Area #1: Procedures/Structures/Routines

First, the routine that starts my class period for my students is very important and

structured. When need be it can be adjusted or arranged too. Students are expected to:

○ Students line-up outside hall if they are waiting to come in (I will let them know

when they can enter)

○ Walk in quietly and respectively

○ Look to board to what needs to be done or gathered before I check attendance of

students

○ Timer set for time they are expected to be ready to learn (so they have time to

gather materials on board as needed

○ Begin instructions or repeat expectations for work time (tell students how they

can get help i.e. come to me or raise hand)

Then, I will have attention signals that are used repeatedly to ensure that my students

know that I want their attention. We will practice these at the beginning of the school year, and

they may change or be adjusted based on popular culture and what works for certain students. A

timer is used a lot for students to understand when I need their attention back to me. Since we

don’t have a bell, dismissal will come from me. I will use Non-Verbal Cues, such as Classroom

plan and What to Do When you Finish Presentation on board, Visuals on Presentation for what to

do (picture of work/where to go), and a timer sound to get ready to leave or transition their

attention back to me. When I am giving directions I will use modeling, ensure expectations are

set at the beginning of school year, and display lengthy directions simplified on Presentation on

board. Throughout the year, I will check for understanding with formative assessments daily and
weekly, quizizz games/Kahoots, mini Projects or writing, and weekly check-ins with students on

lengthy projects or writing tasks. In order to hold my ground and limit arguing, I will use explicit

language and be direct. One-on-one conversations will help me to direct these situations and they

can be done after the class period is done.

During instruction, if a student speaks out, I can remind them gently to raise their hand (if they

said the right answer, compliment them, remind them to raise their hand so I can call on them,

and then call on them to repeat it).

Area #2: Engagement & Participation

In my instruction, I incorporate variety to increase engagement and participation. Since I

will be teaching periods in Middle School next year, this means having variety from day-to-day

for students. This includes whole group instruction, modeling with different techniques, and

individual time. Collaboration while students talk and share with their peers is really important to

me in English Language Arts. Some methods I will use include:

○ Think-Pair-Share

○ Think-Ink-Group-Share

○ Move-to-Answer

○ Hand-raising in whole group instruction

○ Timer to show students how long they have to share with each other

If I feel my students are antsy or having a hard time concentrating as they come to my

class period I can incorporate movement for quick breaks. For example, I can add in dance

breaks during longer periods, chair yoga, stretching, 1 minute cardio burst, and challenge the
teacher or student activity. Next, total participation is crucial to checking my students’

understanding. Some ways I can do this include:

○ “I need 3 students to share…”

○ “I want to see new hands in the air…”

○ “We need 3 new students to share before we move on…”

○ Think-Pair-Share

○ Think-Ink-Group-Share

○ Move-to-Answer

○ Small group instruction

To incorporate developmentally appropriate rigor, I will use Bloom’s Taxonomy:

■ Build knowledge

■ Apply knowledge

■ Create with knowledge

■ Problem solve with knowledge

In my instruction, I will take my student into consideration and explain in a way that

makes sense to them. This may change from year to year. Then, I will model, use guided

practice, incorporate independent practice, use small group instruction, and strategically

implement whole group instruction as needed. Then, in my instruction types, questioning and

probing will be important. This could look like:

○ “We need 2 students to ask a question before we can work…”

○ Relate questions to prior learning

○ Connect to activities and how to relates to their life

 Lastly in group work there will be roles assigned (i.e. content creator, script writer, editor,

leader). I will have daily or every other day check-ins with assigned times (on presentation at

front of class). I would like to learn more about how to assign certain roles or how to make sure

my students are all working and feeling okay in their group work.

Area #3: Rapport/Connection

In my classroom, building rapport and connecting with my students is one of the most

important things to me and our culture. I want my students to feel like they are a part of a family

in my classroom and in our school. First, I will be warm, friendly, and approachable. I will have

a Get to Know Me Presentation during the first day/week, a letter to parents or students, and

greet students/say goodbye. To bring enthusiasm, energy, and joy, I can use I can statements (I

am excited, I am enthusiastic, and I am joyful). Then, I can learn about content as much as

possible to get excited about it to make it exciting and relatable to my students. I feel very

comfortable about bringing appropriate humor and laughter into the classroom. It is a part of my

teaching style, and I do this by relating content and knowledge to current trends, relating

information to past experiences, and being able to “make fun” of myself to students

While building rapport and connecting with my students, I must have knowledge of

individual students’ interests because I can build content based on students’ interests. Moreover,

I could go to students’ activities, know which activities my students are interested in, and

incorporate books and passages that relate to my student's interests. Lastly, to appreciate and

respect my students, I can assume the best of them and appreciate their hard work.
Area #4: Behavior Intervention/Consequences

My behavior intervention and consequences follows the Conscious Classroom

Management, 2nd Edition By Rick Smith and Grace Dearborn Chapter 13: Rules &

Consequences: