
standards main academic goals in 4 main academic goals in 4
__ language arts subject areas subject areas. Includes
__math 1 (do not cut and paste in discussion of the specific
__social studies from AK standards or topics covered at that grade
__science curriculum guides) level
2 3 3+
E. Differentiation Shows a superficial plan to Provides 2-3 strategies for Provides a wealth of ideas
__Cultural deal with differences differentiated instruction in for differentiation in each
__maturational 0 each of these 3 areas of the 3 areas
__cognitive 1.5 2 +
Basic Classroom Organization
F. Organization of TIME Information is not present Daily, weekly and overall A professional schedule
__daily schedule or not clear 0 yearly schedules are that a substitute, principal
__Weekly schedule outlined. Interface with or other visitor could use
__Overview of year specialists is present +
__ 1 2
__Specialists
G. Map of classroom Not present A clear map shows Creative physical
physical organization of arrangement of the
0 the room classroom
+

1
H. Student routines and A pithy list of routines and At least 10 routines and Nothing is left out -- the
procedures at least 10) procedures that would not procedures described procedures and routines
__work include those necessary for would allow for good class describe a well run
__personal items normal class operation operation classroom where students
__transitions have ample opportunity for
__relationships 1 learning and autonomy:
would be appropriate to
leave for a substitute
teacher
2+
I . Teacher routines and Evidence that the teacher is 5 or more routines and Teacher's routines allow
procedures (at least 5) unorganized and has not procedures are planned so for completion of tasks and
thought through the school that teacher work is time for creative work with
day 0 accomplished in an orderly colleagues, families and
manner children
1 2 +
 Ideal Classroom Outline 18

Behavior Management and Discipline

J. Student behavior Expectations not clear or A clear set of rules that is Rules and expectations are
___ expectations not articulated with rules aligned with narrative eloquently stated and align
___classroom rules explanation of expectations perfectly with philosophy
and philosophy +
1

2
K. Student cooperation Relies on behaviorist Relies on a variety of Includes respectful and
__methods techniques that lose respectful techniques innovative techniques that
potency over time allow students autonomy
1 2 and choice
2+
L.. Misbehavior Describes plans A clearly stated Discipline A clearly stated Discipline
__discipline plan inconsistent with Plan is consistent, fair and Plan is consistent, fair and
__major problems philosophy or development allows for student learning allows for student learning
and safety. Steps for and safety. Steps for
dealing with a dangerous dealing with a dangerous
or major situation are or major situation are
outlined outlined
Discipline plan is
consistent, fair and safe:
encourages student
1 2 learning and collaboration
+
Motivation
M. Affective No apparent plan to A brief plan for A brief plan for
__Student efficacy encourage student pride in encouraging student encouraging student
__Group spirit self or group efficacy is out outlined; efficacy is out outlined;
several techniques for several techniques for
developing positive group developing positive group
spirit are suggested spirit are suggested
1 2 Teacher plans specifically
for students to take pride in
accomplishments of self
and group
+
Parents and Families
N. Methods not included or 3 effective methods 3 effective methods
not sufficient to indicate described for parents in the described for parents in the
parent concern or classroom and 3 for parent classroom and 3 for parent
participation. communication. communication. Includes
reference to PTA standards

1 2 3 +

O. Community interaction not Methods of interaction 3 or more effective

well explained. with the larger community methods of community
0 are listed. interaction are listed.
1 2
 Ideal Classroom Outline 19

Professionalism
P. summary Superficial summary of A paragraph accurately A paragraph accurately
__philosophy relationships summarizes the summarizes the
__management/discipline relationship between relationship between
personal philosophy and personal philosophy and
this overall management this overall management
plan. plan.
Summary includes new
1 insights about self and
classroom
+
Q. Reflection Unable to reflect Reflects on meaningful Reflects on meaningful
__Problems meaningful areas for areas for improvement areas for improvement
__Solutions improvement And provides a plan for
improvement that is
tangible
1
R. References Not used Correct APA usage and A rich list of references
APA is used in body of citations with references includes readings outside
text and in references listed in reference section of class assignments
This is extra credit +
.5