Miah

Lynzee Crosland
875 East Fort Pierce Dr. St. George, UT 84790 1-307-677-4848 lacrosland@gmail.com

Table of Contents
Management philosophy paper ...................................................................... Case Study ...................................................................................................... Letters of Introduction parents .................................................................... Welcome letter students.............................................................................. Discipline Plan and Contract ........................................................................... Classroom Jobs ............................................................................................... Developmental stages outline......................................................................... Procedures ........................................................ Found in Separate Document Awards .............................................................. Found in Separate Document

Management Philosophy Paper Classroom management is the scariest aspect of teaching in the eyes of many teachers; yet I feel prepared and excited to embark on this journey and test theories in my own classroom. For me, teaching is not simply a job, it is an adventure. After both learning about and observing in classrooms, I have thankfully gotten a few ideas about how to manage my future classroom. Classroom arrangement plays an important role in classroom management. Fred Jones believes that efficient arrangement of the classroom improves the likelihood that successful teaching and learning will occur (Jones 2007.) By having the room arranged in a manner that allows me to reach each student, I will be able to control students better. Using body language is a good way to manage the classroom. Fred Jones believes that the proper use of body language is one of the most effective discipline skills available to teachers (Jones 2007.) I believe that things such as proximity, eye contact, and facial expressions go a long way toward keeping students in line. These work with most students because it lets them know that I know they are not doing what they are supposed to be doing. This will be fairly easy to implement because my classroom arrangement will allow me to move among the students with relative ease, and the eye contact and facial expressions go with the territory. Students should have as much input into the lessons as the teacher and the lessons should let the students interact. Fred Jones uses the Say, See, Do teaching method which calls for frequent student input. If students do not have an input into lessons as well as have interaction they are not really learning, but absorbing. Although classroom management is one of the hardest aspects of teaching, I believe that I am ready to test out these theories on the real classroom to see how they work out for me. I believe that a fun classroom with strict guidelines and specific punishments when those lines are crossed is the best way to

manage your classroom. The guidelines (i.e.rules) for each classroom should reflect the attitudes of the teacher and classroom.

Works Cited Jones, F. H. (2007). Tools for Teaching (2nd ed.). Santa Cruz, CA. Fredrich. Jones & Associates, Inc.

Case Study I have been given the opportunity to observe a first grade classroom for my first practicum semester. Having never done this before, I was very nervous about what to expect, especially with the many different behaviors I could be dealing with. Turns out I was put in a very well behaved classroom, which is very organized, and well managed. However, there is one student in particular that seems to always be the one student to be disciplined. Some days, in class, it was as if this student just wanted to be noticed. This student comes to my practicum classroom during literacy, which is in the mornings. There are four lower level reading students that switch with three others from a different classroom for the first half of school. One of the three students becomes somewhat of a disruption at times. From the disruptions I have observed, I would say that this students just wants attention. The student wants attention from anyone, fellow students, the teacher, and even us practicum students. The student may be lacking attention at home, or have siblings that demand all of the attention from parents. The first day I was in the classroom the student brought a stuffed dog and didnt want to be without it. The student was distracted by the toy all morning. When the teacher had the student put it in a cubby to be safe the student would cry, or not do any work at all without having the toy near. Part of the problem was that the students homeroom teacher would allow the student to take it along to the next classroom. My mentor teacher was very distraught about making the decision about what to do with the toy and how to get the student to work. She finally had to take the time to sit down and chat with the student about the rules. The student finally came to terms with the teacher. The student was able to

keep the stuffed dog on the desk, but if the student were to play or touch with it, the toy would be taken away for the rest of the day even if the student were not to work at all. This disruption in class was not only affecting the individuals learning, but the students around him werent able to focus 100% on their work either. How the student acted out distracted so many of the other students there was a lack of focus throughout the room. From observing this student after the first day, I knew I needed to keep a close eye in that students direction. Turns out, this student has a hard time sitting still, and keeping quite. Not only does the student wiggle and squirm around, but also gets up and walks around in the classroom occasionally. My mentor teacher has placed the students desk in the front of the room so that she can keep a close eye, keeping the student in the red zone, so there isnt much disruption with volume, and movements. On a positive side, the noises and talking out dont escalate while the teacher is giving instruction. It seems to me that this student has figured out the system. Once the directions are given it is time to start making animal noises, or sounds with pencils. My mentor teacher does a really good job at stopping this behavior immediately just by saying the students name one time and the behavior comes to an end for the day. However, once or twice the student has had to pull a card, and is to put their head on the desk. In first grade the class gets called over to the mat or rug quite frequently. When the students go to the rug this student always chooses to sit in the orange row which is closest to the wall. When sitting at the wall this student is constantly pulling off and messing with the things hung on the wall. This is a distraction to the students around as well as the individual doing it. The student isnt paying attention to what the teacher is doing or saying, and is drawing the attention of others away from the teacher. What the

teacher does in this case is make the individual choose a different square, but the next time the class goes to the rug, the same student again chooses to sit at the wall repeating the same process. This causes more distractions and takes up more of the teachers time. I think the student was going for a higher social standing, thinking that it would be the cool thing to do, to mess with the stuff on the wall. When the student kept getting in trouble for doing it, the self esteem went down and the student doesnt go to the wall as often. This child could be helped in many ways. There are ways that the student can improve to increase learning ability, self esteem, and still get the attention that is needed. I know this student gets along with other students just fine, but I dont think the individual knows that acting up isnt necessary to having, keeping, or getting friends. The day the student brought the stuffed dog to class was a huge dilemma. This could have been stopped if the homeroom teacher wouldnt have allowed the student to bring it to our class. Since the toy was possibly accepted in the other class, the student thought that it would be okay to have in ours. However, the homeroom teacher may have not known that the student brought it along. My mentor teacher could have had the student take it back to homeroom, and put it away in a backpack, as well as let the students teacher know that it isnt acceptable. The student is very disruptive when entering the classroom by using a loud voice and walking around and disturbing other students rather than going straight to sit down. I know my mentor teacher has a system for the students that are disruptive in her classroom. She has the teacher that her student go to in the morning give smiley faces determining how well they did in class for the day, and when the smileys add up they get a

treat. I think it would help out the disruptive student in our class if there were a similar incentive. The smileys can include how well the student works, stayed on task, if they were or werent disruptive, staying in their seat, etc. Not only will the student be benefiting by having a better learning likelyhood, but the other students wont be disrupted as much either. Also, the students self esteem will go up smileys are received. Since the rug is such a trouble in the class there are many different solutions the teacher could use. The first thing I would probably try is to pull the rug away from the wall about a foot, especially since the classroom has so much space. If there isnt much space I would probably make a rule of no one sitting in the row next to the wall. This will solve a lot of drama, because there needs to be space next to the wall during math anyway to get to the counting charts. Another solution would be to have each table have assigned rows, and not assign the row next to the wall to the table with this specific individual. I have learned a lot about classroom management just from observing different behaviors in the classroom. Not only negative behaviors in the class but positive as well. I think my mentor teacher does a great job at keeping the negative things out of the classroom. One thing that another teacher did when our whole class went to a different teachers room for rotations was make some students write the sentence I am bored over and over again. My mentor teacher does not believe in this kind of punishment because it makes students hate to write. I believe that keeping discipline out of the classroom as much as possible is the best thing to do.

Welcome!
2013/1014 School Year Dear Parents/Guardians: I would like to extend a huge welcome to you and your child! I am very excited about the upcoming year and I hope to make school an exciting learning experience for my students. My expectations for conduct and standards for academic growth are very high. With your participation in and out of the classroom, we can look forward to a productive, creative, and fun year together. Student Binder and Supplies Each year I use a binder system as an organizational tool for every student in my class. Using this binder system will help your child learn organizational skills and responsibility, as well as help you to be more informed about school activities and schedules. If you can provide your child with a 1 3-ring binder this school year it would be very helpful. This binder will become your childs best friend and will go home and back to school every day. The binder will be filled with an academic calendar, reference material, a Lions folder, binder paper, and various other items inserted throughout the year. Your child will be provided with classroom supplies but voluntary contributions of the following items would be greatly appreciate: 1. 2. 3. 4. 5. 6. 7. 8. 1 3-ring Binder (needs to be strong enough to last the whole school year) 12/24 pack colored pencils (twistables are nice but expensive) Dry Erase Pens (2 or more, any color except yellow, low odor please) Sock (The one that didnt get eaten by the dryer to use as a white board eraser) Sharpie Permanent Pens (1 fine point and 1 ultra fine point: can be double sided) Personal Pencil Sharpener with shaving catcher Glue Stick (The larger sticks are the best) Personal hand sanitizer (optional)

Teacher Wish List Donations Kleenex Hand sanitizer (big bottles to replace personal bottles) Ziploc Baggies-quart and gallon sizes **All of these supplies are voluntary and not mandatory. The first 7 items on the list are the most important. If you cannot provide any or all of these supplies, your child will not go without. Just let me know through an email and I will discreetly make sure your child has the needed supplies. Any donated supplies will be greatly appreciated and help get supplies to those in need. Volunteers Volunteers are welcome and encouraged in my classroom and our school. A colunterr information form must be completed each year before volunteering begins. The PTA will help organize parent volunteers and you will be notified at a later date about how you can help in or out of the classroom. Homework

Students in the 4th grade will have mainly math homework on Monday-Thursday nights. As part of the homework, every student should also be reading a minimum of 20+ minutes nightly or an average minimum of 150 minutes per week or 600 minutes a month. Those students who read a minimum of 600 minutes each month will be rewarded with eating lunch with the teacher and receiving a special treat on the Friday after the last day of the month. Friday/Weekend homework will only consist of weekly work not completed in class. Homework is an integral part of your childs education, so there will be consequences for incomplete or late homework. (Example: completing homework during recess, loss of privileges and/or parent notification.) Because family and other various activities outside of the school day do have importance in every childs education, I will occasionally excuse late homework if it is accompanied by a note from the parent with an explanation. Research states that students should have no more than 10 minutes of homework for each grade in school. If you find that your child is spending more that 40-45 productive minutes a night on homework, including reading, please notify me and well work something out. Your support and participation with homework is greatly appreciated. Teacher I have no lived in the St George area for 4 wonderful warm years. Before moving to St. George, I lived in a very small town in southwestern Wyoming for 18 years. (Have you heard of a small town called Kemmerer, Wyoming?) I graduated from Dixie State University with my ESL endorsement in Elementary Education. I am interested in reading and have my own blog which I see as a window to express my opinions. Also, I have always had a love for math. Before getting into the Education program at DSU I received my Associates of Science in Accounting. Apart from that, I am always on a quest to meet new people and learn about their language and culture. If you have any concerns or questions, please contact me at school 555-2115. You may also email me at lcrosland@lcsd1.k12.edu. The first day of school is Wednesday, August 21, promptly at 9:00 a.m -3:30 p.m. I am looking forward to seeing you then! Sincerely, Miss Lynzee Crosland

Dear Students,
Its almost time for the new school year to begin and I am extremely excited to by your 4th grade teacher this year! Fourth graders are the best and we are going to have a lot of fun learning many wonderful things! We have Back to School Night on Tuesday, August 20, at 5:30 p.m. Please bring your parents with you to see our classroom and meet the other students in our class. The first day of School is Wednesday, August 21st and the bell rings at 8:55 a.m. A list of needed classroom supplies is included with this letter, so be sure to show your parents. Please bring any supplies with you to Back to School Night or on the first day of school. Ii set up a website for our class that has lots of information about our class. There are even some fun learning computer games and websites that you might find interesting. Check it out at http://croslandclassroom.weebley.com/ I am looking forward to meeting you and hope to see you at Back to School Night! Sincerely, Miss Lynzee Crosland
P.S. Would you please print and complete the attached Student Interest Survey so I can get to know you better and have your parent fill out the Student Information Card? I will have extra copies at Back To School Night if you need them. Thank you!

Discipline Plan and Contract for Room 15

Miss Croslands 4th Grade Classroom Rules
1. 2. 3. 4. 5. Follow directions the first time they are given. Raise your hand and wait patiently for permission to speak. Stay in your seat unless you have permission to do otherwise. Be respectful of others by keeping your hands, feet, and other objects to yourself. Always enter the classroom quietly and prepared with needed materials.

Consequences for Breaking Rules

1st warning 2nd warning 3rd warning Name on the board One check after the name Two checks after the name. Removal from our classroom for processing in another class. Parent will be notified with a note home requiring a parent signature.

Severe disruption = Student sent directly to the office and parent notified.

** Students who do not return homework when due, will miss recesses until the work is completed
**Names and checks are removed daily

Rewards
Praise Tickets for end of week drawings and end of year auction Positive notes sent home Gold Tags Whole-class incentives and rewards Various other earned activities throughout the year

.................................................................................................................................................
Students: I have read and understand this discipline plan. I am accountable and responsible for my own actions. If I choose to break a rule I will be responsible for the consequences.
___________________________________________________________________________________
Student Signature Date

Parents: My child and I have discussed the classroom discipline plan for Room 15. I understand these rules, consequences, and rewards and will support them.
______________________________________________________________________________________________ Parent Signature Date

Thank you for your help and support. I am confident that we will have a great year. Miss Crosland

Classroom Jobs
Teacher Assistant 1 & 2:
Lunch Count Hand out and collect papers File papers Take out and bring in equipment Messenger Put lunch count magnets in order at the end of the day

Custodians:
Sweep or vacuum the floor daily Dust book cases and shelves

Garbage Collector:

Make sure all trash is picked up Put trash cans in the hall at the end of the day

Supplies:
Keep supplies organized Sharpen pencil supply for the next day

Librarian:

Take leveled books to the leveled library every morning. Keep classroom library organized Hand out leveled reading books for take home reading at the end of the day

Line Leader:
Lead the class quietly through the halls. Walk at a pace that keeps the whole class together.

Desk Inspector:
Inspect student desks at the end of each day to make sure they are organized, clean, and free of clutter.

Developmental Stages of a First Grade Student 1. Intellectual Development a. Love to ask questions i. Sometimes when they already know the answer ii. Sometimes random b. Always have input i. my dad, my dog, my sister c. Schoolwork is interesting d. Learn best through discovery e. Enjoys process better than product f. Focus on one thing at a time i. Cant listen to a story and draw at the same time g. Might reverse printed letters i. b is written as d sometimes h. Starting to understand time and days of week i. Interested in magic and tricks j. Classification skills are being developed k. Developing reverse process thoughts i. Problems understanding consequences of their own actions l. Developing understanding of past when tied closely to present 2. Physical Development a. Lots of energy b. Speedy i. In a hurry ii. Sloppy c. Good fine motor skills i. Use fingers as tools ii. Can cut well d. Noisy in the classroom e. Learning left from right f. Easily get tired i. Frequent illnesses g. Oral activity i. Chewing a lot (teething) 1. Hair 2. Nails 3. pencils h. Like to test muscle strength and skills i. Good sense of balance 3. Psychological Development a. Self-centered b. May have behaviors that need to be understood not tolerated

i. Tantrums ii. Teasing iii. Bossing iv. Complaining v. Tattling c. Interested in rules and rituals d. Criticism or failure is hard to deal with e. Guild is a confusing new emotion i. May feel guilty over things that logically shouldnt cause guilt ii. May feel guilt when initiative doesnt produce desired results f. Learning to take initiative i. Learning to prepare for leadership g. Starting to choose risky behaviors i. Crossing the street alone ii. Riding a bike without a helmet h. Not achieving goals: bad behavior i. Doesnt have time to finish work 1. Leads to disrupting next activity i. Parents and teachers i. Encourage 1. Children develop initiative ii. Discourage 1. Develop guilt 4. Emotional Development a. Competitive b. Love having a best-friend i. Might tattle on him/her c. Extremely sensitive i. Encouraging comments go a long way d. Like to work with and after young children i. Caring for smaller kids e. Spending time with friends becomes important i. Enjoy working/playing with same sex friends f. Love to be first i. First to eat ii. First to answer a question iii. First in line iv. First to get their homework done g. By end, should be able to work better with others as a social unit

Works Cited

Annevirta, T., Vauras, M. (2006). Developmental Changes of Metacognitive Skill in Elementary School Children. Journal of Experimental Education. Costley, K.C. (2010). Perspectives of Young Children: How Do They Really Think? (Doctoral Dissertation). Retrieved from ERIC. ED509726 Sabharwal, S. (2009). Effect of Grouping on the Language Development of English Learners (Doctoral Dissertation). Retrieved from ERIC. ED506034